Contemporary Problems of Social Work

ACADEMIC JOURNAL

Vol. 3. No. 2 (10) 2017

MOSCOW CCONTEMPORARYONTEMPORARY PROBLEMSPROBLEMS CONTENTS OOFF SOCIALSOCI AL WWORKORK Starostenkov N.V. VVolumeolume 3,3, No.No. 2 (10),(10), 20172017 “On Some Problems of a Young Scientist Formation” . . . 4

ISSN 2412-5466 ECONOMY The journal is included into the system Efremova M.Yu. of Russian science citation index and is Methodical Approaches to the Development available on the website: of Economic-Organizing Provision of Professional www.elibrary.ru and Public Estimation of the Quality of Educational Programmes for Service and Hospitality Industry . . . . 7 DOI 10.17922/2412-5466-2017-3-2 Ivanova O.A. Standard and Legal Regulation CHIEF EDITOR of the Consulting Services Market Maloletko A.N. (The History of the Development doctor of economic sciences, professor, vice-rector for research, Russian State of Consulting Services Market) ...... 15 Social University, Russia Keneshbaeva Z.M. Kyrgyzstan’s Economy in Terms of the EEMA DEPUTY EDITOR and the Role of the Russian-Kyrgyz Development Kaurova O.V. doctor of economic sciences, Fund As a Support Institution ...... 24 professor, dean of the Melnik M.S., Mityushina E.A. faculty of training of scientific and Regulation of a Labor Migration for Increase scientific-pedagogical personnel, Russian State Social University, Russia in Efficiency of Forming of the Regional Market of a Labor Power and Decrease in Integration Risks . . . 32 EDITORIAL BOARD Plakhotnaya I.V. Feber J. (PhD, University The System of Motivation As a Way of Trnava, Slovakia) of Solving Institutional Conflicts...... 40 Mirsky J. (PhD, Ben-Gurion University Ryasina P.V. of the Negev, Israel) On the Question of Correlation Between the Concepts Nikiporets-Takigawa G.Yu. (PhD, “Abuse of Rights” and “Violation of Law” ...... 47 University of Cambridge, UK) Sokolvyak B.Z. Petrucijova ́ J. (PhD, University of Main Problems and Prospects for the Development Ostrava, Czech Republic) of Territorial Educational Complexes...... 55 Roer-Strier D. (PhD, Hebrew University of Jerusalem, Israel) PEDAGOGY Santiesteban Perez M. (PhD, University of Guantanamo, Cuba) Anufrieva N.I., Morozova E.A. Turdubaev S.K. (doctor of economic A Few Characteristics of the Traditional Dialects sciences, director of Russian State and the Complex of Family Rituals of the Ryazan Social University in Osh, Kyrgyz Region As The National Heritage of Russia ...... 62 Republic) Belyaev R.V., Grigorieva E.I. Turro Breff A. (PhD, University Conceptual Method for the Formation of Guantanamo, Cuba) of Information Culture of Personality Vietze D. (PhD, The City University in Modern Society ...... 72 of New York, USA) Vietze P. (PhD, Montclair State Elesin A.N. University, USA) Computer Video Analysis As a Means of Improving Efficiency of Teaching to Moving Actions ...... 81 Firsov M.V. (doctor of historical sciences, Russian State Social Ivoeva A.V. University, Russia) Deontological Culture in Professional Training of Konson G.R. (doctor of arts, Russian Specialists in “Organization of Work with Youth” . . . .89 State Social University, Russia) Klyuzko D.D. Pavlenok P.D. (doctor of philosophy Aesthetic Culture As a Method sciences, Russian State Social of Preschool Children Personality Formation ...... 96 University, Russia) Romanovtseva O.V. Sizikova V.V. (doctor of pedagogical Independent Work of Students of a Technical College sciences, Russian State Social Distance Learning and Its Role in Professional University, Russia) Training of Bachelors – Future Engineers ...... 103 Vinogradova M.V. (doctor of Safonov M.A. economic sciences, Russian State Chinese Realities in the Light of Native Language. . .113 University of Tourism and Service, Russia) Sirotskiy A.A. Vishnyakova V.A. (candidate Fundamental Approach to Formation of economic sciences, Russian State of Substantial and Qualification Requirements Social University, Russia) to Procedures of Final State Assessment of Graduates of the Technical Directions of Preparation ...... 121 EXECUTIVE SECRETARY Vishnyakova V.A. Yunusov M.M. candidate of economic sciences, Electronic Educational Resources in the head of department scientific and Training of Primary Education Specialists ...... 130 technical information RSSU

SOCIOLOGY WORKED Mikhoparov N.I. Contenting Resource Potential of the Chuvash Republic Povetkin S.A. for the Development of the Tourism Sphere ...... 138 Chief editor of quick printing Bagrova N.V. PSYCHOLOGY Typesetting and design Koroleva V.A. Probilova T.A. Socio-Psychological Features of the Innovation Decorating Process in the Social Sphere ...... 146 Probilova T.A. Petrova E.A., Morozova I.G. Cover design Actual Status of the Problem and Prospective Veselovskaya M.M. of Development of Occupational Guidance for the Students with Disability and Special Needs Our address: 129226, Moscow, Wilhelm Pieck street, 4, in Russian Federation ...... 153 building 2, room 410, 412

LABOUR PROTECTION Contact phone: 8 (495) 255-67-67 Dryabzhinsky O.E., Zubkova V.M. (ext. 17-63, 17-71, 17-80). Evaluation of the Impact of Anti-Coal Reagents (PGR) http://rgsu.net/about/science/ on the Urban Environment ...... 165 publishing/magazine/

E-mail: [email protected] Requirements for English-language manuscript provided in scientific journals “Contemporary Problems The materials are published in author’s edi- of Social Work”, “Scientific notes of Russian tion. Authors of published materials are responsible for the selection and the ac- State Social University,” “Social Policy and Sociology”, curacy of facts, quotations, proper names, “Bulletin of educational and methodical statistics and other information. Editorial association of universities Russia on education opinion may not coincide with the opinion in social work “ ...... 177 of the authors of the articles. Reprint of ma- terials and use them in any form, including electronic media, possible only with written permission of editorial office. Age limit: 16+ © Russian State Social University Starostenkov N.V., doctor of historical sciences, professor, Russian State Social University, Moscow. E-mail: [email protected] Scopus Author ID: 56610196900 ORCID ID: orcid.org/0000-0002-3158-3232

“On Some Problems of a Young Scientist Formation”

Theses of the Speech at the 3rd All-Russian Conference of Postgraduates and Young Scientists in Memory of A.P. Pochinok

Dear friends! Time is inexorable. It seemed only yesterday that we discussed the problems of young scientists and the development of Russian science at the 2nd All-Russian Conference dedicated to the memory of Alexander Petrovich Pochinok, but a year has already elapsed and we sum up its results. Of course, as you could not help but notice, it was a difficult year. The main result of it, in my opinion, is that despite many pessimistic forecasts, Russian science has withstood the difficulties, and you, by the substantial results of your scientific activity, have demonstrated not only the ability for scientific creativity, but also the most important qualities attributed only to real scientists – love for Science and willingness to sacrifice much for it! It’s no accident that Irene Joliot-Curie never tired of repeating to her students: “In any profession, love for it is one of the conditions for success, but this is especially true for research work.” Therefore, we, the older generation of Russian scientists, can be proud of the replenishment that we see in you entering the Big Science. However, it took place in a difficult time. Indeed, over the past year, there was no decisive change in the attitude of the state either towards science or young scientists. Among the factors that have a negative impact on the studies and scientific activities of graduate students, same as a year ago, the most detrimental ones are as follows: – Low prestige of science in modern Russia; – The youth’s lack of confidence in the opportunity to pursue a successful career as a scientist in their homeland; – Intolerably low postgraduate scholarship; – A wide range of career opportunities outside of science [1]. Due to the current situation the most capable and energetic young people are literally squeezed out of science. Therefore, as practice proves, even the successful completion of graduate school does not always lead to the choice of scientific research as the main profession. As a result, over recent years we have observed a depressing picture in the Russian Federation: less than half of the postgraduates remain in the sphere of scientific research, about 10%

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of them leave for contract work abroad, the rest start working in the state and commercial structures [1]. What these numbers literally shout about? Soviet and Russian scientists are known to the world as passionate men, boundlessly devoted to the Science, and selfless as a rule. Even in the 18th century the draft Provisions of Science Academy one can find the following: “Scientists are people who care about producing science, while usually giving extraordinarily little thought for their own sustenance…” The profound connoisseur of Russian soul, Maxim Gorky, couldn’t fail to notice this fact and stated: “...science (in Russia) is the area of greatest selflessness”. The mechanism of such selflessness, I think, was revealed by the Nobel Prize winner Zhores Alferov in one of his speeches. He said that in our country, junior researcher is a figure that is more important than the President. The President is only a high ranking official, while the scientist a person standing along with God himself, because he discovers the Truth. However, the unselfishness of scientists cannot be exploited forever. Sooner or later this attitude will begin to bear bitter fruit when our scientists start to look for the point of application of their knowledge and effort in a foreign land, and their work contributes to the prosperity of other countries. Speaking about the problems of modern Russian science, and your existence in it we should note that everyday existence problems are appended by methodological problems. Today we have to state that the methodological crisis, that of social sciences in particular, has not been overcome: an explosive mixture of postmodern approaches and the fragments of “the only true doctrine” inherited from the older generation of scientists, sometimes turns into weird results, to put it mildly, in young scientists’ research. Unfortunately, the expectations associated with E-science (science 2.0) as the “new science” or “new fourth paradigm” are not being fully met. As it turned out, – “An exponential increase of scientific and technical information, – Distribution and improvement of software tools for collaborative data processing – Broadening communication between scientists have not yet led to qualitative changes in the structure of scientific knowledge” [4]. Another problem is the insufficient number of scientists of the older generation whose level of mastering information and communication technologies allows to provide effective assistance to the young scientist, including methodological one. And here we come to yet another problem, the negative impact of which will only increase in the near future. I mean the problem of the generation gap. As a result of the well-known events that happened in our science in the end of 20th – the beginning of the 21st century, the number of those scientists who are now 45–55 years, who could convey to young scientists modern experience in scientific, quasi-scientific and, above all, in business areas, is negligible. Without the experience of the “middle generation” of scientists, handed over to younger colleagues, the latter, when they start independent research, have to work “from scratch,” relying only on personal experience, obtained by hard labor. I’m talking about the phenomenon that was foreseen more than a century ago be the great Russian scientist Dmitry Mendeleev. He wrote: “...justice requires awarding the greatest scientific glory not to one, who first suggested the well-known truth, but to one, who was able to convince the others in it, showed its credibility and made it applicable in science”. In other words, in connection with radical changes in the relationship between science and the state which historically developed in Russia, it is of great importance for young scientists to acquire the competencies that didn’t not played dominant role previously.

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Today the young scientist should be able to: – identify subjects, not only scientifically but commercially promising as well; – raise funds for its development (that is, to convince customers); – create the team of like-minded scientists able to work in difficult conditions of intense competition; – carry out a spectacular presentation of their work and effective communication with partners and customers; – create and collaborations of scientists and practitioners and participate in them; – possess many other competences as well. Someone may say that the problems I listed are complex and inextricable. But as one popular movie hero said once: “It’s good that at the moment things are bad”. The existence of problems and their comprehension show us the ways to solve them. In particular, we, i.e. older generation of scientists, need to do everything possible to provide young researchers with full assistance in the framework of the University; including actively involving them in the teams set up to conduct grant funded research, in the programs of additional professional education, etc. We are expected to study possibilities of modern information and communication technologies and experience developing competencies required of a young scientist. And what remains to be done for you, my young friends and colleagues? The answer to this question was given more than two and a half thousand years old by Confucius. “Isn’t it a pleasure to study and practice what you have learned?!” – said the great wise man [3]. And he was undoubtedly right! The life of a modern scientist is not easy, but the results of his work are magnificent! Be true to Science and it will lead you to the Truth, arming you with the sword of Knowledge and the shield of the Experience, no matter what the obstacles! Best of luck on this journey, dear friends!

References 1. Akhmadeev Yu. Kh. The problem of retaining scientist is science // The problems of young scientists’ formation in the Russian Academy of Sciences. All-Russian Conference publishing proceedings. SPb. 2011. P. 13–14. 2. Bekkiev R.I. Science 2.0: scientific community and modern Internet technologies // The problems of young scientists’ formation in the Russian academy of sciences. All-Russian conference publishing proceedings. SPb. 2011. P. 14–17. 3. Confucius. URL: http://www.open.edu/openlearn/education/12-famous-confucius-quotes- on-education-and-learning. 4. Miloslavov A.S. Science 2.0: new scientific paradigm or research tools development. 18th joint conference “Internet and modern society. URL: http://ojs.ifmo.ru/index.php/IMS/article/ view/305.

CONTACT INFORMATION: Starostenkov Nikolay Vasilyevich Doctor of Historical Sciences, Professor Russian State Social University Wilhelm Pieck str., 4, build.1 129226 Moscow, Russian Federation E-mail: [email protected]

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Efremova M.Yu., postgraduate student, department of hotel and tourist business, Plekhanov Russian University of Economics, Moscow. E-mail: [email protected] ORCID ID: orcid.org/0000-0003-0647-9932 UDC 338.48 DOI 10.17922/2412-5466-2017-3-2-7-14

Methodical Approaches to the Development of Economic-Organizing Provision of Professional and Public Estimation of the Quality of Educational Programmes for Service and Hospitality Industry

Receiving date: Preprint date: Taking to print date: 08.02.2017 27.03.2017 28.04.2017

Annotation: on the basis of the study the importance of methodical approaches to the development of economic-organizing provision of professional and public estimation of the quality of educational programmes is justified. The role of National Council under the President of the Russian Federation on creation of organizational-methodical documentation on carrying out professional and public accreditation of professional educational programs is described. Methodical approaches to the development of economic- organizing provision of quality estimation of educational programmes for employers and educational organizations are summarized and concretized. Key words: professional and public estimation, quality of educational programmes, service, hospitality. JEL classification: А100, А110, А130.

Organizational economic provision of professional public quality estimation is an important part of interaction of the spheres of work and education [1, p. 31]. The law “On education in the Russian Federation” foresees the right of employers, professional societies and authorized organizations to carry out professional public accreditation of educational programmes and otherwise to participate in the evaluation of the quality of educational programmes. Relevance and practical significance of the development of the methodology of economic- organizing provision of professional and public estimation of the quality of educational programmes is justified by the fact that educational programmes are adapted to the rapidly changing requirements of employers of service and hospitality industry currently with great difficulties, so it is necessary to develop effective methodical approaches to the development

7 CONTEMPORARY PROBLEMS OF SOCIAL WORK of economic-organizing provision of professional and public estimation of the quality of educational programmes [8, p. 169]. Economic-organizing provision of professional and public estimation of the quality of educational programmes (EP) in the broad sense is a form of interaction of all participants of process, structures: educational institutions, public authorities and employers’ associations, as well as economic methods and mechanisms to ensure this interaction. Considering this process in a narrow sense, we should say that it is primarily economic measures concerning quality improvement of educational programmes [2]. This is chargeable to the elements of economic-organizing provision of professional and public estimation of the quality of educational programmes in service and hospitality industry [12]: * organizations involved in evaluation of the quality of EP for service and hospitality industry (SHI) (public authorities and associations of employers); * individuals involved in the process of assessing the quality of EP for SHI (public observers and representatives of employers in their associations participating in the final certification); * other elements of economic-organizing provision of professional and public estimation of the quality of EP for SHI. Elements of the organizational-economic maintenance of professional and public assessment of the quality of educational programs in the aggregate include legislative, institutional, financial and economic methods of influence, which ensure continuous development and improvement of the quality of the evaluation process OP based on systemic principles, focused, comprehensive implementation capacity adaptability, coordination of interests of educational organizations and evaluators kaches va educational programs [7, p. 56]. At the moment work is underway on creating an effective national system of qualifications in Russia which meets the needs of today and considers those changes that have already been seen today [10, p. 14]. National Professional Skills Council under the President of the Russian Federation was established, whose function is professional and public estimation of the quality of educational programmes. Professional Skills Councils (PSC) are engaged in it at the level of individual industries. 28 PSC had already been created by the end of 2016. Each PSC is responsible for the development (in most cases), as well as for the professional standards according to the type of professional activity corresponding to the profile of the PSC. The representatives of the leading associations of professionals of the hospitality industry and educational institutions became members of the structure of PSC in hospitality industry [21, p. 14]. PSC in the hospitality industry has developed the following names for professional qualifications: the head of the hotel company or other accommodation facility, the deputy director of the hotel company or other means of accommodation, the hotel director, the hotel chain director, the head of the food service company, the deputy head of the catering enterprise, Assistant sommelier, etc. [3, p. 4]. The following organizational and methodical documents on carrying out professional and public accreditation (PPA) of professional educational programs were elaborated by National Council [15–16]: * the procedure of professional public accreditation of professional educational programmes, registing its results and reporting to National Professional Skills Council under the President of the Russian Federation; * the order of selection, monitoring and control activities of organizations conducting professional public accreditation of professional educational programmes and other documents. The concept of “accreditation” was first introduced in 1992 in the Law of the Russian Federation “On Education”, making it mandatory for all educational institutions [6, p. 269].

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By 1995, the infrastructure of accreditation was practically formed, including the Office of Licensing, Accreditation and Nostrification and the Scientific Information Center for State Accreditation in the city of Yoshkar-Ola under the State Committee for Higher Education (Goskomvuz). Experts in the field of professional public and international accreditation of educational programs. And Motova G.N. On the basis of the analysis of the practice of accreditation in the system of higher education in Russia, three stages of development are distinguished [7, p. 143]: Stage of emergence (1995–2004); The stage of “Europeanization” (2004–2009); The stage of differentiation of evaluation procedures (from 2009 to the present). To date, the law “On Education in the Russian Federation” provides for several forms of accreditation of educational activities and educational programs. Participation of employers is possible both in public and in professional-public accreditation. The full information about all experts and issued certificates of PPA is in the open access. There are a lot of organizations in our country [8, p. 168]: 1. Agency for Quality Control of Education and Career Development (ACCORC): Independent international expert agency in the field of expertise, monitoring, external evaluation of the quality of education and accreditation of educational organizations of higher, secondary and additional vocational education; 2. National Center for Professional and Public Accreditation (Natsakkredtsentr): The National Center for Professional and Public Accreditation was established in 2009 and is an autonomous non-profit organization established by the Guild of Experts in the field of vocational education and other legal entities in order to organize and conduct accreditation of organizations in the field of education; 3. Professional Accreditation Agency: LLC “Agency for professional public accreditation and independent assessment of qualifications” (Professional Accreditation Agency) is the basic expert and methodical organization of the All-Russian Public Organization of Small and Medium Business “OPORA RUSSIA”, authorized to develop normative documents for regulating procedures for professional public accreditation and conducting accreditation examination of educational Programs “OPORA RUSSIA”. These organizations provide openness and accessibility in the conduct of the PPA. They also establish the procedure for conducting the PPA within the framework of the current regulatory and methodological support of this process, forms and methods of conducting professional public accreditation [7, p. 57]. One of the types of professional-public assessment of the quality of education, in particular educational programs, are ratings. In the generally accepted approaches, the rating of the quality of education is determined according to a certain indicator or set of indicators that the compilers of the rating consider reflecting or measuring the academic quality [18, p. 33]. The rating is a list of the best colleges, universities, faculties or departments in a certain area of knowledge, arranged in descending order or in increasing quality [22, p. 23]. At the same time, each university or department has its own rating point, and does not unite with other universities into groups that are of the same type in terms of quality [7, p. 57]. It should be noted that most foreign media form the ratings of universities, the level of confidence in which has not declined for many years [9]. And the point is that this evaluation activity is conducted by specialized research units with a high degree of freedom from various shareholders and media management [7, p. 58]. The most famous national ratings [14; 17]: 1. The Top American Research Universities (USA): one of the main projects of the Center is the ranking of American research universities. The site presents annual reports, which are published by the Center since 2000. In addition, the approaches to the compilation of ratings

9 CONTEMPORARY PROBLEMS OF SOCIAL WORK used by researchers are described. It should be noted that the site contains an extensive database containing both data sets for the best American research universities and other publications on the subject of rating and classification. 2. CHE Hochschulranking (Germany): the site contains ratings compiled by the German Higher Education Development Center. This organization already for a long time makes the ratings of universities. The methodology of the Center is distinguished by a large number of indicators used, the absence of a single indicator (the rating value), the orientation on the evaluation of individual specialties and programs, rather than the educational organization as a whole, careful development of various methodological procedures. Recently, CHE publishes ratings on the portal of the publication Stern. 3. University guide (Great Britain): the newspaper Guardian – one of the oldest publications in terms of publication ratings. Researchers apply league tables as a form of providing totals. To search for the rating of a particular educational organization, a special search engine has been created on the site. In addition, the site can be found a lot of useful information that discloses the methodology of the rating and the boundaries of its application. 4. SwissUp’s University Ranking (Switzerland): quite an interesting version of the Swiss rating. The site contains the results of the rating, the definitions of the indicators used to compile it. Interestingly, Switzerland is not distinguished by a large number of educational organizations. This helped the compilers of the rating to study certain areas of training, a large number of indicators, which did not cause resource costs. The materials of the site are presented in German and French. The European Center for Higher Education (UNESCO-CEPES, Bucharest) and the Institute for Higher Education Policy (IHEP, Washington) have collected, analyzed and systematized the different types and types of methods used in the compilation of ratings of educational organizations and educational programs [13]. Already in 2001 the Ministry of Education and Science of the Russian Federation began developing a methodology for university ratings (Order No. 631 of 26.02.2001 “On the ranking of higher education institutions”). The basis of the rating methodology was at least 45 indicators for such criteria as activity, intellectual potential of the university, faculty, students and graduate students, training of scientific personnel, publishing activities, the volume of scientific research, etc. [14; 16]. The basis for ratings of universities were 19 local criteria. They are aggregated into integral and global criteria and are determined by 41 values of the initial data characterizing the main directions of activity of universities: potential and activity [19]. As a result of the study of the current state of the professional-public assessment of the quality of educational programs, it was revealed that the ratings of educational programs, as well as the organizations that implement them, play an important role in this [17; 20]. These ratings are formed on the basis of the results of a professional-public assessment of the quality of educational programs by professional communities, employers, public organizations, public authorities [7, p. 56]. A more suitable model of independent evaluation of higher education institutions is presented in the following way: universities are evaluated by an independent specialized non- profit organization, the results of the assessment, including university ratings, are broadcast to the interested public through the mass communication system; The results obtained are partially used by the federal education authorities when making decisions. The key advantages of participating in the PPA for all participants of the process: business, government and public institutions, educational institutions. The practice of holding the NAU by the Union of “CCI VO” showed that the procedures of professional and public accreditation of professional educational programs give advantages to all participants of the process without exception. 1. The key advantages of participating in the PAO for business:

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 the ability to receive objective information about the quality of training in different educational institutions, which makes it possible to make an informed choice of a partner for cooperation;  the opportunity to exercise real, rather than nominal, influence on the content of educational programs through a conclusion on the results of the PAA;  the ability to train the staff, “sharpened” for their own needs, at the expense of the budgets of various levels;  the possibility of selecting the best students of professional educational institutions in the course of the OAA procedure for the purpose of subsequent employment. In this regard, minimizing budgets for headhunting (hunting for “bright heads”). 2. Key benefits of participating in the PAA for the state:  the possibility of obtaining a comprehensive, professional and independent assessment of the quality of programs being implemented, including those financed by the state;  the possibility of drawing up ratings of professional educational programs within the region for the purpose of optimal allocation of funding (for example, the experience of the Association of Chambers of Commerce and Industry of the CCI VO was taken into account in the process of optimizing the network of secondary vocational education institutions in the Voronezh region);  Increase the confidence of the business community in the state system of training personnel through its involvement in this procedure. 3. The key advantages of participating in the POA for an educational institution:  Increasing the level of trust of stakeholders in the quality of educational services, the effectiveness and effectiveness of the educational institution;  Strengthening the image and brand of an educational institution in the market of educational services;  gradual increase of competitiveness of graduates of an educational institution on the labor market;  involving the employees of the educational institution in the work to develop the quality of educational services, increasing the commitment of employees to the idea of quality;  the possibility of receiving additional funding for the educational program based on the results of positive results of the OAA (the current benefits when participating in the tender for the distribution of the admission figures of the Ministry of Education and Science of the Russian Federation);  external, independent audit of the quality of educational programs without penalty;  attracting additional partners from among employers to implement the educational program;  valuable recommendations on the labor market, career guidance work, the content of the educational program. 4. The key advantages of participating in the POA for an applicant, student and parents:  Obtaining objective information about the relevance of programs to the labor market, the quality of program implementation;  obtaining valuable information on labor market requirements for applicants for this profile, tactics for job search and interviewing, the importance of developing general competencies;  Reduction of social tension in the labor market, achievement of a number of social effects (satisfaction of graduates with a workplace, professional growth in the chosen direction, etc.). Thus, it is obvious that creation of objective ratings of Russian universities on the basis of professional-public assessment of the quality of education in universities and colleges is necessary for the educational organizations themselves, for the society, and for employers. This is due to the fact that the educational organization needs an external quality assessment

11 CONTEMPORARY PROBLEMS OF SOCIAL WORK system, mainly in the dynamics of its development. For society, an objective rating of the university helps to establish a system of coordinates for fair competition. That is why in the long term the role of employers’ assessments of the quality of EP in the ratings of higher educational institutions will increase, since it is the demand of graduates that determines the level of quality of the learning outcomes of the EP. It is on the ground of the National Skills Development Agency (NSDA) at the moment [24, p. 61]. NSDA is an autonomous non-profit organization, the founders of which are the government of the Russian Federation, the Russian associations of employers and the national associations of trade unions, it is created in order to regulate the evaluation system of skills [24, p. 70]. The methodical documentation was worked out by them (see the site of NSDA) [13]. Professional and public accreditation of the main professional educational programs, the basic programs of vocational training and (or) additional professional programs is a recognition of the quality and level of training of graduates who have mastered such educational programs in a specific organization that carries out educational activities that meet the requirements of professional standards, labor market requirements Specialists, workers and employees of the relevant profile. Professional and public accreditation of the main professional educational programs, the basic programs of vocational training and (or) additional professional programs, including the forms and methods for evaluating these educational programs in its conduct, the rules for applying organizations that conduct educational activities to the organization that conducts the accreditation, With a view to obtaining it, the term for which such educational programs are accredited, the grounds for depriving organizations implementing the education Professional accreditation of educational programs, as well as the rights granted by an educational institution that implements an accredited educational program and (or) graduates who have mastered such educational programs are established by the organization that conducts the accreditation. Thus, conducting a study of methodical approaches to the development of economic- organizing provision of professional and public estimation of the quality of educational programmes, it can be concluded that in the result of the use of effective methods of professional and public estimation of the quality of educational programmes, educational organizations will receive methodical tools to ensure the quality of their educational programmes and also admission quotas from the Federal budget based on the results of the PPA. Employers of service and hospitality industry will receive an objective information about the quality of future professionals training in educational institutions, they will be able to participate more active in the training of specialists, focusing on the needs of their enterprises. However, the main disadvantage of methodical approaches to the development of economic-organizing provision of professional and public estimation of the quality of educational programmes can be called the complexity in understanding the essence and requirements by estimation of the quality of educational programmes among employers and representatives of education. Such methodical approaches are to be developed which will help to eliminate this drawback and to involve employers in the process of estimation of the quality of educational programmes.

References 1. Azaryeva V.V., Gorlenko O.A., Grigoriev V.M., Kruglov V.I., Prokopov N.I. and others. A short terminological dictionary in the field of quality management of higher and secondary vocational education. SPb.: LETI. 2006. P. 44. 2. Accreditation examination, the register of organizations carrying out accreditation examination. URL: http://accredpoa.ru/accreditators/index/expertorganizations (reference date: 01.04.2017).

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3. Borisova I.I. The role of professional-public accreditation in the evaluation of the quality of educational programs // Collection of articles of the methodical conference “Innovative methods of teaching in your school”. Nizhny Novgorod: UNN. 2016. P. 44–46. 4. Bugreev D.O. Financial analysis of small business enterprises // Contemporary Problems of Social Work. Vol. 2. 2016. No. 1 (5). P. 28–35. 5. Galstyan V.V. Public-private partnership in pharmaceutical industry // Contemporary Problems of Social Work. Vol. 2. 2016. No. 4 (8). P. 49–57. 6. Gerasimov A.I., Mikhalev A.G., Solovyov V.A. Professional-public accreditation as a means of assessing the quality of educational services // Proceedings of the International Symposium “Reliability and Quality”. 2014. No. 1. P. 268–271. 7. Efremova M.Y., Zaytseva N.A. The role of organizational and economic support for professional and public assessment of the quality of educational programs for the service and hospitality industry // Russian Scientific Journal “Bulletin of the National Academy of Tourism”. 2017. No. 1 (41) P. 55–59. 8. Efremova M.Y., Zaitseva N.A., Larionova A.A., Kurkina N.R., Breusova E.A. Management and evaluation of educational programmes in higher education based on the requirements of employers // Modern Journal of Language Teaching Methods. Vol. 7. 2017. No. 2. Р. 167–176. 9. Foreign experience in making ratings: Links of resources // National rating of universities. URL: http://unirating.ru/txt.asp?rbr=48 (reference date: 05.04.2017). 10. Ilina E.L., Zaitseva N. A., Nikolskaya E. Yu., Romanova M.M. The estimation of professional skills of hospitality industry employees: monograph. M.: Rucins. 2016. P. 254. 11. Kotova A.V. Systems integration industry: information technology consulting market outlook in modern Russia // Contemporary Problems of Social Work. Vol. 2. 2016. No. 1 (5). P. 55–64. 12. Mayorov A.N. Presentation to the report on the “Legislative Basis for Selecting the Content of Education”, presented at a meeting at the Russian Academy of Economic Sciences. G.V. Plekhanova 12.03.2013. M. 2013. 13. Methodical documentation PPA. URL: http://nark.ru/2016/01/metodicheskaya- dokumentatsiya-poa/. 14. National rating of universities: 2009 // International information group “Interfax”. URL: http://www.univer-rating.ru/httproot/Files/Reiting_1.pdf. 15. Organizational and methodical documents on carrying out professional and public accreditation of professional educational programmes. URL: http://nspkrf.ru/documents/ normativnye-dokumenty/omd_poa.html. 16. Problems of institutional cooperation between universities and the development of an international scientific, technical and educational partnership for the provision of innovative development of Russia: conference materials. URL: http://moeobrazovanie.ru/publikacii/ novosti/108407.html. 17. Rating of the best universities in Russia – 2016 // RA Expert: Internet portal “RAEX”. URL: http://raexpert.ru/rankings/vuz/vuz_2016. 18. Shadrikov V.D. On the procedure for a comprehensive assessment of the university // Higher Education in Russia. 2001. No. 1. P. 29–38. 19. SMI. Monitoring: from 13.05.2016 to 04.06.2016 / Integrum Group. URL:http://kpfu.ru/ portal/docs/F1702092540/Monitoring.SMI.o.KFU.s.14.maya.po.4.ijunya.2016.goda.pdf. 20. The rating of the demand for universities in Russia – 2016 // RIA Novosti: Internet portal. URL: https://ria.ru/abitura_eng/20161215/1483607102.html. 21. Udaltsova N.L. Organizational-economic mechanism of functioning of the recycling of secondary raw materials: author’s abstract. Diss. M. 2012. P. 27. 22. Volkov V.I. Goals and objectives of the system of training personnel at the p resent stage // Bulletin of the Udmurt University. Series “Economics and Law”. 2015. No. 1. P. 20–29. 23. Yandavletova D.Kh. Leasing as the instrument of investments in health system // Contemporary Problems of Social Work. Vol. 2. 2016. No. 1 (5). P. 80–87. 24. Zaitseva N. A. Ushanov Y.V. The national system of professional qualifications: organizational and methodical fundamentals of creation: monograph. M.: Rucins. 2016. 184 p.

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REFERENCE TO ARTICLE Efremova, M.Yu. (2017) Methodical Approaches to the Development of Economic-Organizing Provision of Professional and Public Estimation of the Quality of Educational Programmes for Service and Hospitality Industry, Contemporary Problems of Social Work. Vol. 3. No. 2 (10). P. 7–14. DOI: 10.17922/2412-5466-2017-3-2-7-14 (International bibliographic description).

CONTACT INFORMATION: Efremova Maria Yurievna Postgraduate Student Plekhanov Russian University of Economics Stremyannyi lane, 36 117997 Moscow, Russian Federation E-mail: [email protected]

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Ivanova O.A., leading expert, chair of social insurance, economy and management of the enterprises department, CJSC “Deloitte”; postgraduate student, Moscow. E-mail: [email protected] ORCID ID: orcid.org/0000-0003-0906-4812 UDC 338 DOI 10.17922/2412-5466-2017-3-2-15-23

Standard and Legal Regulation of the Consulting Services Market (The History of the Development of Consulting Services Market)

Receiving date: Preprint date: Taking to print date: 08.02.2017 27.03.2017 28.04.2017

Annotation: the article provides information regarding the main steps of development of the consulting industry and consulting service market. The origin of consulting services has been connected with search of new means of increase in production efficiency, attempts from experts of the consulting sphere to find the appendix for the abilities and skills in this sphere, logic of development of the organization and practice. According to the legal regulation of consulting services market, there is no law regulating activities for rendering consulting services despite the long period of functioning of the market of consulting services in the Russian legislation. But infrastructure of the consulting services market is provided as follows: internal codes of ethics and standards of professional activity of specialists, international standards of service quality (for example, ISO-9001.The main statutory acts regulating auditor and estimation activity in Russia are the Federal law from 30.12.2008 No. 307-The Law “About auditor activity” and The Law “About estimated activity in the Russian Federation“. Key words: legal regulation, consulting services, development of consulting service market, management consulting, Russian Classificatory of Consulting Services, The federal authorities authorized by the Government of the Russian Federation, Self-regulatory organizations of appraisers (SRO). JEL classification: А100, А110, А130.

Management consulting is the practice of helping organizations to improve their performance, operating primarily through the analysis of existing organizational problems and the development of plans for improvement. Organizations may draw upon the services of management consultants for a number of reasons, including gaining external (and presumably objective) advice and access to the consultants’ specialized expertise. Having arisen at the beginning of the 20th century, consulting has gone a long way of development and today is a norm of business, the most dynamically developing his form where hundreds of thousands of experts are busy. The origin of consulting services has been connected with search of new means of increase in production efficiency, attempts from experts of the consulting sphere to find the appendix for the abilities and skills in this sphere, logic of development of the organization and practice. As a result of their exposure to, and relationships with numerous organizations, consulting firms are typically aware of industry “best practices”. However, the specific nature of situations under consideration may limit the ability to transfer such practices from one organization to another. 15 CONTEMPORARY PROBLEMS OF SOCIAL WORK

Consultancies may also provide organizational change management assistance, development of coaching skills, process analysis, technology implementation, strategy development, or operational improvement services. Management consultants often bring their own proprietary methodologies or frameworks to guide the identification of problems, and to serve as the basis for recommendations for more effective or efficient ways of performing work tasks. The premier global qualification for a management consultant practitioner is Certified Management Consultant or CMC. Management consulting is not a regulated profession so many individuals that style themselves as management consultants are not CMC’s. Management consulting grew with the rise of management, as a unique field of study. The first management consulting firm was Arthur D. Little Inc., founded in 1886 as a partnership, and later incorporated in 1909 [23]. Though Arthur D. Little later became a general management consultancy, it originally specialized in technical research. As Arthur D. Little focused on technical research for the first few years, the first management consultancy was started by Frederick Winslow Taylor, who in 1893 opened an independent consulting practice in Philadelphia. His business card read “Consulting Engineer – Systematizing Shop Management and Manufacturing Costs a Specialty”. By inventing Scientific Management, also known as Taylor’s method, Frederick Winslow Taylor invented the first method of organizing work, spawning the careers of many more management consultants. One of Taylor’s early collaborators, Morris Llewellyn Cooke, for example, opened his own management consultancy in 1905. Taylor’s method was used worldwide until industry switched to a method invented by W. Edwards Deming. The initial period of growth in the consulting industry was triggered by the Glass-Steagall Banking Act in the 1930-ies, and was driven by demand for advice on finance, strategy, and organization [16]. From the 1950-ies onwards consultancies not only expanded their activities considerably in the United States but also opened offices in Europe and later in Asia and South America. After World War II, a number of new management consulting firms formed, bringing a rigorous analytical approach to the study of management and strategy. The industry experienced significant growth in the 1980-ies and 1990-ies, gaining considerable importance in relation to national gross domestic product. In 1980 there were only five consulting firms with more than 1,000 consultants worldwide, whereas by the 1990-ies there were more than thirty firms of this size [7]. An earlier wave of growth in the early 1980-ies was driven by demand for strategy and organization consultancies. The wave of growth in the 1990-ies was driven by both strategy and information technology advice. In the second half of the 1980-ies the big accounting firms entered the IT consulting segment. The then Big Eight, now Big Four, accounting firms (PricewaterhouseCoopers; KPMG; Ernst & Young; Deloitte Touche Tohmatsu) had always offered advice in addition to their traditional services, but from the late 1980-ies onwards these activities became increasingly important in relation to the maturing market of accounting and auditing. By the mid-1990-ies these firms had outgrown those service providers focusing on corporate strategy and organization. While three of the Big Four legally divided the different service lines after the Enron scandals and the ensuing breakdown of Arthur Andersen, they are now back in the consulting business. In 2000, Andersen Consulting broke off from Arthur Andersen and announced their new name: Accenture [3]. The name change was effective starting January 1, 2001 and Accenture is currently one of the largest consulting firms in the world. They are publicly traded on the NYSE with ticker ACN [2]. The industry stagnated in 2001 before recovering after 2003, with a current trend towards a clearer segmentation of management consulting firms. In recent years, management consulting firms actively recruit top graduates from Ivy League universities, Rhodes Scholars, [21] and students from top MBA programs.

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In more recent times, traditional management consulting firms have had to face increasing challenges from disruptive online marketplaces that are aiming to cater to the increasing number of freelance management consulting professional [7]. In general, various approaches to consulting can be thought of as lying somewhere along a continuum, with an ‘expert’ or prescriptive approach at one end, and a facilitative approach at the other. In the expert approach, the consultant takes the role of expert, and provides expert advice or assistance to the client, with, compared to the facilitative approach, less input from, and fewer collaborations with the client(s). With a facilitative approach, the consultant focuses less on specific or technical expert knowledge, and more on the process of consultation itself. Because of this focus on process, a facilitative approach is also often referred to as ‘process consulting,’ with Edgar Schein being considered in America as the best-known practitioner. The consulting firms listed above are closer toward the expert approach of this continuum. Many consulting firms are organized in a structured matrix, where one ‘axis’ describes a business function or type of consulting: for example, strategy, operations, technology, executive leadership, process improvement, talent management, sales, etc. The second axis is an industry focus: for example, automotive retail, oil and gas. Together, these form a matrix, with consultants occupying one or more ‘cells’ in the matrix. For example, one consultant may specialize in operations for the retail industry, and another may focus on process improvement in the downstream oil and gas industry. Management consulting refers generally to the provision of business services, but there are numerous specialties such as strategic management, information technology consulting, human resource consulting, virtual management consulting, operations management consulting, engineering management, management science, and others, many of which overlap, and most of which are offered by the larger diversified consultancies. So-called “boutique” consultancies, however, are smaller organizations focusing upon a few of such specialties. The 1990-ies saw an increase in what has been termed a ‘future-based’ approach. This emphasized language and alignment of people within an organization to a common vision of the future of the organization, as set out in the book “Three Laws of Performance”. The essential concept here was that the way people perform is seen to correlate to the way that world occurs for them, and that future-based language could alter the way the future actually occurs for them. These principles were increasingly employed in organizations that had experienced a market transition or a merger requiring the blending of two corporate cultures. However, towards the end of the 1990-ies the approach declined due to a perception that the concept outlined in this book did not in practice offer added value to organizations. Соnsulting is considered as process of rendering consulting services which are demanded in any sphere of human activity that is especially characteristic of development of market economy. According to the EXPERT RA rating agency approach consulting services are connected with rendering of services, connected with auditor activity (except the audit inspections): statement and maintaining accounting reports, consultation on questions of accounting, statement, restoration and conducting tax accounting, drawing up tax calculations and declarations, tax consultation; the administrative consultation connected with financial and economic activity including concerning reorganization of the enterprises, legal aid in the areas connected with auditor activity including consultations on legal questions, granting interests of the principal in civil and administrative production, automation of accounting and introduction of IT, estimated activity, development and the analysis of investment projects, drawing up business plans, carrying out research and experimental works, in the areas connected with auditor activity, training in the branches connected with auditor activity [28]. Infrastructure of the consulting services market is provided as follows: internal codes of ethics and standards of professional activity of specialists, international standards of service quality (for

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example, ISO-9001) the system of internal regulations of activities of the consulting companies, system of selection and hiring of consultants, system of the regulatory legal acts directly or indirectly influencing activities of consultants are developed by the International European organization. The code of ethics and standards of professional activity voluntarily are accepted by members of various associations and represent liabilities to strictly observe discipline in more degree, than it is provided legislatively and to keep high ethical and civil level. The code of ethics is obligatory unlike standards of professional activity. There is no law regulating activities for rendering consulting services despite the long period of functioning of the market of consulting services in the Russian legislation. There is also no determination of the concept “consulting service” in a regulatory framework. All above allows to state that borders between the different types of activities adjacent to consulting, accurately aren’t determined and indistinct that, in turn, doesn’t give the possibility to regulate activities of the contractor and to control quality of the rendered services [17]. It should be noted that as the regulator of consulting activities it is possible to consider the Civil Code of the Russian Federation which regulates contractual transactions of civil nature not only regarding consulting services, but also on other legal relationship, and also the Russian Classificatory of Consulting Services (RCCS). According to Russian Classificatory of Consulting Services (RCCS) [22] of service of consulting and audit can be carried to point 74.1 including “activities in the field of the right, financial accounting and audit; consultation on questions of a business activity and enterprise management”. The product of intellectual activity created during rendering consulting services is regulated by the law on author’s and patent law. It should be noted that now experts in the scientific works adduce arguments in favor of creation of the law regulating consulting activity. However lawmaking activity on the law hasn’t been initiated today. In the modern legislation of the Russian Federation there are laws regulating separate types of auditor and consulting services: services of an assessment and financial audit, Federal Law “About Estimated Activity” [24] and “About Auditor Activity” respectively [24]. The operating system of regulation of estimated activity in Russia has developed gradually, in process of development as the market relations connected with an assessment and the regulatory base. According to the existing Federal Law “About Estimated Activity in the Russian Federation” [25], there are three levels of system of regulation of estimated activity which powers are strictly differentiated.

The federal authorities authorized by the Government of the Russiian Federation

Council for estimated activity

Self-regulatory organizations of appraisers (SRO)

Figure 1. Hierarchy of regulators of estimated activity in the Russian Federation

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The highest level in hierarchy belongs to the federal executive authorities authorized by the Government of the Russian Federation which is carrying out state regulation of estimated activity and activity of self-regulatory organizations of appraisers regarding supervision and standard and legal regulation [25]. According to Art. 19 of the Law functions of authorized federal bodies are: • elaboration of state policy in the field of estimated activity; • standard and legal regulation in the field of estimated activity, the approval of federal standards of an assessment; • maintaining the unified state register of self-regulatory organizations of appraisers; • implementation of supervision of performance of requirements of the legislation by self- regulatory organizations of appraisers; • appeal to the court with the statement for an exception of self-regulatory organization of appraisers of the unified state register of self-regulatory organizations of appraisers. The second level – the council for estimated activity (further – council) which is carrying out regulation of estimated activity regarding development of federal standards of an assessment. Council is non-state institute and is created by self-regulatory organizations of appraisers for ensuring public interests, formation of uniform approaches to implementation of estimated activity, development of a uniform position of appraisers on regulation of their activity, coordination of activity of self-regulatory organizations of appraisers, and also for interaction of self-regulatory organizations of appraisers with federal public authorities, public authorities of subjects of the Russian Federation, local governments and consumers of services in the field of estimated activity. Functions of national council to which is carried are defined [25]: • development of federal standards of an assessment; • consideration of drafts of the regulations regulating estimated activity and their recommendation to the approval by authorized federal body; • consideration of addresses, petitions, complaints of self-regulatory organizations of appraisers and consumers of the corresponding services, creation of the all-Russian arbitration court in the sphere of estimated activity. At the third level of system of regulation of estimated activity there are self-regulatory organizations of appraisers (further – SROO). Are carried to functions of such organizations [25]: • development and approval of standards and rules of estimated activity, rules of business and professional ethics; • formation of indemnification fund for ensuring responsibility of the members, • control of observance by members of the organization of requirements of laws, federal standards of an assessment, standards and rules of estimated activity. • representation of interests of the members in their relations with federal public authorities, public authorities of subjects of the Russian Federation, local governments, and also with the international professional organizations of appraisers; • organization of information and methodical support of the members. In cases of an obligatory assessment, and also at the request of customers reports on an assessment pass the examination in that SROO which member is the appraiser. According to the state requirements of SROO carry out according to the established schedule planned inspection of results of work of appraisers at least once in three years and isn’t more often than once a year. Since 2016 the new standard regulator of estimated activity is the order of the Ministry of Economic Development on standard rules of professional ethics of appraisers. Standard rules of professional ethics of appraisers define ethical standards of behavior of appraisers at implementation of estimated activity, interaction with customers, other appraisers, self-regulatory organizations of appraisers, mass media, and also with the legal entities corresponding to the conditions established by article 15.1 of the law of July 29, 1998 No. 135- The Law “About estimated activity in the Russian Federation” [25].

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Rules have provided such principles of implementation of activity as honesty, objectivity, competence, confidentiality. The professional behavior of appraisers and restriction at implementation of such activity is regulated. The main statutory act regulating auditor activity in Russia is the Federal law from 30.12.2008 No. 307-The Law “About auditor activity” [24]. Auditor activity in the Russian Federation is carried out according to the specified Federal law, the Federal Law “About Self-regulatory Organizations”, other federal laws, and also other regulations adopted according to them. The system of standard regulation of auditor activity in the Russian Federation is constantly reformed. At the present stage she includes several levels and is presented in a general view in the drawing.

Ministry of finance of the RF

Federal Service for Financial and Budgetary Supervision of the Russian Federation

Council for auditor activity

Self-regulatory organizations (SRO)

Figure 2. Hierarchy of regulators of auditor activity in the Russian Federation The highest level in hierarchy belongs to the authorized federal body, the Ministry of Finance of the Russian Federation which is carrying out the following functions: 1) elaboration of state policy in the sphere of auditor activity; 2) adoption of the regulations regulating auditor activity and (or) provided by the present Federal law; 3) maintaining the state register of self-regulatory organizations of auditors, and also control copy of the register of auditors and audit organizations; 4) the analysis of a condition of the market of auditor services in the Russian Federation; 5) other functions provided by the present Federal law. The second level is represented by the Federal Service for Financial and Budgetary Supervision of the Russian Federation which is carrying out functions on external quality control of work of audit organizations. The third level represents the council for auditor activity (further – council) which is carrying out regulation for ensuring public interests during implementation of auditor activity within the following functions: 1) considers questions of state policy in the sphere of auditor activity; 2) considers drafts of regulations and recommends them for the approval by authorized federal body; 3) approves rules of independence of auditors and audit organizations and the code of professional ethics of auditors; 4) submits for consideration of authorized federal body of the offer on a procedure by authorized federal monitoring body and to supervision of external quality control of work of audit organizations;

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5) considers addresses and petitions of self-regulatory organizations and submits the relevant proposals for consideration of authorized federal body; 6) carries out other functions necessary for maintenance of high professional level of auditor activity in public interests. The fourth level is represented by self-regulatory organization of auditors (further – SRO) which is the non-profit organization created on the terms of membership for providing conditions of implementation of auditor activity. The main functions of SRO are • applies measures of disciplinary influence to the members; • carries out the analysis of activity of the members; • submits in the Ministry of Finance of the Russian Federation the report on execution by self-regulatory organization of the auditors or her members of requirements of the legislation of the Russian Federation and other regulations regulating auditor activity • represents the interests of members of self-regulatory organization in their relations with public authorities and local governments; • provides information openness of activity of the members, publishes information on this activity Management consulting is the practice of helping organizations to improve their performance, operating primarily through the analysis of existing organizational problems and the development of plans for improvement. Organizations may draw upon the services of management consultants for a number of reasons, including gaining external (and presumably objective) advice and access to the consultants’ specialized expertise. Management consulting has grown quickly, with growth rates of the industry exceeding 20% in the 1980-ies and 1990-ies. As a business service, consulting remains highly cyclical and linked to overall economic conditions. The consulting industry shrank during the 2001– 2003 period, but grew steadily until the recent economic downturn in 2009. Since then the market has stabilized. Increasingly, management consultancy firms are being challenged by disruptive technologies which facilitate work for ex-management consulting freelancers. As of December 2016, revenues grossed $229.9B with profits of $26.2B. Annual growth from 2011–2016 is expected to increase at a rate of 5.8% year-over-year. The projected growth rate from 2016–2021 is 2.4%, accounting for the potentially disruptive technologies as mentioned before that will affect freelance and independent consultants. Big Four audit firms (Deloitte, KPMG, PwC, Ernst & Young) have been investing significantly into the strategy consulting market since 2010 [10]. In 2013, Deloitte acquired Monitor Group – now Monitor Deloitte – while PwC acquired PRTM in 2011 and Booz & Company in 2013 – now Strategy&. From 2010 to 2013, several Big Four firms have tried to acquire Roland Berger. EY followed the trend, with acquisitions of the Parthenon Group in 2014 and the BeNeLux business of OC&C in 2016. In 2013, an article in Harvard Business Review discussed the prevalent trends within the consulting industry to evolve. The authors noted that with knowledge being democratized and information becoming more and more accessible to anyone, the role of management consultants is rapidly changing. Moreover, with more online platforms that connect business executives to relevant consultants, the role of the traditional ‘firm’ is being questioned [9].

References 1. “About consulting services Deloitte US”. Deloitte United States. Retrieved 2017-01-24. 2. ACN: Summary for Accenture plc class an ordinary. Yahoo Finance. URL: https://finance. yahoo.com/quote/ACN?p=ACN. 3. Andersen Consulting Announces New Name – Accenture – Effective 01.01.01 Accenture Newsroom. URL: https://newsroom.accenture.com/subjects/accenture-corporate/ andersen-consulting-announces-new-name-accenture-effective-010101.htm.

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4. Bagmet K.V & Andikaeva K.A. SRI as a public private partnership instrument in social services sphere // Contemporary Problems of Social Work. Vol. 2. 2016. No. 1 (5). P. 7–18. 5. Barinov A.A., Barinov A.A. Intrinsic bases of ensuring consulting services // Vesti. Russian Academy of Natural Sciences. 2013. No. 2. P. 26–28. 6. Bessant J., Rush H. Building bridges for innovation: the role of consultants in technology transfer // Research Policy. 1995. No. 24. P. 97–114. 7. Canback S. Transaction cost theory and management consulting. Why does management consultants exist? Working Paper 9810002. Henley-on-Thames: Henley Management College. 1998. 8. Chase R.B. Where does the customer fit in a service operation? // Harvard Business Review. 1978. No. 56. P. 137–142. 9. Consultancy firms: Strategic moves. URL: http://www.economist.com/news/ business/21589435-big-consulting-and-accounting-firms-are-making-risky-move-strategy- work-strategic-moves. 10. Consulting on the Cusp of Disruption. URL: https://hbr.org/2013/10/consulting-on-the- cusp-of-disruption. 11. Deloitte consulting LLP company rankings. URL: http://www.vault.com/company-profiles/ management-strategy/deloitte-consulting-llp/company-rankings. 12. Gartner. Market Share analysis: consulting services, worldwide, 2016 URL: https://www. gartner.com/doc/3317117?srcId=1-2819006590&cm_sp=gi-_-rr-_-top. 13. Greiner L.E., Metzger R.O. Consulting to management. Englewood Cliffs: HJ, Prentice Hall. 1983. P. 7. 14. Hill T.P. On goods and services // Review of Income and Wealth. 1977. 23 Dec. Р. 315–338. 15. Israilova Z.R. Economic essence of consulting services in the conditions of globalization // Management of economic systems: electron. 2011. No. 31. P. 12. 16. Kipping M. Trapped in their wave: the evolution of management consultancies in T. Clark and R. Fincham (eds.) Critical consulting: New perspectives on the management advice industry. Oxford: Blackwell. 2002. P. 28–49. 17. Kovshova M.V, Ivanova O.A., Rendering of consulting services: historical and modern aspects // Innovations and modern technologies in cooperative sector of economy: Materials of the international scientific and practical conference within annual Chayanovsky conference. 2015. P. 183–188. 18. Kurbatova O.V. Development of the market of consulting services: studies grant. M. 2005. P. 56–57. 19. Limitless? Big Four strategic moves in consulting. Beaton capital. URL: http://www. beatoncapital.com/2014/04/limitless-big-four-strategic-moves-consulting/. 20. Maloletko A.N., Kaurova O.V., Erokhin S.G., Matraeva L.V., Bakumenko L.P. Comparative analysis of approaches to providing information regarding actuarial activities of pension funds in various countries // International Journal of Economic Perspectives. Vol. 10. Issue 2. 2016. P. 241–251. 21. Rhodes Scholars, Oxford, and the creation of an American Elite / Thomas J. Schaeper, Kathleen Schaeper – Google Books. 2010-01-15. URL: https://books.google.ru/boo ks?id=Y78i5nkBWxgC&pg=PA299&lpg=PA299&dq=mckinsey+rhodes+scholar&redir_ esc=y&hl=ru#v=onepage&q=mckinsey%20rhodes%20scholar&f=false. 22. Russian classifier of economic activities (RCCS) OK 029-2001 (KDES of the Edition 1) Ministry of Economic Development of the Russian Federation 01.01.2003. The resolution of Gosstandart of Russia of November 6, 2001. No. 454 Sr. 23. Scatter Acorns That Oaks May Grow. MIT Institute Archives & Special Collections. Retrieved 9. URL: http://libraries.mit.edu/archives/exhibits/adlittle/history.html. 24. The Law “About auditor activity”. 25. The Law “About estimated activity in the Russian Federation” No. 135. from 29.06.1998. 26. Tinyakova V.I., Maloletko A.N., Kaurova O.V., Vinogradova M.V., Larionova A.A. Model of evaluation of influence of globalization on the national stock market // Contributions to Economics. 2017. Issue 9783319552569. P. 261–272. 27. URL: www.feaco.org. FEACO. 28. URL: www.raexpert.ru.

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REFERENCE TO ARTICLE Ivanova, O.A. (2017) Standard and Legal Regulation of the Consulting Services Market (The History of the Development of Consulting Services Market), Contemporary Problems of Social Work. Vol. 3. No. 2 (10). P. 15–23. DOI: 10.17922/2412-5466-2017-3-2-15-23 (International bibliographic description).

CONTACT INFORMATION: Ivanova Olga Andreevna Leading Expert, Chair of Social Insurance CJSC “Deloitte” Lesnaya str., 5sB 125047 Moscow, Russian Federation E-mail: [email protected]

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Keneshbaeva Z.M., PhD in Economics, sr. instructor of Department of “Economics, management and financial law”, Russian State Social University, Kyrgyz Republic, Osh. E-mail:[email protected] ORCID ID: orcid.org/ orcid.org/0000-0003-0025-9170 UDC 33; 339.7 DOI 10.17922/2412-5466-2017-3-2-24-31

Kyrgyzstan’s Economy in Terms of the EEMA and the Role of the Russian-Kyrgyz Development Fund As a Support Institution

Receiving date: Preprint date: Taking to print date: 10.02.2017 27.03.2017 28.04.2017

Annotation: the article analyzes the activities of the Russian-Kyrgyz Development Fund and prospects for further relations between Russia and Kyrgyzstan in the field of transport, agriculture, energy, labor migration, tourism and investment. Key words: Eurasian Economic Union (EEU), Russian-Kyrgyz Development Fund (RKDF), Customs Union (CU), Commonwealth of Independent States (CIS). JEL classification: А100, А110, А130.

According to experts, there are objective circumstances that will not allow this, or, perhaps, even the next government to achieve a breakthrough in the development of the economy of Kyrgyzstan. There are several of them: Firstly, Kyrgyzstan lacks an internal railway network, as a result, 96.6% of cargo is transported by road, which among the land-based species is the most energy intensive and expensive. The only region in Kyrgyzstan that is completely covered by the railways is the Chui Valley. In other regions of the railways, either there are none at all, or there are short cut-offs coming from neighboring states, crossing the border with them for goods is difficult and requires additional financial and time costs for customs procedures. Therefore, the import and export of products for these regions is possible only by road, which for most types of goods increases their cost so that it makes transportation even to Bishkek already unprofitable. Therefore, in Bishkek coal from the more remote fields of Kazakhstan is cheaper than from Kyrgyz Kara-Keche and Tash-Kumyr. And Krasnodar rice is cheaper than Batken. Although formally the regions of Kyrgyzstan, where these and other types of products are produced, are closer. But the automobile transportation of goods within Kyrgyzstan at a cost is incapable of competing with the railway, as the latter can deliver goods to longer distances and to a larger extent at a lower cost. Another consequence of this situation was the mass migration of hundreds of thousands of residents from all regions where production became unprofitable, to the Chui Valley and to Russia. It took such negative forms as the seizure of land and the demands of invaders legalizing their occupied areas. Secondly, after the total privatization and “picking up” of the 1990-ies, not only de- industrialization occurred in Kyrgyzstan, but also the collapse of agriculture.

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This Frunze was a city of factories, and Bishkek became a city of bazaars, where they often trade in imported products. To restore the destroyed and dismantled plants to them. Lenin, agricultural machinery. Frunze, computer, “Ainur” and others, Kyrgyzstan is not able to. There are no financial resources, and the personnel workers have mostly left the country. Reform is when a plant that has not sustained competition is closed and a new production facility is opened in its place. And when dozens of enterprises are closed, hundreds of thousands of people are losing their jobs, the equipment of the stopped factories and factories is dismantled and sold, and the enterprises themselves are being destroyed – these are not reforms, but sabotage. Thirdly, in agriculture, the situation is even worse: the machinery fleet, veterinary affairs, largely irrigation and other infrastructure, as well as a system of grading of bonitet of land, have collapsed. As a result of privatization and division of livestock in the 1990-ies, there was a multiple reduction in the number of livestock. Instead of several hundred collective farms, Kyrgyzstan now has 300,000 so-called farm enterprises. And for each of them there are only 2.7 hectares of land. Taking into account the need to ensure crop rotation, these 2.7 ha should be divided by a minimum of 5 or 6. As a result, we get only 0.5 hectares for each crop. This figure for agricultural specialists at best causes a crooked grin – on such a meager area it is physically impossible to provide profitable economic management. For such a scanty area, it’s not that the combine is even economically inexpedient to buy a tractor. Small-scale production is inherently not promising. But its enlargement, that is, the gradual redistribution of property in favor of a smaller number of stronger business executives, will take decades. At least since 1993, the average area of a peasant farm has a tendency to decrease only. Fourth, the country only after 24.5 years of formal independence received a sovereign credit rating from rating agencies. And as a consequence, Kyrgyzstan has not yet had access to the international capital market. The government of the KR and local authorities in regions whose effectiveness is not assessed by clear criteria, companies with state participation are either already unprofitable, or at best have non-transparent financial reporting and management. And enterprises in the format of GP (state enterprises) – do not publish their financial and audit reports at all. Therefore, it is not surprising that in relation to, for example, SE “Kyrgyz Temir Zholu” or FEZ “Bishkek”, such a number of criminal cases have been opened, and even they have not changed the economy of these subjects for the better. Moreover, considering that the process of selection of effective projects for external loans that are typed in a haphazard manner, even without identifying specific sources for their repayment, has been regulated in Kyrgyzstan, I believe that the forecast of the dynamics of the received rating of Kyrgyzstan is not favorable. Fifthly, the domestic markets of the republic have such low capacity and low solvency that they are not able to ensure the development of domestic producers in any industry. Since August 2015, the majority of Kyrgyz producers have gained access to the markets of the EEA with a population of 180 million people. This volume is 30 times, and the average solvency is 2–3 times higher than inside Kyrgyzstan. Then phytosanitary control was removed. How the task of identification / certification of livestock will be solved, then the cattle breeders of the Kyrgyz Republic will be able to sell their products to Kazakhstan and Russia. But the problem is that for this it is necessary to certify your products, which for small farms will also take time and resources. But in this case, the domestic market of Kyrgyzstan will open for the producers of the countries of the EAEC, and they are mostly large-scale ones. That is, their unit cost per unit of output is lower, and therefore, on the contrary, they can begin to displace domestic producers even from the Kyrgyz market.

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At the same time, due to the abolition of customs control, the producers of the same Kazakhstan will bear the costs only for logistics and sales. And it’s not a fact that local dealers of this product will pay all taxes, including VAT. In Kyrgyzstan, a large share of commodity turnover is carried out for cash. While in Kazakhstan and Russia the share of non-cash payments is much higher. And in Russia in general for every purchase – you need a transaction passport. Sixth, the country has almost no control over its mineral resources. It’s not just how much mineral resources the country has, but the question is who controls them. If the mineral resources are managed by the country, then it distributes the revenues from them. If foreign scammers, the country will always be in the petitioner’s pose before them. For example, Iraq has more oil than Kuwait. But where is Iraq now and where is Kuwait now? What were the budgets of the Gulf countries, when their oil was owned by oil companies from Western countries, and what were these countries when they took control of their deposits. Kumtor, since 2003 as a result of the restructuring, has passed under the control of Canadians, and this situation has not changed up to the present time. Moreover, the criminal case for restructuring in 2003 was instituted only against Kyrgyz officials. While the deal was not just a two-way deal – its initiator was the Cameco company, for which the Kyrgyz Prosecutor’s Office for some reason did not initiate a criminal case. And even the officials of Kyrgyzstan who were involved in this restructuring, the case was brought not for fraud, but for corruption. It was technically brought to the expiry date and closed. Seventh, it is necessary to reduce the shadow economy and reduce cash turnover by increasing the share of non-cash payments in the economy of Kyrgyzstan. In this respect, I believe, since 2017 progress will be more active, since almost all implementers will start installing POS terminals – for cashless sales using bank cards. Eighth, it is necessary to mitigate the impact on the economy of the growing electricity deficit in the Kyrgyz Republic. Kyrgyzstan since 2014 is a net importer of electricity. Domestic tariffs on it continue to be low, which is not attractive to potential investors. In this regard, it is not clear how Kyrgyzstan intends to fulfill its obligations under the CASA project on the supply of electricity to Afghanistan and Pakistan, if Kyrgyzstan itself is unable to provide itself? And this is not the only issue on the CASA project, which calls into question its realism. Of these problems, the government of 2014, under the leadership of Temir Sariyev, decided only a few: obtaining a rating by Kyrgyzstan, entering the EAEU, and reducing the share of cash turnover. We must be realistic, it will only give a partial result, but this will already lay the foundation for solving the first three problems: the creation of an internal railway network, the obtaining of a multiplier effect for all sectors of the economy and the enlargement of agricultural enterprises, and the restoration of at least part of the destroyed in the 1990s Industry. 1. Implementation of a set of measures to enter the EAE / TC – arrangement of laboratories for certification of products, customs posts in the PRC, RT and RU. Readiness at a level that will allow an audit of this system in the Kyrgyz Republic by the EEA. But at the same time, it is necessary to translate the production of all sectors of Kyrgyzstan in advance to meet the requirements of the EEA standards, to obtain the relevant quality certificates from Kyrgyz producers. Otherwise, the products of domestic producers may be ousted even by the domestic market of Kyrgyzstan by competitors from Kazakhstan, Russia and Belarus. 2. Finalization of a set of measures to mitigate the energy deficit situation that has been created since 2014 in the Kyrgyz Republic. The introduction of a moratorium on the implementation of projects for the construction of power lines in other countries by so-called. Export of electricity. Kyrgyzstan has nothing

26 VOLUME 3, No. 2 (10), 2017 to export, the republic is in short supply, on the contrary, it is necessary to import electricity. Information about the alleged overcoming of the deficit and a twofold increase in generation in the Kyrgyz Republic is a deliberate disinformation. In the current situation, a huge achievement will be at least the maintenance of electricity generation at the installed capacity of the stations. 3. Receiving by the republic of a sovereign credit rating from the so-called Big Three of international rating agencies. It is necessary to put expenditure items on the state budget of the Kyrgyz Republic on obtaining and maintaining sovereign credit ratings from Standard & Poor’s, Moody’s and Fitch’s, as well as the Russian RA Expert and the Chinese Dagon. Further – to oblige all companies with state participation in the capital – also get credit ratings from the mentioned agencies. This will make it possible to make financial statements of such companies as Kyrgyz Temir Jolu, Kyrgyztelecom, JSC Electric Stations, etc. transparent. Bring their structures and management in line with the requirements of corporate governance. 4. To bring the production of the Taldybylak, Levoberezhny, Jeruy and others fields to production, taking into account the mistakes and criminal crimes committed during the Kumtor project. To finish the criminal case on the restructuring of the Kumtor project, initiated in 2003. In the process of international integration organizations, there is always an objective need for a system of inter-state institutions, the fundamental task of which is the accumulation of resources for maximizing the effectiveness of economic development of all sides of any association. The main feature of the integration of the economic space of Independent States is the fact that simultaneously with the attempts of formation of integration relations within the Commonwealth within the CIS practical relationship is being developed, and other economically important form of interstate cooperation, which marked multi-speed convergence of sovereign states. This is due, in particular, with different understanding of the integration of goals and tasks of the CIS states. The issue today is relevant to the economic and political terms. Undoubtedly, the Russian Federation is the leading and integrating the main participant in the EEMA. And all countries – participants of the EEMA recognized strategic partners exactly Russia. According to the agreement on the establishment of the Eurasian Economic Community is established to effectively promote the process of formation of the Customs Union (CU) and Common Economic Space. Key policy – improving the free trade regime, the formation of the single customs tariff and a unified system of non-tariff regulation measures, coordinated system of preferences (i.e. the purpose of any of the Customs Union), as well as the development of a coordinated position of States in their relations with the World Trade Organization (WTO) and other international economic structures, the introduction of a unified order of currency regulation and control. The field of economic policy includes: a harmonized structural reorganization, the development and implementation of joint programs for socio-economic development. Prospects for future relations between Russia and Kyrgyzstan in the sphere of transport, agriculture, energy, migration, tourism and investment were discussed during the IV Kyrgyz- Russian Interregional Conference “Eurasian Economic Union: New Prospects for Interregional Cooperation” held on September 22, 2015 in Bishkek. Having entered the Eurasian Economic Union, and taken the first steps, as a full member in the organization is considered to be a right choice. New markets have opened up for our producers; the export potential of the economy is increasing. Customs payments have increased within a month and active business activities are recorded. It should be noted that in January- July, 2015 the volume of international trade in goods between Kyrgyzstan and Russia reached 878 million US dollars. Russia ranks first among the trade partners of Kyrgyzstan: in 2014 its

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share in total turnover was 25.9%, including 6.5% in exports and almost 32.3% of imports, and in January-July, 2015 these figures reached 27.7%, 6.6% and 35% respectively. The total volume of direct foreign investments from Russia to Kyrgyzstan for the first half of 2015 has an amount of about 76 million US dollars. In addition, we were able to create an institute for the support of economic development – the Russian-Kyrgyz Development Fund (RKDF). The main objective is to further economic cooperation between the two countries within the framework of the Eurasian economic integration and adaptation of the Kyrgyz economy. Russian-Kyrgyz Development Fund is founded and operated in accordance with the agreement between the Government of the Kyrgyz Republic and the Russian Federation “On the Development of Economic Cooperation under the Eurasian Economic Integration” of May 29, 2014, and the agreement between the Government of the Kyrgyz Republic and the Russian Federation “On the Russian-Kyrgyz fund development” of November 24, 2014. The Fund is an international organization and the subject of international law, it has the international legal capacity and has the right to conclude international treaties within its competence. The Foundation was established to promote economic cooperation between the Kyrgyz Republic and the Russian Federation, the modernization and development of the Kyrgyz economy, the efficient use of opportunities arising from the participation of the parties in the Eurasian economic integration. Materials of 10.10.2015 9:53 India wants to speed up free trade negotiations with the EEMA 10/10/2015 189 09% 37. The first meeting of the Kyrgyz- Georgian intergovernmental commission on trade and economic cooperation will be held in Tbilisi 185 10.10.2015 09:28 S & P lowered the long-term rating Eurasian development Bank to “VVP” 06.10.2015 11:41 157 130 applications valued at $ 1 billion arrived in the Russian-Kyrgyz Development Fund 159 06.10.2015 11:06 US intends to work with the new Kyrgyz parliament – the State Department 377. All credits will be issued in KGS for a period of 5 years at 12% annual. Such terms and minimum interest rates, especially for loans on soms currency in the Kyrgyz Republic does not provide any bank. (Now in the national currency lending rates have increased, according to National Bank, up to 24%.) Moreover, as the fund emphasized final consumer conditions will not change even in the face of rising inflation. The purpose of the fund is cheap resources for business development in Kyrgyzstan, rather than making money. The fact that the credits will be issued in sums, will also contribute to strengthening soms currency and economic development, as well as reduce the risk of developing business due to currency fluctuations. Credit is not a grant or gift, and loans, which are issued, like all loans, based on three principles – repayment, payment, and maturity. Nearly half admitted to application loans of 40% come from farmers. Therefore, studying the market and the application of Kyrgyzstan, took RKDF lending projects divided into two types: the financing of small and medium-sized businesses (mainly start-ups); and support for existing medium and large enterprises in the country. As small and medium businesses are now actively developed mainly in the regions, it was decided to finance them through commercial banks. Realizing its full operation, RKDF distributed 69.2 million $ or 20% of the funds allocated to it. Available loans received 167 specific business projects, which are realized through the “Aiyl Bank” and “RSK Bank” and “Kyrgyz Investment and Credit Bank” on the program target financing of small and medium-sized businesses. Each of these banks received 600 million sums for concessional lending to entrepreneurs at the rate of 12% annual and a maturity of 5 years. At the moment, the fund generates a registered capital of $350 million, in future, the Russian side intends to increase the capitalization of the fund up to $500 million. Projects credited by the following conditions are RKDF:

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– credit amount – up to $ 3 million. – interest rate – 12% per annum. – repayment period – up to 5 years. Of the $69.2 million allocations, loans for $36.8 million are presented directly for RKDF business, loans for the remaining 432.4 million singled commercial banks. Currently projects credited by RKDF are presented in all the regions of the country. For example, two companies in the Batken region began to develop production and sales of coal (for loans of 5 million soms), other businesses have begun construction of greenhouses (loans for 3 million and 1.9 million soms), sugar (3 million), furniture (almost 1 million soms), wooden crates (3 million). In Osh oblast and Osh, businessmen take loans mainly on projects in the areas of agribusiness, processing, garment production. Businessmen of Jalal-Abad region are concentrated on the production of food and building materials, Talas – livestock, Naryn – building materials, Issyk- Kul – crop production, animal husbandry and processing. Based on the above research we would like to make the following conclusions: 1. To strengthen the policy of the state in the process of modernization of the economy. 2. To develop a state program of interaction with the leading TNC developed countries, which should take into account the economic interests of the Kyrgyz Republic on mutually beneficial terms. 3. RKDF, along with lending to SMEs, start financing large-scale joint projects with TNC developed countries. 4. To develop based NTP associations and large-scale production with the latest technology. 5. To strengthen the bilateral relations, i.e., strengthen the borders by supporting manufacturers border areas.

References 1. Abdymalikov K.A. Economy of Kyrgyzstan (at the transition stage): book. High schools. Bishkek: Biyiktik. 2010. 275 p. 2. Abdymomunova B.A., Sabirova V.K., Aitbaeva Zh.S., Gareeva V.G. and others. Socio-economic, administrative and legal aspects of the modernization of the Kyrgyz Republic: problems and prospects: collective monograph. M. Publishing house “Internauka”. 2016. 3. Andryushchenko G.I., Andryushchenko A.M., Maloletko A.N., Savina M.V., Solodukha P.V. Risks of developing the pawnshops market in the Russian Federation // International Journal of Applied Business and Economic Research. Vol. 15. 2017. Issue 8. P. 117–125. 4. Andryushchenko G.I., Savina M.V., Soldatov A.A., Dyatlova O.V., Gusareva N.B. Development of corporate pension programs as the direction of comprehensive modernization of the pension system of the Russian Federation // International Journal of Economic Research. Vol. 14. 2017. Issue 7. P. 1–12. 5. Davydov I.U. System of interbudgetary regulation in conditions of reforming local self- government // Terra Economicus. 2012. No. 3. P. 31. 6. Davydov I.U. The role of the treasury system of the Kyrgyz Republic in the execution of the country’s budget // International scientific publication modern fundamental and applied research. 2011. No. 3. P. 143–147. 7. Durdiyeva J.A., Avanesova A.E. & Bugaev O.N. Assessment of the potential of sustainable social economic development of the regions // Contemporary Problems of Social Work. Vol. 1. 2015. No. 1. P. 18–28. 8. Ergeshbaev U.Zh., Eshenova S.E., Muratova Ch.K. Modern external labor migration of the population of Kyrgyzstan // Bulletin of the Tajik State University of Law, Business and Politics (A series of social sciences) Vol. 66. 2016. No. 1. P. 38–47. 9. Ergeshbaev U.Zh., Maksentova B.T, Eshenova S.E. Modern migration of the population of Kyrgyzstan and its social and economic consequences // Bulletin of the Kyrgyz-Russian Slavic University. Vol. 16. 2016. No. 2. P. 96–98. 10. Foreign direct investment in the regions of the Kyrgyz Republic in 2015. The national committee of the Kyrgyz Republic for 2014. 55 p.

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11. Kaurova O.V., Saak A.A. & Revyakina T.U. Small business in tourism industry as a functional element region’s tax capacity // Contemporary Problems of Social Work. Vol. 1. 2015. No. 1. P. 61–66. 12. Koychuev T., Jailova G. Investment situation in the Kyrgyz Republic. No. 3. Bishkek. 2000. P. 57. 13. Kulueva Ch.R. Issues of the influence of financial policy on the state of labor resources in the southern region of Kyrgyzstan // Bulletin of the Kyrgyz-Russian Slavic University. Vol. 16. 2016. No. 2. P. 135–139. 14. Mamaturdiev G.M, Keneshbaeva Z.M., Davydov I.U. The use of labor potential and its impact on the socio-economic development of the region. In the collection / Herald of the RSCU branch in Osh, a collection of scientific articles. M. 2016. P. 24–41. 15. Maloletko A.N. The economic security of the some public-private partnerships // Contemporary Problems of Social Work. Vol. 2. 2016. No. 2 (6). P. 44–48. 16. Maloletko A.N. The Influence of Retailers Behavior on the Economic Security of Regional Manufactures of Socially Significant Products // Contemporary Problems of Social Work. Vol. 1. 2015. No. 1. P. 96–101. 17. Matraeva L.V., Konov A.A., Belyak A.V., Erokhin S.G., Vasyutina E.S. Public private partnership in social sphere: Models review // International Journal of Economics and Financial Issues. Vol. 6. Issue 8. Special Issue. 2016. P. 127–136. 18. Omurkanov Y.K. Investments to sustainable economic growth in Kyrgyzstan (Methodology and practice): monograph. Bishkek. 2006. 257 p. 19. Raiymbaev Ch.K., Davydov I.U, Tashalieva Zh.M. Basic principles of the organization of social protection. International scientific publication modern fundamental and applied research. 2016. No. 1 (20). P. 162–167. 20. Razykov V.A. The investment policy of the Kyrgyz Republic and the main directions of its activation. Bishkek. 175 p. 21. Ryskunov I. Investments – the way to economic prosperity. Reform. 2001. No. 3–4 (11–12). 22. Turdiev T.I. On threats to economic security and sustainable development of Kyrgyzstan // Bulletin of the KRSU. Vol. 14. 2014. No. 8. P. 162–166. 23. Turdubaev S.K. Correlation-regression analysis of the study of the dependence of the growth rates of employment of the active population. Science, new technologies and innovations. 2012. No. 1. P. 191–193. 24. Turdubaev S.K. Formation and development of integrated structures of the agro-industrial complex on the basis of scientific and technical progress // Actual Problems of the Humanities and Natural Sciences. 2016. No. 1–3. P. 154–160. 25. Turdubaev S.K. Optimization and forecasting of socio-economic processes on the basis of modeling // Internacia. 2017. No. 3–2 (7). P. 27–30. 26. Turdubaev S.K. Optimization and forecasting of the level of the gross domestic product of crop plants in the Osh region // Economics and Society. 2012. No. 3 (3). P. 390–396. 27. Turdubaev S.K. Optimization and forecasting of the number of employed population by branches of agriculture in the southern region of the republic. International scientific publication // Modern Fundamental and Applied Research. Vol. 1. 2016. No. 2 (21). P. 265– 271. 28. Turdubaev S.K., Keneshbaeva Z.M., Davydov I.U. Employment of the population and strengthening of the flexibility of social and labor relations. Materials of the conference “Actual problems of modern economy” February 2, 2015. Kislovodsk. ANO “UC” MAGISTR. 2015. P. 88. 29. Vinogradova M.V., Kulyaminа O.S., Larionova A.A. Maloletko A.N., Kaurova O.V. The use of management of objectives method of attraction and evaluation of effectiveness of investments to the tourism and hospitality // International Review of Management and Marketing. Vol. 6. Issue 2. 2016. P. 241–246.

REFERENCE TO ARTICLE Keneshbaeva, Z.M. (2017) Kyrgyzstan’s Economy in Terms of the EEMA and the Role of the Russian-Kyrgyz Development Fund As a Support Institution, Contemporary Problems of Social Work. Vol. 3. No. 2 (10). P. 24–31. DOI: 10.17922/2412-5466-2017-3-2-24-31 (International bibliographic description).

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CONTACT INFORMATION: Keneshbaeva Zuura Mamatovna PhD in Economics Russian State Social University Karasuyskaya str., 161 723506 Osh, Kyrgyz Republic E-mail:[email protected]

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Melnik M.S., candidate of economic sciences, аssociate рrofessor, head of the department “Finance and credit”, Russian State Social University, Moscow. E-mail: [email protected] Mityushina E.A., leading economist, JSC “Dux”; postgraduate student, Moscow. E-mail: [email protected] ORCID ID: orcid.org/0000-0002-2723-1883 UDC 331 DOI 10.17922/2412-5466-2017-3-2-32-39

Regulation of a Labor Migration for Increase in Efficiency of Forming of the Regional Market of a Labor Power and Decrease in Integration Risks

Receiving date: Preprint date: Taking to print date: 15.02.2017 27.03.2017 28.04.2017

Annotation: this article examines the issues of regulating labor migration in the formation of the Eurasian economic space. The main migration risks of Eurasian integration are analyzed. A number of problems have been identified, the solution of which significantly contributes to the success of integration interaction in the implementation of migration policy. The general migration situation in the Russian Federation is characterized. The main directions of the Russian state migration policy to counter illegal migration have been established. Measures are proposed to facilitate the regulation of migration processes in the Eurasian space, as well as practical recommendations for the implementation of Russia’s integration program for the improvement of labor relations. Key words: labor migration, Eurasian integration, EAEU, immigrants, movement of labor, integration policy of the state. JEL classification: А100, А110, А130.

Free movement of a labor power is a cornerstone of creation of interstate integration system. The theory of economic integration determines need of providing freedom of travel of a labor power (along with other freedoms – movements of goods, services and the equities) fully to such stage of economic integration as the total market. Practice of integration educations confirms it. So, already at the initial stage of the European integration within the European Economic Community there were effective objectives of removal of obstacles for implementation of freedom of travel of persons. Other integration associations, for comparison, show not so significant achievements in the sphere of providing freedom of travel human, in particular manpower. In the former Soviet Union integration movement began directly not only as economically reasonable project, but also humanitarian oriented social. Within the CIS the considerable attention was paid to these questions, at that time in the economic plan it was talked only of forming of an initial integration stage – the free trade area [28]. Forming of the total market began within the Common economic space in 2012 which since January 1, 2015 is transformed to economic union as qualitatively new stage of integration

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interaction. Besides, many practices on ensuring free movement of a labor power were created within such international associations of the states as the CIS, the Union State. The tendency of combination of policy of the public market of a labor power as factor of economic interaction and growth with the humanitarian oriented activity of integration consolidation by means of provision of full authority of freedom of travel to all citizens of the State Parties of the Union began to be traced. Implementation of coordinated policy and methods of interaction in the sphere of movement of a labor power is provided in the Agreement on the Eurasian Economic Union. Freedom of a labor migration provides among other things a prohibition on protective measures concerning the national labor markets. Exceptions can be made for the purpose of ensuring national security and public order, concerning the labor activity performed by workers of state members, an occupation and the territory of stay. It is the first type of exceptions – by criterion of target justification which have subject variations. The second type determining a possibility of implementation of pedagogical, legal, medical or pharmaceutical activities also includes restrictions: it is necessary to undergo the procedure of recognition of education documents established by the legislation of the state of employment. The special importance of these professions can be understood, but here sending to national powers concerning the procedure of recognition isn’t lashed in any way to the high integration level of economic union as in essence the procedure of nostrification is applicable for any person of the third state therefore these spheres belong, thus, to withdrawals too. Immigrants are the foreign citizens over a year living in the territory of a certain state. A synonym of this term is the concept “external migrants” [10] – unlike “internal migrants”, i.e. the citizens of the same state moving from one its region to another. Integration of immigrants – inclusion of immigrants and their descendants in social institutes of the host country [19]. Social incorporation acts as a synonym of integration. Integration of migrants shouldn’t be mixed with their assimilation – complete dissolution newly arrived in the population of the host country. The prospect of assimilation is in most cases not implemented, both on objective, and for the subjective reasons. Complete elimination of cultural distinctions between the population, leading the old way of life, and new population is improbable even on condition of mutual desire of the parties. However this condition, as a rule, isn’t satisfied owing to the social and psychological reasons. For representatives of the new population the refusal of the cultural features would mean a moral injury. Integration of migrants proceeds thanks to processes of cultural adaptation. At the same time it is very important to emphasize that value of these terms underwent essential change in the last decades. If to the middle of the 20th century researchers and politicians, using these terms, meant adaptation of culture of the new population to culture of the population leading the old way of life, then beginning the 1960–1970th it is about mutual adaptation of cultures [29]. Change of an interpretation of content of the concepts “acculturation” and “adaptation” is caused by democratization process which decisive stage is necessary for the boundary of the 1960–1970, purchased so far global nature [29]. Immigrants of the second generation are the children who grew up in families of migrants (or in families, one of spouses of which is a migrant). Strictly speaking, this expression not absolutely precisely: if the child who was born in a family of migrants in the country of their new residence purchases nationality of this country, he isn’t an immigrant. However so far as process of its incorporation in the accepting community is integrated to certain difficulties, such expression is pertinent. Moreover, with the purpose to emphasize a possibility of the collisions connected with a migrant origin of individuals, analysts sometimes use the term “immigrants of the third generation” in relation to grandsons of immigrants from other states. At last, in relation to the children who were born in a family of migrants in the country of their former residence use the concept “immigrants of one-and-a-half generation”.

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In order to avoid the undesirable associations generated by the listed terms, many authors prefer to use alternative concepts: migrant origin, migrant environment and natives of the migrant environment [9]. These concepts of a number of cases are more exact. For example, the individuals who successfully fitted into the accepting community soon after the resettlement to the new country formally are “immigrants of the first generation”, however actually they are full-fledged members of this community. It is similarly unproductive to characterize as “immigrants of the second generation” of people who made an indisputable contribution to political development of the homeland. The expert community and managers in Western Europe came to unanimous opinion that process of integration of migrants will be successful only on condition of the simultaneous and concerted efforts of the state and non-state actors [6]: 1) state institutes national and regional (and also local) level; 2) social partners of the state (private business); 3) organizations of civil society (NPO); 4) migrant organizations. The following enters a circle of problems which solution significantly promotes success of integration: 1) linguistic barrier; 2) lack of information; 3) difficulties with reunion of families; 4) difficulties with advanced training or acquisition of a profession; 5) difficulties with increase in the education level (at the same time confirmation of it the corresponding diploma is especially important). The factor promoting successful integration is the possibility of the choice of cultural identity. In today’s Russia such concepts as “the right to identity” (or “the right to distinction”), are extremely unpopular. At the level of the persons making decisions, similar concepts cause, as a rule, scepticism, and at the level of civil society – categorical unacceptance [1]. Expect complete dissolution in a new sociocultural environment, i.e. assimilation from migrants. However, as it was already noted above, assimilation in modern conditions – an option almost not implementable. Condition of full inclusion of new members in life of society is the trust. Integration experience shows that the migrant population is frictionless adapts to a new environment in the absence of manifestation of double standards, rejection or aggression. From here a conclusion about the importance of the positive public atmosphere results. Let’s formulate the measures based on experience of development of the international integration associations which can be used for improvement in the sphere of employment relationships [11]: 1. The tough anti-discrimination legislation in the sphere of employment relationships, and also strict control of its observance. 2. Discrimination monitoring. 3. Xenophobia monitoring. This index reflects a measure what power of this or that country gives support to cultural minorities. 4. Attention to a role of mass media in forming of the tolerant public atmosphere where representatives of the state, civil society and non-profit organizations are able to influence public opinion, creating it and stopping distribution of the ideas of the right populism, unacceptance of immigration and immigrants. 5. Language free, or with a symbolical payment the rates available to most of persons in need in language acquisition of the host country. 6. The system of preschool education allowing to begin socialization of children of migrants with earlier age.

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7. System of school education within which special significance is attached to language training of children of migrants. In June, 2012 the Concept of the state migration policy of the Russian Federation for the period till 2025 is approved by one of the main objectives determines counteraction of illegal migration. In the Concept it is emphasized that illegal migration, feeding with a labor power “shadow sector” of economy, is one of basic reasons of strengthening of negative attitude to migrants from a part of the population of the Russian Federation. Development and adoption of programs of counteraction of illegal migration, holding joint interstate operational and preventive actions are allocated to one of the main directions of the state migration policy of the Russian Federation [16]. In this regard, and also for the purpose of increase in efficiency of operational and office (office and fighting) activities of boundary departments and reliability of protection of borders of the State Parties of the CIS, the Coordination service of Council of commanders of Border troops took measures for practical accomplishment of the actions directed to creation of modern system of protection of frontier and boundary infrastructure in counteraction of illegal migration. In modern conditions treat number of the threats and challenges of safety of the Russian Federation created by illegal migration:  Increase in a flow of illegal migration of citizens of foreign states and stateless persons to the Russian Federation, and also in state members of the European Union en route through the territory of the Russian Federation.  Aggravation of a socio-political situation in the Russian Federation as a result of an illegal business activity, growth of unemployment, strengthening of ethnic, social and other contradictions. Use by illegal migrants of support of the ethnic diasporas having communal or clan structure for the purpose of legalization of the status in the territory of the Russian Federation.  Strengthening of influence of ethnic forming (diasporas and associations) on authorities of the Russian Federation, expansion of their contacts with state bodies of the countries, foreign non-profit nongovernmental organizations and the international organizations.  Complication of a criminogenic situation in border regions and the Russian Federation in general.  Availability of negative demographic shifts in a number of regions of the Russian Federation, first of all border, against the background of the reduced number of an aboriginal population.  Deterioration in a sanitary and epidemiologic situation in connection with spread of sharp infections and diseases, nonconventional for the Russian Federation. As the main directions of the state migration policy of the Russian Federation in the field of counteraction of illegal migration are determined: 1) creation of legal conditions for implementation and protection of national interests of Russia, safety of the personality, society and state in the sphere of counteraction of illegal migration; 2) increase in high-quality level of the federal legislation in the sphere of counteraction of illegal migration, its maintenance according to urgent tasks of ensuring national security; 3) increase in efficiency of action of the existing and again created precepts of law in the specified sphere; 4) providing close connection of the domestic legislation with international law, establishment of compliance of the adopted regulatory legal acts to the international standards and liabilities undertaken by the Russian Federation in this sphere following from the international acts existing in its territory; 5) implementation in the legislation of the Russian Federation of the conventional principles and rules of international law, requirements of international treaties of the Russian Federation

35 CONTEMPORARY PROBLEMS OF SOCIAL WORK and regulatory legal acts of the international organizations which participant is the Russian Federation; 6) liquidation of actual collisions in the legislation of the Russian Federation and departmental regulatory legal acts, reduction of regulatory legal acts of regional and departmental level in compliance with requirements of the federal legislation, development of the principles and mechanisms of their coordination with the federal regulatory legal base; 7) specification and legislative fixing of a legal mechanism of implementation of powers of state bodies of the power in the field of counteraction of illegal migration; 8) establishment of effective system of measures of responsibility in the sphere of illegal migration for causing damage to national interests of Russia, strengthening of legal responsibility for violation of rules of the mode of frontier, a boundary regime, mode at check points through frontier; 9) concerning a question of responsibility of illegal migrants – focusing on need of signing in two – and a multilateral order of international treaties between the State Parties of the Agreement on cooperation of the State Parties of the CIS in fight against illegal migration regulating questions of transfer of illegal migrants; 10) enhancement of the legal base regulating questions of a boundary cooperation within the CIS on counteraction of illegal migration. As the world practice of counteraction of illegal migration shows, this problem can’t be solved in short terms. Development of adequate measures shall be performed deliberately, be supported with scientific research [16]. In this regard the offered directions of enhancement of the migratory legislation can and shall play the efficient role. The national mechanism of regulation of a labor migration is shown at the national level and is provided by instruments of the state migration policy. The interstate mechanism of regulation of a labor migration is based on bilateral and multilateral intergovernmental agreements. These agreements determine the number of migrants, guarantee protection of their rights, in some cases determine their age, sex, a profession, the state of health, etc. Besides, the interstate mechanism of regulation of a labor migration is shown in ratifications of international conventions and agreements, membership in the international organizations regulating the international flows of a labor migration (International Organization For Migration, the International Labour Organization, etc.). The donor country of a labor power more is responsible for stay and a labor activity of migrants in own territory, and as the country recipient regulation of outflow and protection of the rights and interests of migrants abroad enter. Thus, at the interstate level act as instruments of regulation of a labor migration: bilateral and multilateral intergovernmental agreements on a labor migration, participation of the countries in international conventions and agreements on a labor migration, membership in the international organizations regulating the international flows of a labor migration. Now within implementation of the Concept 11 federal laws are adopted, according to new rules foreign citizens of most the Post-Soviet states in general can remain in the Russian Federation within 90 days, but the term of their stay can’t exceed 90 days during every period in 180 days now. Rationing arrangements promoted essential decrease in illegal migrants in the territory of the Russian Federation. In November, 2014 the ratio is illegal and the migrants who are legally working in the Russian Federation was close to unit (2,9 million illegally working were the share of 2,7 million legally working migrants) [4]. After measures for counteraction of illegal migration, level related risks of safety were taken and its scales decreased. And also the threat of increase in scales of illegal migration from the countries of the Central Asian region is significantly reduced, on condition of preserving the political status quo in this region including in Afghanistan [12].

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One more problem is the imperfect system of the statistical recording of flows of a labor migration [12]. The labor migration generally comes from the CIS countries within the Commonwealth. Data on an external labor migration are created, as a rule, based on the issued work authorizations, and also data obtained from the employers attracting foreign citizens. The statistical recording of the foreign labor power occupied in economy of the state in each country is performed by various organizations. General in accounting of foreign labor migrants in the State Parties of the CIS is that their number is determined by number of the issued work authorizations and reports of employers on hiring of migrants in the host country. However foreign migrant workers during the certain period of time can get several work authorizations, or as in Russia, to hold permission and the patent. In case of such accounting the double entry accounting since one person can get several work authorizations and work not for one employer is possible. With creation of the single labor market on space of EAEU the problem of the statistical recording of labor migrants became even more difficult [23]. Liberalization of rules of registration in the place of stay leads lack of need to get the work authorization, or to an exception of accounting of separate categories of migrants, or to essential reducing amounts of the considered movements of labor migrants. The system of accounting of citizens with indication of the entrance purpose – “work”, also can’t apply for an effective technique of accounting of labor migrants as the persons moving for the purpose of business travels (business trips) are specified in the migration card “work” and are considered as labor migrants though those aren’t. For effective regulation of a labor migration in the countries of EAEU it is necessary to consider needs of host countries for a labor power on the basis of balance of manpower. It is important to designate the priority directions of migration policy in the context of political and economic integration concerning the countries which aren’t entering into EAEU. Results of the conducted research allow to distinguish the following characteristics in the sphere of regulation of a labor migration. First, the migratory situation in the Russian Federation has cyclically seasonal nature and differs in stability. Secondly, the measures undertaken by Russia for the purpose of counteraction of illegal migration allowed to reduce considerably number of illegal migrants, forcing them “to come out of the shadow” and to be legalized. Thirdly, forming of the total market of the Union providing free movement of a labor power in EAEU didn’t provoke increase in scales of illegal migration and the related risks of safety. Fourthly, subordination of employment relationships of the worker to not only the right of the country of employment, but also the right of the country of nationality, shall find the reflection in case of execution of an employment agreement. A form of regulation of employment relationships labor, but not civil agreements therefore legislative restriction or more careful regulation of civil contracts with migrants is required shall be a basis. Fifthly, harmonization and reduction to a single sample of migratory laws and regulating documents of the participating countries of EAEU is the determining condition of forming of the single efficient market of work as the most important integration component of economic development of the states of the region which is closely coordinated to social and economic, political and legal, sociocultural and social and psychological aspects, and having system nature. Sixthly, a condition of full participation of natives of the migrant environment in life of the Russian society is nationality. Law-enforcement practice on provision of a possibility of naturalization legally to the migrants living in the country, and also their children on reaching an age of majority, shall be based on strict execution of the provisions of the law, an exception of the bureaucratic arbitrary behavior parasitizing including, on the anti-immigration moods dominating in the Russian society.

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Seventhly, for minimization of the conflictual potential connected with the social contradictions generated by immigration it is necessary to concentrate attention on eradication of the main reason of the conflicts – social injustice in relation to the most vulnerable segments of the population. The single labor market shall be in fixed balance. It is worth believing that too operational organization of the single labor market in the conditions of crisis leads to uneven distribution of a labor power that involves load of the national labor markets of more developed countries of integration consolidation. The competition for workplaces shall be healthy and fair therefore it is so important not to allow discrimination against certain actors of integration. Moreover, over time in the created Eurasian Economic Union the competition for a labor power will only amplify that will inevitably lead to serious changes as international, so the national legal system in the field of employment relationships. Today to foresee in what direction it will develop rather difficult as everything will depend on economic development and a political environment both in the CIS in general, and in member countries, and first of all Russia.

References 1. Aliyev S.B. The labor migration and social security of workers in the Eurasian Economic Union. URL: http://www.eurasiancommission.org/ru/Documents/spreads.pdf. 2. Chayevich A.V. Integration processes in the former Soviet Union and their influence on a homeland security of Russian Federation. M. 2005. P. 189. 3. Concept of economic integration development of the Commonwealth of Independent States // MPA Bulletin of the CIS. 1997. No. 5. P. 4–70. 4. EAEU Eurasian economic union. [An electronic resource] URL: http://eaeunion.org/. 5. European Union: facts and comments. No. 76–77: April-September. 2014. M.: Institute of Europe of RAS. 2014. P. 3. 6. Gusakov N.P., Andronov I.V. Ganders. Single migration policy of the countries of EEP: problems of development and prospect of implementation // Bulletin of the Russian Peoples’ Friendship University. Series: International relations. 2014. No. 4. P. 70–86. 7. Ilina I.,Kryukova E., Zotova A., Kuznetsova E., Nakhratova E. Teachers of Russian higher educational institutions in the professional labor market // Rupkatha Journal on Interdisciplinary Studies in Humanities. Vol. 8. 2016. Issue 2. P. 128–136. 8. Ilina I., Kryukova E., Potekhina E., Abyzova E., Shadskaja I. Russian lectures at the crossroads of Reforms: Strategies of survival and adaptation // European Research Studies Journal. Vol. 20. 2017. Issue 2. P. 86–97. 9. Integration processes in the world and on space of the CIS: the accumulated experience, current trends and prospects. M.: VAVT. 2011. P. 191. 10. Ivanov G. S. The external labor migration in structure of the social and labor relations of the Russian Federation. M. 2014. 11. Joppke C., Morawska E. Integrating immigrants in liberal nation-states: policies and practices // Toward assimilation and citizenship: immigrants in liberal nation-states. Palgrave Macmillan UK. 2014. P. 1–36. 12. Krasinets E.S. Labor immigration and the labor market during unstable development of domestic economy // Economy, Sociology and Right. 2015. No. 12. P. 21–36. 13. Martín I., Venturini A. A comprehensive labour market approach to EU labour migration policy. Brussels. 2015. P. 138. 14. Melnik M.S. & Mityushina E.A. Eurasian economic union as a new level of regional economic integration in the Eurasian space. Innovative component as a determinant of the development of the EAEU // Contemporary Problems of Social Work. Vol. 2. 2016. No. 2 (6). P. 49–56. 15. Melnik M.S. & Mityushina E.A. The formation of various directions of development of economic integration and stages of development and implementation of complex integration measures, depending on the experience of successful integration projects // Contemporary Problems of Social Work. Vol. 1. 2015. No. 3. P. 102–110. 16. Metelev S.E. The international labor migration and illegal migration in Russia. M.: Unity Dana, law and right. 2006. P. 272. 17. Migranyan A.A. Migration in the countries of the common economic space // Work and social relations. 2014. No. 3. P. 58–72

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18. Official portal of the Mayor and Government of Moscow. Sergey Sobyanin: Moscow opened the largest in the country the migratory center [Electronic resource]. URL: https://www.mos.ru/ news/article/6513073. 19. Potyomkina O.Yu. Immigrant policy of the European Union: results and new challenges // Migratory problems in Europe and a way of their decision. Reports of institute of Europe. No. 315. M.: Institute of Europe of RAS. 2015. P. 4–27. 20. Riso S. et al. Labour mobility in the EU: recent trends and policies. Sage. 2014. P. 136. 21. Ryazantsev S.V., Horiye N. Modeling of flows of a labor migration from the countries of Central Asia to Russia: economical social research. M.: Scientific world. 2011. P. 9–10. 22. Rybakovsky L.L. Labor migrants and their contribution to replenishment of labor capacity of Russia // News of Higher Educational Institutions. Volga region. Social Sciences. 2011. No. 1. P. 47–55. 23. Shevchenko K.D., Komarova V.V., Filimonov A.P., Glod E.V. The single labor market in EEP: consequence in law of adoption of agreements of EEP in the field of a labor migration // The Eurasian Economic Integration. 2012. No. 1 (14). 24. Shevchenko K., Komarov V., Filimonov A., etc. A labor migration and labor-consuming industries in Kyrgyzstan and Tajikistan: opportunities for human development in Central Asia. Ts IInd EDB. 2015. P. 32. 25. Shishkov Yu. V. Integration processes on the dawn of the 21st century: why the CIS countries aren’t integrated. M. 2001. P. 480. 26. Shpilina T.M. Assessing the impact of inefficient institutes of the Russian labor market on economic activity of the population // Contemporary Problems of Social Work. Vol. 1. 2015. No. 4. P. 97–107. 27. Tinyakova V.I., Maloletko A.N., Kaurova O.V., Vinogradova M.V. , Larionova A.A. Model of evaluation of influence of globalization on the national stock market // Contributions to Economics. 2017. Issue 9783319552569. P. 261–272. 28. Vardomsky L.B. Questions of the Eurasian integration // Foreign economic relations of the post-soviet countries in the context of the Eurasian integration: collection. M.: Institute of economy of RAS. 2014. P. 78–93. 29. Zolotokrylin O.V. Integration processes in the former Soviet Union: contradictions and conflicts. SPb. 2008. P. 153.

REFERENCE TO ARTICLE Mityushina, E.A. & Melnik, M.S. (2017) Regulation of a Labor Migration for Increase in Efficiency of Forming of the Regional Market of a Labor Power and Decrease in Integration Risks, Contemporary Problems of Social Work. Vol. 3. No. 2 (10). P. 32–39. DOI: 10.17922/2412- 5466-2017-3-2-32-39 (International bibliographic description).

CONTACT INFORMATION: Melnik Mikhail Semenovich Candidate of Economic Sciences, Associate Professor Russian State Social University Wilhelm Pieck str., 4, build.1 12926 Moscow, Russian Federation E-mail: [email protected]

Mityushina Evgeniya Aleksandrovna Leading Economist JSC “Dux” Pravdy str., 8 125124 Moscow, Russian Federation E-mail: [email protected]

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Plakhotnaya I.V., specialist of the department of long-term liquidity management, LLC “BKS Company”, Treasury Department; postgraduate student, Moscow. E-mail: [email protected] ORCID ID: orcid.org/0000-0002-6164-9087 UDC 331.1 DOI 10.17922/2412-5466-2017-3-2-40-46

The System of Motivation As a Way of Solving Institutional Conflicts

Receiving date: Preprint date: Taking to print date: 20.02.2017 27.03.2017 28.04.2017

Annotation: this article analyzes the place and role of motives for conflict prevention in the organization’s management system. Three main directions in the study of conflicts (destructive, constructive and ambivalent) are formulated. The article considers and systemizes approaches in identifying the underlying causes of institutional conflicts. A model of a system for managing institutional conflicts and stresses in an organization has been developed. Key words: institutional conflict, motivation, motivational mechanism, interaction in the organization, dynamics of conflict, conflict diagnosis, conflict management. JEL classification: А100, А110, А130.

Introduction Currently, the motivation for conflicts is a topical issue. This is due to the fact conflicts in any organization have a significant impact on its work in general, since they are an integral part of organizational development and occupy a significant part of management activities aimed at their solution. Hardly anyone will argue that the basis of any organization is not the means of production, not the goods, but, above all, the people without which its functioning is impossible. Being involved in joint activities within an organization, these people find themselves in a certain environment, which determines the ways of interacting and communicating with each other. Being in such, somewhere more rigid, somewhere less, but in any case the framework, people in the process often find themselves in situations in which contradictions are found between them. By themselves, these differences and contradictions can have two consequences: on the one hand, they can be a catalyst for creative processes in the organization. Degree of elaboration of the problem. Of particular interest are studies in the field of neoclassical management of organizations of the postindustrial era, presented in the works of K. Nordström, W. Collins, C. Chan, I. Adizes, D. Mercer, T. Schulz, G. Becker, D. Torrington, J. Sheldrake. Problems of studying conflicts in the organization were dealt with by U. Mastenbruk, A.N. Koshelev and N.N. Ivannikova, A.N. Chumikov, A.G. Kovalev and others, who identified the causes, functions, types of institutional conflicts, as well as proposed ways to resolve them. The purpose of this study is to study the conflict between workers in the organization, as well as methods of managing institutional conflicts. Object of investigation: conflict as a social phenomenon.

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The subject of the study: conflicts in organizations and methods for their resolution. In accordance with the goal, the following research objectives can be formulated: • to study various approaches to the problem of conflict on the basis of a theoretical analysis of the work of domestic and foreign researchers; • consider the causes of institutional conflicts, their functions and types, as well as the features of the course; During the work, the following research methods were used: theoretical analysis of literature, comparative method. The theoretical and methodological potential of the multidisciplinary approach was used, the need of which is conditioned by the considerable experience accumulated in the field of studying institutional conflicts and managing them in the fields of sociological and administrative science: sociology of management, sociology of organizations, personnel management, conflictology, management. In the methodological plan, the principles and provisions of the comparative, structural and functional approaches proved to be useful for research, as well as methods of empirical sociology: observations, questionnaires, expert surveys, sociological diagnostics, content analysis. The concept of conflict Conflicts are an integral part of organizational development and occupy a significant part of management activities aimed at their resolution [4]. Moreover, they are an integral part of the life of society as a whole, manifesting them at the organizational level. The word conflict (from the Latin “conflictus”) in translation into Russian means confrontation, confrontation [28]. In modern interpretation, conflict is a complex and multifaceted phenomenon arising for various reasons: psychological, economic, political, value, religious, etc. It is this diversity that makes it difficult to define this concept, as well as the complexity of managing conflicts in today’s complex socium, which determines the high relevance at the moment of research in the field of conflict management [9]. It should be noted that the views on the conflict have undergone certain changes during the XX and XXI centuries under the influence of objective circumstances, connected primarily with changes in the external and internal environment of organizations. So, in the era of the emergence of scientific management, scientists attributed the conflicts to destructive properties, they considered the conflict negative in the life of organizations as a phenomenon and aimed the subjects of management to their complete elimination from organizational life. With the emergence of the behaviorist school of government (M. Follet, E. Mayo, etc.), the opinion about conflicts, their nature and ways of dealing with them is changing [6; 17]. The causes of the conflict arise on the basis of the difference in the objectives of the subjects and management objects objectively conditioned by the nature of the work performed. In organizations, conflicts can have constructive beginnings, if they are managed. The constructive side of the conflict is manifested when its outcome serves the purposes of organizational development, contributes to the motivation for the work of the personnel of organizations. Conflicts lead to an active exchange of information, the coordination of different points of view. The way out of the conflict, as a rule, leads to more effective work in the organization, and therefore often conflicts are artificially built into the structure of the organization in order to obtain the desired positive effect [13]. At the same time, conflicts with inept management do not find an adequate solution and play a destructive role in organizational life (loss of a common goal, development of stress among conflict participants, deterioration of the psychological climate, disruption in the communication process, etc.). Analyze the tradition of the newest institutional economic theory in the scientific world is assumed by conducting an analysis of firms and, in particular, corporations. This is explained by the fact that it is the corporations that are acting as a “bundle of contracts”, and consequently, in the implementation of contract activities, there are often various conflicts [29].

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The procedure for the development, conclusion and execution of contracts does not apply to free, this in turn generates the corresponding transaction costs. Note that the category of transaction costs still does not have a clear definition, and Charles Plott’s ironic statement that transaction costs are the most important term, whose usefulness decreases in proportion to how its definition is specified, unfortunately, has still not lost its relevance [7]. Analysis of views on institutional conflicts has shown that the most popular is the view of their dual nature: destructive and constructive, which intersects with the conflictological paradigm of L. Kozer, according to which societies have institutional mechanisms to contain conflicts and antagonisms, the sewage of discontent and hostility, which function , The so- called “safety valves”. In other words, the institutional system of society is organized in such a way that, through social institutions, society can realize its potential for aggression and hostility in a way that is safe for the social system through rules, values, norms regulating social order and its preservation formed in the institutional environment. Institutional conflicts are an important component of the organizational development and functioning of a business organization, but their role can be of a dual nature, manifesting themselves in the consequences of both constructive and destructive nature [18]. Unresolved institutional conflicts arising in the space of organizational relations for a number of reasons can lead to organizational pathology, i.e. disfunctionality as the inability of the organization to function successfully and achieve its goals [26]. Much depends on the effectiveness of management of institutional conflicts in the business organization, which causes interest in the organizational culture as having a high managerial potential, as well as the need to determine the most optimal type of organizational culture from the perspective of reducing the conflict potential of business organizations and increasing their competitiveness and adaptability to the crisis And unstable Russian reality. Conflict Management The stage of conflict management is integrative, since it includes the practices of conflict management that are built into the organization’s overall management process [8]. The theoretical field of investigation of institutional conflicts in sociology was formed at the junction of the theory of organization and the theory of conflict, in all its diversity gave rise to a rather contradictory and multifaceted space for interpreting this phenomenon. At the level of generalization, there are three main areas in the study of institutional conflicts, which reflect their assessment in terms of impact on the functioning of the organization. Within the framework of the first, institutional conflicts are interpreted as a destructive, destructive phenomenon blocking the effective development of the organization [14]. He is opposed by the second direction, which justifies the constructive nature of institutional conflicts, which are the source of organizational innovation and effective organizational development [22]. Within the limits of the third direction, methodologically relevant to the conceptual positions of this research and the most popular in sociological and managerial science, institutional conflicts are considered in a dialectical manner that determines the ambivalent nature of their influence on the development of organizational relations and organization as a whole, depending on a number of factors that have an external (non-organizational ) And internal (organizational) nature [10]. From the position of the third direction, based on the traditions of the conflictological paradigm of L. Kozer, it is suggested that under the institutional conflicts in this study the inevitable and natural consequence of the interaction of factors (employees of the organization) in the space of organizational relations, manifested in the collision of interests, goals, needs (individual or group), which can be constructive and destructive, including in its consequences for the development of the organization [20]. Critical blurring and blurring of boundaries between conflicts in the organization and institutional conflicts are reflected in the definitions of institutional conflict used by scientists,

42 VOLUME 3, No. 2 (10), 2017 the nature of which suggests that not all of the definitions actually reflect the organizational nature of the conflict. The technology of such a transfer in the organization provides for the formation, first, of an objective understanding of the conflict situation of each of the parties, reflection on the risks and finding intrapersonal true motives for behavior in the conflict, which allows to form a different vision of the conflict situation in the opponents, if their true motives diverge from False and those that seem to them their motives and helps to orient participants in the strategy of cooperation in the conflict. Let us turn to the classification given in Y.P. Kartashov in his work “Conflicts in the organization”. Under the management of organizational conflicts in business organizations as organizations, in their socially significant activities that focus on making profit, this study is understood as the process associated with the elimination of a conflict situation in the space of organizational relations by translating it into a constructive solution to conflict-provoking problems and preventing their destructive Influence on the functioning of the organization. Management of institutional conflicts in business organizations is determined by the nature of the causes that gave rise to them [25]. Systematization and generalization of existing approaches in this problem field made it possible to identify a number of underlying causes of institutional conflicts related to the struggle for resources, the complexities of functional interaction, the lack of professional personnel management, differences in the value orientations of the organization’s employees, the difficult economic situation of the organization in the context of aggravation of competition, and Also the discrepancy between formal and informal norms and restrictions that regulate the sphere of organizational relations and the behavior of employees in the organization [2–3]. A significant part of these reasons is inherently related to the organizational culture of the organization, which determines its managerial importance in preventing and resolving institutional conflicts in business organizations and, accordingly, the methodological strategy of this study. Let’s analyze and compare several common types of conflicts and consider the most appropriate ways to resolve them by managers in the organization. Institutional conflict most often arises about the design of the organizational structure and business processes in the organization about the distribution of power. By and large, conflicts are caused by organizational dynamics, the level and nature of the organization’s management [16; 23]. Thus, the ground for the emergence of institutional conflicts is always an imperfect organization management system. Consequently, both the management of institutional conflicts, as well as the effectiveness of this process, is related to this problem. Conflicts caused by superficial disagreements. It is necessary to allow opponents to resolve the dispute on their own, or wait for it to fade. But do not forget about it, you need to follow its development as much as possible, not allowing it to grow into another, more serious conflict [22]. A stable organizational culture, based on organizational norms and values that determine its internal climate, the specifics of the organizational relations and management culture, is the key to the successful functioning of the business organization. In the conditions of economic instability and the growth of crisis factors in the functioning of the economy, the role of the organizational culture is significantly increased, since the presence of an effective organizational culture adequate to the reality in which the organization operates allows flexible adaptation to the risks of the socio-economic environment and reduces the potential for conflict-related organizational relations. Organizational culture, being formed in a certain socio-cultural environment within the framework of a specific national culture and its individual segments, cannot but contain cultural elements that correspond to the sociocultural nature of society with the existing worldview system, mental attitudes, the characteristics of managerial culture and social interaction [1].

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This position fits into the theoretical framework of the neoinstitutional concept, from the standpoint of which the organizational culture can be viewed as a complex of formal and informal norms and restrictions that regulate organizational behavior and organizational relations dynamically changing under the influence of external and internal factors [21]. Thus, the managerial potential of the organizational culture consists in the formation of a flexible and complementary system of formal and informal restrictions, norms and rules of behavior that are adequate to both the challenges of an external, unstable and uncertain environment, and the internal environment determined by the nature, goals and mission of the organization, as well as value And the behavioral attitudes of its employees. In general, as analysis of modern research on the problem shows, the main reasons for the emergence of institutional conflicts are as follows: – limited resources, not depending on the size and scope of the organization. To solve the problem of limited resources as the cause of conflicts means to effectively distribute material and human resources between different groups in order to realize the mission of the organization and achieve the goals. Selecting a larger share of resources to a single unit, the manager or the employee means that others will have a smaller proportion of that will inevitably lead to a conflict; – functional interdependence of staff. Indeed, the organization is a system in which all structural units and employees in them are interconnected and dependent on each other. So how departments and personnel in them depends on the successful work of the entire organization working effectively. Conflicts because of the interdependence of functions occur when any structural unit or inefficient employees perform their duties; – differences in organizational purposes that lead to conflicts, are increasingly emerging as how organizations become more specialized and are broken down into units with their own goals to which they are paying more attention than the objectives of the organization; – differences in values. The idea of a certain status depends on the individual values and motives of the employees who always assess the situation subjectively and consider only situations that, in their opinion, will be more favorable, both for them individually and for organizations as a whole; – differences in behavior, level of education, life experience, the level of aspirations, ambitions, staff, etc.; – ineffectiveness of communication in organizations. However, this can be both a cause and consequence of the conflict, leading to a distortion of information and its loss. Conclusion Modern views on the conflicts in organizations suggest the dual nature of the conflict: the destructive and constructive beginning. However, his positive component predominates, since it is proved that conflicts unite the organization. In an unstable and rapidly changing social environment every business organization strives to remain viable, to adapt to the changing reality and to avoid the risk of organizational pathology in the space of modern market relations, far removed from the concepts of stability and sustainability, certainty and predictability. To achieve the business organizations of the strategic objective of processing methods and tools aimed at increasing economic performance, it is not enough, and in the forefront of effective organizational development out factors of non-economic character, defined by the tools of administrative and intellectual work, the nature of organizational norms and values that structure the system of relations in organization, organizational order, the system of incentives for the personnel of the organization and the organizational climate as a whole. In this case, the role is given to the economic method, though, and plays an important role in the system of motivation and stimulation of work of staff of the organization, without the use of other methods, wearing a non-economic character, will not bring the desired result.

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So, in the era of the emergence of scientific management, scientists attributed the conflicts destructive properties considered the conflict a negative phenomenon in the life of organizations and aim at the complete management of the subjects of their elimination from the organizational life. With the emergence of the behaviorist school of management (M. Follett, E. Mayo et al.) Opinion about conflicts, their nature and the methods of struggle changes with them. The causes of the conflict on the basis of the differences appear in order of subjects and objects of management, objectively determined the nature of the work performed. Organizations may have a conflict and constructive beginning, if they manage. Constructive party to the conflict is manifested when it serves the purposes of the outcome of organizational development, promotes motivation to work personnel. Conflicts lead to the exchange of information, coordination of different points of view.

References 1. Alexandrov Y.I., Kirdina C.R. Types mentality and institutional matrix: a multidisciplinary approach // Sociological Studies. 2012. No. 8. P. 9. 2. Barinov V.A., Barinov N.V. Organizational approach to conflict management in a crisis situation. URL: http://www.mevriz.ru/articles/1999/5/810.html7. 3. Brileva L.G., Leontyev P.R., Theoretical features management organizational conflicts in the conditions of modern management // Engineering Gazette Don. 2013. No 1. URL: http:// ivdon.ru/magazine/thearchive/n1y2013/1550. 4. Chekaldin A.M. Causes of organizational conflicts and ways of their elimination // Herald NGIEI. 2015. No. 9 (52). P. 73–77. 5. Danilov A.A. State electrical industry of Russia and its development potential // Contemporary Problems of Social Work. Vol. 2. 2016. No. 1 (5). P. 44–54. 6. Doroshenko Y.A., Bukhonova S.M., Tumina T.A. The use of transaction approach in the management of innovation activity // Creative Economics. 2007. No. 9 (9). P. 22–28. 7. Kabylinsky B.V. Strategic planning at managing conflict process: perspectives epistemological approach // Management Consultancy. 2015. No. 8. P. 152–157. 8. Kalmikova O.J., Gagarinskaya G.P., Implementation of organizational conflict management in strategic management // Internet Magazine Science of Science. 2014. No. 5 (24). URL: http://naukovedenie.ru. 9. Kipa A.A. Designing a management system for a business organization in Russia in conditions of social uncertainty: diss. ... cand. sociology. sciences. Rostov n/D. 2014. 194 p. 10. Kizyan H.R., Melyakova E.V. Manage the organizational culture of enterprises of small and medium-sized businesses in crisis // Problems of modern economy. 2014. No. 4 (52). URL: http: //www.m-economy.ru/art.?php?nArtId=5182. 11. Knight J. Institutions and social conflict. Cambridge: Cambridge University Press. 1992. 12. Kokoreva E.V. Cyclical development of society as a feature of technological evolution // Contemporary Problems of Social Work. Vol. 2. 2016. No. 2 (6). P. 26–33. 13. Korgova M.A. History management. Rostov n/D: Phoenix. 2010. 236 p. 14. Leonova I.S. Problematic behavior of personnel in enterprises under various types of organizational cultures: dis. ... cand. soc. sciences. Nizhny Novgorod. 2015. P. 32. 15. Matraeva L.V., Konov A.A., Belyak A.V., Erokhin S.G., Vasyutina E.S. Public private partnership in social sphere: Models review // International Journal of Economics and Financial Issues. Vol. 6. 2016. Issue 8 Special Issue. P. 127–136. 16. Milekhin O.V., Adowa I.B. Approaches to managing people at organization: genesis at conditions of continuous change // Problems of modern economy. 2014. No. 1 (49). URL: http://www.m-economy.ru/art.?php?nArtId=4876. 17. Nordstrom K. Business at style funk: capital dancing under tune talent / Kepp Nordstrom, Jonas Ridderstrale, trans. from English. Paul Pawlowski. 3rd ed. M.: Mann, Ivanov and Ferber. 2013. 288 p. 18. North D.I. Instituty, institutional change and economic performance. M.: Fund Economic Book Beginnings. 1997. 180 p. 19. Plakhotnaya I.V. Setevisation of modern Russian economy in the conditions of modernization // Contemporary Problems of Social Work. Vol. 2. 2016. No. 2 (6). P. 57–65.

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20. Rosen S. Transaction costs and internal labor markets // Nature of the firm. M.: The Case. 2001. P. 112–134. 21. Sartan G.S. Nature conflict // Staffing Business in 2007. No. 11. 22. Shcherbakov I.D. Conflicts in organizations, their causes and ways of resolving // Economy and Management of Innovative Technologies. 2014. No. 3. 23. Simchenko N.A., Tsёhla C.Y., Pavlenko I.R. Institutional aspects of the formation of the motivational mechanism management employment of Russian entrepreneurship. 2015. No. 16 (22). 24. Surovitskaya G.V., Frolov I.I., Sorokin A.Yu. Institutional aspects of improving management of innovative activity // Journal of Creative Economy. 2014. No. 12 (96). P. 31–43. 25. The conflict in the organization [Electronic resource]: studies. n. Special for students. M.: Laboratory Book. 2010. 26. Vinogradova N.P. The role of the management culture of the success of the organization // Problems of Modern Economy. 2016. No. 2 (58). 27. Vinogradova M.V., Kulyaminа O.S., Larionova A.A. Maloletko A.N., Kaurova O.V. The use of management of objectives method of attraction and evaluation of effectiveness of investments to the tourism and hospitality // International Review of Management and Marketing. Vol. 6. 2016. Issue 2. P. 241–246. 28. Williamson O. Logic of an economic organization / Nature of a firm. M.: The Case. 2001. P. 138–139. 29. Zachinyaev C.H. Managing organizational conflict at multicultural organization. diss. ... cand. economy. sciences. Kursk. 2015. P. 12–13.

REFERENCE TO ARTICLE Plakhotnaya, I.V. (2017) The System of Motivation As a Way of Solving Institutional Conflicts, Contemporary Problems of Social Work. Vol. 3. No. 2 (10). P. 40–46. DOI: 10.17922/2412- 5466-2017-3-2-40-46 (International bibliographic description).

CONTACT INFORMATION: Plakhotnaya Irina Valeryevna Specialist of the Department of Long-Term Liquidity Management LLC “BKS Company” Prospect Mira, 69, build.1 129110 Moscow, Russian Federation E-mail: [email protected]

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Ryasina P.V., secretary of the court session of the ninth Moscow Arbitration Appeals Court, Moscow; postgraduate student, Moscow. E-mail: [email protected] UDC 33; 347.23 DOI 10.17922/2412-5466-2017-3-2-47-54

On the Question of Correlation Between the Concepts “Abuse of Rights” and “Violation of Law”

Receiving date: Preprint date: Taking to print date: 22.02.2017 27.03.2017 28.04.2017

Annotation: the article is about problems concerning the categories of law named “abuse of rights” and “violation of law”. The author has analyzed different positions of scientists, legal regulation and some practical moments of the concerned categories. Also you can see the most complicated and contradictory situations here when the categories “abuse of rights” and “violation of law” may unjustifiably be confused. In order to find the middle point of more neutral resolution author tries to see the main source of the most adequate understandings of concerned categories. Key words: abuse of rights; violation of law; subjective rights; interest; a proper balance of interests; objective limits; objective ranges of subjective right; term of inheritance; chicane (abuse of right intended to harm); prohibition of the abuse of right; lawful behavior; actions on implementation of subjective rights; exercising subjective rights; legitimate exercise. JEL classification: А100, А110, А130.

The problem of the ranges of subjective rights is one of the most difficult problems of legal science. The difficulty of this problem depends on the freedom of human being restricted by the limits of law, directly or indirectly. Scientific works show that there is no single approach in science to solve the problem of determining the ranges of subjective rights and, accordingly, to define the concept for abuse of rights, although it’s not the only problem. The lack of an unified definition for abuse of rights leads to a various interpretations of correlation between the concepts “abuse of right” and “violation of law”. However, a wide range of opinions on this issue cannot be considered as a negative phenomenon, as it indicates the dynamic development of science. Questions on the ranges of subjective rights, abuse of right and violation of rights have been studied in domestic and foreign legal science by M.M. Agarkov [1], A.A. Malinovskii [10–11], O.N. Sadikov [15] and other scientists. This article is aimed to study the ranges of specific subjective rights that may have both objective and subjective nature, as well as to find out the correlation between the concepts “abuse of right” and “violation of law”. German scientists offer quite a solid approach to solve the problem of determining the framework of subjective rights. In particular, it refers to the application of the formula “a proper balance of interests” [15, p. 88] when establishing the framework of subjective rights. In summary, this formula reduces itself to the following provisions. The basis of any subjective right is interest. The interests between subjects of law being satisfied the conflicts of interest are taking place, which inevitably leads to competition of subjective rights. In order to prevent

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this competition the frameworks of subjective rights need to be determined in a way to establish a proper (proportionate, reasonable, proportional) balance of interests. This will allow each subject to satisfy its interest by using legal protection [12, p. 234–240]. Having analyzed the issue in more detail we may identify some key aspects. The subjective right is well known to be a measure of a possible (permissible) behavior. In other words, the subjective right is the subject’s freedom within a specific framework. Boundless freedom is an arbitrary will and has nothing to do with the law. Legal behavior of authorized entity beyond the prescribed limits may be qualified as a violation of right (excess of law) or abuse of right depending on the circumstances. Limits, establishing the ranges of specific subjective rights may have both objective and subjective nature. Objective limits are outlined by the current legislation (objective right); subjective are determined by a legal subject. Thus, talking about the concept for “framework of subjective right”, it is necessary to bear in mind that in this case we are talking about legal regulations that establish the boundaries of authorized entity’s behavior. The concept for “limits of subjective right implementation” mainly characterizes subjective aspects of right implementation. It is the holder of subjective right who determines them and exercises this right at its own judgment to achieve its interest. In Russian science this approach was initially established by Professor V.P. Gribanov and was further developed in the works of his contemporaries [7, p. 61]. V.P. Gribanov said that every subjective right is a measure of the possible authorized entity’s behavior. And the exercise of a subjective right is the fulfillment of these opportunities. Contents of the subjective right are always predetermined by law that either directly prescribes a certain behavior to the authorized entity or authorizes it. In contrast, the process of implementation of right has a strong-willed character and depends on the will of the authorized person. Thus the correlation between the behavior establishing the content of subjective right, and behavior establishing the content of its implementation process can be represented as the correlation of the objective and subjective [4, p. 44]. Now let’s analyze concepts mentioned above. Objective ranges of subjective right are determined by the legislator on the basis of the specific historical conditions. Moreover, the social and economic development of the society, its religious, cultural features, national traditions, international standards of human rights and many other factors are taken into account. It is the state that decides what rights shall be granted to its citizens and to which extent. The ranges of a particular subjective right may differ dramatically depending on the legal system of a particular country. For instance, let’s analyze the right of men for marriage. Thus, the family law of secular legal systems allows a man to be married with only one woman. In the religious legal systems a man has a right to marry two or even four women. In this case, the subjective right has a purely quantitative limit. However, in some countries (for example, in the Netherlands) the legislation expands the ranges of man’s right to marriage by filling it with a whole new content and allowing to marry another man. Thus, by giving the subject a particular right the legislator defines its framework, establishing it in legal acts. In theory, a subject may use any of its subjective rights, if it’s officially promulgated. However, the law shall clearly indicate the framework of subjective rights, that is the conditions with the help of which a subject shall be authorized with a corresponding right, and the ranges where it would implement this right at it’s own judgment. These may be: certain age (marriage, retirement), term of inheritance, necessary education (legal, medical) for a certain occupation, professional experience, as well as many other requirements (infants, disability, religion impeding military service). In general, the content of the specific subjective right provided to an individual is established by permissive rules, and its framework – by prohibitory rules [26]. If the ranges of the subjective right are not delineated by the legislator, it is impossible to exercise this right in most cases. In such cases, one usually appeals to declarativity of rule and

48 VOLUME 3, No. 2 (10), 2017 lack of the mechanism for its implementation. A good example is the right to alternative civilian service, which after having been proclaimed by the Art. 59 of the Constitution of the Russian Federation (“citizen of the Russian Federation shall have the right to substitute military service with alternative civilian service in case his or her convictions or religious belief contradict to it, as well as in other cases stipulated by federal law”) has been remaining on paper for a long time due to a lack of the corresponding law, although it was strongly required. The following situation has shaped in this case: subjective right did not have its objective framework, and thus neither citizens nor public authorities could clearly define the measure of freedom of an authorized entity. It is not surprising that commissars simply ignored this right being afraid that there could be abuses of this right by conscripts who would declare themselves followers of a particular religion. There is no consensus on the concept of abuse of rights in science. The lack of a unified definition for abuse of rights leads to a various interpretations of correlation between the concepts “abuse of right” and “violation of law”. However, a wide range of opinions on this issue cannot be considered as a negative phenomenon, as it indicates the dynamic development of science. Under the abuse of rights one should understand the act of the authorized person either in the form of action or inaction to implement its subjective rights, committed within opportunities provided by the law and the results of which are beyond the specified limits of the law implementation due the intention of the authorized entity to harm the rights and legitimate interests of other persons, as well as due the objective harm to them. Most scientists involved in research on abuse of right believe it is a violation of rights, or certain types of abuse of rights are a violation of right [10]. This position is justified in many ways, but almost all of its supporters do not forget to make a reservation that the abuse of right is a specific type of offense, or that certain types of right abuses are a violation of right, etc. This position doesn’t seem to be quite correct, since it leads to the loss of independence and inherent worth of the institute for abuse of right, although it is inappropriate to ignore the opinion of the specified position’s supporters. One can hold the position of identifying two completely different legal phenomena only by not delving into their essence. Thus, if we will use the term “violation of right” in the broad sense, according to which the phenomenon is an antisocial act causing harm to society and being punishable by law, it is not difficult to prove that the specified features are typical of abuse of right as well. As V.P. Gribanov said, abuse of right may and must be used in the science of civil law. Thus, under abuse of rights one should understand a particular type of civil offense committed by the authorized person when exercising its right associated with the use of specific prohibited forms of general behavior permitted to it by the law [5, P. 90]. A.A. Malinovskii, author of numerous works devoted to the problem of abuse of right, expressed even more original opinion on abuse of right: “Abuse of right is not a special kind of legal behavior. It is a form of a subjective right implementation in contradiction with its purpose, when the subject using permissive rules prejudices the interests of others by committing crimes or immoral acts” [11, p. 117]. This position completely erases the boundaries between the abuse of right and the violation of right on the one hand, and the abuse of right and lawful behavior – on the other hand. Without identifying the concepts of “abuse of right” and “violation of right” T.S. Yatsenko believes that chicane (abuse of right intended to harm) is a violation of right. The main argument justifying this position is that chicane is of unlawful nature as a person violates its obligation to not take any actions to implement its right with causing harm to another person that follows from the meaning of the Art. 10 of the Civil Code [21, p. 22]. M.M. Agarkov believes that cases of right abuses which represent behavior of a person exceeding the frameworks of its right, are an offense [2, p. 55].

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S.G. Zaitseva thinks that: “who considers individual abuse of right to be a specific type of offense, the difficulties associated with identifying abuses of right and classifying them as such, are due to the activities of the offender in the “legal framework”” [23, p. 55]. Saying in other way, when committing the act, which can be later qualified as abuse of right, the subject exercises its right, fulfills opportunities granted by law, but the consequences of the act are beyond the law implementation procedure. The most popular textbooks in civil law state that abuse of rights, as defined in Art. 10 of the Civil Code of the Russian Federation, is a civil offense [16, p. 345], which may be of a tort nature (non-contractual breach), as well as a breach of earlier contract or unilateral commitments. Such offenses are specific due to their relation to the entity’s implementation of its subjective civil law, with its framework being exceeded. This makes the behavior of the person an offense and to ensure the rule of law and the proper property turnover the person should face adverse legal consequences, the use of which is intended to stimulate the proper exercise of subjective rights. However, they are extremely various both in terms of origin and content, thus defining their framework is not easy. Modern Russian legislation, reflecting the requirements of a market economy, declares considerable freedom for legal subjects in determining the content and implementation of their civil rights. According to Art. 1 of the Civil Code, individuals and legal entities are free to establish their rights, and arbitrary interference in private affairs is unacceptable. Article 14 of the Civil Code allows for self-defense of civil rights. Appealing to it obviously exclude abuse of the right. Due to these circumstances and overly brief and general wording of Art. 10 of the Civil Code the courts receive considerable independence while applying the rules of civil law on the abuse of right. The current legal cases on this issue confirm this statement. Whereby confusion of the right abuse institute and other related law enforcement institutes is accepted, although the conditions of their implementation significantly differ. In O. Sadikov opinion [15, P. 16], in terms of its objectives and appearances the abuse of right, arising beyond the contractual relationship, reminds a tort liability (Section 59 of the Civil Code), and the abuse of right under the contract – liability for breach of obligations (Section 2 of the Civil Code). However, the conditions of applying mentioned institutions have significant differences, depend on the subject of the offense, and their convergence, much more confusion, should not be accepted, for it leads to wrong and unjust legal conclusions. However, the Civil Code of the RF has specific legal rules that must be referred to other forms of right abuses within Art. 10, although the term “abuse of right” is not used there. Among these rules are the rules of Art. 240 on mismanaged cultural values and Art. 241 on mistreatment of animals. These are quite obvious and, unfortunately, quite common cases of right abuses. These articles refer to the implementation (in the form of action or inaction) of owner’s right, which leads to the right and sense of justice being unacceptable and requiring legal action. Specific legal consequences of such owner’s behavior (redemption of property by court) fit well into the general formula of Cl. 2 Art. 10 of the Civil Code of the Russian Federation, according to which it is not protected in case of the right abuse. Obviously cases of right abuses are more difficult to identify than cases of illegal acts (violations of rights). However, according to M.I. Barou, the abuse of right eventually leads to the violation of right. Moreover, if an unlawful act is not even formally based on law and exercised in its pure form, the abuse of right is always superficially based on subjective right and to a certain point (the beginning moment of infringement in relation to other entities) does not formally contradict the objective law. If a person has no subjective rights, it can’t abuse the right. Although it can commit the offense even without any subjective rights [3, p. 117]. This is the main difference between the abuse of right and the violation of right, thereby identifying

50 VOLUME 3, No. 2 (10), 2017 the studied phenomena even under exceptional circumstances with some reservations, seems to be unreasonable and impractical. M.I. Baru gives the following example of abuse of the right of ownership: “A homeowner, having failed to remove a undesirable tenant from a house by the legal means destroyed a part of the house (owned by the homeowner in terms of the property right) in the absence of the tenant and left him under the open sky” [3]. This example illustrates how the authorized entity violates the rights of another person by its actions. But there is a conflict between a statutory prohibition of the abuse of right and the right of the owner to dispose of his home on his own. Using the right to dispose of property – or rather the abuse of this right has led to the violation of the tenant’s right to housing. I.A. Pokrovskii said: “Chicane is nothing more than most ordinary tort. Causing harm by exercising rights can in no way be an excuse, as rights are provided by law to meet personal legitimate interests, and not to cause harm to others” [14, p. 77]. However, this is not always the case, since offenses (torts) are committed by violating legal prohibitions, and not by exercising subjective rights. Disputing this point of view professor N.S. Malein wrote that “in this case two variants are possible: if the entity acts within the framework of its right – and then it does not abuse the right, or it goes beyond the limits set by law, and thus when breaking the law it does not abuse the right and commits a simple offense, which supposes responsibility…” [9, p. 70]. At first glance, the thesis of professor Malein is impeccable. Indeed, many abuses are illegal, and therefore, they should be regarded as an offense. Other does not violate applicable law, and therefore should be considered a lawful behavior. However, such a dogmatic approach hardly promotes scientific law, since it excludes the abuse of rights as a legally significant phenomenon. That does not lead to the development of law, but rather to its simplification. Professor Y. Yanev suggest to distinguish between the abuse of right, lawful behavior and violation of right, considering the position of those authors who believe the abuse of right is a violation of right to be wrong. Explaining his position, he writes that “if the actions on implementation of subjective rights and performance of assigned legal obligations are in full compliance with the legal rules and the law in general, with the authorization of subjective rights and legal responsibilities, with the general spirit and principles of the law, it purpose in society and, as a rule, with moral principles and the principles of socialist community, they are legitimate [25, p. 189]. If the actions or inactions contradict those legal rules, if the exercise of subjective rights and performance of assigned obligations go beyond the ranges of results aimed by the legal norms and objectives, are in conflict with the authorization, such actions or inactions are illegal – they are a violation of right. If action or inaction, directly or indirectly, do not violate legal rules and principles of law, but are in conflict with the principles of morality and rules of socialist community, violate the rules which should be respected and adhered to according to the rule of law, it will be actually the abuse of right” [16, p. 88]. Y. Yanev identifies the following elements of right abuse: 1) subjective rights; 2) using these rights in contradiction with the social purpose; 3) exercising subjective rights in a way, that still does not violate a specific, special legal rule, with a specific composition being beyond the general legal rule that does not protect actions exceeding the framework of these rights’ implementation – rules prohibiting to abuse these rights; 4) violating the prohibition to exercise or use the granted rights or using them in a way that neglects their protection, as described in the corresponding general fundamental legal norm, but without these actions being declared offenses, despite the fact that they have some legal value;

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5) implementing subjective rights in contradiction with their public purpose independently of the will and consciousness of the authorized person and whether these actions or inactions are intentional or reckless or are objectively unlawful in relation to granted rights and conferred responsibilities, their social purpose, whether they are aimed at causing harm to the interests of another person, or do not pursue any particular interest; 6) implementing these rights in contradiction with the requirements of socialist society rules [21]. Y. Yanev supposes that abuse of rights is a legitimate, but immoral exercise of subjective rights in contradiction with its purpose. This position on the legality of right abuse requires clarification. Thus, by virtue of an explicit prohibition for abuse of right, contained in Part 3 Art. 17 of the Constitution of the Russian Federation, Art. 10 of the Civil Code, Art. 41 of the Arbitration Procedure Code of the Russian Federation and other legal acts, one can hardly assume that abuse of right is legitimate, but one can’t also call it illegal as far as its pure form is concerned. When implementing the contents of subjective rights and actions of the subject in the legal framework the act is of a legitimate nature, but if the rights and interests of others entities are prejudiced, the act becomes illegal (transforms), that is the right and its implementation are legitimate and an intention to harm the rights of others or objective unintentional causing of such harm are illegal [25]. Another Bulgarian jurist L. Vasilyev, while investigating the problem of abuse of right, comes to the conclusion that the abuse of right is characterized by a number of conditions: 1) actions on implementation of right shall not directly violate the legal rule, and may be admissible and possible; 2) in this particular case such actions are taken to achieve the objectives being not consistent with the objectives and functions provided for by the legal rule in relation to subjective rights; 3) these acts are committed with the intent to cause harm to others or impair their property or social status; 4) such actions are committed by holders of subjective rights, who do not have a legitimate interest [16, p. 98]. Obviously both of these approaches deserve attention, but have their drawbacks. Thus, the elements of right abuse according to Y. Yanev exclude the possibility of qualifying chicane as an abuse of right and apply to “other” cases of abuse without the exclusive purpose of causing harm. L. Vasilyev’s opinion on the problem of abuse of right is not perfect as well, as the fourth sign significantly limits the ability for qualifying particular actions as an abuse of law. Abuses of right turn out to include only “malicious” acts of subjective right holder, which exercises its right without a certain interest. In this case, it is unclear how, according to L. Vasilyev, one should qualify the legitimate exercise of subjective law contrary to the objectives of law, which has caused harm to others, but at the same time a holder of subjective right was interested in this exercise of its rights. Abuse of right and violation of right differ dramatically. Their identification is illogical and impractical because it can lead to the right abuse institute being absorbed by the tort institute, and thereafter to the return to the archaic situation described by jurist Gai as followed: “Nobody is considered to act maliciously if he exercises his right” [10]. The law must be studied not only in terms of traditional criteria of “legality-illegality”, but also from the point of view of the purpose of law, the possibility of its use that causes harm to public relations, its exercise in contradiction with its purpose. All this indicates the complexity of the legal institute for right abuse. It aims to strengthen the rule of law, and is considered to be necessary and useful in the modern legal doctrine, both in Russia and in the West. However, its use should not lead to a restriction of civil rights entities’ independence and rights provided to them lawfully, and the courts should clearly distinguish

52 VOLUME 3, No. 2 (10), 2017 between abuse of rights and related civil and legal institutes, conditions and the consequences of which are different. At the end of the day, considering the issue on abuse of right we may come to the conclusion that there is no single opinion on understanding this category among the scientists. Also one should take into account the problem of correlation between the concepts of “abuse of rights” and “violation of right”. Various authors’ opinions on these issues were studied, and conclusions were made about what should be understood as an abuse of rights; that abuse of right and violation of right should not be identified for it leads to loss of independence specific to the institute of right abuse. Also various elements specific to abuse of right were discussed and their content was analyzed. The author concluded that the institute of right abuse is legally complicated, and it is necessary to carefully examine every particular act, before taking it to the category of the violation of right or the abuse of right.

References 1. Agarkov M.M. New look at the problem of abuse of rights in a modern civil law // News of the Academy of Sciences of USSR. The Economy and Law Division. 1951. № 11. 2. Agarkov M.M. The problem of abuse of rights in a modern civil law // News of the Academy of Sciences of USSR. The Economy and Law Division. 1946. No. 6. 3. Baru M.I. On the Art. 1 of the Civil code // Soviet State and Law. 1958. No. 12. 4. Gribanov V.P. Limits of realization and defense of civil rights // Russian Law. M. 1992. 5. Gribanov V.P. Realization and defense of civil rights. M. 2001. 6. Kukarskaya K.V. Socio-economic problems of a mortgage note // Contemporary Problems of Social Work. Vol. 2. 2016. No. 1 (5). P. 136–142. 7. Lerche P. The limits of basic rights. Constitutional law of Germany. M. 2004. 8. Lipinskii D.A. Issues of legal responsibility. SPb. 2003. 9. Malein N.S. Legal responsibility and justice. M. 2003. 10. Malinovskii A.A. Abuse of right. M. 2006. 11. Malinovskii A.A. Setting of equitable right // Law. 2009. No. 4. 12. Mal’ko A.V., Subochev V.Z. Legitimate interests as a legal category. SPb. 2004; 13. Pashin V.M., Shilokhvost O.Y. Institute of abuse of equitable laws de lege ferenda. Current issues of civil law // Actual Problems of Civil Law. M. 2003. 14. Pokrovskii I.A. Basic problems of civil law. M. 2007. 15. Radchenko S.D. The concept and essence of abuse of equitable civil right // Journal of Russian Law. 2002. No. 11. 16. Sadikov O.N. Abuse of right in the civil code of Russia // Economy and Law. 2002. No. 2. 17. Sitdikova L.B. &. Shilovskaya, A.L. The role of self-regulatory organizations (SRO) in civil legal relations // Contemporary Problems of Social Work. Vol. 2. 2016. No. 1 (5). P. 150–156. 18. Smirnova M.G. Social claims and equitable law: dissertation. SPb. 2008. 19. Sorokin V.D. Legal regulation: object, method, process (macrolevel). SPb. 2006. 20. Stepanov D.I. The problems of legal regulation of consumer protection in the Russian Federation // Contemporary Problems of Social Work. Vol. 2. 2016. No. 4 (8). P. 108–115. 21. Sukhanov E.A. Civil law: textbook: in 2 Vol. 2nd ed. Vol. 1. M. 2010. 22. Vasilyev A.M. Legal categories. Methodological aspects of the development of the system of categories of law theory. M. 1976. 23. Vavilin E.V. The concept and mechanism of realization of civil laws and execution of duties // Journal of Russian Law. 2010. No. 5. 24. Volkova M.A. & Starodumova S.Yu. The unfinished construction: problems of the obligations fulfillment and law enforcement practice // Contemporary Problems of Social Work. Vol. 2. 2016. No. 3 (7). P. 150–157. 25. Yanev Y. Rules of socialistic dormitory (their functions in application of legal rules). M. 1980. 26. Yatsenko T.S. Shikana as a legal category in civil law: Author’s thesis. Rostov n/D. 2001. 27. Zaitseva S.G. On the question on the methods of counteraction the phenomenon of “abuse of right” in “real life” // Lawyer. 2003. No. 9.

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REFERENCE TO ARTICLE Ryasina, P.V. (2017) On the Question of Correlation Between the Concepts “Abuse of Rights” and “Violation of Law”, Contemporary Problems of Social Work. Vol. 3. No. 2 (10). P. 47–54. DOI: 10.17922/2412-5466-2017-3-2-47-54 (International bibliographic description).

CONTACT INFORMATION: Ryasina Polina Vladimirovna Secretary of the Court Session The ninth Moscow Arbitration Appeals Court Solomennaya Storozhka passage, 12 127994 Moscow, Russian Federation E-mail: [email protected]

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Sokolvyak B.Z., postgraduate student, Institute of Humanitarian Sciences and Management of the Moscow City University for International Students, Moscow. E-mail: [email protected] ORCID ID: orcid.org/0000-0002-1885-7104 UDC 338.2 DOI 10.17922/2412-5466-2017-3-2-55-61

Main Problems and Prospects for the Development of Territorial Educational Complexes

Receiving date: Preprint date: Taking to print date: 24.02.2017 27.03.2017 28.04.2017

Annotation: the article reveals the main tasks facing territorial educational complexes in the conditions of their formation and development. the most important problems that these educational organizations face at present are considered. prospective directions of their improvement at the present stage are outlined. Key words: territorial educational complexes; management of education; the quality of education; economic efficiency; innovation in education. JEL classification: А100, А110, А130.

An important direction in the field of general education in modern socio-economic conditions is the study of the creation and development of territorial educational complexes. These are educational organizations that represent an innovative model of governance in the field of general education of a new type, combining the institutions of general, pre-school and additional education. Integration of these institutions in a single territorial and educational space leads to the emergence of new qualities and concepts, the formation of new social ties, creates an impetus for development. Creation of educational complexes is also conditioned by modern demands of the society for improving the quality of education [21]. Territorial educational complexes are designed to ensure the following important tasks:  improving the quality of educational services;  ensuring the orientation of educational organizations on the economic, social and cultural needs of society;  involvement of pedagogical teams in the innovation process;  increasing the efficiency of using the material, financial, intellectual, information and other resources of educational organizations that are part of the educational complex;  formation of opportunities and conditions for the implementation of educational programs and projects, activation of project research and innovation activities, greater individualization of the educational and training vector;  ensuring the continuity of several levels of education, improving the adaptive capacity for children in the transition from level to level;  development of pre-school and additional education, harmonizing with the requirements of a particular educational organization [2]. In addition, educational complexes allow to provide a new quality of education on the basis of integration of activities to ensure the education, upbringing, development and socialization of students. The new format of the organization of education is characterized by openness, integrity,

55 CONTEMPORARY PROBLEMS OF SOCIAL WORK continuity, variability, flexibility. Consequently, the educational complex, being an integrated form, has the necessary potential for developing a new quality of education and success for its graduates who carry these qualities. Therefore, the educational complex can be the main structure of education of a new generation, as an integrator of the mechanisms of education, upbringing, creative development, social choice, and also unites various activities [5]. Systemic changes in the process of formation of territorial educational complexes in all areas: managerial, content, organizational, regulatory, personnel, material and technical, determine the methodology for their organization. The primary method is the method of coordinated relationships and distributed responsibilities, which emphasize the unity of the objectives of the units of the complex. Overcoming one-sidedness and mutual complement allows to solve the integration method, which forms a humanistic developing environment. The educational environment provides an opportunity for the development and choice of education for each learner through active participation in various areas of study using alternative technologies for acquiring knowledge. An increase in the palette of the child’s ties to the surrounding social reality is possible due to the expansion of space through the definition of mutual interest and points of intersection, the formation of which provides a method of social partnership and networking. It is also important to note that the mechanisms for realizing the creation of an educational complex are:  development of a model of the territorial educational complex and its conceptual provisions;  organization of joint management bodies that will regulate the activities of the complex;  development of integrated training programs for various categories of students (migrants, disabled people, etc.) [16]. Their effectiveness should be monitored using a system of indicators and criteria for new qualities of education. The economic effects of the implementation of territorial educational complexes include: 1) Increase of economic efficiency of functioning of educational organizations due to: a) reduction of the number of management and training auxiliaries in the structure of the complex; b) “economies of scale”; c) rational use of the material and technical base of the organizations to be merged into the complex (“the effect of consolidating resources”). 2) Improving the economic effect through the use of buildings and structures during the reorganization of the property complex [1]. The results of organizing the activity of the territorial educational complex, in our opinion, should be considered positive dynamics in terms of indicators: increasing the level of confidence of the parental public in the structure of the territorial educational complex; Formation of the system of additional education; Integration of the functions of development, training, education, socialization of children; Creation of a unified management structure; Involvement of social partners for joint work. Among the positive factors of the creation of territorial educational complexes can be identified the following: 1. The ability to implement the continuity of goals and objectives of educational programs for school and additional education. Continuity can be realized by:  the mutual work of school teachers and additional education (this will help teachers to better learn their students, choose an individual approach to them);  holding joint sessions, during which teachers will be able to get acquainted with new technologies and forms of education;  interaction with parents (parents will be able to obtain the necessary information on the employment of children, both in school, and in circles, sections, etc.).

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Unfortunately, not in every case it is possible to realize the whole complex of measures for the embodiment of the principle of continuity. So, for example, when the combined schools and additional education organizations are in different buildings. In this case, the organization of joint events no longer seems such a simple task, in comparison with educational complexes that are integrated, not only documented, but also located in the same building. 2. Increased funding. Financing of educational organizations now involves a per capita factor. Accordingly, the more an educational organization the number of students studying in it is, the more it can count on a more substantial amount of resources. In large cities, this problem is not as acute as in rural areas. Unfortunately, in the outskirts of pre-school organizations, and schools are also understaffed. Under the new financing system, such educational organizations would be threatened with closure due to a lack of funds for further work. Uniting with other educational organizations, they get new opportunities:  get the services of necessary specialists (accountant, lawyer, speech therapist, public procurement specialist, etc.);  use the resources and facilities of the school (library, gym, etc.). 3. Optimization of management functions. When creating a territorial educational complex, in fact, there is only one director – the head of the school. The leaders of the unified educational organizations become administrators or deputy directors. At the same time, educational complexes in their development face a number of problems, including: 1. Loss of the individuality of the educational organization. Association of organizations only by the principle – the more students, the more funding, can lead to the fact that some educational organizations that have their own individual characteristics will lose them. There are risks of combining educational organizations, where children have deviant behavior or the development of children in the unified educational organizations will vary significantly. 2. Change of priorities in the activities of the merged organizations. Affiliated schools change priorities in activities, which are feared by managers, teachers, and parents. After all, a single educational complex involves the unification of several educational organizations (at least one pre-school organization and school). Only one manager is to manage and make strategic decisions. And such a leader, first of all, will be concerned with the problems of his own organization, and not attached. In addition, it takes a lot of time for the head of the educational complex to understand and penetrate into the subtleties of the joined organization. 3. Optimization of employees of educational organizations. The optimization of educational expenses may entail a reduction in the employees of the organizations that are being merged. The merger of organizations involves a change in the staffing table, which is also one of the problems of managing such large educational complexes. As a rule, when organizations are merged into a single complex, in order to increase its effectiveness, staff reduction and termination of individual departments are carried out. In addition, correctional groups in these organizations may suffer. After all, the costs of specialists in such groups exceed costs in conventional groups. Accordingly, there is a risk of reduction of specialists in this area [11]. In addition to addressing the identified problems, when implementing territorial educational complexes, it is necessary to carry out a set of measures to minimize their weaknesses:  to provide an optimal choice of an individual trajectory of development of students in accordance with the need for successful self-realization;  develop a theoretical and methodological basis for integrating the efforts not only of educational organizations, but also the content of the work of teachers, families and other partners of educational interaction;  introduce approved integrative models of educational organizations in accordance with the needs of the society in the modernization of the education system and the absence;

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 develop a system of professional development to improve the professional skills of participants in the interaction in the context of integration. It is also necessary to continue the study of problems of organization and content of the work of territorial educational complexes, conceptual and technological bases of integration of educational organizations with other socio-cultural institutions and social partners. It is required to form special courses to improve the qualifications of practical teachers aimed at mastering the innovative experience in the implementation of social partnership and networking, applying the method of key competencies that shapes the new quality of education that determines the face of a modern educational organization. It is necessary to pay attention that the territorial educational complex allows to provide practical realization of association of organizations under the conditions:  rational use in modern educational practice of productive ideas for incorporating educational technologies, accumulated in the domestic education;  identify and implement the theoretical provisions through which the model of the territorial educational complex is formed;  development and testing of the model of the territorial educational complex;  building the activity of the territorial educational complex on the basis of social partnership;  development of criteria for the effectiveness of joint activities of educational organizations in the conditions of a territorial educational complex [21]. Creation of educational complexes provides, among other things, the development of new content of education by teachers, the mastery of innovative technologies, the introduction of methods of education and upbringing, taking into account the cultural and social changes characteristic of the current state. Significant changes in the organization of general education, which entailed the creation of territorial educational complexes, are due to the introduction of market relations. The current economic situation, affecting the educational space, is characterized by uncertainty, increased risk and dynamism of the environment, which has a serious impact on the pedagogical community [6]. As a consequence, the educator, in our opinion, is obliged in the conditions of the educational complex not only to perform professional duties, but also:  have the necessary competence;  constantly develop their professional skills;  continuously enrich and update the subject knowledge, applying them in their work;  to make managerial decisions and build interpersonal communications;  have the skills of methodical, project and organizational work. The introduction of a market economy into the sphere of general education and constant competition establishes modern requirements for the teacher: high professionalism and skill, which are the most important factors in the pedagogical development, formation and perfection of the personality; The development of basic competences, caused by the change in the integration processes of pedagogical technologies; Significant professional mobility, determined by the modification and improvement of the activities of modern educational organizations (complexes); The preparation of a competitive specialist who can see the difficulties arising in real life, independently think critically and find opportunities to overcome using the perfect technologies:  to clearly understand how the received knowledge can be applied in the surrounding reality;  think creatively, be able to generate new ideas;  competently process information;  be sociable when working with different social groups;  skillfully work in the team, preventing conflicts and knowing how to find a way out of them;  work independently to improve the cultural level, intellect, morality [22].

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It is the educational complexes that currently provide training and dissemination of progressive pedagogical practices, serve as indicators of the development of pedagogical education and scientific infrastructure. In the conditions of modern development of the educational system, the managerial functions of the head (director) of the educational complex must be understood more broadly, that is not so much from the position of management of the educational process in the educational organization, but also from the point of view of the forecast for its improvement. Under similar conditions, the head of the educational complex needs to use the prognostic function of managing the educational organization in order to maximize the educational complex’s preparation for new changes and opportunities not only to overcome them, but also to achieve all the goals set and to develop steadily under modern conditions. The most significant and necessary condition for the successful functioning of the complex is the creation and support of the organizational culture of the educational organization, which, above all, is a managerial function. Any director understands this, but having certain attitudes from the education authorities to achieve the necessary indicators, is forced to reduce the pedagogical staff to the lowest possible, while increasing the burden on one teacher. As part of the reorganization of educational organizations, the role of the head and his deputies is transformed from active participants in the educational process into specialists with an expanded profile, designed to ensure its functioning. The head of the modern school must be competent in the sphere of management, economics, marketing, unlike the directors of educational organizations of the Soviet and post-Soviet period, who, above all, were “teacher teachers”. Attraction to the management of the educational complex of a specialist with experience in management in another enterprise and not familiar with the specifics of the work of educational organizations may entail the adoption of inadequate managerial decisions. At the same time, the availability of pedagogical education as such is not a guarantee for quality management decisions. Therefore, in our opinion, the availability of both managerial and pedagogical education should act as a mandatory requirement for all candidates for the position and heads of educational organizations or employees of educational management bodies. In the existing management system, the role of the head of the educational organization is more focused on the implementation of directing, representative, coordinating functions. Consequently, the head ensures the implementation of the state educational policy in a certain educational organization, the implementation of state guarantees for the right to receive free and public education. Therefore, the role of deputy heads of an educational organization is actually in the implementation of the educational process and the obtaining of its qualitative results. It is important to note that increasing the independence of managers in the management of the organization does not reduce the role of education management in the management system. Rather, educational organizations are now the creators and implementers of the state educational development strategy, and are also called upon to monitor educational outcomes. But even with the independent choice by the leader of the forms and methods of management of the organization, the education management bodies, as before, introduces the unspoken principles of administrative influence, which lead to the fact that the administration of the educational complex has to meet not only the expectations and needs of students and parents, but also the requirements Higher authorities [7]. In this regard, the nature of the relationship between the administration of the educational organization and the pedagogical collective acquires significant importance. Since significant results of educational work are achieved by the activity of pedagogical workers proper, the main task of management is focused on creating the necessary conditions (internal and external) for effective joint activity of employees of this educational organization.

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An important component of the managerial activity of the head of the educational organization is the creation of constructive relations in the team. At the same time, not every educational organization is alarmed by such a statement of the question: are the organizational goals and the development strategy of the pedagogical collective properly formulated and to what extent are these statements consistent with the opinion of the employees. When assessing the situation of each employee, it is important to understand exactly what teachers think about the goals, directions and activities in their organization and how the leaders have brought this information to the attention of employees. Misconceptions about the purpose and results of educational work in the collective of the educational complex can destructively affect not only the management process, but also directly on the students [14]. Often the basis for the emergence of conflict situations between the school administration and the teaching staff is the low financial position of teachers. At the same time, this is not the only reason: the discontent of teachers can arise due to excessive formal reporting, uncomfortable working conditions, the lack of an independent choice of educational methods and programs and others. The collective of the educational organization refers to the leaders without the pedagogical experience of working with some mistrust, which exposes higher demands on the results of their activities, which are conditioned by the “request” of the authorities. Thus, improving the level of training and updating the professional competencies of managers require greater flexibility and mobility in the system of professional development, which are based on a common understanding of professional goals and responsive to the individual needs of teachers and educational organizations. But at present, the mechanisms for updating and upgrading the qualifications of pedagogical and managerial personnel in the system of vocational education are not sufficiently developed. Training of the head of the educational organization is absent or occurs from time to time, but should be organized in a complex and systemic way. The content of the educational program cannot be reduced only to the passing of refresher courses in the field of management and management. In this process, a general education organization should also participate, nominating its candidate, which is chosen by the team, and is focused on the needs of the particular organization. It follows that the consideration of the candidate for the post of the head of the educational organization should be carried out taking into account the place of his work. Corresponding measure allows the head to efficiently build public policy in the sphere of education in order to obtain high-quality educational results. In general, it should be noted that the development of territorial educational complexes in each specific case has its own peculiarities depending on the experience, the chosen strategy, the practice of interaction with authorities, scientific and educational organizations, but their functioning is an essential condition for achieving a new quality of education in modern stage of development.

References 1. Avraamova E.M., Loginov D.M. New trends in the development of school education // Educational Studies. 2016. No. 4. 2. Astakhov V.V., Astakhova E.V. Expansion of competitive positions of educational institutions in modern economic conditions // Fundamental Research. 2016. No. 1–1. P. 94–98. 3. Belyakov S.A. Modernization of education in Russia: improving management. M.: Max Press. 2009. P. 437. 4. Dadaev L.M. Economic context of the formation of regional innovation-educational complexes (concept, experience, perspectives). Kislovodsk: KIEP. 2009. 5. Danilov S.V., Lukyanova M.I. The system approach to management of innovative activity of the educational organizations of the region // Fundamental Research. 2015. No. 2. P. 4298– 4303.

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6. Dergieva A.M., Virabova M.R. Research of directions of activity and revealing of prospects of development of sphere of educational services // Business in the Law. Economic and Legal Journal. 2011. No. 5. 7. Golovchin M.A. Improving the management of the municipal educational complex in the context of modernization of education / Children and youth – the future of Russia. Part 1. Vologda. 2008. P. 247–253. 8. Helser P., Simidlan J. The new 3-R’s: reducing, restructuring, redesigning. School board association. N.Y. 2011. 9. Howley C., Johnson J., Petrie J. Consolidation of school and districts: what the research says and what it means. Ohoi University. 2011. 10. Kasprzhak A.G., Kalashnikov S.P., Golubkin I.V. Systemic effects of the creation and development of territorial educational complexes // Journal of the Head of the Department of Education. 2015. No. 3. 11. Kobtseva A.A. Analysis of the peculiarities of the restructuring of the network of educational institutions of the megalopolis // Journal of the Head of the Department of Education. 2015. No. 2. P. 64–69. 12. Manuilova E.A. Innovative development of the region: the formation of regional educational clusters // Innovations. 2007. No. 7. P. 75–78. 13. Mnatsakanyan M.R. Theoretical bases of formation of competitive advantages in the sphere of educational services // Business in Law. 2010. No. 4. 14. Mourshed M., Chinezi C., Barber M. How the world’s most improved school systems keep getting better. L.: McKinsey & Co. 2010. 15. Rodicheva A.F. Modern approaches to the management of the development of an educational institution // Young Scientist. No. 1. P. 369–371. 16. Skorobogatova Yu.A. Organizational and economic mechanism of functioning of educational institutions of the region // Electronic Scientific Journal “Baikal Research Journal”. 2011. No. 2. URL: http://eizvestia.isea.ru. 17. Scott C., Kelleher M., Dufflin E. Differentiating or simplifying: transforming school restructuring under no child left behind. Center of education policy. Washington. 2009. 18. Sevastyanova G.V. Perfection of the management mechanism in the regional education system: materials for problem lectures. Maykop: Publishing house of the Moscow State Technical University. 2004. 19. Tolstykh T.O. Management of innovation policy of regional educational complexes: monograph. Voronezh: The scientific book. 2004. P. 300. 20. Vishnyakova V.A. The programs of state support of the labor market: Theoretical aspect // Contemporary Problems of Social Work. Vol. 2. 2016. No. 2 (6). P. 81–87. 21. Volkova V.N. Innovative approaches to the management of an educational organization in the context of conceptual changes in Russian education: monograph. SPb.: SPb APPO. 2015. P. 182. 22. Yakusheva S.V. The development of a modern school education system in Russia // Austrian Journal of Humanities and Social Sciences. 2014. No. 9–10. P. 149–158.

REFERENCE TO ARTICLE Sokolvyak, B.Z. (2017) Main Problems and Prospects for the Development of Territorial Educational Complexes, Contemporary Problems of Social Work. Vol. 3. No. 2 (10). P. 55–61. DOI: 10.17922/2412-5466-2017-3-2-55-61 (International bibliographic description).

CONTACT INFORMATION: Sokolvyak Bidiya-Dara Zakharovich Postgraduate Student Institute of Humanitarian Sciences and Management of the Moscow City University for International Students 2-nd Agricultural Passage, 4 129226 Moscow, Russian Federation E-mail: [email protected]

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Anufrieva N.I., doctor of pedagogic science, professor of social studies and philosophy of culture department, Russian State Social University, Moscow. E-mail:[email protected] Scopus Author ID: 56584402900 ORCID ID: orcid.org/0000-0003-4119-9805 Morozova E.A., postgraduate student, teacher at the department of arts of the Russian State Social University, Moscow. E-mail: [email protected] ORCID ID: orcid.org/0000-0002-3684-6871 UDC 372.878; 378 DOI 10.17922/2412-5466-2017-3-2-62-71

A Few Characteristics of the Traditional Dialects and the Complex of Family Rituals of the Ryazan Region As The National Heritage of Russia

Receiving date: Preprint date: Taking to print date: 06.02.2017 27.03.2017 28.04.2017

Annotation: the article examines the peculiarities of the traditional culture of the Ryazan region exemplified by the prevalent dialects and the complexes of family rituals as part of the Russian culture studies. It examines some stages of the historical formation of the Ryazan region as a cultural region; characterizes the dialects of Ryazan region as having the potential to preserve the treasures of the Russian language and the living folk speech as the national heritage. It also reveals as exemplified by the complex of family rituals of the Ryazan region the potential for further study and preservation as the national cultural heritage. Key words: ritual, tradition, heritage, dialects, history, culture. JEL classification: I200, I290.

Introduction The study of the Ryazan region as a culturally unique area has its history. Currently the Ryazan region it shares borders with the Moscow, Tula and Lipetsk regions and thus is a part of the Central Russia. In great measure, it defines the established national mentality of the Russian people. This is why the study of the Ryazan region is of interest for the purpose of determination of the significant characteristics of the cultural and historical past of the nation and its cultural heritage. 62 VOLUME 3, No. 2 (10), 2017

The author studies the components of the traditional culture of the Ryazan region that are especially characteristic in this respect: the peculiarities of the Ryazan region dialect and the complex of family rituals exemplified by the Shatsk area of the Ryazan region [4, p. 68]. The author himself, being a native of the region had the opportunity to participate directly and to observe the folk traditions of the Ryazan region. This allowed him to study the thematic material rather substantially and in a detailed manner. The greatest attention was paid to the historical and ethnographical data on the Ryazan region, the complex of family rituals as well as the musical and poetic genres. The results of the research and materials obtained can be of interest to a broader audience of experts in the field of traditional art [22, p. 154]. The history of the area To get a full perspective of the traditional culture of the Ryazan region it is reasonable to examine the history of his area’s settlement. Such historians as A.L. Mongait, D.I. Ilovayskiy, V.I. Gorodtsov, Yu.P. Chumakov have all done their research on the subject [3, p. 164]. The Ryazan region can be defined by the midstream of Oka River with its tributaries. Before the advent of the Slavs, the local tribes populated the Ryazan region. They were far ancestors of the modern Mordva, Muroma and Meshchera, who disappeared in the process of Slavic colonization. Other sources call them Finns. The monuments, the sites of ancient towns and settlements of the Gorodets culture, which ran alongside the right bank of Oka from Beloomut of the Moscow region to Kasimov of Ryazan, have the connection to these tribes. The presence of “textile” (decorated with the impressions of textile) ceramics is a characteristic feature of Gorodets culture. A group of soil burial grounds connects with the Finnish tribes. The archeologists note the differences in the burial ritual (cremation and inhumation, different positions of skeletons) [5, p. 75]. The advent of the Slavic antiques on the territory of the Ryazan land dates back between the first and the second millennia. The settlements were located near the site of modern Ryazan by the villages of Borka, Alekanovo ans Shumosh. All the archaeological monuments are situated upon Oka, running from Ryazan down to the Old Ryazan village. The most ancient settlements and town appeared on the sites of Gorodets and Mordva dwellings [30, p. 234]. Originally, Ryazan is mentioned as part of Murom land. Yaroslav Svyatoslavovich, one of the patriarchs of both Murom and Ryazan princes. By the end of the XII century, the dominion of the prince of Ryazan is one of the largest in the Ancient Rus. A firm connection is established between Ryazan and the southern Rus. The ancient Ryazan place-name study points out the names that seem to be transferred from the South Rus: Pereyaslavl upon river Trubezh, river Lybed, Vyshgorod. T.N. Nikolskaya, ties the becoming of the Principality of Ryazan a sovereign state with the development of contacts with the south Russian centers. In 1237, the Mongols invaded the land of Ryazan, destroying many towns and villages. In XIV–XV, the revival of moral and material life of the area begins [6, p. 254]. After the invasion of Batu the Russian population had to withdraw from the steppe and adjacent regions. The Ryazan land in the southeast was shielded with the forests that remained impenetrable. It was there that the villages of freedom-loving Cossacks settled. The land of Ryazan in 1512 joined the Moscow state. In XV fortification lines and towns are being built: Pronks, Ryazhsk upon river Hupta, Mikhaylov upon river Pron, by the eastern border on the left bank area of Tsna the city of Shatsk appears [29, p. 156]. In the period from XVI to XVII centuries, Nogais, Crimean and Kazan Tatars made 43 large assaults upon the land of Ryazan. The borders of the Russian state shifted south and the Ryazan area was in the deep rear. In XIII, part of Ryazan people entered the class of “odnodvortsy”, a military class of farmers guarding the state borders. Most of these people lived in Skopinsk and Spassk administrative districts. Crimean Tatars invaded the land to pillage and take prisoners. The people left their dwellings and hid in the forests, returning after a while [7]. The population of the land by the Slavic tribes went in three directions: from the north-west by the Krivichi, from the west by Vyatichi and from the south by the Slavic tribes of Don. The

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Russian people on the territory of Ryazan area are divided into large and small historical and cultural groups that formed in the process of historical development. Based on the sub-dialect and everyday culture the following historical and ethnographic areas are pointed out: north Russian, middle Russian and south Russian [28, p. 75]. As a result of Slavic invasion to the land of Ryazan the aboriginal Finno-Ugric population was partly assimilated and even forced out. The streams of Slavic colonization mingling in-between rivers Volga and Oka contributed to the creation of permanent Slavic population. Because of internal migration of the populace, the areas in the upper reaches of Oka in the West, the basin of Tsna, basin of Don’s upper reaches and Voronezh in the South entered the domain of Ryazan principality [8, p. 93]. In the XIV–XV centuries, the area of Ryazan filled with various groups of population, motivated by preferences provided by princes, monasteries and nobility. New settlements appeared in the earlier developed and undeveloped lands. These settlements faced south over Oka and to the areas devastated by the Golden Horde invasions. The Ryazan settlers despite the danger of Tatar raids went downstream Don and settled down its tributaries: Vorona, Voronezh, Bityug. An intricate complex of political, social and economic aspects of the Russian state led to an active process of the populace migration from the central areas to the south Russian steppe [27, p. 65]. The settlement and development of the southern lands was the result of voluntary colonization by monasteries and property owners. The migration of the service personnel and the peasants to the basin of Don from the northern areas, mostly from the Ryazan land, also increased [9, p. 200]. The migrants from the Ryazan and Tula districts and towns (Pronsk, Ryazhsk, Ryazan, Sapozhok, Shatsk) mark the settlement of the future Tambov, Voronezh and eastern Kursk provinces. Ethnic content of the migrants from the region of Oka was complex and absorbed the Finno-Ugric language. The natives of Vladimir and Moscow districts took active part in populating the Meshcher capital of the Rayzan area [26, p. 132]. The study of history of the Ryazan area shows the appearance of rather complex cultural content of the population. The land of Ryazan has received into itself the all sorts of cultural peculiarities of north Russian, middle Russian and south Russian territories, which lead to a singular variety and abundance of rituals and traditions in this land [10, p. 89]. Methodology The Dialects of the Rayzan area. From the mid XIX century, the Russian literary language starts to influence the local sub-dialects of the area of Ryazan. The literary language affects the local dialects through communication and press. The scholars view the system of dialects as a semi-dialect, i.e. a combination of dialect peculiarities and the literary language [25]. The modern Ryazan dialects combine local and national names of the objects, qualities, actions, phenomena. As an example, let us use the names of local animals: vyachka, kutsa, trus (lit. “coward”) (“sheep”, “pig” and “rabbit”, respectively). Thematic groups of dialect words are various and include the word characteristics and designations of: – Living and household constructions; – Natural objects and phenomena; – Kinship terminology. The Ryazan dialects contain four lexical strata: the terms of the Indo-European origin (son, daughter, mother, sister-in-law, brother, brother-in-law), common Slavic terms (matchmaker, nephew), east Slavic terms (stepmother) and of purely dialect origin (stepchildren – foster children, best man – wife of the husband’s brother) [12, p. 564]. The traditional dialect of the southern Russian regions fails to differentiate unstressed vowels. It is used in most of the villages in the Ryazan region. People in Ryazan speak drawlingly, in a singsong voice. The vowel “i” in the middle of a word is sometimes changed to “ya” (libo –

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lyabo). The ending “-yot” is changed to the ending “-it” (pridyot – pridit). In the third person singular, present tense “t” is absent (v stupe budet toloch – v stupe budya toloch). Seldom, but “y” before “u” still used (u nas – yu nas). More often one can hear someone say “y” with “i” (im -yim). Across all the districts of the Ryazan region the ending “t” is softened (pridut). In addition, the ending “yat” is changed to “yut” (prigodyat – prihodyut) [33, p. 174]. Also present is the use of vocabulary more characteristic of the southern and western areas. Exceptions exist as well. They are often because some of the villages of the Ryazan region migrated from the other regions of Russia. E.g., in Kamenka, Novoye, Saltykovo the differentiation of the unstressed vowels is preserved to some extent (kharasho – khorosho), which is especially evident in singing. In Kamenka and in the village of Shtaforka another peculiarity is traced – replacement of “o” with “u” (otdala – utdala) and the change of “ch” to “ts” (dochka – dotska) [34, p. 200]. The variety of dialects of the Ryazan region demonstrates the preservation of a broad range of the living folk speech that should be studied as the national heritage, contributing to the preservation of the Russian language in its various meanings and phonetic peculiarities. The characteristic of the life cycle rituals exemplified by the Shatsk district of the Ryazan region. The ritual of birth and baptism. The rituals connected with the birth such as baptism were a form of family and ancestral festivals. The celebrations took place in the privacy of the family. These rituals had vast significance in the traditional everyday life, they were believed to benefit the family and the livestock [14, p. 278]. The ritual of birth and baptism in the Shatsk district has survived up to the recent times. A ceremony of the young mother visitation took place there. The relatives, neighbors and the closest friends came to visit the young mother after she gave birth; they made the table and treated the guests. The mother and the child received gifts in the form of bakery and other food. The millet porridge with milk was the traditional meal. The next day more people celebrated the birth of the child, the neighbors and the relatives among them [35, p. 253]. The ceremony was much like the christening party in terms of the number of people present. The cycle of “birth rituals” was over when child was one year old. The end of the infancy period was celebrated with the first haircut accompanied by certain magic devices. A son was commonly more desired child the motivation behind being the order of inheritance of the lands. The men held the newborn washing party and congratulated the host on the family “income”. In the village of “Kuliki” the traditional ritual of “washing” the newborn took place after the birth in the very bathhouse where the recently delivered woman was. The relatives congratulated the young mother and the child [15, p. 73]. The christening was the celebration of the recently delivered woman and the newborn, the ritual porridge was served. The newborn was brought to the church in a special “christening shroud” that was embroidered and decorated with lace. The woman would not use it until the “fortieth day prayer”. During the ritual of the child’s christening, his fortunes were read and told his hair wrapped in wax was tossed in the laver. After the return from the church, the child was put on a fur coat in the place of honor to ensure his wealthy life [36, p. 243]. The number of the guests on the christening was always larger than on the other “birth rituals”. All the close relatives, god parents and the midwife were present. The newly delivered woman would always give gifts to the godmother and the godfather. Special focus would be on the newborn’s future that was determined by the divine providence. It was believed that the children who were born by an odd number had the gift to heal diseases and cast away evil spells. A custom of feeding the father of the newborn with salt was widely popular in the Shatsk district. The christening was finished with a special ritual [16, p. 164].

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The results of the work. As exemplified by the study of the birth and baptism ritual in the Ryazan region it is possible to conclude that the traditional ritualism has not only scientific value, but also some potential for its artistic use in the modern theatric ritual events. One cannot fail to notice the lack of emotionally charged rituals in the modern Russia that correspond to the national traditions. These can be devoted to various significant events. The preserved ritual traditions as the well as knowledge connected to the advent of a new person can present various artistic, esthetic and ethnographic material for the creative efforts of directors and the organizers of modern ritual actions [37, p. 231]. The wedding ritual of the Shatsk district of the Ryazan region. Wedding is a ritual of a transient type that ends the premarital life of the young people and introduces them to their new status, bearing the new rights and duties. That is why the preparatory period for the wedding is so long and full of various rituals. The traditional wedding ritual is the result of a centuries-long development and a tangle of various local and ethnic traditions. We can observe a few variants of the wedding ritual depending on many aspects: the history of population, the connection between different social groups, etc. For example, the wedding of an “orphan” would be celebrated with a few changes from the ordinary one, while the poverty of the family lead to omission of some elements of the wedding [17, p. 65] In winter, the weddings were celebrated in the period from Christmas to the last week before the Great Lent and on the first Sunday after the Easter, in the fall on the 14th October and 21st November. In spring on the first Sunday after the Easter and one week after the Pentecost and in summer from 12th July to 28th August. In winter the weddings were celebrated in the villages of Lesnoye and Polnoye Yaltunovo, Taradei, Kuliki and the small village of Tokarevo. In this period more than thirty pairs would be wed. In the villages of Shamorga, Temeshevo, Bolshoy Prolom Akselmeyevo the weddings were celebrated on the first Sunday after the Easter [24]. The word “wedding” had two meanings. The first meant the whole ritual starting with matchmaking and ending on the second and the third day. The other meaning refers to the first day (the party), when the wedding feast was made. The stages of the wedding ritual are the matchmaking, the party (bachelorette party), and the binge (the big and the small); bringing the bags, raising the bread-and-salt, taking the hair out of braids, meeting the newlyweds, bringing the dowry, seating, paying the ransom, making the bed, the loaf of bread with the cheese and the break up drink (the last dish) [32]. The matchmaking was an integral part of the wedding rituals, ceremonies and customs, resulting in the marriage. It was done in due course with the wedding planned to follow in the period from a week and a half up to two months [18]. The matchmaking was done in the late afternoon. The godmother or the godfather of the groom acted as matchmakers. The matchmakers during the conversation with the parents of the bride discussed the matter in a veiled form. The agreement on the mutual obligations was reached in the course of matchmaking. The matchmaking ended with eating bread [23, p. 97]. The binge was the stage of the wedding ritual when the preliminary arrangement of the marriage was confirmed, that was earlier reached during the matchmaking. The terms and conditions were set such as the structure of the wedding feast, the ransom, the dowry size and contents. The expression “to sing” was equivalent of “to marry” or “give in marriage”. “La La Songs” were sung in the courtyard and by the gates. The girls would sing about everyone present, starting with the groom and the bride. The married were praised and the bachelors were promised a glass of vodka [21, p. 194]. The binge ended with a party of the young, which was not much different from a regular party. There was dancing, singing and playing. Making the bed. The bride prepared all her dowry with

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the help of her friends. It usually consisted of two parts: “the chest” and “the bed”. Even the poorest bride had to make the bed. Its contents was often a mattress and a featherbed (only the rich), from one to three pillows and a festive cover for the bed, curtains, beautiful pillowcases and a sheet. One of the pillows was long, down the matrimonial path. The mattress was stuffed with straw. The garments of the bride, the towels, and the canvases were put into the chest. A woman who was happy in the marriage packed the chest [19, p. 172]. The party (bachelorette party) is one of the most dramatic and emotionally charged episodes of the wedding ritual. The day before the wedding, especially the evening. On this day there was a meeting in the house of the bride of her closest relatives and friends with the kin of the groom (mother, godfather). The bride said goodbye to her kin and asked the parents for a blessing. Her friends came to her house for the party and in the evening before the wedding day, there was a party at the groom’s place, where all the kin of the groom and the bride were present. The last evening before the wedding was connected with the “big binge” or the “matchmaking”. According to the traditional beliefs, everything that happened during the wedding ceremony determined the fate of the newlyweds. After the ceremony they could be lead home crowned in a solemn manner. While the train made its way to the church and back in the house of the bride the preparations were made for the feast. Only the kin went to the groom’s. Rarely they were joined by the friends of the bride, who were present during the ransom and the escort to the ceremony. The friends escorted the “dowry hen”, meaning giving the newlyweds some livestock as gift (a calf, a chicken or a sheep). If the chicken was taken along to the ceremony, then the groom’s relatives played the main part. They went through the village in disguise with the dowry, singing and dancing. The parents of the groom met the wedding train, after the return from the church with an icon and the bread-and-salt, a chicken-pie, or a pie. The gist of all this actions was the establishment of a firm marriage between the newlyweds, endowing with wealth and health. Sweets and hops were tossed at the newlyweds as well. They were escorted with the bread raised over their heads trice, and broken. They were met with icons in hands in the hall where a table was put laid with the bread-and-salt. They pray, kiss the icons, bow down to the parents, kiss their hands and lips and ask for blessing. The ritual of getting the hair out of braid is symbolized as the transition of a bride to a married woman. The bride’s braid signifies the “beauty of a maiden” that is connected with the transition rituals. The transition is accompanied by various actions over the hair: unbraiding, braiding, making into a knot, pulling at the braids or cutting. The combing of the braid could be timed to the bachelorette party or the seating. Getting the hair into one “maiden” braid on the eve of the wedding was the principal thing. The braid was undone before the ceremony. The ceremony could admit a braid or making two braids after it. The headpiece was an important part of the attire. A white blanket was put on the head of the bride, which covered her face. A wool kerchief was put to keep her warm. The bride could wear her hair down or a braid depending on the local tradition. Before the coming of the groom the hair of the bride was changed and made into a knot on the back of the head. A “kichka” headpiece was put on. Later an “uval” headpiece was used. I was a veil shaped as a semicircle and made of faux flowers and beads, a thin white cloth was attached on the back [20, p. 384]. Paying the ransom for the bride was one of the central episodes of the wedding day. On the morning of the wedding, the bride bid farewell to the parents and her own home. The ransom ritual had a game character and attracted a wide audience. A “friend” of the groom and the “salesman”, a relative of the bride played the principal part in the ransom. In some villages, the bride was “sold” by her friends. The groom went to pay ransom with the kin and the guests. This custom has survived to the present day. A “whip” was the attribute of the “salesman” and he would crack it over the table. The “salesman” demanded that the money is

67 CONTEMPORARY PROBLEMS OF SOCIAL WORK put into each corner of the table where the bride sat. Apart from the money, wine was used as the payment. The wedding feast was interrupted with the dance and drawling songs, cruel romance were also sung. After the feast “There now, guys, enough of drinking other men’s beer” or “Cup”. The newlywed were made to kiss. After the bread-and-the-cheese the guests, the girls and the friends started to dance singing “Semyonovna”, “Barynya” (a lady), “Yeletskiy”. The dancing was accompanied by singing four line verses [2]. The burial and remembrance ritual of the Shatsk distric of the Ryazan region. In the Shatsk district the customs and rituals of visitation are well-preserved. The traditional calendar and family rituals widely use the symbolism of the burial. In the Shatsk district, the lamentation of the deceased has preserved. Some wailers were attracting an audience. The old women – “the nuns” – were invited to read a funeral service. Everyone participating in the burial would sing canticles and sat by the coffin, giving kerchiefs as gifts. An icon was put into the coffin. If a man died, an image of a man was brought, and vice versa. The icon would not be left at the graveyard and would be brought back home. A table cloth from the dowry and the “blessed” icon were used. A number of precautions were observed during the visitation. After the coffin was brought out of the house the stools or the bench, where it stood would be turned over. The deceased was carried on the towels – “spuski (“descents”)” – that were given to the men carrying the coffin on the 40th day. The deceased was commemorated after the return from the graveyard. The remembrance ritual could vary in different villages. A towel was hanged on the doors of the room where the commemoration took place. The main dish was pancakes. Honey diluted with water was served as the drink. The first pancake was for the deceased. The meals for the commemoration were simple: potatoes, brad, kvas, stewed fruit, berry starch drink, boiled rice, wheat, etc, with raisins and honey, soup, pickle, cabbage, millet porridge, honey and pancakes. The last meal at the remembrance was the buckwheat porridge. The graveyard was visited on all the grand holidays and the saints’ days, the flowers and wreaths were brought to the graves. On the Yew Sunday and the Shrove Sunday people would visit the graves. The main holidays that the graves were visited on were Easter, the last week after Easter, Radonitsa (“The Day of Rejoice”) and the Trinity Sunday. Egg rolling was a common activity. People would roll an egg towards the cross, and then kiss the cross and say, “The Christ has risen!” All this was perceived to be the Easter Acclamation of the deceased, he was addressed by name and the response was expected. The eggs and the Easter cakes were crumbed over the grave. Often the blessed Easter eggs were used for the ritual of commemoration that would lie under the icons the entire year from Easter to Easter. The death parcel was packed during the lifetime being a kerchief, tied from angle to angle and kept in a chest together with the home clothes. The death parcel included a nightgown made of cotton, stockings, a dress, a shirt and a skirt from the same fabric, the house-shoes and a white head cloth. In addition, the silken kerchiefs were tied of the same color as the dress. The deceased is spoken well of. No fork or knife would be put on the commemoration table, only the spoons face down. The commemoration meal was made of pancakes, honey, boiled rice with raisins and honey called “kutya” and bread. The pancakes were dipped in honey, diluted with water. The meals were served on the big plates. The first thing to be served was kvas, and then the cabbage soup with meat and the milk noodles. In the area people had to eat a lot for the commemoration of the soul so the deceased has a better life after death [11]. The porridge is made of buckwheat or millet, sometimes with milk and sometimes with water. The dried and stewed fruit is served, alongside the biscuits, waffles and sweets so the deceased has a sweet life. The final dish of the remembrance is the starch drink. It is made to be thick,

68 VOLUME 3, No. 2 (10), 2017 cut into pieces and served in deep plates. After the remembrance meal, everyone rises and say the “Thank-offering prayer”. Discussion The provided examples of the research of the dialects and the complex of family rituals of the Ryazan region show the necessity of further study of the traditional culture by all sorts of experts: ethnographers, folklorists, culture experts, sociologists, pedagogues, art experts and so on. Because of various historical circumstances the Ryazan region can be viewed as a research testing area for the study of mental characteristic, spiritual traditions as and the national character of the Russian people. Equally important is the involvement into this process of many experts dealing with the real organization and preservation of cultural traditions in the Ryazan region: members of the cultural bodies and organizations, educational institutions, festivals and rituals experts. This can contribute to the preservation of the national and cultural identity and diversity by the people of the Ryazan region, which is significant for the entire Russian culture. Conclusion The research allows to make several conclusions in relation to the desired concrete directions of the studies of the national traditional culture exemplified by the Ryazan region. 1. The phenomenon of ethnicity in the Russian regions needs a more detailed study because it is not always associated with a community having its own language and religious traditions. The example of the Ryazan region allow to point out such specific characteristics of the local culture (dialects, ritual culture, regional historical peculiarities) that prove the formation of a specific “Ryzan” sub-ethnicity as a stable cultural community. 2. Further study of a complex approach towards the study of singing traditions in the regions is necessary. An approach that implies the study of theses traditions in a broader aspect of the family ritualistic culture that forms the corresponding musical and cultural semantics, artistic expressive means of performance and so on. 3. Of a special interest for the scholars of national culture and experts in the field of preservation and acquisition of the cultural heritage can be the research into the moral and spiritual contents of the local cultural traditions. Their artistic acquisition (as demonstrated by the Ryazan region) is still relevant in the modern folklore pedagogic and educational activities.

References 1. Anufrieva N.I. & Tsarev D.V. Social and integrative functions of a university educational environment in the process of music students’ professional competence formation // Contemporary Problems of Social Work. Vol. 2. 2016. No. 3 (7). P. 134–141. 2. Anurkina Ye.N. The wedding ritual of the mid Oka “Kutuk” local style [article]. URL: http://cnt-ryazan.ru/cultural-heritage/texts/2013/svadebnyy-obryad-sredneokskogo- kutukovskogo-lokalnogo-stilya.html. 3. Bayburin A.K. Ritual in the modern culture: structural and semantic analysis of the eastern Slavic rituals. SPb.: Nauka. 1993. 240 p. 4. Bayburin A.K. The dwelling in the rituals and perceptions of eastern Slavs // A.K. Bayburin. USSR Academy of Sciences I.N. Miklukho-Maklay Institute of Ethnography. SPb.: Nauka. 1983. 188 p. 5. Bromley S.V. Russian dialectology: textbook for the students of philology faculties of the universities / S.V. Bromley, I.N. Bulatova, O.G. Getsova and others; ed. by L.L. Kasatkina. M.: Publishing center “Akademiya”. 2005. 288 p. 6. Chistov K.V. The family rituals and the ritual folklore // Ethnography of the Eastern slavs. Essays on the traditional culture. M. 1987. 396 p. 7. Chizhikova L.N. The Ryazan area as part of the south Russian regional community. Ethnography and folklore of the Ryazan region: proceedings of Russian scientific conference arrange to coincide with the 100th anniversary of birth of N.I. Lebedeva (1st Levedeva readings) 6–8 December 1994 // Ryazan Regional Scientific and Methodological Center Folk Art. Ryazan: Shilovskaya tipografiya. 1996. P. 7–10.

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8. Gennep Arnold van. Rituals of transitions. M.: Publishing company Vostochnaya literatura RAS. 1999. 200 p. 9. Gilyarova N.N. Music folklore of the Ryazan region // The Ryazan Ethnographic Herald. Ryazan. 1994. 195 p. 10. Gilyarova N.N. Song crown of Meshchera. Scientific edition. Ryazan. 2006. 242 p. 11. Glebushkin S.A. The death parcel. Burial and remembrance ritual of the mid XX–early XXI centuries in the Shatsk district of the Ryazan region (article) URL: http://cnt-ryazan.ru/ cultural-heritage/texts/2014/smertnyy-uzel-pohoronno-pominalnyy-obryad-ser-hh-nach- hhi-v-v-shackogo-rayona-ryazanskoy-oblasti.html. 12. Gura A.V. Marriage and wedding in the Slavic traditional culture: semantics and symbolism. M.: Indrik. 2012. 936 p. 13. Kamenets A.V. & Zinchenko E.O. Development of leisure culture as a condition of life quality improvement in the contemporary society // Contemporary Problems of Social Work. Vol. 2. 2016. No. 3 (7). P. 142–149. 14. Kolpakov N.P. The lyrics of the Russian wedding. SPb.: Nauka. 1973. 324 p. 15. Kuftin B.A. Material culture of the Russian Meshchera. Women’s clothes: rubakha, ponyova, sarafan. The works of GMPTsO. Vol. 3. Part 1. M.: Moskva. 1926. 164 p. 16. Lebedeva N.I. Scientific works. Ryazan. Vol. 1. 1996. 192 p. 17. Lebedeva N.I. Scientific works. Ryazan. Vol. 2. 1996. 200 p. 18. Matlin M.G. The structure and the semantics of the after-the-wedding feast ritual – the visit of a water spring by the newlywed/the bride // Scientific dialogue. M. 2013. P. 88–110. 19. Milonov N.P. The Slavic dwellings according to the data of the archeological excavations. Ethnography and folklore of the Ryzan area / N.P. Milonov the Proceedings of the Russian scientific conference arrange to coincide with the 100th anniversary of birth of N.I. Lebedeva (1st Levedeva readings) 6–8 December 1994 // The Ryazan Ethnographic Herald. Ryazan: Shilovskaya tipografiya. 1996. 214 p. 20. Mongait A.L. The old Ryazan // Archeology of an ancient town. The materials and studies on the archeology of USSR. Vol. 49. M. 1955. 225 p. 21. Mongait A.L. The Ryazan land. M.: Academy of Sciences USSR. 1961. 400 p. 22. Morozov I.A., Sleptsova I.S., Gilyarova N.I., Chizhikova L.N. Ryazan traditional culture of the first half of the XX century. Shatsk ethnodialectic vocabulary. Ryazan. 2001. 488 p. 23. Novikova T.S. The songs of the Skopinsk district of the Ryazan region. Based on the material of the folklore expeditions of 1993–1994. Ryazan. 1995. 188 p. 24. Orlova O.S., Lamzikova N.V., Nikolskiy A.A. Dialect vocabulary of the Ryazan region. Textbook. Ryazan: Ryazan State Pedagogic Institute. 1981. 59 p. 25. Osipova Ye.P. Dialect names of the clothes in the Ryazan area. Ethnography and folklore of the Ryazan area: the proceedings of the Russian scientific conference arrange to coincide with the 100th anniversary of birth of N.I. Lebedeva (1st Levedeva readings) 6–8 December 1994 // The Ryazan Ethnographic Herald. Ryazan: Shilovskaya tipografiya. 1996. P. 149–150. 26. Osipova Ye.P. The language of the Ryazan costume. The names of the items and parts of the traditional clothing in the Ryazan sub-dialect // The Ryazan Ethnographic Herald. Ryazan. 2004. 246 p. 27. Pankova T.M. Ryazan traditional folk costume. Ryazan. 1992. 123 p. 28. Pushkina S.I., Sorokin V.B. The songs of the Ryazan region. M.: Ruskolan. 2007. 110 p. 29. Rudelev V.G. The vocabulary of the dwelling and the housing and economy construction in the south Russian Ryazan sub-dialects // The Ryazan Ethnographic Herald. Ryazan. 1995. 221 p. 30. Samodelova Ye.A. Ryazan wedding. The study of the local ritual folklore. Ryazan. 1993. 326 p. 31. Shcherbakovа A.I. & Slutskaya I.I. Music as a source of artistic creation and self-creation: to the problem of improving the quality of life in modern society // Contemporary Problems of Social Work. Vol. 1. 2015. No. 2. P. 50–57. 32. Shchetinina A.S. The wedding ritual of the village of Sekirino, Skopinsk district of the Ryazan region. URL: http://cnt-ryazan.ru/cultural-heritage/texts/2012/svadebnyy-obryad-sela- sekirino-skopinskogo-rayona-ryazanskoy-oblasti.html. 33. The Orthodox Christianity and the modern culture of the Ryazan land. / A group of authors. Ryazan. 2001. 219 p. 34. Tolstoy N.I. The languages and the traditional culture. Essays on the Slavic mythology and ethnic linguistics. M. 1995. 262 p.

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35. Tultseva L.A. Ryazan menologion. The whole year of festivals, rituals and customs of the Ryazan region // The Ryazan Ethnographic Herald. Ryazan. 2001. 284 p. 36. Zelenin D.K. Selected works. Essays on the Russian mythology: the non-naturally dead and the mermaids. / In the opening chapter of N.I. Tolstoy; text prepared, commentary, index by Ye.Ye. Levkiyevskaya. M.: Indrik. 1005. 432 p. 37. Zhuravlyov A.F. Livestock in the beliefs and magic of eastern Slavs. Ethnographic and ethnic- linguistic essays. M.: Indrik. 1994. 256 p.

REFERENCE TO ARTICLE Anufrieva, N.I. & Morozova, E.A. (2017) A Few Characteristics of the Traditional Dialects and the Complex of Family Rituals of the Ryazan Region As The National Heritage of Russia, Contemporary Problems of Social Work. Vol. 3. No. 2 (10). P. 62–71. DOI: 10.17922/2412- 5466-2017-3-2-62-71 (International bibliographic description).

CONTACT INFORMATION: Anufrieva Natalia Ivanovna Doctor of Pedagogic Science, Professor Russian State Social University Wilhelm Pieck str., 4, build. 1 129226, Moscow, Russian Federation E-mail:[email protected]

Morozova Ekaterina Aleksandrovna Postgraduate Student, Teacher Russian State Social University Wilhelm Pieck str., 4, build. 1 129226, Moscow, Russian Federation E-mail: [email protected]

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Belyaev R.V., applicant of the Higher School of Music named after A. Shnitke (Institute), head of the research center the military educational and scientific center of the Air Force “The Air Force Academy named after professor N.E. Zhukovsky and Y.A. Gagarin”, Voronezh. E-mail: [email protected] ORCID ID: orcid.org/0000-0002-4571-3659 Grigorieva E.I., doctor of cultural studies, professor of Higher School of Music named after A.Schnitke (Institute), Moscow. E-mail: [email protected] Scopus Author ID: 57188662747 UDC 379.831; 37.013.78 DOI 10.17922/2412-5466-2017-3-2-72-80

Conceptual Method for the Formation of Information Culture of Personality in Modern Society

Receiving date: Preprint date: Taking to print date: 06.02.2017 27.03.2017 28.04.2017

Annotation: the review article is devoted to the analysis of methodological methods to the study of the phenomenon of information culture in modern society. The basic conceptual methods are reviewed in the context of the foundations of information culture: the systemic, cultural, psychological, pedagogical, sociological, socio-cultural. Selected fundamental function of information culture of personality: cultural and historical continuity, cognitive, educational, information and communication, regulatory, analytical and cultural). For the information culture level determination indicators based on the leading methodological methods has been developed. Key words: personality, information culture, information technologies, conceptual methods, professional competence. JEL classification: I200, I290.

The relevance of the study of the information culture in modern society due to the changing socio-cultural paradigms, integration processes in the Humanities, as well as rapidly increasing flows of information. Today’s information culture requires mastery of new competencies, including the skills of organizing information and communication of dialogue and interaction with the information environment, the skills of application adaptation of social technologies. The substance of the researched definitions consider by the examples of her interpretations by experts. Formation of information culture of a person presupposes knowledge of the thesaurus such basic categories as information literacy, information activity, information technology, etc., the basic functions which are:

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– cultural and historical continuity, which includes research, compilation and translation of vital cultural experience; – cognitive traced through informal education; – educational, aimed at the development of universal cultural values and patterns of behavior; – information and communication, providing interaction of subjects in specific social and cultural situations; – regulatory, based on the formation of ethical norms and rules of behavior through the exploration of common behavior patterns; – analytical, reflexive mechanism represents the skills to adapt information to personal needs; – is the culture aimed at development of creative potential in the field through socio- cultural processes of communication. According to the definition of N.B. Zinovieva “information culture of personality” – the harmonization of the inner world of the subject in the development of the whole volume of socially significant information. By the position the axiology “information culture” is defined by the leading cultural values such as people – education – self-education. This scientific approach adheres to I.G. Hangeldieva, in its view, “information culture” is a quality indicator of human activity in the area of acquisition, transfer, storage and use of information, where priority is the universal spiritual values. Herein the definition of information culture is established through spiritual values – a factor of development, which has a very broad sense [9]. E.L. Semeniuk in its copyrights approach to “information culture” focuses on such important aspects as mobility to mastering coding technology and processing quality of the new structural information, its productive transfer. A more detailed definition is contained in treatises T.N. Sosnina in which “information culture” – characterizes the level of development of particular societies, peoples and nations, as well as specific areas of activity (for example, work culture, everyday life, art and culture, the culture of leisure). “Information Culture” is inextricably linked with the second (social) nature of man. It is a product of his creative abilities, serves the content side of the subject-subject and object- object relations, registered by various material media. N.V. Lopatina believes that “... the personal information culture – is a way of information behavior, that reflects subject information worldview” [12]. Thus, these definitions sufficient cover the main components of the structure of the personal information culture, but at the same time do not affect the underlying foundations of social and cultural orientation of the subject. Thus, these definitions sufficient cover the main components of the structure of the personal information culture, but at the same time do not affect the underlying foundations of social and cultural orientation of the subject. The structure of the personal information culture presupposes the existence of the following components: – Social and cultural norms of interaction in the virtual information society; – Knowledge, aiming at the realization of the cognitive abilities of the individual, that characterizing attitude to socially and personally relevant information that appear in the presence of the experience of owning a variety of information technology; – Human and spiritual values, aimed at regulation and self-regulation of behavior of the person in the information environment. The formation of personal information culture provides knowledge of thesaurus of basic categories such as information literacy, information activity, information technology and others.

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Comparing the definitions of “information literacy” and “information culture” indicates that it is multicomponent structures including information retrieval, analysis, synthesis and reflection sources to their creative self-reflection in order to address the diverse problems arising in educational, self-education, leisure or other activity. At the same time, the concept of “personal information culture” is more capacious than the concept of information literacy, particularly for information literacy refers to the availability of knowledge and information identifying the skills necessary to perform a specific task or solve the problem; effective information retrieval, organization and reorganization, interpretation and analysis of information that found and recovered; assess the accuracy and reliability of information, including the observance of ethical standards and rules for use of the obtained information, if necessary, transmission and presentation of the results of the analysis and interpretation to others; subsequent use of the information for a specific action and getting results [7]. According to modern scientific research, the concept of “information literacy person” includes components such as: – Knowledge of the information environment, the laws of its functioning; – The information needs of different levels; – Orientation in the media; – Computer literacy of the person; – Skills store information for multiple applying; – Analytical thinking personality. At the same time, the computer culture of personality – a multifaceted work with information technologies and telecommunication facilities. The components of computer culture are: a) mastery of the methodology of use of computer technologies in various spheres of life of the individual; b) understanding of professional terminology; c) knowledge of the device and the rules of functioning of computer equipment; d) possession of computer skills in the professional and leisure activities; e) knowledge of the specific examples of the application of computer technology; f) introduction of methods of social and cultural modeling; g) understanding of the algorithm implementation of telecommunication networks operation principles; h) the interpretation of the results of solving practical problems by using information technologies; i) the ability to structure, programming and apply practical skills. The fundamental tasks of personal information culture, in our opinion, should be regarded as the formation of individual style of behavior of the person in the information environment, taking into account the specifics of its socio-cultural interests, spiritual needs and abilities; development of the variability manifestations of individuality by using a variety of technical means of information activities; self-learning of productive way to perform certain information processes, deterministic terms of substantive information system in interpersonal virtual communication; predicting of stages of entering the person in the new information space and integration into it as a result of this process on the basis of individual and age features; justification of choosing a totality of common cultural factors that ensure the establishment and development of humanism, tolerance, demands of himself. Indicators of personal information culture is its ability to articulate their spiritual need for obtaining and searching for information; desire to learn the natural and social reality; desire to master the basics of cultural and creative activities; introduction to information and

74 VOLUME 3, No. 2 (10), 2017 communication mastering computer literacy and productive implementation of all information activities, successful self-realization in the information society. Among the leading methodological methods to definition of concept “information culture” are: systemic, cultural, psychological, pedagogical, sociological, socio-cultural methods. Consider the above research methods in more detail. A systematic method (L. von Bertalanffy, E.G. Yudin, I.V. Blauberg, V.N. Sadovskii, D.A. Hall, R.I. Feigin, etc.) reflects the universal connection and mutual conditioning of phenomena and processes surrounding socio-cultural reality, focuses on the study of phenomena as systems that have a certain structure and specific laws of functioning. This method considers the relatively independent components of information culture not in isolation, but in relationship dynamics and allows to identify the integrative system properties and quality characteristics of this concept provides a holistic view of the phenomenon of information culture. In this method information culture is interpreted as a dialectical unity of material and spiritual culture; as a manifestation of the information needs of selected social groups of people; how the process of implementation of information and communication technologies, enable the development of personal and professional potential. Functional structures of the concept “information culture” are: basic information structure, which determine the processes of interaction between components and subsystems of culture; induction of information structure that characterize the mutual relationship between culture and personality. Culturological method (E.A. Orlova, A.J. Flier, S.M. Olenev, N.I. Gendina, etc.) as a universal feature of social and cultural activities of the individual aimed at the knowledge of it as a subject of culture, which defines socio-educational program and direction of life. The process of formation of information culture implies a holistic view of information as a culture-forming environment, which promotes the preservation and development of culture in General and information in particular. Culturological method allows to identify the essential features of information culture of a person, to allocate a structure to define the contents and levels of its functioning in a specific cultural space. From the point of view of this method, information culture shapes the orientation of the personality, first of all worldviews, and cultural needs and value orientations of the individual in relation to information and cultural immunity, namely, in the information self-protection of the intellect. Pedagogical method (E.P. Belinskaya, G. Bordovsky, G.A. Voiskounsky, Y.M. Babayeva etc.) involves in the formation of information culture taking into account individual and age peculiarities of the personality, the degree of informational activity, computer literacy with the goal of professional fulfillment. With this method information culture is considered by researchers as the ability of a person to join the information processes, as an integral notion, based on the synthesis of audio-visual, logical, conceptual and terminological, communication network and varieties of crops, the system of moral-ethical norms and rules. The specificity of the socio-cultural method (M.A. Ariarski, J.A. Akunina, E.I. Grigorieva, N.N. Yaroshenko, A.P. Markov, etc.), to the definition of personal information culture consists in the harmonization of the spiritual world of the personality in the process of mastering socially significant information; in the ability to social adaptation in a dynamically changing economic, political, cultural conditions; autonomy in the interpretation of the obtained information; in a developed critical thinking; in the choice of socio-cultural activities in the information society, as an integral part of the culture of personality. Types and forms of socio-cultural activities determined by the choice of the technologies of informational and educational pithiness. Information Culture is the basis of the humanization of modern society, as the causes compatibility of social and historical memory, the traditions that influence the formation of consciousness and self-consciousness of personality.

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Semi-subject approach (V.A. Slastenin, V.A. Sitar, E.N. Shiyanov, L.A. Petrovskaya) is aimed at establishing coherence of information and communication actions of the participants within the electronic environment. General cultural specificity of this approach is based on: the individual’s ability to master the human values in the information space, which manifests itself in an effort to organize creative activities, self-education, self-education, virtual communication during leisure time; identifying the personal characteristics of subjects – participants in the information process. Personal approach (E.N. Bondarevskaya, V.V. Serikov, I.S. Yakimanskaya et al.) Is focused on a particular individual as the subject of interpersonal and intercultural relations, allows you to use social information to shape worldviews person for the purpose of: а) increasing the level of contact with the environment, which has a positive effect on behavior, in particular the degree of awareness of the perception of the required information, its level of intense learning and application; b) the formation of valuable orientations in the aspect of style information behavior; c) the activity of development of information and communication technologies. The guiding principles for implementing this method in respect of development of the personality of the basics of information culture are: – optimization of the process control information; – the adequacy of consumption and information processing in the formation of conceptual models and information patterns; – the relevance of social information; – structured information with the selection of the key component information; – accessibility of information provision; – timeliness and continuity of specific information. The value of information culture in modern society from the standpoint of the methodology of this method is that it opens opportunities for a successful, self-actualization and the development of creative capacity, self-education and interpersonal communication. According to scientists in the field of socio-cultural activities: Y.A. Akunina, E.I. Grigoryeva, I.A. Gerasimova, N.V. Sharkovskaya, etc., stand out the following classification of information technology: Information and educational (technology, aimed at attracting, achievement, interpretation, preservation and practical use of socio-cultural information). Informational and publicistic technologies (those that based on the transmission of information, fixing of reality by message genre).Information and communication technologies – means of organization of communication , includes the totality of means of communication (communication interface), a form of communication and methods of communication, helps to ensure the transmission of messages between the communicant and the recipient. Their specificity is due to the modernization of technical equipment (gadgets, e-mail, social networks, professional and amateur web community, a Skype system, etc.), that creates social and cultural conditions for dialogue and polylogue. Socio-Information Technologies (action to solve the practical-oriented problems activating cognitive initiative based on the use of technical and computer tools with aim to transformation of social objects in obtaining the desired result. According to N.A. Slyadneva special position socio information technologies holds monitoring in the form of factual information on which other technologies are based: marketing technology, computer simulation, information analyst, PR-technology, etc., due to the acquisition of the information of the new status, the need to improve the collection, storage and dissemination of information; computerization of all aspects of society, the formation of a new infrastructure of the society, the concentration of information resources, the development of means of communication [18].

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Information and creative technology, focused on the development of artistic imagination, aesthetic taste, creativity, embodies the design projects, author websites and web quests, portfolio multimedia presentations, routes of virtual tours. According to some modern scholars (N.I. Kolkova, I.L. Skipor, G.A. Starodubova, A.V. Razova, etc.) a sociological method to the concept of the individual as a subject of the information culture includes: a) the ability to use modern means of extraction, processing and systematization of knowledge; b) understanding the nature and role of information processes in nature and society; с) skills of using information method to the analysis of objects and phenomena in the society; d) the ability to work with various information sources; е) demonstrate analytical and synthetic information processing, and more. Thus, it is possible to conclude that the mastery of the communication culture is an integral system of universalization of cultural competence of the individual, promote a real understanding of the subject of his destiny in the information society. To study the basics of information culture of personality from the positions of the above methodological methods, we carried out the experimental work among the students based Military Air Force Education and Research Center “The Zhukovsky and Gagarin Air Force Academy” (Voronezh) (2015–2016). The object of study – information culture of the students; subject – the process of formation of information culture of extracurricular activities of the cadets of military schools. The aim of the study the theoretical justification, development and experimental check of efficiency of organizational-pedagogical conditions of formation of information culture of extracurricular activities of students. The study involved 146 students, a representative sample was classified by age, type and shape of higher education, in this case, the statistical error did not exceed 3.2%. The leading method of research was the online survey, the method of unfinished sentences, interview. To determine the level of information culture of students used indicators such as the ability to formulate your need to obtain and search for information; desire to know the natural and social reality; the desire to master the basics of cultural activity; an introduction to information communication and acquisition of computer literacy and productive implementation of all kinds of information activities, successful self-realization in the conditions of information society. Sociological research included several questions on the definition of competencies that focused on the formation of information culture of personality, to identify the theoretical knowledge and understanding of information and information products and information processes, as well as popular information sources. As a result, the level of information culture of the personality of students was average: 58% own conceptual and terminological apparatus of the information management system of culture, but not aware of the modern techniques of modeling of the information space; more than 80% consider the main channel of information – Internet, 60% of them via the Internet organize their leisure activities, 18% – see the Internet as an educational resource, 22% of respondents as a communication virtual space. In the course of the technique of unfinished sentences “Information culture of personality is ....”, the most common were the following answers: “the knowledge and skills of personality, reflected in the skills of working with computer”; “computer skills, technology search, information processing, personality characteristics formed in the process of e-learning”. Thus, the research of problems of formation of information culture of the personality requires identifying the optimal organizational and pedagogical conditions of social and cultural activities, which include in-depth study of thesaurus information environment, a culture of social networking and behaviour, professional orientation, the mastery of Internet technologies aimed at the development of creative initiatives. To the question: “Indicate the most demanded, in your opinion, form youth leisure in the information environment?”, The responses were divided as follows:

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– Communication on the Internet during leisure time. A variety of means of communication: e-mail, forums, social networks “in contact”, “My World”, “Periscope”, etc. (50% of respondents), providing display of various kinds of social and cultural activities, the mastery of information culture of technology-oriented to development of Internet resources for the organization of leisure communication; the development of important social and cultural competence; – Informal education through a worldwide network of Internet (20% of respondents), the emerging information consciousness – shape development of social reality, related to the acquisition, comprehension and processing information, the demand for such technologies as CASE and network (video type of Skype), searching for information on the network using an artificial language queries containing special characters, as well as the keywords that best reflect the nature of the information. At the same time, information must be relevant, fully corresponds to the input request and pertinence, that correlated with the amounts of useful and total information for the user. – Online-interest clubs (15% of respondents) – mobile online groups gathered on the basis of community of amateur interests and values, which are the “business cards” of clubs, containing information on activities such as educational outreach, sports, tourism, local history, etc.; – Internet competitions (10% of respondents), the popularity among which have art song contests, documentary and artistic animation, that open up the possibility of observing the progress of a specific competition, personal reflection of creative abilities; – Virtual tour (5% of respondents) are software and information product in the form of audio and video files (reproductions of paintings, photographs, portraits, etc.) that required for the integrative presentation of information in different areas of scientific knowledge. Advantages of a Virtual Tour – the visibility, accessibility, the possibility of multiple overviews in their spare time. Specificity of extracurricular activities of students of military schools in the media- space is of a certain algorithm outreach activities, including: assessment of the condition of information activities according to personal requests cadets of the military universities; Analysis of the socio-cultural impact of the mass media in the direction of value orientations of cadets; Monitoring information needs of cadets and the search of the needed information; Create a database of information technologies, including active and creative; Determination of an impact algorithm taking into account of individual interests, the specificity of training, the level of information status; The level of effectiveness of the impact and correction of regulating information according to specific tasks. The main vectors of prospective development of information culture of cadets of military high schools in the media-space are: 1. Diversification of information support of educational and leisure activities through the introduction of innovative information technologies. 2. Extension of the scope of the information environment, taking into account age and personal needs of cadets needs. 3. Formation and development of general culture, including information competence of cadets. Generalizing conceptual methods to the study of the foundations of information culture of personality, we can say that this is a multidimensional concept, regarded from the point of view of different Sciences – philosophy, cultural studies, psychology, pedagogy and sociology and from the point of view of different essential characteristics, which are: credibility, reliability, relevance, communication skills, professional competence. Thus, information culture is becoming an important factor for the successful professional, self-educational and leisure activities, as well as the technology of social protection of identity in the information society.

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References 1. Akunina Yu.A. Art-activism as a relevant form of protest: a socio-cultural analysis // Bulletin MGUKI. 2014. No. 1 (57). P. 79–85. 2. Akunina Yu.A. Leisure preferences of today’s youth: a sociological analysis // The Streltsovsky readings – 2013: proceedings of the interuniversity scientific-practical conference. M.: Moscow State University. 2014. P. 153–158. 3. Ariarski M.A. Teaching cultural studies: in 2 volumes. SPb.: Concert. 2012. 399 p. 4. Belyaev R.V. Pedagogical aspects of formation of professional orientation of cadets of military higher educational institutions // Materials of international scientific-practical conference educational activities of the university: an Innovative approach. Voronezh: Voronezh State University. 2014. P. 108–111. 5. Charkovska N.V. Modern forms of organization of leisure of student’s youth // Bulletin MGUKI. 2014. No. 6. P. 170–173. 6. Flier A.J. Culture as the prediction // Bulletin of Moscow State University of Culture and Arts. 2013. No. 6. P. 30–32. 7. Gendina N.I. Information literacy and information culture of personality: international and Russian approaches to the problem // Open Education. 2007. No. 5 (64). P. 58–69. 8. Grigoriev E.I., Gladkikh V.V. Pedagogical projecting and modeling of civil-patriotic education of youth in the multicultural environment of the University// Bulletin MGUKI. 2014. No. 3. P. 58–62. 9. Kangeldieva I.G. Creative technology: experience of rethinking and adapting business technology to an educational process // Notebooks of the International University in Moscow. Notebook Culture. 2015. No. 15. P. 218–224. 10. Kuts V.A. Cultural identity as a way of implementing protective functions of culture. 11. Kuts V.A. Cultural immunity as the first line of information self-protection of Russian culture and Russian intelligence // Society. Environment. Development. 2013. No. 4 (29). P. 159– 164. 12. Lopatina N.V. Library profession in the information society: destruction or development // Monthly Scientific-Technical Collection. Series 1. Organization and Methods of Outreach. 2014. No. 5. P. 22. 13. Mistrov L.E. Information warfare: principles of methodology of synthesis of information security systems // Information War. 2014. No. 1 (29). P. 64–74. 14. Molchanova E.N. Information culture as a socio-cultural construct of the information society. URL: http://superinf.ru/view_helpstud. 15. Olenev S.M. The concept of “information” in the system of socio-humanitarian Sciences // Scientific and Technical Information. Series 1. Organization and Methods of Outreach. 2014. No. 5. P. 13–17. 16. Orlova E.A. The history of anthropological doctrines. M.: Academic project. 2010. 621 p. 17. Sladkova O.B. Information technology in dialogue “power–society” // Monthly Scientific- Technical Collection. Series 1. Organization and Methods of Outreach. M. 2014. No. 5. P. 8. 18. Slyadneva N. Social practices in the era of information society // Monthly Scientific- Technical Collection. Series 1. Organization and Methods of Outreach. M. 2014. No. 5. P. 4. 19. Socio-cultural animation from idea to realization: materials of the VIII international forum 21–28 December 2013. Tambov: Univ. TROO “Business Science-Society”. 2013. 205 p. 20. URL: http://infoculture.rsl.ru//NIC. 21. URL: http://www.ifap.ru/projects/infolit.htm. 22. Value-semantic content of socio-cultural activities in conditions of modern Russia: collective monograph under the scientific. M.: Publishing House. House MGUKI. 2012. 220 p. 23. Yaroshenko N.N. Pedagogy and cultural studies in the context of integration and differentiation of scientific knowledge // Bulletin of Moscow State University of Culture. 2013. No. 4. P. 58–62.

REFERENCE TO ARTICLE Belyaev, R.V. & Grigorieva, E.I. (2017) Conceptual Method for the Formation of Information Culture of Personality in Modern Society, Contemporary Problems of Social Work. Vol. 3. No. 2 (10). P. 72–80. DOI: 10.17922/2412-5466-2017-3-2-72-80 (International bibliographic description). 79 CONTEMPORARY PROBLEMS OF SOCIAL WORK

CONTACT INFORMATION: Belyaev Roman Vladimirovich Head of the Research Center the Military Educational and Scientific The Air Force Academy named after professor N.E. Zhukovsky and Y.A. Gagarin Old Bolsheviks str., 54 “A” 394064, Voronezh, Russian Federation E-mail: [email protected]

Grigorieva Elena Ivanovna Doctor of Cultural Studies, Professor Higher School of Music named after A.Schnitke (Institute) Wilhelm Pieck str., 4, build.1 129226 Moscow, Russian Federation E-mail: [email protected]

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Elesin A.N., postgraduate student, faculty education and humanities, department pedagogies and psychology of professional education, Russian State Agrarian University – Moscow Timiryazev Agricultural Academy, Moscow. E-mail: [email protected] ORCID ID: orcid.org/0000-0003-4511-9534 UDC 377.5 DOI 10.17922/2412-5466-2017-3-2-81-88

Computer Video Analysis As a Means of Improving Efficiency of Teaching to Moving Actions

Receiving date: Preprint date: Taking to print date: 07.02.2017 27.03.2017 28.04.2017

Annotation: the purpose of this study is to find the answer to the question: how will visualization of motor actions of an athlete through computer video analysis affect the quality of training? To answer this question, a pedagogical experiment was conducted, consisting of two stages. At the first stage of the pedagogical experiment, divided into two subgroups of athletes, were trained in the technique of high jump from the takeoff run by the “fosbury flop” method. The control group was trained according to the traditional methodology using the show and explanations. During the training of the experimental group, visualization of motor actions performed by athletes was made using software and hardware complex of computer video analysis. At the final stage, using the hardware and software complex, the quality of possession of the technique of high jump by the “fosbury flop” method was estimated. The results of the experiment showed that the technique of the jump was better mastered by the athletes of the experimental group, where the training was conducted using computer visualization. The data obtained can be useful for the development of a methodology for teaching motor actions using computer-aided video analysis in various sports. Key words: visualization, computer video analysis, motor action, sports and technical training, efficiency. JEL classification: I200, I290.

Introduction In modern sports, the effectiveness of competitive activity depends on the level of technical preparedness of the athlete [3; 6]. Especially it manifests itself in sports with complex techniques of performing competitive exercises (gymnastics, figure skating, athletics and others). This relationship makes it possible to improve the efficiency of technical training of athletes. The study of the management of technical preparation is devoted to the work of L.P. Matveeva, V.M. Dyachkov, V.M. Zatsiorsky, V.V. Kuznetsov. These researchers point to possible ways to improve sports training. Particular attention is paid to the technical preparedness of the athlete as a factor determining the effectiveness of the training process. By technical readiness it is necessary to understand the degree of mastering by the athlete of the system of movements (sport technique) corresponding to the peculiarities of a particular sport and aimed at achieving high sports results. Thus, the technical preparedness of an athlete is characterized by the fact that he is able to carry out and how to own the technique of mastered actions. Improvement of the quality of the technical preparedness of the athlete is carried out

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in the course of sports and technical training, which is a process of managing the formation of knowledge, motor skills and skills necessary for successful competitions in the chosen sport. Its main task is to teach the basics of competition techniques and bring them to a high degree of perfection. In the studies of a number of scientists [7; 15; 26 etc.] it was proved that the training of motor actions should be based on a qualitative Analysis of the technique of the exercise. According to B.N. Shustina and A.M. Doronin in the basis of such an analysis should be based on reliable information about the actual technique of motor actions and objectively necessary [6; 22]. According to B.N. Shustina and A.M. Doronin in the basis of such an analysis should be based on reliable information about the actual technique of motor actions and objectively necessary. To obtain such information, according to a number of authors [2; 9; 11; 20–21; 25], it is necessary to use information and communication technologies, which allow you to quickly obtain real characteristics of movements. Based on the results of works devoted to the use of ICT in sport [2; 8; 11–12; 16; 18], we can state that, Most promising for this technology of computer video analysis, serving as a trainer to the tool for obtaining and processing information. Computer video analysis involves the recording of movements and subsequent processing of video information with the output of calculation results in the form of graphs, tables, video, and photo-series. We assume that increasing visibility by means of visualization of the software and hardware complex of video analysis will improve the quality of training in motor actions. The purpose of our study is to determine the effect of using the visualization tools of the video-analysis hardware and software complex in the process of learning new motor actions. Object of study: – technical training of athlete. Subject of study: – computer video analysis as a means of improving the technical preparedness of the athlete. Objectives of the study: – to study the scientific methodological literature on the research topic; – conduct a pedagogical experiment; – determine the effect of the use of computer video analysis in the learning process. Methods Subjects. The experiment was conducted in the State Budgetary Educational Institution of Moscow “The First Moscow Educational Complex”. For the study, 20 students were selected at the age of sixteen or seventeen who are engaged in the first year of the athletics section of the college. All participants in the experiment of the main group of health. The subjects were divided equally into two groups: experimental and control. Experimental procedure. The purpose of the pedagogical experiment was to test the plausibility of the hypothesis about whether the use of the software and hardware complex of video analysis could improve learning. As a control exercise, a high jump was chosen with a running start using the “fosbury flop” method. Previously, this jump was not studied by the participants in the experiment. At the first stage, 4 training sessions were conducted with each group. Both groups were trained to jump high by the “fosbury flop” method. The control group was trained according to the traditional method. During the training of the experimental group, the software and hardware complex of video analysis was used.

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Table 1 Test Profile for Evaluating the Technique of High Jump by the “Fosbury Flop” Method № 0 points (error) Characteristics 5 points (standard) Section 1 – “Run” 1 Deviation from the specified Trajectory In a straight line, then along an arc path. 2 Braking Rush Acceleration 3 Not “posture” Run “Posture” 4 There is no inclination of the Running on an arc. Tilt the body inward. body inward. 5 Jumping on repulsion. The rhythm of the last There is no “jumping”, the last step is steps. shorter than the penultimate one. Section 2 – “Repulsion” – “Exit posture” 6 It is carried out by two legs / Repulsion It is carried out far from the bar with the nearest foot from the bar. a foot at the optimal distance from Close / far from the bar and the bar and the near post, sideways to the near rack, with the back the bar. to the bar. 7 Sticking, not resilient. The setting of the jog- Elastic, from the heel with a quick roll ging leg. across the foot. 8 Deviation from the line of the Torso line for setting. The line of the jogging leg continues. jogging leg. 9 Low, straight leg, no hip Lifting of the flyweight High, bent leg, hip slightly inside, rise rotation Inside, the toe is leg. “from the hip”, sock “to yourself”. stretched out. 10 Shoulders and elbows are Raising hands. Shoulders, elbows high, hands at eye omitted. level. Shoulders, elbows high, hands at eye level. 11 No Consistency of move- Yes ments of the hands and feet. Consistency of movements of the hands and feet. 12 With the “descent” in the di- Exit Vertical rection of the bar. 13 No. Anticipating activity of Unloading of the jog- There is. Leading rise of the fly links. the jogging leg. ging leg. Section 3 – “Pose above the bar” 14 Drops down, straightens. Footstroke. Keeps high position, bent, heel under the pelvis. 15 It remains below. The jogging leg. Heel under the pelvis. 16 The heels are not under the Pose over the bar. The heels are together, the knees are basin, the knees are not di- apart. luted in the sides. 17 Lumbar flexure. Pose over the bar due Pulling the jogging leg under the to ... basin. 18 Tipped back. Head Chin “on yourself” 19 It’s sagging. Pelvis Does not sag. 20 Flexion in the hip joint / lack Leaving the bar due Extension of the legs in the knees. of activity. to ... Section 4 – “Landing”. 21 On other parts of the body. Landing On the back On the back

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The training of the experimental group was as follows. After performing the induction exercises and demonstrating the standard technique of jumping, the athletes were asked to perform the jump. The jump was recorded using a video camera. The footage was processed in the Quintic Coaching v. 26 programs and demonstrated to the athlete in comparison with the reference technique and with instructions for errors in the exercise. To enhance the visibility of the footage was processed by special effects “Blend” and “Overlay”. In the second stage, the level of training was tested for the technique of high-altitude jump by the “fosbury flop” method in the control and experimental groups. Assessment of the level of formation of motor skills with the identification of errors was carried out on the basis of the selected indicators of the quality of performance of the technical elements of the exercises that make up the test profile (Table 1). The test profile of the assessment of the technique of athletics exercises is based on the application of the method of direct evaluation of the elements of technology on a 5-point scale of assessments, where the score of 5 points reflects the complete correspondence of the technique element to the standards of the postural method, and 0 points – the complete absence of such conformity or the presence of a gross error bearing in Imagine the potential for injury. To assess the level of training, we used the postural method of evaluating the technique of the exercise performed using the “Blend” special effect. The effect allows you to display static phases of the movement of an athlete, object, sports equipment or their groups for the purpose of demonstrating this sequence in the form of a short video clip. When watching a video clip, you can see the entire evolution of the movement of the athlete in time and space from the starting point to its last phase. The phases of the athlete’s movements “freeze” unfolding in space, which allows the coach and athlete to see differences in body position at each moment of the exercise. Equipment. The jumps were performed using standard equipment: jumping racks and landing places for jumps in height. For video recording and processing of video materials, a software and hardware complex was used. The hardware of the complex consists of a “Sony” HDR -CX 250 E camcorder and laptop a “Lenovo Idea Pad 100 15”. The software part is the Quintic Coaching program v. 26. Statistical analysis. The verification of the validity of the experimental data was carried out in the program “Statistica”. The difference between the two groups was considered to be statistically significant if p < 0.05.

5,00 4,2 4,50 3,9 4,00 3,50 3,00 2,50 2,00

level of training 1,50 1,00 0,50 0,00 Experimental group Control group

Figure 1. Mean Values of the Level of Training in the Control and Experimental Groups after the Experiment 84 VOLUME 3, No. 2 (10), 2017

Results Comparison of the level of education. As shown in Figure 1, the average value of the level of training after the experiment is higher in the experimental group. In the control group this indicator is equal 3,9. In the experimental it is higher by 7,8% and is equal 4,2. Differences within the control group are shown in Table 2. In the control group, a high level was shown by 2 people, an average of 5 people, and a low of 3 people.

Table 2 Results of Testing the Control Group № Level of training Number of persons % 1 High 2 20 2 Average 5 50 3 Low 3 30

Table 3 shows the differences within the experimental group. In the experimental group, a high level was shown by 3 people, an average of 6 people, and a low one.

Table 3 Results of Testing the Experimental Group № Level of training Number of persons % 1 High 3 30 2 Average 6 60 3 Low 1 10

Discussion The problem of improving the technical training of athletes is one of the basic in the system of training athletes [7; 13–15; 26]. From the successful solution of the tasks of technical preparation depends the effectiveness of the competition activity. The one whose technique of performing a competitive exercise is more effective wins. The technique of performing a competitive exercise is a way of performing a sporting action that is characterized by a certain degree of efficiency and rationality of using the athlete’s psychophysical capabilities. Under the effectiveness of possession of the technique of competitive exercise, we mean the degree of proximity of the technique of sport action to an individually optimal variant. Since the effectiveness of the technique of competitive exercise is assessed by comparing it with some biomechanical standard, trainers need to perform a biomechanical analysis of the exercise actually performed by the athlete. For such an analysis researchers [4; 19] proposed a method of postural orientation of movements. The method of postural orientations of movements is intended for biomechanical research of the kinematic structure of sports exercises by means of the analysis of the preceding and subsequent postures of the body, the positions of the body in the phase structure of the performed exercise with the aim of understanding the nodal elements of the motor action technique. Nodal element of sports equipment is the signal position of movement, which predetermines the effectiveness of the athlete’s decision of the motor task [4–5]. The method of postural orientations of movements was developed and proposed for the analysis of sports technique of gymnastic, acrobatic exercises in the late seventies [4]. In subsequent years, the concept and methodology of investigating the biomechanics of exercises was perfected, scientific and practical application in the works [4; 11; 18–19], however, due to

85 CONTEMPORARY PROBLEMS OF SOCIAL WORK the high speed of the exercises, such analysis is difficult and requires time and high qualification of the trainer. At present, the solution of the problems of improving technical training is seen in the development of means for improving the technique of exercises based on modern technologies for recording, measuring and analyzing the characteristics of the parameters of movements. These tools increase the effectiveness of visual methods, allow you to form an idea of the technique of the exercise, errors, the inconsistency of the specified performance with the actual. In addition, with their help you can evaluate the effectiveness of technology. As such a tool, according to several authors [2–3; 8–9], the method of video analysis of movements based on the technology of computer video analysis is effective. Computer video analysis is a method used to obtain information about the movement of objects from a video. This information can be presented in various forms: tables, graphs, video sequences, etc. With its help, the technique of performing the exercise is analyzed. Various video analysis systems in their work are used by universities, sports clubs and individual athletes. In the sports training system, video analysis is used as a tool for conducting biomechanical movement parameters and assessing the athlete’s technical training [2; 8–9; 18; 24]. With the help of computer video analysis, researchers are trying to find the optimal, in terms of biomechanical parameters, the technique of competitive action in the chosen sport. The need to use video analysis systems for training and evaluating the technical training of an athlete in order to increase the level of technical preparedness is associated with the complexity of biomechanical analysis. Computer video analysis automates this task and simplifies the work of the trainer. As practice shows, such an analysis should be conducted in conditions of training and competition using special software and hardware systems. Research [1; 10; 18] showed that the possibilities of using video analysis systems are wider. They can be used in teaching the technique of exercises at various stages of learning motor action. In their studies, they proved that the use of computer-aided video analysis in the training process makes it possible to form an idea of the technique of the exercise, errors, and the inconsistency of the prescribed exercise with its actual performance. However, in these studies, there is no evidence of the effectiveness of the use of computer video analysis in training motor activities. Therefore, an experimental test is required. For the purpose of verification, a pedagogical experiment was carried out. As a result of the experiment, it was found that the average level of training in the experimental group was 7.8% higher than in the control group. In the control group, it is 3.9. In the experimental group this figure is 4.2 (Fig.1). The distribution obtained by the levels of training within the groups that correspond to the methodology gave a different result. In the experimental group, a high level of training was shown by 3 people, an average of 6 people, which is 10% more than was shown in the control group (Table 2, 3). The high results shown by the experimental group indicate that the use of video analysis as a means of visualization in the course of training the motor action of the software and hardware complex makes it possible to improve the efficiency of the training process. By organizing training sessions using the software and hardware complex of video analysis, it is necessary to focus on the methodological sequence of formation of exercise techniques and apply the complex to solve those applied problems for which it is possible and appropriate. Video analysis should be used in training and correction of exercise techniques at all stages of technical training. At the stage of initial learning with the help of visualization means of the video-analysis complex of video analysis, a visual representation of the motor action and the way of its implementation is formed. At the stages of in-depth learning, fixing and improving, the complex is used to analyze errors and correct them.

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Conclusion Informatization is an objective reality of the modern stage of the development of society. It affected all spheres of human activity, including physical culture and sports. In sport, the urgency of using information and communication technologies is determined by the need to automate the processing of a large amount of data about all aspects of the athlete’s preparation: physical, technical, tactical, mental. Use of modern information and communication technologies, allowing to carry out in a new way access to the solution of problems in the field of choice and sports orientation, competitions and sports training system. The example of the use of the software and hardware complex of video analysis of exercises, as a means of teaching motor actions, shows how to improve the effectiveness of training. The results of the study will be useful for trainers and methodologists in developing a methodology for training motor actions using information and communication technologies.

References 1. Arishin A.V. Formation and control of swimming techniques in the first year of training in sports schools: dis. ... cand. ped. sciences. Krasnodar. 2002. 171 p. 2. Bartlett R., Bussey M. Routledge. Sports biomechanics: reducing injury risk and improving sports performance. 2013. 3. Bogdanov V.M., Ponomarev V.S., Solovov A.V. The use of modern information technologies in the theoretical and methodological and practical training of students in physical education // Mater. All-Russia. Scientific-practical. Conf. SPb. 2000. 4. Boloban V.N. Steadodynamic stability of the athlete’s body as an indicator of effective training for physical exercises of progressing complexity. Kiev: KIIFK. 1979. 5. Boloban V.N. Regulation of athlete’s body posture. Kiev: NUFVSU “Olympic Literature”. 2013. 6. Doronin A.M. Improvement of the biomechanical structure of the motor actions of athletes based on the regulation of muscle contraction regimes. Maikop: Publishing house of the Adygei State University. 1999. 7. Dyachkov V.M. Improvement of technical skill of sportsmen: pedagogical problems of management. M.: Physical culture and sports. 1972. 8. Ferdinands E.D. Advanced applications of motion analysis in sports biomechanics Ren . Retrieved September 30, 2016. URL: https://webcache.googleusercontent.com/search?q=c ache:sf0LgQhVnOQJ:https://ojs.ub.uni-konstanz.de/cpa/article/download/4383/4074+&c d=39&hl=ru&ct=clnk&gl=ru. 9. Furaev A.N. To the question of computerization of the analysis of the performance of sports exercises // Theory and Practice of Physical Culture. 1996. No. 11. P. 50–52. 10. Ivannikov G.Yu. Perfection of the elements of the technique of beginner rowers-academicians with the use of computerized training complexes: dis. … cand. ped. sciences. M. 2006. 135 p. 11. Ivanov V.V. Pedagogical and metrological bases of the theory and a technique of measurements in sports: dis. … cand. ped. sciences. M. 2000. 246 p. 12. Khasin L.A., Buryan S.B., Minkov S.V., Rafalovich A.B. Informatization of the field of physical culture and sports and expert technologies. M. 1996. 13. Kuznetsov V.V., Semenov N.P., Shustin B.N. Forecasting in the system of sport training // Improving the management of the system of sports training of qualified athletes: (theoretical aspects). M.: VNIIFK. 1980. P. 26–42. 14. Matveyev L.P. A generalizing characteristic of the content, means and methods of training an athlete: manual for students, graduate students, students of the higher school of economics. M.: RIO RGAFK. 1995. 15. Ozolin N.G. Handbook of the coach. Science to win. M.: Astrel : AST. 2006. 16. Petrov P.K. Information technologies in physical culture and sports. M.: Publishing Center “Academy”.2008. 17. Reut D.A. Information support of elections as guarantee of implementation of the active suffrage of citizens of the Russian Federation // Contemporary Problems of Social Work. Vol. 1. 2015. No. 1. P. 135–145. 18. Romanov D.A. Management of technical preparedness of sportsmen on the basis of computer video analysis of movements: dis. … cand. ped. sciences. Krasnodar. 2004. 152 p.

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19. Romanov N.S. Pose method of teaching the technique of running: methodical development. Cheboksary. 1988. 20. Samsonova A.V., Kozlov I.M., Taymazov V.A. The use of information technologies in physical culture and sports // Theory and Practice of Physical Culture. 1999. No. 9. P. 22–26. 21. Shestakov M.P. Managing the technical training of athletes using modeling // Theory and Practical of Physical Culture. 1998. No. 3. P. 51–55. 22. Shustin B.N. Modeling in sports the highest achievements. M.: RGAFK. 1995. 23. Vorobeva T.I. & Maloletko N.E. The interactive training of future police officers in the Kikot Moscow University of the Ministry of the Interior of Russia // Contemporary Problems of Social Work. Vol. 1. 2015. No. 3. P. 43–47. 24. Voronov I.A. Information technologies in physical culture and sports: a textbook for students. Higher education. SPb.: Publishing house of SPb. 2007. 25. Zatsiorsky V.M., Aruin A.S., Seluyanov V.Y. Biomechanics of the motor apparatus of man. M.: Physical culture and sports. 1981. 26. Zheleznyak Yu.D. Fundamentals of scientific and methodological activities in physical culture and sports. M.: Academy. 2001.

REFERENCE TO ARTICLE Elesin, A.N. (2017) Computer Video Analysis As a Means of Improving Efficiency of Teaching to Moving Actions, Contemporary Problems of Social Work. Vol. 3. No. 2 (10). P. 81–88. DOI: 10.17922/2412-5466-2017-3-2-81-88 (International bibliographic description).

CONTACT INFORMATION: Elesin Alexander Nikolaevich Postgraduate Student Russian State Agrarian University – Moscow Timiryazev Agricultural Academy Timiryazevskaya str., 49 127550 Moscow, Russian Federation E-mail: [email protected]

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Ivoeva A.V., chief expert of the foundation for support of children in difficult situations; postgraduate student, Moscow. E-mail: [email protected] ORCID ID: orcid.org/0000-0002-1670-5940 UDC 378.14 DOI 10.17922/2412-5466-2017-3-2-89-95

Deontological Culture in Professional Training of Specialists in “Organization of Work with Youth”

Receiving date: Preprint date: Taking to print date: 09.02.2017 27.03.2017 28.04.2017

Annotation: presents the scientific article is devoted the problem of formation of deontology culture organizers work with young people in the process of their professional training. The paper presents the results of the analysis of history of formation and development of deontology as a science, the main professional areas in which this research area has found its application. Separately considered the scientific understanding of the “deontology culture” in the context of pedagogical activities. The article also discusses in detail the basis for the allocation of deontology of the professionals in the direction of training “Organization of work with youth”, the results of the comparative analysis of the curricula of the bachelor and the specialist of specialty “Organization of work with youth” to identify the ethical component in the process of professional training of specialists of this profile. At the end of the article the conclusion about prospects of development of this direction in modern science. Key words: deontological culture, deontology, оorganization of work with youth, professional training, pedagogy, pedagogical deontology. JEL classification: I200, I290.

Professional formation and development at all times occupied an important place in the life of society. Since ancient times training the young man played a special role and significance for the whole family and even kind, because the introduction to work and learning the craft has helped to ensure confidence in the future, and a prosperous old age parents. On the passage of several hundred years has changed the approaches to professional training, increased the number of training areas, changed the requirements, both from society and from employers, requirements of employees. In the modern realities put forward by the employers of the conditions to the applicants for a particular position requires carrying out a comprehensive assessment of the prospective employee, which includes evaluating his professional and business qualities, and personality, and, in some areas (e.g., services, social services, etc.), personal qualities of professionals are even more important than their professional skills. To examine the question of professional training of specialists in “Organization of work with young people” is significant and relevant today. Despite the fact that professional training of specialists began in 2004, when pursuant to Order of the Ministry of education and science of the Russian Federation “About the experiment on the creation of specialty “Organization of work with youth” August 12, 2003 No. 3310 [20] in 30 Russian universities began training students in this specialty for thirteen years, had proved the importance and relevance of training highly qualified professionals ready to carry out their labour activity in the sphere of state youth policy.

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As he noted in his research article N.D. Bobkov, dedicated to the establishment and subsequent development of specialty “Organization of work with youth”: “the decision to open this specialty – the rather rare case when the action of power structures was accurate and relatively timely. At the same time few of the leaders and other administrators of universities where such training, and even its own organizers and teachers quite clearly imagine what kind of specialty why it is needed, what is its specificity, etc.” [2, p. 142]. The author emphasizes that, initially, the experts offering professional training for organizers of youth work, as well as the agencies that implement the state youth policy, not only had a clear understanding of what professional and personal qualities necessary for experts of this profile, but there was no clear understanding for implementation o for what purpose is the training of students of specialty “Organization of work with youth”. It is important to note that in the ordinary sense, the organizers work with young people was equal to more usual understanding of people, professionals such as counselor, head of the Junior team or the teacher-the organizer, which, of course, can be a professional field organizer of the youth work, but it is not identical to its direct responsibilities in the understanding of the claimant for training of personnel data. However, since the beginning of professional training for organizers of youth work and the present understanding of the role of organizers of youth work has changed significantly, which was largely achieved owing to the developments of modern scientists. In such a short period of time was conducted dozens of studies on various aspects of professional formation of experts of the organization of work with youth, including the development of professional competences (E.V. Sitnova, D.V. Lapin, N.V. Shcherbakova, etc.), and studying various approaches to teaching students with this profile (E.V. Romanov, S.N. Fomina, N.V. Tihonchik, etc.). Also in different years at the Department of youth work of the University has worked and conducted research on the development of the specialty “development and prospects “Organization of work with youth”: L.V. Adamskai, S.S. Gil, O.I. Volgina, G.O. Zarskai, G.I. Klimanova, V.N. Kozel, N.M. Romanenko, K.T. Rostovskai, S.V. Tatarski, S.N. Fomina and others. As noted above training students in the direction “Organization of work with youth” began only in the early nineteenth century, but youth work as such was carried out much earlier and if in the Soviet period the state policy to devote greater attention to alignment of work with young people at their primary residence (in educational institutions, houses of culture, Komsomol offices, etc.), today’s realities dictate the development of new forms of organization of work with this category of citizens. The solution to this problem is impossible without training of the specialists’ organization of work with young people, ready to carry out his labor activity in the interests of society and the state, and possessing the professional culture and the necessary volume of knowledge, abilities and skills. As noted in their joint research paper by S.N. Fomina and V.P. Sorikhina: “currently, the problem of professional education to professionals working with young people is very serious in connection with the need to provide young people creating opportunities for their development, positive socialization, self-realization” [17, p. 148]. Professional fulfillment of the young person is not possible without mastering the basics of professional activities at the University. In an educational institution laid the basic knowledge in the field of youth work and representation of the role and importance of a specialist of this profile. Another important aspect in the training of organizers of youth work is the formation in students of deontology culture. The analysis of the formation and development of deontology as a science, has shown that this direction is singled out as a separate section in the field of scientific knowledge in the early XIX century and is associated primarily with the release of the 1834 scientific works of Jeremy Bentham, “Deontology, or the Science of morality” [1]. Exactly John Bentham first introduced the concept of “deontology” (from the Greek. deonthos – needed tribute; logos –

90 VOLUME 3, No. 2 (10), 2017 word, teaching), which implies the section of ethics studies the problems of duty and proper conduct, behavior and actions of people. The scientist emphasized the necessity of applying deontology frameworks in professional activities, as he claimed that in his career people should be guided by the principle of benefit, since this approach to work allows you to achieve the happiness of most people and reduce poverty [1]. Ideas George. Bentham relating to the application of deontological approach in their professional activities received wide circulation and development among domestic and foreign scientists in various fields, such as medicine (S.P. Botkin, V.V. Veresayev, M.Ya. Mudrova, A.A. Ostroumova, N.N. Petrov), journalism (M. Loyal, E.P. Prokhorov, A.G. Richter), law (I.V. Benedyk, A.O., Bondareva, V.M. Gorshenev, P. A. Works), pedagogy (V.M. Grebennikova, A. Karakhanova, M. Kitaeva, L.V. Mardahaev, N.A. Fadyushin), etc. The study of the question of deontological culture in the training of organizers of youth work, refers to the pedagogical problems. It should be noted that currently there is no universal understanding of the term “deontological culture”, however, there are a number of publications, where this term is used. So in scientific article of Z.I. Selimova studying the question of the formation of deontology for future teachers, writes: “In our study, deontological culture is viewed as the ability of students to use ethical values on a qualitative level, which is still poorly understood” [25, p. 58]. In turn, G.A. Karakhanova argues that “Deontological culture of the teacher is a socio- pedagogical education, formed in the system of lifelong pedagogical training. In essence it is the result of moral-oriented teacher preparation through the requirements of professional pedagogical debt and manifests itself in behavior and professional activity” [14, p. 46]. Approaches to the understanding of deontological culture allow us to claim that under the ethical deontological culture you need to understand proper professional behavior specialists based on universal moral values which determine the rules of their employment and in their entirety based on the professional and personal qualities of specialists. Understanding the role of the formation of deontology in the development and education of a harmonious personality, willing to take responsibility for their professional activities sets the modern higher education institutions the task of updating the ongoing educational and extracurricular work with students, which will have a focus on the formation of ideological views among young people, and will also allow you to realize the importance of their chosen specialty. The introduction of ethical culture in educational process requires a reconsideration of the role of the specialist in his professional activity, and also causes the objective necessity of amendments to normative-legal documents regulating the process of teaching students at the University. First of all, these changes should apply professionals social and Humanities, whose professional activity is focused directly on the person (society). As a consequence, it seems relevant to consider the question of deontology in the training of organizers of youth work. The analysis of psychological and pedagogical literature gives reason to believe that the training organizer work with youth in higher education is an integrative system combining relatively independent, but interrelated and interdependent system of training: scientific, psycho-pedagogical, cultural, each of them performs specific tasks, including the formation of deontology of the organizers of youth work. It includes:  awareness of the role of specialist working with young people in realization of state youth policy;  recognition of the value of youth for the state as a special socio-demographic group, which acts as the main potential in the development of the Russian Federation;  compliance with the established in the society ethical rules of conduct;  guide moralno-standards of professional conduct in their work activities;  the use of educational technology in learning, education and development of young people;

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 the desire for self-development and constant updating of the available knowledge in their professional activities;  dedication to his work;  recognition of public interest in the development of young people as paramount. The formation of deontology culture starts at the University and is based on shared moral values instilled in students since childhood. That is why the role of higher educational institutions in professional training and development of organizers of youth work, based on ethical ideas, is recognized as dominant. The University includes the performance of the students on their future careers and the requirements to specialists of this profile, the process of formation of a common professional culture, a study of the basic principles of work with young people. On the basis of educational data, it can be argued that the pedagogical paradigm is largely determined by and determines the content of the rules of professional conduct of the organizer of work with young people, moral guidance, ideals, values, principles, that is, what is the content of deontology. Deontological training of organizers of youth work as a process, has its own goals, objectives, structure, functions, complex conditions and requires the mastering of a future expert knowledge of the rules of professional conduct in various situations-employment readiness skills and the need to act responsibly and to build relationships in the system “man – man” on the basis of ethical principles, norms and requirements, as well as the formation of reflexive position in relation to the personal behavior, which enables the production of deontology. As noted E. V. Korgueva in his thesis devoted to the study of the question of formation of professional culture of a specialist in working with young people in their learning process at the University: “Studies in the theory and methods of professional education show that the design of the system of specialist training should be focused on the evaluation of the specificity of the future professional work and conditions in which it is implemented. Building a socially- oriented economy in Russia requires the consideration of professional activity in the context of sociocultural, intellectual and moral potential of the individual, integrated in terms of General and professional culture” [15, p. 18]. Thus the author emphasizes that it in high school, happens actualize the potential of the young person and the basis of understanding a graduate of the University of the importance of his professional activities, as well as forming General and professional (including ethical) culture of the organizer of the youth work. The basic requirements for the professional training of specialists of this profile are listed in the Federal state educational standard of higher education in the direction of training 39.03.03 “Organization youth work” (undergraduate level), where among the most important competences related to the formation of deontology can be distinguished:  the ability to work in a team, tolerant perceiving social, ethnic, religious and cultural differences (OK-6);  the ability to self-organization and self-education (OK-7);  the ability to recognize the social importance of their profession, the pursuit of professional activities, to finding solutions and willingness to take responsibility for them (MIC-2);  willingness and ability to continuous professional self-development and self-improvement throughout life (DIC-3);  ability to interact with various social structures and institutions of society on the development and implementation of youth policy (PC-8);  the ability to participate in conflict management for young people (PK-23);  the ability to apply pedagogic methods and techniques for work with different categories of youth (PK-25) [21]. Presented competences of the educational standard of the bachelor direction of training “Organization of work with youth” indicate that at the present stage the formation of deontology culture is not highlighted as a separate direction in work with students with this profile and

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not identified as special competences required for their subsequent work, however, the ideas of deontology inherent in the above-mentioned competencies. They are presented in the form of understanding the organizer work with youth need to take responsibility for their professional activity (MIC-2), needs constant professional self-improvement (OK-7 and OPK-3) and guidance in his career, moral-ethical norms, based on respect in relation to the young man and his colleagues (OK-6, PC-8, PC-23 and PC-25). The formation of deontology culture of the organizer of the youth work carried out during the entire training, including the period of their exposure to certain curriculum subjects. To the disciplines that most directly affect the ethical foundations of youth work bachelor include:  Introduction to the specialty;  The state youth policy;  The theory and practice of social interaction.  Social technology of organization of work with youth;  Management in the youth environment;  Social and cultural problems of young people. However, unfortunately, it should be noted that when comparing the curriculum of bachelor and specialist (training in this profile is not maintained since 2011) areas of training “Organization of work with youth”, the formation of deontological culture of the students has been given much less attention. Previously, the issue of development of professional culture and the formation of moral norms of professional conduct revealed in the study of the following disciplines:  Introduction to the specialty “Organization of work with youth”  State youth policy in the Russian Federation;  Social technologies of work with youth;  Common problems of the juvenile counsellors;  Professional competence, competitiveness and employment Manager youth sphere;  Management in youth policy;  Information provision and youth work;  Personnel management in youth. It can be noted that from the educational process were excluded such important subjects as “General problems of juvenile counselors”, “Professional competence, competitiveness and employment Manager Youth sphere”, “Personnel Management in the youth environment”. In the framework of their study, the students learned the basics of their future professional training, recognize the requirements of the employers to drop the training of organizers to work with young people and their personal and professional qualities. The formation of deontological culture of the organizers of youth work are primarily caused by the General trends of development of the national system of education in which special attention is paid to the personality of the student and mastery of the necessary knowledge and skills. As he noted in his research article A.M. Egorychev: “the current situation in the Russian education shows the relevance and importance of identifying, understanding and deep comprehension of all the ideas, concepts, terms, theories, and practices in the history of Russian education, which not lost over time, their potential in life” [4, p. 136]. Thus, to summarize, I would like to note that the formation of deontology of the organizers of youth work are an important aspect in the process of professional training of students of this profile. At the moment deontological ideas in the training of students laid down in the educational standards and can be traced in the process of studying of certain disciplines, however, not explicitly expressed. Further development of scientific thought in the study of the deontology of the organizers of the youth will determine the basic requirements faced by every graduate in their professional field and will form the basis of training of students of the corresponding profile at the University. Therefore, it is relevant to conduct further research in

93 CONTEMPORARY PROBLEMS OF SOCIAL WORK this area that will develop a common approach in the formation of deontology of the organizers of youth work, which can later form the basis of a common understanding of deontology of experts of social sphere and requirements that apply to them.

References 1. Bentham G. Deontology or the science of morality. 1834. Vol. 1–2. 2. Bobkova N.D. Socio-historical function of the specialty “Organization of youth work” // Theory and Practice of Social Development. 2010. No. 3. P. 141–143. 3. Chelysheva I.V. New educational standards and prospects of media education in the master course “Organization of work with youth” (for example for research projects) // Media Education. 2017. No. 1. P. 119–131. 4. Egorychev A.M. Tradition and innovation in global education: the search for the optimal // Actual Problems of Philology and Methods of Teaching Foreign Languages. 2013. No. 7. P. 129–141. 5. Egorychev A.M., Khoroshilova S.P., Sklyomina O.A., Minakova E.S., Kostina E.A. Students’ academic mobility in the Russian educational environment // Novosibirsk State Pedagogical University Bulletin. Vol. 6. 2016. Issue 4. P. 29–38. 6. Egorychev A.M., Mardochaev L.V., Rybakova A.I., Fomina S.N., Sizikova V.V. Society and education in the early of XXIth century: Integration of tradition and innovation //Journal of Advanced Research in Law and Economics. Vol. 5. 1 December 2014. Issue 2. P. 82–91. 7. Ethics of life: monograph / K.E. Sklyarov, E.V. Kharlamov, O.F. Kiselyov. Rostov n/D: Mini Taipa. 2014. 129 p. 8. Filatova I.A. Philosophical bases for the development of ethics in special education // Special education and special psychology of the collection of scientific articles of participants of the V international theoretical and methodological seminar. 2013. P. 110–113. 9. Fomina S.N. Technological support of the model of an integrative approach to the professional training of specialists in the field of social work in the conditions of multilevel education // Social Policy and Sociology. 2013. No. 3–2 (95). P. 131–137. 10. Fomina S.N., Sorikhina V.P. Professional preparation of students of specialty “Organization of work with youth” in the conditions of modernization of education // Scientific Notes of Russian State Social University. Vol. 14. 2015. No. 4 (131). P. 144–150. 11. Galkina T.E., Grebennikova V.M., Nikitina N.I. Simulation of the development process on the basis of the deontological approach professional communicative culture of education managers in the system to enhance their skills // Human Capital. 2014. No. 3 (63). P. 64–71. 12. Grebennikova V.M., Nikitina N.I. To the question of development in terms of the training institutions professional and communicative deontological culture of managers of education // European Social Science Journal. 2013. No. 11–2 (38). P. 122–129. 13. Ivoeva A.V. Historical aspect of professional training of organizers of youth work // Citesa. 2016. No. 5 (9). 25 р. 14. Karakhanova G.A. The formation of deontology of teachers in system of continuous professional education: diss. … doctor of pedagogical sciences. M. 2007. 409 p. 15. Korgueva E.V. Formation of professional culture of future specialists in work with young people in the learning process in higher education institution: diss. ... candidate of pedagogical sciences. Kaluga. 2010. 202 p. 16. Kozjakov R.V.,Fomina S.N.,Rybakova A.I. Sizikova V.V., Petrova E.A. Educating social-profile specialists for working with a family of a child with health limitations: Competence approach // Research Journal of Pharmaceutical, Biological and Chemical Sciences. Vol. 6. 2015. Issue 1. P. 1852–1861. 17. Linker G.R. The role of the course “pedagogical support of youth work” in the training of future organizers of youth work // Tradition and innovation in the educational space of Russia, KHMAO-Yugra, and NUGU proceedings of the II all-Russian scientific-practical conference. 2013. P. 201–203. 18. On approval of the federal state educational standard of higher education in the field of study “Organization of work with youth” (bachelor level): Order of the Ministry of Education and Science of the Russian Federation from October 20, 2015 [e-resource]. Access from ref.- legal system “Consultant Plus”. 19. On approval of the federal state educational standard of higher education in the field of study “Organization of work with youth” (master’s level): Order of the Ministry of Education

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and Science of the Russian Federation of September 23, 2015 [e-resource]. Access from ref.- legal system “Consultant Plus”. 20. Order of the Ministry of education of the Russian Federation dated 12.08.2003. No. 3310 “About the experiment on the creation of specialty “Organization of work with youth””. URL: http://docs.cntd.ru/document/901878868 (accessed: 01.02.2017). 21. Order of the Ministry of education of the Russian Federation from 12.01.2016 No. 7 “On approval of Federal state educational standard of higher education in the direction of training Organization 39.03.03 youth work (undergraduate level)”. URL: http://www. consultant.ru/document/cons_doc_LAW_194217/2ff7a8c72de3994f30496a0ccbb1ddafdad df518/ (accessed: 16.02.2017). 22. Romanenko N.M. The priorities of professional training of bachelors in “Organizer working with youth” the department of family, gender policy and juvenile counsellors RSSU // Russian Journal of Social Work. 2014. No. 1 (56). P. 141–145. 23. Rostovskaya T.K. Improving the efficiency and quality of education and skill-building of a specialist on work with youth // Management Issues. 2015. No. 6 (37). 24. Rostovskya T.K., Fomina S.N. Professional education for youth work: the genesis of development / Problems of management. M., 2016. P. 230–239. 25. Selimova S.I. Formation of a deontology of teachers in the aspect of professional education // Bulletin of the Dagestan State Pedagogical University. Psychological and Pedagogical Science. Dagestan. 2013. No. 2 (23). P. 56–61. 26. Sorikhina V.P. & Fomina S.N. The essential characteristic of research activity of bachelors on direction “Organization of work with youth” // Contemporary Problems of Social Work. Vol. 2. 2016. No. 1 (5). P. 157–162.

REFERENCE TO ARTICLE Ivoeva, A.V. (2017) Deontological Culture in Professional Training of Specialists in “Organization of Work with Youth”, Contemporary Problems of Social Work. Vol. 3. No. 2 (10). P. 89–95. DOI: 10.17922/2412-5466-2017-3-2-89-95 (International bibliographic description).

CONTACT INFORMATION: Ivoeva Alla Vladimirovna Chief Expert Foundation for support of children in difficult situations Ilyinka str., 21 127994 Moscow, Russian Federation E-mail: [email protected]

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Klyuzko D.D., methodologist, private school “Snow White”; student psycho-pedagogical department, Moscow. E-mail: [email protected] ORCID ID: orcid.org/0000-0003-4012-2099 UDC 372.3 DOI 10.17922/2412-5466-2017-3-2-96-102

Aesthetic Culture As a Method of Preschool Children Personality Formation

Receiving date: Preprint date: Taking to print date: 13.02.2017 27.03.2017 28.04.2017

Annotation: in the article the problem related to pre-school children education in the concept of “formation of a harmonious personality” is studied. The author stands on the position of the importance of introducing the aesthetical component in the educational process in pre-school to develop the harmonious personality. The author believes that pre-school age period is the best time to form the basics of the aesthetic culture in child personality. Key words: aesthetic education, pre-school age, pre-school child, aesthetic culture, harmonious development, personality, art, beauty, personal formation. JEL classification: I200, I290.

Many Russian researchers admit the fact that in modern Russian society, the lack of culture is particularly revealed (V.N. Turchenko, A.M. Egorychev, A.D. Lopukh, I.A. Fedoseeva, Y.M. Gerchak, other). Moreover, it covers the scope of morality, intellect, communication and this deficit includes physical, political, aesthetic cultural aspects. The lack of culture is traced in all the spheres of social relations starting with the culture of communication “parents–children” and including the highest governmental officials. Furthermore, it’s found in people’s everyday lives, social relations, work and leisure time. The lack of culture is characterized not only by quantitative and qualitative negative changes in the society, but also in growing popularity of anti-culture, especially among young people [3–5]. In the times of the Soviet Union human cultural life was profoundly influenced by the politics. The censorship controlled the cultural manifestations. So were selected the appropriate ones in all the fields of the social life. The education of the young generation was held in the spirit of communist norms and morality. All the social institutions and structures of the Soviet Union society acted as bearers and spokesmen for the ideology of the state. The situation changed dramatically after 1991, after the lifting of the “Iron Curtain” that led to the complete uncontrolled adoption of the socio-cultural norms and stereotypes of the Western society. It caused an unstoppable influx of information and socio-cultural patterns at various levels, which often brought no cultural value to the Russian people. In result, mass culture, which was easy to learn and understand and, as a rule, did not contain any spiritual, moral, teaching and developing component in its content, was widely spread in the country. Such politics of the Russian Federation gave birth to the generation of feeble socio-cultural values, a comparatively low level of spiritual and moral demands. However, these adolescents

96 VOLUME 3, No. 2 (10), 2017 possess good technological skills and individual selfish abilities aimed only to achieve their own well-being. It became impossible to ignore this problem, and the government of the Russian Federation started implementing several measures aimed at developing the cultural sphere of the individual, as well as his practical abilities. Thus, in a message to the Federal Assembly in 2016, the president noted that the moral basis determines the viability of the society; that it is necessary to create projects in theaters, museums, film studios that will attract the attention of the youth, develop their culture, and broaden their horizons [18]. With the arrival of the new minister of education O. Vasilieva, there have also been changes in the education system that have affected all the levels of education, from pre-school organizations to higher education. In the system of preschool education in 2012 the new federal state educational standards were introduced in which aesthetic education was distinguished as a type of education of a separate level. Per I.S. Sleptsova, these standards are aimed to establish a system of pre-school educational process, that would develop the most sensual and emotional sphere of young personality. “…the main task of the pre-school education is to develop the basis of personal culture of a child… the kindergarten can be called as a specific “garden” where the child soul and personality is growing [17]. Aesthetic education of preschool children in the contest of pre-school standards is considered as “a development of the preconditions of the value-semantic perception and of understanding the works of art ..., the world of nature; the formation of aesthetic attitude to the world around us; the formation of elementary ideas about the world of art; ... implementation of the independent creative activity of children (visual, constructive-model, musical, etc.” [13]. This means that the aesthetic component should be considered while organizing the educational process in pre-school. It would allow to develop the skills that lie at the base of harmonious personality. The concept of the harmoniously developed personality implies the formation of the following aspects: mental, moral, spiritual, physical, aesthetic and many others. The absence of at least one of these components violates the integrity of the individual. A highly-educated person, who lacks spiritual, moral and aesthetic ideas, is flawed, and can have destructive consequences for himself and for all mankind. The world history can name such examples. The Great Russian writer Anton Chekhov said: “Everything should be perfect in man: soul, body, face, thoughts” [2]. In all the historical times a wide range of Russian poets, writers, pedagogues, statesmen and religious figures considered the beauty of man to be the highest spiritual essence (Metropolitan Hilarion of Kiev, I.I. Betskoi, K.D. Ushinsky, L.N. Tolstoy, I.A. Ilyin, M. Gorky, etc.). It can be truly said that aesthetic culture is an indispensable and very important component of the person, who is capable and ready to self-realize in the conditions of the modern society. What is really the notion of “aesthetic culture” connected with? Many researchers admit the connection between aesthetic culture of a person and the spiritual and moral sphere of human life. Thus V.A. Razumniy believes that aesthetic culture is a system of aesthetic needs of an individual, and it is a part of the spiritual life of a person [15]. Z.Y. Rakhmatullina defines aesthetic culture as “... a part of culture of the society that reflects its ability to ensure the development of aesthetic relations and the unity of aesthetic knowledge, feelings, beliefs, social rules” [14]. The analysis of the literature showed us that the term “aesthetic culture” has a broad interpretation of its content. Aesthetic culture expresses the spiritual, moral, religious, political, technical spheres of human life. The central element of aesthetic culture is aesthetic creation and it enriches the spiritual aspect of the human being.

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To sum up we can admit the following: aesthetic culture is a means of formation of a spiritual person; a person with high moral standards; an active, educated, multi-skilled person; a person that loves his Motherland and cares about the future of his nation; a person who can distinguish good and evil, who knows the difference between the truth and the lie, who can appreciate real spiritual values from the false ones, differentiate the beauty from the ugliness. With the notion of aesthetic culture researches associate the beauty in people’s behavior, in their appearance, in their environment, in the created objects that include artistic, musical works, art, poetry (L.G. Berger, V.S. Bibler, V.A. Blumkin, L.S. Vygotsky, O.G. Drobnitsky, V.V. Kandinsky, A.I. Scherbakova, and others). The scientists point that personal creative activity, intellect and worldview depend on how aesthetic culture is developed in the personality. There exists a point of view that considers that a person does not need any special knowledge or skills to perceive and understand the beauty, that you may just see a beautiful landscape and receive an aesthetical pleasure. However, there are more complex and multifaceted forms of art and beauty that require special preparation. With an insufficiently developed aesthetic culture a person cannot fully enjoy the artworks contemplation; cannot grow spiritually and morally. A famous Soviet and Russian culturologist M.S. Kagan has always signed that personal aesthetic culture is not congenital characteristic, that it should be cultivated throughout all the process of ontogeny in games, work, leisure and studies [8]. Nearly all pedagogues consider that it is worthwhile to start to form the basics of aesthetic culture at preschool age. Russian culturologist and pedagogue B.T. Likhachev wrote that the pre-school age period is a crucial period to develop moral and aesthetic aspects in child personality [11]. Many psychologists consider this age a sensitive period for the development of the basis of aesthetic culture. The child’s organism is physiologically and mentally ready for the perception of the beauty of the surrounding world (at this age the formation of imagination, attention, memory and other mental processes are taking place and become established, moreover the pre-school age kid demonstrates interest to his environment and every day he is discovering something new). The theory and empirical evidence of social pedagogy show that a child with formed aesthetical culture can perceive, understand and feel the beauty around him; can introduce the aesthetical components in everyday life. He also aims to transform the world around him with the aesthetical laws and principles. This was studied in the works of modern social pedagogues (L.V. Mardakhaev, A.E. Egorychev and other). At pre-school age the aesthetic component of the personality is manifested the most in games and art. The Great Russian pre-school pedagogue T.S. Komarova notes that “one of the main conditions for the full-fledged formation of aesthetic culture (for the formation of the artistic skills) is the attention payed to the children art and creativity (which can be best seen in games, drawing, theater, music and other)” [9, p. 88]. The child is exploring really fast the surrounding world, every day his brain absorbs a huge amount of information that is then approached and analyzed by himself. The most vivid perceptions are reflected in the kids’ artistic works. If the educational process is well organized and the proper activities are chosen, it becomes possible to form a harmonious personality with high aesthetical demands. At that point the life of a child fulfills with the new interesting content. One important thing to note is that the novelty in a child art and creativity is subjective. It does not reveal any new, unknown before information for adults, however, these discoveries are extremely important for the developing personality. Very often the discoveries made in childhood influence all the subsequent life. Art-critics and historians believe that art is the leading factor in the aesthetic education. As it was mentioned before it forms a basis of a child development. During art and musical

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classes a favorable climate is being created. This atmosphere is indispensable for comfort interpersonal communication and the interaction abilities are being formed. During the art classes, not only the aesthetic sphere of the personality is developing but also the mental processes, the primary creative and intellectual abilities. All these changes systematically help kids to get ready for school, helps to change the leading activity from “game-activity” to the “study-activity”. Art, to a greater or lesser extent, surrounds child from the moment of his birth. A person, who has been used to perceive the surrounding world through the system of artistic patterns since young age seeks to introduce everywhere in his life the aesthetic components. The term “beauty” includes not only the visual one, but the beauty of personal judgments, thoughts, actions and believes. During the process of cognition of art, the all the personal qualities of a child are being developed and he learns to live in accordance with the laws of the beauty. Many pedagogues emphasize the idea that the process of inducing a child into art culture in the system of pre-school education is needed to form a harmonious personality [7]. The pre-school child acquaintance with the world of culture is considered as communication, where the artistic language of different arts is used. The possible means of formation of the basis of aesthetic culture are: visual arts, musical activity, theater, folk crafts studying, folklore itself and literature. All these methods and forms enrich and develop the child. The Great psychologist L.S. Vygotsky wrote that the contact with literature, music, nature, create perfect conditions for the developing of the such called “clever” emotions [20]. One cannot but agree with the opinion of N.F. Gubanova about the fact that art, music, literature, theater have great influence on the developing conscience of a child. Art engenders a wide range of personal emotions, forms empathy. During the process of interaction with art young spectator, discoverer, listener learns how to percept the world from the new aesthetical aspect. The fine art works bring the joy of discovery, the aesthetic and spiritual gratification to a young creature. When we mention the works of art we, obviously, consider those, that are approachable and comprehensible to a pre-school age kids. A lot of such examples can be named: kids’ songs, national music, fables, myths, poems, choreography and theatric presentations, graphical art. All these mediums not only develop the aesthetical culture of a child but also introduce to him the national cultural property, form patriotism also called “amor patriae”, elevate the national identity and unity. For centuries, folk art enables to get to know the surrounding world better, to look back into the past, to express the personal attitude to the actuality. Art historians, critics and pedagogues (V.S. Voronova, G.K. Vagner, N.P. Sankulina, A.P. Usupova and other) marked the important role of the folklore in the aesthetical children education. Famous pedagogue N.P. Sankulina noted that “pre-school children may easily understand the works of ornamental folk art masters, of carving, traditional needlework, folk toy men. Young creatures understand them deeper and better that fine art… this may help the pre-school pedagogue to form the artistic taste in the child personality” [16, p. 189] As it was mentioned above, the introduction of folklore elements into the educational process forms the patriotism, develops the resistant morality, the understanding of good and evil, establishes the stable interest to the beauty that surrounds us. G.P. Novikova advices to use educational methods, aimed to the systematical and integrative children inclusion into the folk art by using all its variations [12]. During the process of formation of aesthetical culture with the methods of art, including folk art, is becomes possible to fully develop all the mental and psychological processes of a child: musical hearing (music and theater), the capability to see the world through the artistic and aesthetical visualization (art), to move gracefully (choreography and dancing), the ability to express oneself and to communicate (theater). This problem has been studied by a large number

99 CONTEMPORARY PROBLEMS OF SOCIAL WORK of scientists (O.S. Ushakova, V.I. Yashina, V.K. Kotirlo, M.V. Krulecht, M.V, Lazareva, A.A. Len, V.T Kudriavzev and other). The analysis of pedagogical science literature and the proper work experience in pre-school structure enable us to admit that the introduction of the methods of aesthetical education into the process gives unlimited possibilities to the reproductive and productive children activity. In result the child can perceive and feel the beauty, can take part in the process of creation of something beautiful and artistic, can grow emotionally and mentally. The well organized and structured activities aimed to form the basis of aesthetic culture make it possible to realize the following tasks: 1. To form the children aesthetic feelings. 2. To develop the constant interest to art in all its possible expressions. 3. To enlarge the children knowledge of the various manifestations of art. 4. To form the habitude to introduce the aesthetic elements in everyday life and in social relations. 5. To develop the intellection, imagination, memory, creative activity of a child. 6. To form the basis of the aesthetic taste and to develop the ability of the emotional reaction and reflection to the art objects. In the pedagogical publications, the phenomenon of aesthetic culture includes the following components: the aesthetic perception (the ability to percept the beauty), the aesthetic feelings (the emotional reaction to the environmental events), the aesthetic needs (the need to interact with art values), the aesthetic tastes (the ability to evaluate the aesthetic events) and the aesthetic ideals (personal believes about the finest ideals in art, beauty, nature and human beings as well). All these components have natural organic unity and should be developed integrally. In pre-school age period, it is effectually to use the complex, integrated system when talking about the aesthetical education. N.L. Kulagina mentions that “the term “integration” in the pedagogical science… means the creation of the new… “mono-object” as result of the connection and integration of two or more distinct educational disciplines, that continue to keep their individuality and autonomy” [10]. Relatively to the aesthetic education the integrational approach is a process of integration of different art manifestations (music, visual art, poetry, choreography and different artistic games) in united educational process. The “…phenomenon of the complex formation of the aesthetical and artistic capabilities can be explained with the possibility to express the occurrence of the actuality using the methods and forms of specific art” [9, p. 94]. Thus means that it is advisable to organize a simultaneous introduction of every art typology into the pre-school educational program and to show the close connection between them. The child should understand that the existence of the theater is impossible without music, and music would not have the same impact on our hearts without dancing. Such approach facilitates the formation of the artistic imagination in child personality. Apart from the introduction of the folklore into the child’s life it is desirable to immerse himself into those aesthetical events that are quite easy to understand at that age, that surround him at everyday life. A good example might be the communication and the interaction with the nature. Pedagogues advice to develop children’s feelings and perception, enrich their sensorimotor experience; to develop the ability of targeted observation during the contact with the nature; to introduce all the variations and magic of the nature. The complex approach, used to form an aesthetical culture, is particularly used when child gets in contact with nature. It is an irreplaceable approach in pre-school education. When children describe the events that happen in the environment their teachers should involve other art methods such as: poetry, music, painting, dancing, etc. During the lessons pedagogues may include some elements of multicolor world of nature in the artistic process of pre-school-

100 VOLUME 3, No. 2 (10), 2017 ages. For example, kids may transfer the landscape that they observe from the window of their classroom into their paintings, art and even poetry. Psychologists consider that pre-school age kids should spend more time outside and go for a walk in the forest, parks. They should learn the biodiversity of the flora and fauna; learn how to preserve our nature. The famous writer M.M. Prishvin wrote once the phrase that became an aphorism: “Protect our Nature means to protect our Motherland”. The best thing would be to form an interest to the unknown before nature manifestations, such as sparking snow on the sun, or the frosty patterns on the windows. Pedagogues teach kids to identify the different shapes of vegetables, fruits, trees and leaves; to see the difference of the colors, of their texture. This develops the aesthetical perceptions of the kids. When children communicate with animals they usually admire their grace, plasticity, energy and natural beauty. When interacting with children, pedagogues should make it clear that in different fine arts – music, drawing, theater – the beauty of nature is shown in different modes. A musician gets inspired with the spring sounds; a painter mixing the colors shows the beauty of the autumn forest; a sculpture immortalizes the perfection of the surrounding world. All the folk art is permeated with nature motives. Using an integrative approach, teachers draw analogies between different forms and artistic images. For example, a child who knows the shape of an oval can easily draw a cloud; if he knows the shape of a circle, it becomes possible to draw the sun; a tree can be drawn as a triangle. Thus, the kid conducts a primary analysis of the objects in the surrounding world and establishes the similarity and the difference of various objects. In art, children learn to develop a sense of color by using the variety of colors found in nature. As well, the creative activity and the imagination (the leading formation of pre-school age) are developed. N.P. Sankulina underlined that in drawings children reflect the surrounding world, establish a system of judgments. Moreover, the sensorimotor etalons become stable. In addition, the drawing lessons develop: an aesthetic perception, a feeling of the form, color, composition, proportion, a capability to perceive various forms of art, a practical artistic ability [16]. Summarizing all the above, it can be concluded that aesthetic culture is an integral part of a harmoniously developed personality. Aesthetically educated person can perceive, feel, understand and love the beauty presented in all the surrounding events and in all the humanity. A person with a developed aesthetic culture possesses a desire to grow personally and to change the reality in accordance to the aesthetic laws. If the cultural formation process is taken place at the right time, the child becomes a person with a high morality and high standards. He enters the world of social relation with solid spiritual and moral orientation. It is possible to say that aesthetical culture, which characterizes both artistic and intellectual sphere of life, is a base component of a culture of a person. Without an aesthetic base in child personality there would have been a “robot”, incapable to admire all the beauty around him. Conversely, a kid that is used to see aesthetic elements in his everyday life, the beauty in the people around him, in all the humanity; a kid who preserves the national dignity, saves our Nature may transform our reality and make our world a little bit kinder and better, a little bit more harmonious. This compensates all the effort spent on his education.

References 1. Bazeluk V.V., Churashov A.G. The formation of aesthetic culture of senior pre-school children in additional education by using the means of choreographic activity as an actual pedagogical problem // Bulletin CSPU. 2011. No. 12–1. 2. Chekhov A.P. Uncle Vanya, 1896. Complete works and letters in 30 volumes. Compositions. Volume 13. M.: Science. 1986. 3. Egorychev A.M. National spiritual traditions in the formation of the Russian education system // Alma Mater (Herald of the Higher School). 2010. No. 2. P. 30–36.

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4. Egorychev A.M. Modern Russian education system: the context of spiritual traditions // Modern Scientific Research. 2012. No. 6 (3). P. 7–12. 5. Egorychev A.M. Social development of human development, education and socialization on the meanings and value national culture. // Modern Scientific Research. 2013. No. 5 (2). P. 9–16. 6. Gubanova N.F. Theatric activity of preschoolers: 2–5 years. Methodical recommendations, abstracts of classes, scenarios of games and performances. M.: WACO. 2011. 256 p. 7. Gubanova N.F. Artistic and aesthetic creativity of preschool children as social and cultural phenomenon in the context of T.S. Komarova scholar school // Pedagogical Education and Science. 2016. No. 5. p. 30–35. 8. Kagan M.S. Aesthetics as a philosophical science // University course of lectures. SPb.: LLP TC “Petropolis”. 1997. 544 p. 9. Komarova T.S. School of aesthetic education. M.: The publishing house “Kingfisher”. 2006. 418 p. 10. Kulanina I.N. Integrated development of various kinds of arts in the artistic and aesthetic education of children // Pedagogical Education and Science. 2016. No. 5. P. 25–30. 11. Likhachev B.T. Pedagogy: a course of lectures. M.: Humanities. Center Vlados. 2010. 647 p. 12. Novikova G.P. Interrelation of different types of folk art in the aesthetic education of children. School of aesthetic education. M.: Kingfisher. 2006. 418 p. 13. Order of the Ministry of education and science of the Russian Federation of 17.10.2013 No. 1155 «On the approval of new Federal State education standards of preschool education». 14. Rakhmatullina Z.Y., Fatkullina Z.Y. Aesthetic culture of the individual and society: the modern dimension. Ufa: BSU. 2008. 15. Razumny V.A. About the social necessity of aesthetic education. Art education. Berlin. 1978. 16. Solomennikova O.A. Folk art as a means of forming an aesthetic attitude to reality. School of Aesthetic Education. M.: Kingfisher. 2006. 17. Sleptsova I.F. The new educational policy in the contest of federal state educational standards of preschool education// Pedagogical Education and Science. 2016. No. 5. P. 20–23. 18. The President’s message to the Federal Assembly. URL: http://kremlin.ru/events/president/ news/53379. 19. Trusova E.L. The interrelation between music and theatric activities in aesthetical education of senior pre-school age children. M. 1986. 20. Vygotsky L.S. Imagination and creativity in the preschool age. SPb. 1997. 21. Zatsepina M.B. Culture as the basis of the development of a child of preschool age: monograph. M.: RITZ MGGU n.a. M.A. Sholokhov. 2011.

REFERENCE TO ARTICLE Klyuzko, D.D. (2017) Aesthetic Culture As a Method of Preschool Children Personality Formation, Contemporary Problems of Social Work. Vol. 3. No. 2 (10). P. 96–102. DOI: 10.17922/2412-5466-2017-3-2-96-102 (International bibliographic description).

CONTACT INFORMATION: Klyuzko Daria Dmitrievna Methodologist Private School “Snow White” Kurkinskoye highway, 42, build. 3 125466 Moscow, Russian Federation E-mail: [email protected]

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Romanovtseva O.V., engineer, Russian State Agrarian University – Moscow Timiryazev Agricultural Academy, Moscow; postgraduate student, Moscow. E-mail: [email protected] UDC 378 DOI 10.17922/2412-5466-2017-3-2-103-112

Independent Work of Students of a Technical College Distance Learning and Its Role in Professional Training of Bachelors – Future Engineers

Receiving date: Preprint date: Taking to print date: 21.02.2017 27.03.2017 28.04.2017

Annotation: the article is devoted to consideration of independent work of students of technical University distance learning and its role in the training of undergraduate engineers. The article reveals the essence and content of independent work of undergraduate correspondence courses. In the analysis of the reviewed literature reveals the concept of independent work of students. Examines the factors that have influence on the independent work of bachelors students. Discusses the need for independent work of students of technical University in the light of an examination of the Federal state standards of higher education. Examines the role of independent work in the training of students of correspondence courses of the University technical profile. Key words: independent work of students time students, the University technical profile bachelors future engineers, work programs, technical disciplines, professional competence and professional competence, professional competence and cultural competence future specialists, educational process, professional training, self-education. JEL classification: I200, I290.

Introduction 1. Problem definition The educational process in a technical University, organized in such a way that it contains quite a large amount of independent work. Directly, with the purpose of formation of skills of independent work of students of the correspondence form of education designed educational program of training engineers in technical universities. This takes into account the need for continuous improvement of skills of independent work of students of correspondence courses. Independent work in the training of future engineers in a technical University in the process of their formation as future professionals, plays an important role. The students in the learning process build individual route self-study is the development of the qualities necessary to the modern specialist (independence, self-discipline, discipline, responsibility). In the system of higher education a significant role in the formation and development of the specialist allocated independent work of the students. As rightly distinguishes S.I. Arkhangelsky in his writings: “In high school, the learning process is a system of organization and management of students’ cognitive activity in the process of studying their respective subjects. There is a predominance of self-learning, independent recourse to the sources of

103 CONTEMPORARY PROBLEMS OF SOCIAL WORK scientific information. Therefore, the main methods of educational work in higher education is not a message to the students of content subjects, and develop their abilities and skills of independent acquisition of knowledge and skills, teaching students to use this knowledge in solving academic, scientific and professional problems” [3, p. 15–16]. The authors of modern educational research indicate the important place of independent work in educational process of modern universities, including and technical. Experience shows that teachers are in the process of mastering technical subjects are not only trying to teach them the scientific organization of independent work, but also help students in continuous improvement of this process. Modern professionals need to be prepared for continuous self-improvement, self- development, self-organization and self-education in their professional activities. We can see this in the study of the Federal State educational standards of higher education in areas of training 23.03.02 “Ground transport-technological complexes” and 23.03.03 “Exploitation of transport and technological machines and complexes” (bachelor level), regarding the transfer of competencies that graduates should have mastered the undergraduate program in areas of training of future engineers. Modern researchers (L.A. Burdonsky, G.I., Golobokova, E.A. Igumnova, T.V. Luchkina, S.E. Starostina) indicate in their works the need to clarify for students that they should constantly improve their skills, update professional knowledge, considering the latest advances in technology and the demands of modern society to correspond to the modern level of scientific- technical progress in production. They say that a large role in the development of skills of self- improvement and self-development are given independent work, especially in the preparation of technical University students – future engineers to the skills of constant exploration of new information that changes. Part-time students enrolled in the directions and profiles of training of future engineers, you must be familiar with a sufficiently large volume of scientific-technical, methodological, educational literature dedicated to the study of the technical discipline to be able to perform tasks accordingly the curriculum of studying this discipline. You can say that big a role in the skills of self-improvement and self-development plays an independent work. It prepares of a technical University student – the future specialist to the skills of constant exploration of new information that changes and the readiness to correspond to the modern level of scientific-technical progress in production. Hence the need for continuous improvement of independent work of part-time students. Personal interviews with teachers, leading classes of future engineers in the first year of the correspondence Department, showed that the task of the teacher is to help the student to understand the subject. Lectures are Advisory in nature, help to reveal the basic structure of the subject. But the main and important task of the teacher is to help student external student to master the scientific organization of independent work. Arkhangelsky S.I. wrote in his writings that the scientific organization of educational process is a system of establishing optimal relations for all components of training in order that they could reasonably, rationally operate and develop [3, p. 15–16]. Analysis of working programs and curricula for the study of technical subjects for students enrolled in correspondence courses, shows that in them a significant place is given to independent work. The number of hours for independent work of students under the directions and profiles of engineering education, approximately eighty percent of teaching hours allotted to the study of a specific technical discipline. Independent work in the training of future engineers in a technical University in the process of their formation as future professionals, plays an important role. The students in the learning process build individual route self-study is the development of the qualities necessary to the modern specialist (independence, self-discipline, discipline, responsibility).

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This fact suggests that independent work of students has an important place in the process of training of future engineers. The learning abilities of students in the first year showed that many students after school do not have the skills that are required in high school. The concept of independent work is widely represented in the literature. “The most significant group of researchers and educators-practitioners – emphasizes S.I. Arkhangelsk, – independent work is defined as the activity of students aimed at the complete assimilation of the curriculum, without direct participation of the teacher in classroom and extracurricular time. It is usually stated that in the planning and organization of independent work it is expected that developing such skills, creative thinking, cognitive activity” [2, p. 315–316]. Personal interviews with teachers, leading classes of future engineers in the first year of the correspondence Department, showed that the task of the teacher is to help the student to understand the subject. Lectures are Advisory in nature, help to reveal the basic structure of the subject. But the main and important task of the teacher is to help student external student to master the scientific organization of independent work. Arkhangelsky S.I. wrote in his writings that the process of learning in higher education is a large and complex system, consisting of a large number of components and subsystems that require precision, stability, order, and rationality in management, given the ultimate goals and objectives of training. Mainly that is the scientific organization of the educational process and, in particular, the scientific organization of independent work of students. Scientific organization of educational process is a system of establishing optimal relations for all components of training in order that they could reasonably, rationally operate and develop [2, p. 6–7]. Analysis of working programs and curricula for the study of technical subjects for students enrolled in correspondence courses, shows that in them a significant place is given to independent work. The number of hours for independent work of students under the directions and profiles of engineering education, approximately eighty percent of teaching hours allotted to the study of a specific technical discipline. Independent work in the training of future engineers in a technical University in the process of their formation as future professionals, plays an important role. The students in the learning process build individual route self-study is the development of the qualities necessary to the modern specialist (independence, self-discipline, discipline, responsibility). 2. The nature and content of independent work of students time students in a technical University The term independent work is widely represented in the literature. Problems of organization of independent work of students in high school engaged in such scholars as S.I. Arkhangelsky, M.G. Garunov, E.Y. Golant, S.I. Zinoviev, B.G., Johansen, A.G. Molibog, N.D. Nikandrov, R.A. Nizamov, P.I. Pidkasistyj. The study of the works of the above authors showed that a single definition of the term that they had not formulated. These researchers revealed this concept from different angles. Under “independent work”, in particular understand: – independent search of necessary information, acquisition of knowledge, use this knowledge in solving problems of educational, scientific and professional nature [2, p. 5–6]. – a variety of activities of students, such as: individual, group, cognitive, carried out during lessons or in extracurricular time without direct supervision but under the supervision of a teacher [21, p. 26–27]. – activity which consists of many elements, such as creative perception and comprehension of educational material during lectures, preparing for class, exams, tests, writing of term papers and diploma theses [20, p. 32]. – method of teaching where students are under the direction of teacher and according to his instructions, solve the tasks in a dedicated time for it and in the manifestation of their

105 CONTEMPORARY PROBLEMS OF SOCIAL WORK commitment and motivation for independent work, which culminates in a certain result of the paper (L.V. Zharova) [22, p. 69]. – organization of independent work at higher school is considered as a system of measures to develop such personality traits as active and independent, developing their skills in the efficient acquisition of useful information [22, p. 70]. – the system of various tasks, which give to the students in educational and extracurricular time in order to learn the professional and pedagogical knowledge and skills, develop pedagogical knowledge, to develop professionally important qualities of personality of a student, to gain experience in creative activities and develop an active professional-pedagogical position (L. V. Grigorenko) [22, p. 71]. One of the first steps in self-education (I. L., Naumenko) [13, p. 56]. – not only educational and research activity of a student without the direct assistance of the teacher, but also the cognitive activity of the learner in the zone of proximal development [29, p. 11]. – a peculiar method of teaching in which the organization and management of independent activities of students during the learning process includes the subject matter, and methods of teaching or of scientific knowledge [2, p. 176–177]. As we can see from the work of V.S. Listengarten and S.M. Godnik “Independent activity of students: a guide for professors” that they are given the following definition of independent work: “the most significant group of researchers and practitioners defines an independent work as the activity of students aimed at the complete assimilation of the curriculum without the direct involvement of the teacher in classroom and extracurricular time. It is usually stated that the planning and organization of independent work involves the development of appropriate skills, creative thinking, cognitive activity” [16, p. 15–16]. That is, students ‘ independent work has its goal, originally set by the teacher before the student or put the students before himself, the intensity of doing the work and your end result. The results of the work relate to works in the following manner – meet or do not meet. The intensity of students ‘ independent work depends on a number of factors: external and internal. But we must remember that there are many factors that have a significant importance in the organization of independent work of students of correspondence courses of a technical College. For independent work of students directly affected: lack of students ‘ time in connection with the need to work; inability to study the scientific data, published in the new scientific journals, collections, magazines, the Internet. Also the fact that in public libraries there are only outdated textbooks and tutorials. That is, the factors influencing the individual work of students with the following: – factors that are didactic in nature – the factors that determined personal characteristics of students – socio-psychological factors – factors of an institutional nature. The students of higher educational institutions in view of the intensification of educational process, self-consciously master the information that will be useful to them in their subsequent professional activities. They need to understand that the training of professionals who could compete in the labor market, begins with self-study as basic skills to meet the requirements of modern times, when training and even retraining is needed everywhere in all types of industries. In order to master the skill of independent work of students of correspondence courses of a technical College need to learn how to plan your time and actions. Students need to learn the rational organization of the sequence of its activities, learn to determine the goals and content of their work, to engage in a constant self-control and self-esteem, to be able not only to take

106 VOLUME 3, No. 2 (10), 2017 into account the results of their work in future work, but also to calculate the forces for further effective activities. Researchers L.A. Burdonsky, G.I. Golobokova, E.A. Igumnova, T.V. Luchkina, S.E. Starostina has dedicated his collective monograph “Independent work of students in modern University” to address the issues of organization of independent work of students. Consideration of the organization of the module-rating system of educational process organization and implementation of independent work of students within this concept, conducted an experiment with a new approach to independent work of students. 3. The role of independent work in vocational training of bachelors of correspondence courses of the University technical profile Consider the Federal State Educational Standard of Higher Education to direction of preparation (undergraduate level) 23.03.02 “Ground transport-technological complexes” profile “Machines and equipment for liquidation of consequences of emergency situations, natural disasters and fighting fires,” profile “Machines and equipment of environmental engineering and environmental protection” (including for distance learning). To understand what are the requirements for graduates of technical universities, studying in the profiles of engineering training. Bachelors-learning training programme in accordance with the standard, should be ready to solve professional tasks in the following areas: research, design, production and technological, organizational and managerial. When performing professional tasks of the graduates of technical universities, members of the performing arts groups should be formed following skills. They must be able to perform theoretical and experimental research, to the planning, design and engineering work, development of methods and means tests for control of quality of products, organization of technical control in the study, design, manufacture and operation of land transport-technological machines and technological equipment. Graduates who master program bachelor technical profile, it is necessary to form General cultural competence, such as the ability to self-organization and self-education (cultural competence-7); From part-time students who master the undergraduate program, it is necessary to form the following General competences: ability to formulate goals and objectives of the study, identify priorities when solving a problem, ability to choose and create assessment criteria (General professional competence-1); The ability to use modern research methods to evaluate and present the results of the work performed (General professional competence-2); The bachelors distance learning technical profile, it is necessary to form professional competences which correspond to the types of professional activities, which focus on programs of preparation of future engineers: Research activities: – to be able with a group of performers to performing theoretical and experimental research on the search and testing of new ideas in the improvement of land transport-technological machines, their technological equipment and the ability to create complexes on their basis (professional competence-2). Design activities: – to be able with a group of artists to develop design and technical documentation of new or modernized samples of land transport-technological machines and complexes (professional competence PC-4). Production and technological activity: – to be able with a group of performers to develop programs and methods for testing ground transport and technological machines and technological equipment (professional competence-6);

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Organizational and managerial activities: – to be able with a group of performers to develop documentation for technical control in the study, design, manufacture and operation of land transport-technological machines and technological equipment (professional competence-11). Analyzing all the above mentioned professional competences which must be formed in the bachelors distance learning technical profile, we can see that all of them have in common the need to have the skills of self-improvement, self-development, self-organization. And now we can say that a major role in the skills of self-improvement and self-development plays an independent work. It prepares the bachelor of correspondence courses of the University technical profile of the future engineer to master the skills in mastering the constantly changing information and willingness to comply with the modern level of scientific-technical progress in production. 4. Professional competence and professional training of bachelors’ students and its relationship with the independent work of students There is a need to define the goals and objectives of professional training the future engineers to set the scope of their competencies, which are necessary to develop students ‘ so that technical University carried out the production of literate, well-educated specialists. In the study regulations of the Government of the Russian Federation, its policy documents on education policy (long-term development Concept of the Russian Federation for the period up to 2020; the Federal law “On education in Russian Federation”), the Federal State Standards of Higher Professional Education and Higher Education, we may notice that during the training of the future specialists assumes the development of basic educational programs. In basic educational programs identify the types of activities, the range of competencies, knowledge, skills, and also organizational and methodical ensuring educational process. Special attention is paid to the necessity of formation of readiness of future bachelors for employment in production, this also applies to undergraduate distance learning. The modern level of scientific and technological progress, fast growing industry, the constant introduction of new modern methods in the organization and management of production, suggesting the presence of workers ‘ ability to adapt to constantly changing requirements of scientific and technical progress. In this regard, special attention in the new basic educational programs focused on the need in formation of readiness of future bachelors for employment in manufacturing, which requires development not only of professional, personal qualities. System component in the professional training of bachelors of correspondence courses of the University technical profile, can be called a goal. It is expressed in readiness of the bachelor future engineer to work on the production in the modern scientific and technological progress. It manifests itself in the form of the integral qualities of students, as subjects of labor, and is a complex of the formed competencies. Competencies we call the ability and willingness to use knowledge and skills obtained in the training process of future specialists, to practice in the performance of professional tasks. Professional competence, in turn, is a composite value that consists of key, basic and special competences. These competencies, in turn, are also composite values and consist of key, basic and special competencies. In their research works, I.A. Zimnyaya refers to the concept of competences. She writes that the competencies we can consider the internal, potential psychological qualities of a person such as knowledge, ideas, programs (algorithms) of actions, system of values and relations which then are manifested as competence of a specialist [30, p. 37]. Cultural competence is one of the main personal characteristics of experts in any field of professional activity, including in the area of technical production. Cultural competence is manifested in the abilities to solve professional tasks based on the base skills of using information, skills of interaction with other people.

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General cultural competence are integral value and consist of social, cultural, communicative, social and informational competence a wide range of applications, have a large enough versatility. Cultural competence is produced in the process of development of the bachelors of Humanities, socio-economic and natural-science cycle (philosophy, foreign language, cultural studies, law, history, computer science; bachelors of engineering profiles, is also of theoretical mechanics, mechanics of materials, theory of machines and mechanisms, dynamics and strength of machines, etc.). General professional competence and demonstrate the specific characteristics of each specialty, and are required personal characteristics of a specialist in a particular specialty (medical, technical worker, teacher, engineer, etc.). General professional competence are the component value and consist of competencies such as professional ethics competence domain-oriented competence, methodological competence, which can be attributed to all specialties. We also include in the list of general professional competencies: diagnostic, constructive, designing, organizational, analytical, communicative competence. General professional competences are formed as a result of the development cycle of General professional disciplines needed for all specialties. The block of General professional disciplines is composed of the following modules: fundamental, theoretical, active, integrative orienting. Professional competence reflects the specifics of any specific subject areas of professional activity and is associated with a specific data object and subject of work. Professional competences of students of correspondence courses of engineering specialties mastered in the process of development of special technical disciplines, or in other words, in the process of professional training. Thus, in setting the level of competence and competencies, it is necessary to determine not only knowledge, but skills that should be possessed by graduates of technical universities enrolled in the profiles of engineering training. As we can see from the Federal state standard of higher education, the graduates of technical universities, members of the performing arts groups should be formed following skills for the effective performance of professional tasks in the workplace. Bachelors – future engineers must be able to perform theoretical and experimental research, to the planning, design and engineering work, development of methods and means tests for control of quality of products, organization of technical control in the study, design, manufacture and operation of land transport-technological machines and technological equipment. The bachelors of correspondence courses, which develop programs of engineering profile, it is necessary to form a professional competence, which consists of a knowledge component (knowledge of the theoretical knowledge of the technical discipline) and activity component (the ability to apply theory in solving tasks, tasks). Of course, in some disciplines it is difficult to implement, but required by the regulations. Professional competence is formed in the bachelors of correspondence courses of the technical Institute based on the following competencies: knowledge, skills (cognitive dimension); the willingness to use knowledge and skills (motivational aspect); responsibility for the results of the application of competence (ethical aspect). All of these above aspects are constituent parts, which occurs due to the formation of professional competence of bachelors of engineers. Researchers indicate that the methods and technology used in the competence-based approach, focused on the formation of the action component of competence, which ensures the formation of the first self-esteem, self-actualization, self-development of future specialists. Conclusion Independent work in the training of future engineers in a technical University in the process of their formation as future professionals, play a significant role. Bachelors of correspondence

109 CONTEMPORARY PROBLEMS OF SOCIAL WORK form of education in building individual route of independent work, develop the qualities necessary to the modern specialist, such as independence, organization, discipline, responsibility. Arkhangelsky S.I., speaking about the role of independent work in the training of students – future professionals, rightly draws our attention to the fact that “in connection with the development of science, technology and production of the practical professional training of students must be subjected to constant adjustments and changes. First-year students received some practical training in subsequent courses need to be complemented and re-evaluation of this training, given all the changes that then occurred. This means that the content of practical training of students in the first place, it is necessary to maintain the level of development of modern science, technology and production. This student needs to help skills, an independent work. Students in the graduate school, must be completely prepared for their practice at the level at which they are included and in addition aware of the ways of its upcoming development” [3, p. 328–329]. During the educational process in technical universities in the professional training of future engineers, is the development of professional competence of bachelors of correspondence courses based on the following competencies: knowledge, skills (cognitive dimension); the willingness to use knowledge and skills (motivational aspect); responsibility for the results of the application of competence (ethical aspect). All of these above aspects are constituent parts, through which is formed the professional competence of undergraduate engineers. We can observe that in the educational process of a technical College in the training and developing of professional competence of bachelors distance learning plays a big role, independent work of students. In the study of the Federal state standard of higher education, we can see that the technical graduates of the University, members of the performing arts groups should be formed following skills for the effective performance of professional tasks in the workplace. Bachelors – future engineers must be able to perform theoretical and experimental research, to the planning, design and engineering work, development of methods and means tests for control of quality of products, organization of technical control in the study, design, manufacture and operation of land transport-technological machines and technological equipment. When analyzing all the above mentioned professional competences, which are necessary to form the bachelors of correspondence courses of the University technical profile, we see that all of them have in common the need to have the skills of self-improvement, self-development, self-organization. As we mentioned above, the skills of self-improvement and self-development self-organization plays a big role, independent work of students, especially students of the correspondence form of training. From the foregoing, we can speak about a significant role of independent work in the training of undergraduate engineers. It prepares the bachelor of correspondence courses of the University technical profile of the future engineer to master the skills in mastering the constantly changing information and willingness to comply with the modern level of scientific- technical progress in production.

References 1. Andreev A. Knowledge or competence? // Higher education in Russia. 2005. No. 2. P. 3–11. 2. Arstanov M.J., Pidkasistyj P.I., Khaidarov J.S. Problem-model learning: theory and technology. Alma-Ata: School. 1980. 207 p. 3. Arkhangelsky S.I. Lectures on the scientific organization of educational process in higher education. M.: Higher school. 1976. 200 p. 4. Arkhangelsky S.I. Educational process in higher education: its laws and methods. M.: Higher school. 1980. 368 p.

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5. Bordonsky L.A., Golobokova G.I., Igumnova E.A., Luchkina T.V., Starostina S.E. Independent work of students in the modern university: monograph. Chita: Zabaykalsky State Pedagogical Universitet. 2015. 358 p. 6. Epremova N.F. Competence in education. Formation and evaluation. M.: National education. 2015. 416 p. 7. Egorychev A.M., Khoroshilova S.P., Sklyomina O.A., Minakova E.S., Kostina E.A. Students’ academic mobility in the Russian educational environment // Novosibirsk State Pedagogical University Bulletin. Vol. 6. 2016. Issue 4. P. 29–38. 8. Egorychev A.M., Mardochaev L.V., Rybakova A.I., Fomina S.N., Sizikova V.V. Society and education in the early of XXIth century: Integration of tradition and innovation //Journal of Advanced Research in Law and Economics. Vol. 5. 1 December 2014. Issue 2. P. 82–91. 9. Federal state educational standard of higher education to direction of preparation (undergraduate level) 23.03.02 “Ground transport-technological complexes” profile “Machines and equipment for liquidation of consequences of emergency situations, natural disasters and fighting fires,” profile “Machines and equipment of environmental engineering and environmental protection”. 10. Filatov L.O. Competency-based approach to building learning content as a factor in the development of continuity of school and higher education // Additional Education. 2005. No. 7. P. 9–11. 11. Golub G.B., Perelygina E.A. Churakova O.V. Fundamentals of project activity of the student guidelines for teaching the course. M.: Educational literature. 2006. 224 p. 12. Ivanova E.O. Evaluation of the behavior of teachers in problem situations. Directory of head OU. 2007. No. 1. P. 6. 13. Kopotuk I.G. Independent work of students as a means of enhancing professional-cognitive activity in the process of studying of pedagogical disciplines college: thesis for the scientific degree of candidate of pedagogical sciences. Yaroslavl. 1999. 186 p. 14. Kozjakov R.V.,Fomina S.N.,Rybakova A.I. Sizikova V.V., Petrova E.A. Educating social-profile specialists for working with a family of a child with health limitations: Competence approach // Research Journal of Pharmaceutical, Biological and Chemical Sciences. Vol. 6. 2015. Issue 1. P. 1852–1861. 15. Lisitsyna L.S. Theory and practice of competence-based training and certifications on the basis of network information systems. SPb.: ITMO. 2006. 147 p. 16. Listengarten V.S., Godnik S.M. Independent work of students: the handbook for University teachers. Voronezh. 1996. 96 p. 17. Martirosova T.A. Formation of readiness to the labour activity of the future bachelors in the educational process of the university: the dissertation on competition of a scientific degree of the doctor of pedagogical sciences. Krasnoyarsk. 2016. 357 p. 18. Medintseva I.P. Competence approach in education. Pedagogical skills: the materials of II international scientific conference. M.: Buki-Vedi. 2012. 19. Modernization of general education: evaluation of educational outcomes: teacher’s book. SPb.: Soyuz. 2002. 20. Molibog A.G. Scientific organization of pedagogical work in higher education. Minsk: High school. 1985. 396 p. 21. Nizamov R.A. Activation of learning activities of students. Kazan: The Tatar book publishing house. 1989. 62 p. 22. Organization of students independent work on pedagogical disciplines [Text]: educational- methodical complex. SPb.: RGPU named after A.I. Herzen. 2009. 123 p. 23. Panina T.S. Modern methods of enhanced learning: the textbook for higher education institutions: recommended by UMO of higher education institutions of the Russian Federation. M.: Academy. 2008. 176 p. 24. Pedagogical foundations of higher distance education: textbook. M.: All-Russian correspondence institute of railway engineers. 1991. 182 p. 25. Rosina Y. the Organization of independent work of students in the context of innovative education // Higher education in Russia. 2006. No. 7. P. 109–115. 26. Romanovtseva O.V. The competence approach in education // Contemporary Problems of Social Work. Vol. 2. 2016. No. 4 (8). P. 83–91. 27. Rubanik A., Bolshakova G., Telnykh N. Independent work of students // Higher Education in Russia. 2005. No. 6. P. 120–124.

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28. Senashenko V., Zhalnina N. Independent work of students: actual problems // Higher Education in Russia. 2006. No. 7. P. 103–109. 29. Zaydman I.N., Efremova O.A. How to teach one and all: educational-cognitive activity on the basis of individualization and differentiation: practice-oriented monograph. Novosibirsk: Publishing house of NSPU. 2014. 352 p. 30. Zimnyaya I.A. Key competences – new paradigm of education result // Higher Education Today. 2003. No. 5. P. 34–42. 31. Zimnyaya I.A. General culture and socio-professional competence of the person // Higher Education Today. 2005. No. 11.

REFERENCE TO ARTICLE Romanovtseva, O.V. (2017) Independent Work of Students of a Technical College Distance Learning and Its Role in Professional Training of Bachelors – Future Engineers, Contemporary Problems of Social Work. Vol. 3. No. 2 (10). P. 103–112. DOI: 10.17922/2412-5466-2017-3- 2-103-112 (International bibliographic description).

CONTACT INFORMATION: Romanovtseva Olga Viktorovna Engineer Russian State Agrarian University–Moscow Timiryazev Agricultural Academy Timiryazevskaya str., 49 127550 Moscow, Russian Federation E-mail: [email protected]

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Safonov M.A., lecturer linguistics faculty, department of linguistics and translation, postgraduate student, Russian State Social University, Moscow. E-mail: [email protected] ORCID ID: orcid.org/0000-0001-6712-2537 UDC 378.146:811.581 DOI 10.17922/2412-5466-2017-3-2-113-120

Chinese Realities in the Light of Native Language

Receiving date: Preprint date: Taking to print date: 23.02.2017 27.03.2017 28.04.2017

Annotation: due to the different typologies of Russian and Chinese languages, the author figures out the typical mistakes and inaccuracies in the structure of Chinese utterances, allowed in the translation by Russian speakers. Using the methods of analysis and comparison, the author establishes that modal verbs, SVO (subject + verb + object) and secondary sentence terms are often the main problem areas in the translation of utterances. Investigating these areas, identify the reasons that do not allow adequate translation. This study can help Russian speakers learn Chinese. Key words: modality, Chinese, SVO, grammar. JEL classification: I200, I290.

Learning the Chinese language is a lengthy and not simple process, requiring a student to have patience and plenty of time. The main difficulty is the influence of the native language in adapting to the specifics and characteristics of the studied language. Projecting grammatical rules, basic principles of sentence structure, modal meanings and vocabulary of the Russian language into Chinese, creates huge problems in communication and in the adequacy of translation. Having got acquainted with Chinese bases, having passed lines, keys, tones and having gathered basic lexicon, the first question appears, namely – how to use all this lexicon? At this stage it is very important to begin formation of the listener’s feeling of language and it is necessary to start from words order in the sentence. Being isolating on morphological classification, Chinese transfers the grammatical relations in the sentence by means of word order, while Russian do it by means of forms of words. It is very important to pay much attention to this problem as in the future the basis of word order in a simple sentence will facilitate understanding of a structure of more difficult types of sentences, i.e. complex and compound. Most Chinese language sentences are constructed in the SVO type, which implies the presence of the subject (subject) in the first place, which reproduces the action transmitted by the verb to the addition (object). The most common mistake related to the violation of the basic principle of the structure of sentences is the permutation of elements within the SVO scheme. If in Russian such a transposition does not carry a violation of the grammatical component of the utterance, then in Chinese language such movements are unacceptable. It should be noted, that in this case, we are not talking about deliberately moving the object to the first place in order to distinguish it [17]. Let’s consider some examples demonstrating how the adequacy of the statement of the translating language suffers through the prism of the source language (the correct version is indicated in parentheses):

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1. Куда ты идешь? (Where are you going?) – 哪儿你去? (你去哪儿?) 2. Какой словарь ты хочешь купить? (What dictionary do you want to buy?) – 什么词典你 要买? (你要买什么词典？) 3. Пришли мои друзья (My friends came). – 来了我的朋友们. (我的朋友们来了). As we see from the above examples, the difference between right and wrong options is essential and without understanding this difference, it is impossible to continue the implementation of speech activity from the position of a synthetic language. After having taken a look at the position of the principal parts of the sentence, it is necessary to pay attention to the secondary ones, namely the attribute and adverbial modifier (of place, time, mode of action). Adverbial modifier of time in the Chinese language is always at the beginning of the sentence – before or immediately after the subject. If a sentence begins with it, then the logical stress will fall on the predicate, and if it is located after the subject, it will gain more importance in communication. The use of the adverbial modifier of time in the Russian language does not require such caution in the construction of sentences and can freely be up to the predicate or after it, which in the case of the Chinese is impossible. If we have more than one word, related to time, in the sentence, they will be located only in a certain order, i.e. from the greater to the less, from the general to the particular. A word indicating a longer time interval will be placed earlier than a word with a smaller time interval [2]. There are also words of locative type 以后 (after) and 以前 (before) that must be used to contradict the Russian variant. I.e. the phrase “after 5 minutes” in Chinese will be translated as “五分钟以后”, “after school” – “下课以后”, “before you go to the store” – “去商店以前” [13]. To denote the exact time, there is 12-hour format in China. To avoid confusion between morning and evening time, it’s necessary to learn and use such words as “早上”, “上午”, “下 午”, “晚上”. Now let’s look at what usually happens when an unprepared person tries to translate this sentences with adverbial modifier of time (The correct variants will be mentioned in brackets): 1. Я зайду к тебе в 5 вечера (I’ll come to you at 5pm). – 我来你家五点晚上. (晚上五点 我来你家). 2. Она хочет зайти в магазин перед занятиями (She wants to go to the store before classes). – 她想去商店以前上课. (上课以前她想去商店). 3. Мы закончим работать вечером в 8 (We finish working in the evening at 8). – 我们下班 晚上八点. (我们晚上八点下班). Moreover, time is expressed in the form of a nominal predicate in sentences without an actual predicate (verbal or qualitative, which is expressed by an adverb in conjunction with an adjective), for example: “现在五点” [13]. If the native language in studying Chinese was not Russian, but, for example, English, then the use of the ligament verb 是 would not be required in such sentences, but would be used only to deny and to confirm the information. Russian language does not have such verbs to use in the sentence above. The following adverbial modifier, which requires special attention when working with the Chinese language – adverbial modifier of place. Below, we will consider examples in which the adverbial modifier of place will be introduced with the help of the preposition 在 and have a verbal predicate in the sentence. When we make such sentences, we should keep in mind, that unlike the Russian language, prepositional constructions in Chinese (with 给, 在 or, for example, with 从) in the presence of a verbal predicate, should be used before it. Such transposition within a sentence is often difficult to make correctly without proper working out, which leads to violation of the words order and, consequently, to a violation of meaning, due to the displacement of parts of speech. We will analyze a few examples, highlight the adverbial modifier of place and put it on the right place:

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1. Я учусь в Российском государственном социальном университете (I study at the Russian State Social University). – 我在俄罗斯国立社会大学学习. (It would be wrong to make a translation following the Russian specifics – 我学习在俄罗斯国立大学). 2. Его девушка не работает в книжном магазине (His girlfriend does not work in the bookstore). – 他的女朋友不在书店工作. (In this example, the adverb 不 will not be put before the verb, as it would be in Russian, if we used it as a model of the formation of the Chinese sentence, but before the prepositional construction). 3. Он живет у родителей (He lives with his parents at their house). – 他在父母那儿住. (It is worth noting that in this example, another transformation is possible, implying use of the 住在 in the verb part). As we can see in the third example, after the noun 父母 stands 那儿. The fact is that in Russian we do not grammatically separate animated and inanimate adverbial modifiers of place, the only thing that changes is the preposition. When we add animated adverbial modifier of place into the sentence, most often we use the preposition “y” (at) – “Я у друга” (I’m at my friend’s house), “Они у Маши пьют чай” (They drink tea at Masha’s place), instead of “в” (in) – “Мы меняем деньги в банке” (We change money in the bank), “Ты сегодня в университете?” (Are you at the university today?) for inanimate. In the Chinese language, in addition to the preposition (在, if we are talking about the actual location), after animate adverbial modifier of place we put pronouns 这儿 or 那儿. Neglecting this rule often leads to the impossibility of lexical separation of two types of adverbial modifier. Besides, these pronouns can be used not only with prepositional constructions along with 在 or 从, but they are also added to direct subjects of animated species after verbs of direction such as 来 or 去, which also does not underestimate the importance of adding 这儿 or 那儿: 1. Приходи ко мне вечером (Come to my place in the evening.). – 晚上你来我这儿. 2. Завтра мы должны пойти к врачу (Tomorrow we must go to the doctor). – 明天我们要 去医生那儿. 3. У кого твоя машина? (Who has your car?) – 你的车在谁那儿? 4. Куда ты идешь? (Where are you going?) – 你去哪儿？ 5. Мы не пойдем в больницу сегодня (We will not go to the hospital today). – 今天我们 不去医院. In the last two examples, we can note, that the verb, in conjunction with a preposition in the Russian language in the realities of the Chinese language is transmitted directly inside the verb. It would be erroneous to add the preposition 在 after the verb, the way we do in Russian language: 去在银行 (The correct variant assumes the absence of a preposition: 去银行). The presence of the above two adverbial modifiers (time and place) simultaneously in one sentence does not imply a change in the rules of their separately usage. The last adverbial modifier that requires consideration is the adverbial modifiers of mode of action. When translating such an adverbial modifier, very often in the early stages of studying Chinese language, students forget about using the degree complement得. Every time we want to describe the action of a verb, to show how its action takes place, we add 得 after the verb and then add the adverbial modifier of mode of action [12]. First, we will analyze a few simple examples and highlight the main points that do not allow us to immediately adapt our speech to a Chinese model, indicating the variant of translation, which does not pay attention to the peculiarities of Chinese grammar: 1. Студент правильно ответил (The student answered correctly). – 学生回答对. (学生回 答得对). 2. Он каждый день возвращается очень поздно (He returns very late every day). – 他每天 回很晚. (他每天回得很晚). 3. Она пишет отчетливо (She writes clearly). – 她写很清楚. (他写得很清楚). 115 CONTEMPORARY PROBLEMS OF SOCIAL WORK

We observe that, regardless of place of adverbial modifier in the Russian variants, it will be put strictly after the verbal predicate and before it the degree complement will be inserted. If at the stage of studying this part of the grammar, students are already oriented in the SVO’s words order, then problems, concerning 得, should not arise. However, it is worthwhile to analyze and statements that include not only the verb, but also the object after it. The difficulty of representing them in the realities of the Chinese language is the duplication of the verb [3]. The Russian language does not provide constructions with such structure and it has a significant impact on the sentences, while working with the Chinese language. We will add some objects to the above examples and see how the translation will change, depending on the availability of this part of the sentence: 1. Студент правильно ответил на вопрос (The student answered the question correctly). – 学生回答问题回答得对. 2. Он каждый день возвращается домой очень поздно (He returns home very late every day). – 他每天回家回得很晚. 3. Она отчетливо пишет иероглифы (She clearly writes the hieroglyphs). – 她写汉字写 得很清楚. A very common mistake is the incorrect position of the adverb, because it must shift from its habitual location to the predicate and must be put before the adverbial modifier of mode of action (by answering the question “How?”) [4]. This fact often remains unnoticed by Russian students, since such a word order does not make them feel comfortable, because of influence of their native language. The duplication of the verb also involves another problem of translatability: verbal-nominal word-combinations in which the verb part transmits the action, and the nominal part transmits the object of the action. Such phrases do not imply the use of the object after it, since it already exists in the nominal part, but if necessary we can break the phrase and add an attribute to it [15]. Examples of verbal-nominal word-combinations: 吃饭 (吃 – “eat”, 饭 – “food”), 吸烟 (吸 – “inhale”, 烟 – “smoke”), 唱歌 (唱 – “sing”, 歌 – “song”), 说话 (说 – “speak”, 话 – “speech”). The problem of perception of verbally-named phrases by Russian-speaking people is that they perceive them as a verbal predicate and, accordingly, translated the same way [5]. And it works great, if we talk about not complicated attribute and the translation from Chinese into Russian. But as soon as we touch the translation from the native language, this perception leads to the inevitable neglect of the nominal part, since we consider them as verbs, and not an integral construction with direct object. Here are some examples: 1. Я сейчас ем (I’m eating now). – 我正在吃呢. (我正在吃饭呢). 2. Она умеет петь? (Can she sing?) – 他会不会唱? (他会不会唱歌?). 3. Я не хочу плавать (I do not want to swim). – 我不要游. (我不要游泳). When using such combinations together with the degree complement得, the nominal part can be omitted to avoid duplication, but it is necessary to have a certain context for this so that all communication participants understand which verb is meant. For example, let’s look at the example number 3 above (我不要游), when pronouncing the final word 游 (y u), without a prepared situation or context, the interlocutor simply does not understand which word, which is read as yóu, is meant [11]. Having analyzed the key moments of the use of adverbial modifier, we can proceed on the next secondary part of the sentence, namely, to the attribute. The main principle of attribute in the Chinese language is that it always put before the noun, whatever it is expressed with, whether it is a noun, an adjective, a participial turnover, etc. Concerning adjectives, the least amount of questions arises, because often the structure of phrases in both languages is the same. Let’s observe examples, paying attention to the conjunction of adjectives and nouns: 1. У меня красная машина (I have a red car). – 我有红车.

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2. Это очень хорошая рубашка (This is a very nice shirt). – 这是很好的衬衫. 3. Та симпатичная девушка – его однокурсница (That pretty girl is his classmate). 那个 漂亮的姑娘是他的同学. However, there is a small nuance – the use of a disyllabic adjective requires a possessive particle的. 1. Сегодня наш учитель китайского языка пойдет в посольство Китая (Today, our Chinese teacher will go to the Chinese Embassy). – 今天我们的汉语老师去中国大使馆. 2. У меня много книг на иностранных языках (I have many books in foreign languages). – 我有很多外文书. 3. Вечером они пойдут смотреть матч по футболу (In the evening they will go to watch the football match). – 晚上他们去看足球比赛. 4. Посмотрите режим работы, пожалуйста (Look at the work hours, please). – 请你看工 作制度. 5. Он пойдет в кино на вечерний сеанс (He will go to the cinema for an evening session.). – 他看晚上的电影. These examples show that if the Russian variant is accustomed to put the attribute, expressed by a noun, after the subject, then the Chinese variant retains its original rule. It requires a certain level of preparation from a Russian speaker to immediately recognize such attribute and apply them to the new conditions of the sentence [7]. The most difficult to translate are attributes, expressed by verbs and predicative constructs. In the Russian language, such constructions are most often met with participial turnover, which follows after a noun [19]. The problem of transposition of such attribute consists mainly in its determination from the statement and transfer with separation from the nominal part of the sentence with the help of the possessive particle 的, because in Russian there are words that act as a link in the proposals and do not have their reflection in Chinese realities [22]. The most striking example of such a word is “который” (which). It allows you to smoothly connect the attribute to the noun. Students who practice the translation of complicated attribute, including a verb or a predicative construction, usually forget that it is also necessary to keep the word order of SVO type of sentences and the correct use of prepositional constructions, in the attribute. Let’s take a look at the examples: 1. Студенты, которые изучают китайский язык, все учатся в здесь (Students who study Chinese, all study in here). – 学汉语的学生都在这儿学习. 2. Посмотри на мобильный телефон, который она мне вчера купила (Look at the mobile phone which she bought me yesterday). – 你看看她昨天给我买的手机. In these examples, we select the attribute, and immediately will see what place it should take, if the sentence is translated correctly, the example number 2 is especially deserve our attention [1]. In it, we can see that within the attribute grammatical rules are also applied, i.e. the subject is on the first place, then follows the adverbial modifier of time, then we add the prepositional construction with the verbal predicate and then we end the attribute with the possessive particle的 [6]. This part of the grammar requires a detailed and long workout, because Russian speakers simply cannot intuitively make such a complicated construction. The order of words, perhaps, is not the only thing that raises a lot of problems among Russian students, who have begun to learn Chinese. In time, when they face with the phenomenon of modality, namely, with modal verbs, their seemingly insignificant difference from Russian analogues threatens to put the meaning of the proposal at risk. Most often this is due to a lack of understanding of the specifics of the transfer of modal values by the verbs 会, 能 and 可以, which will be discussed below [23]. At the first acquaintance with the mentioned modal verbs, Russian native speakers begin to feel some confusion after learning that, in the dictionaries each of them has the meaning –

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“мочь” (can). In Russian, this verb conveys the meaning of the subject’s possession of a certain skill, and the possibility or impossibility to do any action by the subject, and is also used to express permission or prohibition: “Я могу быстро бегать” (I can run fast); “Я не могу поднять- ся, видимо, я сломал ногу” (I cannot get up, it seems, I broke my leg); “Я могу войти?” (Can I come in?). In the Chinese language, for each of the above meaning, there isn’t only one verb, but three (in this article, only 会, 能, and可以will be considered) [8]. This fact often escapes the attention of the student, which leads to unacceptable lexical errors in speech, because of the fundamental difference in meanings, because in our native language we are not accustomed to choosing words to express such meanings, but rather content with one or two verbs. Most often it is “мочь” (can) and “уметь” (can) [24]. But if we share these meanings as “мочь” (can) – physical ability or skill, and “уметь” (can) – means using the skills obtained in the learning process (although in colloquial speech, it is possible to replace the second with the first one: “Я могу говорить по-китайски” (I can speak Chinese) = “Я умею говорить по-китайски” (I can speak Chinese)), then it turns out that both verbs are equal to the verb 会: 1. Ты можешь ответить на этот вопрос? (Can you answer this question?) – 这一个问题, 你 会回答吗? 2. Я не умею говорить по-немецки (I cannot speak German). – 我不会说德语. 3. Моему младшему брату всего лишь один год, он еще не умеет ходить (My younger brother is only one year old, he still does not know how to\can’t walk.). – 我弟弟才一岁，他 不会走路. And what about the other two verbs – 能 and可以? In statements, they coincide in the meaning of the possibility or impossibility of performing an action, but for reasons beyond the control of the speaker. Since there is no verb in Russian which corresponds to the value of 能 and 可以, when translating such modal verbs, students who are studying Chinese should be guided by the context. It is worth noting that the negation of 能 and 可以 will differ in values. If 不能 denies the possibility of an action in certain circumstances, then 不可以 does not authorize the commission of an action [20]. Let us analyze the examples of using 能 and可以: 1. Я вылечился от простуды, сейчас могу петь (I recovered from a cold, now I can sing). – 我感冒好了，现在能唱歌儿. 2. Вы сможете завтра прийти? (Can you come tomorrow?) – 你明天能不能来? 3. Я могу войти? (Can I come in? – No) – Нет. – 我可不可以进来？– 不可以. Now we will pay attention to one more part of the sentence – object. But not a simple object, but an object which expresses the duration of an action. Analyzing this kind of object, we will try to understand why when translating from Russian into Chinese, the object of duration and the adverbial modifier of time are often confused with each other. The duration is added after the verbal predicate and shows how long the action takes place, which immediately distinguishes it from the adverbial modifier of time, that is put at the beginning of the sentence. In the Russian language, the adverbial modifier of time can always be identified by the preposition “в” (at), and the duration is often added without a preposition or with suggestive words (“на протяжении” (throughout), “в течение” (during) and others), for example: “я 2 часа отдыхал” (I was resting for 2 hours) and “я в 2 часа отдыхал” (I rested at 2 o’clock) [10]. The differences between the Russian variants are so minimal that after learning about this addition, students simply forget about the existence of the adverbial modifier of time, although they are put literally in different parts of the sentence: “我休息了两个小时” and “我两点休息了” [21]. Also, it is worth paying attention to the replacement of the word 点 (the word “hour” for the exact time) by the word 小时 (“hour”, but for duration). But when an object is added to such statement, the general construction becomes more complicated, as in the case of 得, it becomes necessary to duplicate the verb. But there is also a second way to add an object, avoiding duplication – to put an object (only if it is not expressed

118 VOLUME 3, No. 2 (10), 2017 by a personal pronoun) at the end of the sentence, putting it after the addition of the duration [14]. Any of the methods differs sharply from the standard view presented by the native speaker of the Russian language: 1. 我读课文读了半小时\我读了半小时的课文. – Читал текст полчаса (I read the text for half an hour). 2. 她学汉语学了三年\她学了三年的汉语. – Она учила китайский 3 года (She studied Chinese for 3 years). 3. 老师辅导我们班辅导了一个小时. – Учитель консультировал нашу группу один час (Teacher advised our group one hour). 4. 我画了四个小时的画儿了. – Я рисую картину уже два часа (I have been painting for two hours now). In the last example, we can see how the time has changed, unlike the other examples. If the first three examples are in the past tense, then in the fourth, we have the suffix 了and the modal particle了 at the same time. It allows you to indicate that the action started earlier and is currently continuing [9]. Similar sentences exist in the Russian language too. They often have an adverb “уже” (already) which in conjunction with the present tense verb, tells that the sentence requires translation with the suffix 了, after the verb, and the modal particle 了 at the end of the sentence. Conclusion After analyzing the main mistakes in translating statements from Russian to Chinese, we can conclude that an adequate and complete translation requires careful theoretical and practical training not only in the main aspects of the structure of the sentence, but also by studying each component included in it. Working out the translation of each separate part of the sentence in various contextual situations in the end will improve the overall perception of whole sentence. The main difficulties for the correct formation of statements fall on adverbial modifiers and attribute, because of lack of a stable order of words in the Russian language. But without first having mastered the basic structure of the sentence, where the subject is on the first place, the predicate is on the second, and the addition is on the third place, even a good skill in the translation of the secondary parts of sentence does not make the statement correct. This article can be used as a guide for students of Chinese to pay attention to the foundations of the structure of literate speech in Chinese.

References 1. Attribute in the Chinese language. In study Chinese. URL: http://www.studychinese.ru/ grammar/29/. 2. Aytkeeva A.B. Frequently mistakes made by students in the grammar of the Chinese language // Bulletin of the KRSU. Vol. 16. 2016. No. 8. Р. 27–29. URL: http://elibrary.ru/download/ elibrary_27260882_64474007.pdf. 3. Beijing language and culture university press. Chinese course, the first volume (below). Beijing: Beijing Language and Culture University press. 2005. 178 p. 4. Beijing language and culture university press. Chinese course, the first volume (on). Beijing: Beijing Language and Culture University Press. 2006. 145 p. 5. Beijing language and culture university press. New practical Chinese textbook. Book 3. Russian Notes. Beijing: Beijing Language and Culture University Press. 2007. 320 p. 6. Beijing language and culture university press. New practical Chinese textbook. Vol. 1. Russian Notes. Beijing: Beijing Language and Culture University Press. 2008. 355 p. 7. Beijing language and culture university press. New practical Chinese textbook. Vol. 2: Russian Notes. Beijing: Beijing Language and Culture University Press. 2008. 378 p. 8. Beijing language and culture university press. New practical Chinese textbook. Volume 4: Russian Notes. Beijing: Beijing Language and Culture University Press. 2008. 373 p. 9. Dashevskaya G.Ya., Kondrashevsky A.F. Chinese for Business communication. 4 ed. M.: East- West. 2006. 352 p. 10. Duration in Chinese. In study Chinese. URL: http://www.studychinese.ru/grammar/23/.

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11. Gorelov V.I. Grammar of the Chinese language. 2nd edition. M.: Enlightenment. 1982. 280 p. 12. Gorelov V.I. Stylistics of modern the Chinese language. M.: Enlightenment. 1979. 192 p. 13. Kondrashevsky A.F. Practical course of the Chinese language. Vol. 1. M.: The Oriental Book. 2010. 768 p. 14. Kondrashevsky A.F. Practical course of the Chinese language. Vol. 2. M.: The Oriental Book. 2010. 744 p. 15. Kurdyumov V.A. The course of the Chinese language. Theoretical grammar. M.: Citadel-Trade : Lada. 2005. 576 p. 16. Nikitina T.N. Grammar of the Chinese publicist text. M.: KARO. 2007. 226 p. 17. Po-Ching Y., Don R. Chinese. A comprehensive grammar (2nd ed.). N.Y.: Routledge. 2016. 18. Povetkin S.A. Teachers as “Wind of change” with ICTs in education // Contemporary Problems of Social Work. Vol. 2. 2016. No. 2 (6). P. 145–150. 19. Shchichko V.F., Yakovlev G.Yu. Chinese. Full course of translation: textbook. M.: East book. 2012. 368 p. 20. Starodubtseva N.S., Wen Jian. Chinese in dialogues: textbook. M.: East-West. 2004. 48 p. 21. Voytsekhovich I.V., Kondrashevsky A.F. Chinese: socio-political translation. The initial course. M.: The ant. 2002. 528 p. 22. Zadoyenko T.P., Huang Shuin. The initial course of the Chinese language. 5th edition. Part 1. M.: The oriental book. 2010. 304 p. 23. Zadoyenko T.P., Huang Shuin. The initial course of the Chinese language. 5th edition. Part 2. M.: The oriental book. 2010. 384 p. 24. Zadoyenko T.P., Huang Shuin. The initial course of the Chinese language. 5th edition. Part 3. M.: The oriental book. 2010. 400 p.

REFERENCE TO ARTICLE Safonov, M.A. (2017) Chinese Realities in the Light of Native Language, Contemporary Problems of Social Work. Vol. 3. No. 2 (10). P. 113–120. DOI: 10.17922/2412-5466-2017-3- 2-113-120 (International bibliographic description).

CONTACT INFORMATION: Safonov Maxim Andreevich Lecturer Linguistics Faculty Russian State Social University Wilhelm Pieck str., 4, build.1 129226 Moscow, Russian Federation E-mail: [email protected]

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Sirotskiy A.A., candidate of technical sciences, senior lecturer of department Information system, web and security, Russian State Social University, Moscow. E-mail: [email protected] ORCID ID: orcid.org/0000-0002-9343-7185 UDC 378.225 DOI 10.17922/2412-5466-2017-3-2-121-129

Fundamental Approach to Formation of Substantial and Qualification Requirements to Procedures of Final State Assessment of Graduates of the Technical Directions of Preparation

Receiving date: Preprint date: Taking to print date: 24.02.2017 27.03.2017 28.04.2017

Annotation: the system model of formation of requirements to final qualification works and process of the state certification of graduates of higher educational institutions in the technical directions of preparation is offered. Examples of realization of an integrated approach to formation of scope of final qualification works according to modern educational standards on the example of the direction of preparation “information security” are given. Key words: diploma, final qualification work, subject, requirements, standard, competences. JEL classification: I200, I290.

The initial stage of an exit to degree designing of graduates is approval of the final qualification works (FQW) by those. An accurate and competent formulation of a subject of work – guarantee of its successful accomplishment and protection. Unfortunately, this process often takes place in haste, also just sample formulations from which the essence of the tasks set in work doesn’t follow affirm indistinct and inconcrete, and sometimes [19]. Having analysed the approved subjects FQW from various higher educational institution (HEI) (on open sources), it is possible to draw a conclusion that there is no system methodology which would define limits of the entities defined as subjects FQW [6–8]. The description of requirements to FQW in various directions of preparation and specialties is devoted the considerable number of works of various authors [3; 14; 15], jotas because within educational process it is necessary to give methodical providing for pupils [9]. However system approach to formation of subjects and substantial structure it is still not developed. The procedure of final state assessment which represents a form of an assessment of degree and level of development by students of the educational program and is held on the basis of the principles of objectivity and independence of an assessment of quality of training of students is enshrined in Art. 59 of the Federal law from 12/29/2012 No. 273 “About education in the Russian Federation” [16]. The final assessment is obligatory, but at the same time is held as it should be and in shape which are established by the educational organization. Forms of a State Final Examination, order of carrying out such certification for the appropriate educational

121 CONTEMPORARY PROBLEMS OF SOCIAL WORK programs of various level and in any forms (including requirements to use of tutorials and education, means of communication when holding a State Final Examination, requirements imposed to the persons involved in holding a State Final Examination, an order of giving and consideration of appeals, changes and (or) cancellation of results of a State Final Examination) are defined by the federal executive authority which is carrying out functions on elaboration of state policy and standard legal regulation in education which the Ministry of Education and Science of the Russian Federation. Now the main standard and legal documents on the basis of which curricula of the higher education are developed form a substantial part of educational programs and the procedure of carrying out final state assessment are defined, are: 1. Federal state educational standards. 2. Provision on final state assessment of graduates of higher educational institutions of the Russian Federation. At present the order of holding a State Final Examination according to educational programs of the higher education – to programs of a bachelor degree, programs of a specialist programme and programs of a magistracy”, approved by the Order of the Ministry of Education and Science of the Russian Federation from 6/29/2015 No. 636 works [1]. Before entry into force of the specified Order the “Provision on final state assessment of graduates of higher educational institutions of the Russian Federation” approved by the Order of the Ministry of Education of the Russian Federation of March 25, 2003 No. 1155 worked [11]. Federal state educational standards don’t make any recommendations about definition of requirements to subjects FQW, – only the curriculum with the competences defined in him forms the only basis. The provision on final state assessment of graduates of higher educational institutions of the Russian Federation sets and regulates points of order of carrying out final state assessment, also without instructing on requirements for an informative part of certification procedures. Thus, in educational process there is an essential procedure necessary for an assessment of readiness of the graduate for professional activity, and not determined by the informative part at all. In this regard, it is possible to state that pithiness and depth of study of FQW, and also the subjects approved for their execution, remaining on complete self-determination of the educational organizations, can strongly vary on the professional grade [4–5]. Therefore, it is necessary to create the general understanding of an entity of an informative part of final state assessment in the educational organizations and idea of depth of professional knowledge and skills which shall be revealed during its carrying out. At the moment evidence- based operations of such character are practically not available. It is obvious that the general principles and approaches according to informative requirements of final qualification operations based on which it is possible to estimate abilities of the graduate to independent professional activity will strongly differ depending on a profession: doctors, lawyers, artists, programmers, historians, etc. Thus, the entity and requirements for an informative part of final state assessment should be created separately for the integrated groups of specialties and the directions of preparation [10]. Nevertheless, the author has formulated methodology which offers a fundamental basis and structural approach to individual formation of substantial essence and a formulation of subject FQW [12]. This approach in general can be applicable to specialties of the “Engineering, Technologies and Technical Science” block (the integrated groups of specialties and the directions of preparation 07.00.00 – 29.00.00), according to the Order of the Ministry of Education and Science of the Russian Federation of September 12, 2013 No. 1061 “About the approval of lists of specialties and the directions of preparation of the higher education” [18].

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For more subject understanding, we will review some examples in relation to the directions of preparation 10.03.01 – “Information security” and 09.03.04 – “Program engineering” as in these directions the author has a considerable experience in preparation, to consultation, carrying out final state assessment and the organization of release of students. First of all it is necessary to notice that the tasks solved in any work always have a certain focus: a) or on a specific object, process, the company, the organization; b) or have all-industry value. Thus, on orientations, subjects FQW it is possible to define either as subject-oriented or as all-branch. Subject-oriented works on definition are specific. In them any problem which is characterized by a set of the limiting conditions and factors taking place on a concrete object is solved or are peculiar to concrete process. In fact is an implementation of the specification of quite certain customer with the requirements, opportunities and wishes. Subject-oriented works, as a rule, differ: – higher degree of a detail in study of a number of specific and narrow questions; – accounting of a set of nuances of a concrete object. But at the same time subject-oriented works have also a number of negative qualities: – owing to specifics of a concrete object solvable tasks have no further interest in development, and the created developments aren’t of interest for a wide range of experts; – they are impossible is comprehensive to estimate as any of members of State Examination Board wasn’t, didn’t see object of work and doesn’t know his features actually. All-branch works on definition are calculated on the solution of the questions and tasks representing interest for development of branch in general. In them as a rule, problems, are solved with very conditional limiting factors. In fact is a development and improvement of the means, techniques and technologies which are applied and demanded everywhere, having the general role and value for classes and groups of processes or objects. In fact are multipurpose developments and application. Works of all-branch type, as a rule, differ: – wide applicability of results (the solved tasks) in various organizations, firms, the enterprises, for various by the form and to character of objects and processes; – considerably big, than in subject-oriented works, interest of a wide range of experts in the set and solvable tasks; – higher degree of fundamental nature and validity of results; – a possibility of further development and improvement in the subsequent works; – higher clarity and transparency at their estimation by members of State Examination Board. In general, one may say, that all-branch works have higher interest and the practical importance, at least in a type of width of use of the results received in them. Members of State Examination Board at estimation of works should pay attention to the following indicators first of all: a) for subject-oriented works: detail, clearness, study depth; b) for all-branch works: novelty, fundamental nature, existence of research approach. Thus, it is possible to note some distinction in approaches to estimation of subject-oriented and all-branch works. For the first it is necessary to expect the detailed analysis of an object, development of the design decisions, complete and suitable for realization, embodied in working drawings, calculations, schemes. For the second it is necessary to expect first of all demonstration of system approach, the scientific analysis, valid conclusions and recommendations embodied in decisions, developments and the techniques suitable for adaptation and application in the national economy, the enterprises, the organizations, the industry, economy.

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For example, if the student in the “program engineering” direction undertook to write the program for a load distribution and scheduling of work of instructors on driving in specific driving school, then this program obviously, will be created proceeding from features of functioning of this driving school, will have those functions, opportunities and restrictions which are characteristic of activities of this organization. This program will be demanded by one specific organization and has subject-oriented character. The same can be told also about development, for example, of system of Internet banking for specific bank. Similarly, development by the graduate in the Information security direction of a complex of technical means of information security or technical means of protection for specific office will be the project work applicable for specific office, taking into account its layout, placement, the area, a type of activity of the company, types of the protected information. In the last example it is necessary to expect in work the development embodiment in the form of specifications for purchase of the equipment, and also the working drawings suitable for transfer to erection teams. If, for example, the student in the “program engineering” direction develops the certain “fitness assistant” program allowing to keep account of sports trainings, loadings, to plan the lesson schedule sport, etc., and is based at the same time on the standard physiological norms, then it is obvious, such program can be used by any interested person, i.e. it can be carried to branch developments. Similarly, branch value will be had also by work of the graduate on the “information security” direction within which development or improvement of some standard device (means) of information security, either development or improvement (conceptually) of any method of an assessment of threats and risks of information security is made. On the other hand, any operation can have character: a) academic (theoretical); b) application-oriented (practical). Operations of the academic (theoretical) character are based on generalization of the known means, methods and technologies, and set as the purposes and tasks framing of decisions on their enhancement, development and system application. Operations of application-oriented (practical) character are based on basic fundamental knowledge of theoretical and applied sciences and set as the purposes and tasks development, creation or enhancement of specific products, technologies and technical means at the level of project decisions, including with the embodiment in the form of prototypes and full-scale samples. Thus, it is possible to select 4 characteristic types of the operations presented in the form of a two-dimensional array (Fig. 1): – the academic object; – application-oriented object; – the academic branch; – application-oriented branch.

Character Academic (theoretical) Applied (practical) Orientation Object 1 2 Branch 3 4

Figure 1. Classification of Final Qualification Works It is obvious that statements of subjects of the operations of application-oriented character implying practical development and/or implementation of any decision “Development…”, “Creation…”, “Design…” shall put this orientation into words.

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Statements of subjects of the operations of the academic character implying development of theoretical character most often express in a statement the word “Research…”, but also can express also the words “Technique…”, “Enhancement…”, etc. In relation to works of object nature it is always necessary to specify a specific object because results of this work can be applied only on a specific object, for example “in the company …”. In works which results can be used in an industry in general instructions on an object as a rule can’t be because their results can be used widely. The vision of possible nature and type of FQW given above is based on more than 15-year work experience in Embroider to school and a degree management. The modern federal state educational standards (FSES) on structure, contents, concreteness and an orientation of FQW don’t establish requirements. So, in FSES in the direction of preparation 10.03.01 “Information security” (bachelor degree level), the order of the Ministry of Education and Science of the Russian Federation No. 1515 from 12/1/2016, in item 6.8. it is literally told: “The State Final Examination Block 3 includes protection of final qualification work, including preparation for the procedure of protection and the procedure of protection, and also preparation for delivery and passing a state exam (if the organization has included a state exam in structure of a State Final Examination)” [17]. Proceeding from it, follows that the educational organization independently determines requirements to a form and pithiness of FQW. However, FSES provides not only the procedure of protection, but also and preparation for the procedure of protection that, obviously, it is necessary to reflect in the curriculum the procedure of preliminary protection. The state exam obligatory elements of educational process isn’t, but its availability will allow to exercise accurately control of competence of pupils of all types of professional activity and to remove uncertainty in the questions concerning a scope content of FQW of these or those types of activity. On the example of above-mentioned FSES in the direction of preparation 10.03.01 “Information security” [1] it is possible to note that FSES establishes professional tasks which the graduate according to types of professional activity has to be able to solve. So, for bachelors of the Information security direction the following types of professional activity are defined: – operational, connected with installation, operation, administration and audit of systems of ensuring information security; – project and technological, connected with designing of systems of information security and calculation of their elements; – experimental and research, connected by the analysis of scientific and technical information, carrying out experiments and handling of their results; – organizational and managerial, connected with organization-legal questions of ensuring information security, and implementation of information security policies of subjects to protection. It is clear, that, for example, development and implementation of information security policies in any organization will represent work of an object orientation, and consideration of tasks of organization-legal nature isn’t crossed with tasks of designing of means of information protection and calculation of their nodes and elements. Similarly, development or enhancement of a certain device or device of technical information security, represents an industry task which results of the decision can be used everywhere. At the same time this is not about consideration of any specific subject to protection. A row by that final qualification works on the direction of preparation 10.03.01 “Information security” (with some editing), protected at profile department at the Russian State Social University (RSSU), with the indication of their typification is given in Table 1.

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Table 1 Examples of Those of Final Qualification Works with the Indication of Their Typification No. Subject of final qualification work Type 1 Creation of an educational and laboratory complex on a study of technologies of Branch, Ap- information security in wireless data transmission systems plied 2 The analysis and development of a complex of decisions on ensuring information Branch, Aca- security in institutions of the financial and credit sphere. demic 3 Creation of an educational and laboratory complex on studying of physical pro- Branch, Ap- cesses of generation, transformation and distribution of information plied 4 Detection of possible vulnerabilities of points of access on Wi-Fi channel and de- Branch, Aca- velopment of a package of measures and recommendations about their demic elimination 5 Research of software of risk analysis of information security in relation to an as- Branch, Aca- sessment of security of the organizations of commercial insurance system demic 6 Development of recommendations about information security in an information Object- system of “Richloukal Rasha Franchayz” company oriented, Applied 7 Improvement of system of protection of information resources in “Alfa strak- Object- hovaniye” company oriented, Applied 8 The analysis of efficiency and development of recommendations about increase in Branch, Aca- security of personal information in systems of distance learning demic 9 Development of the system of protection of personal information in cloud services Branch, Ap- plied 10 Detection of possible vulnerabilities of autonomous automobile security systems Branch, Ap- and development of a complex of decisions on their elimination plied 11 Development of model of management of information security in modern financial Branch, Aca- and credit structures demic 12 Creation of a program and algorithmic complex of dynamic enciphering of the text Branch, Ap- plied 13 Development of an educational and laboratory complex on studying of vulnerabili- Branch, Ap- ties and methods of protection of information resources plied 14 Creation of an educational and laboratory complex on a study of software and Branch, Ap- hardware tools of information security plied 15 Development of algorithms of decision-making on management of information Branch, Aca- security in financial credit institutions on the basis of risk analysis by Domaryov’s demic method 16 Development the politician of information security of the “PolarStar” company on Object- the basis of process approach. oriented, Academic 17 Creation of the educational and laboratory stand on a research of security of stan- Branch, Ap- dard office room from leakage of speech information on acoustic and vibroacous- plied tic channels 18 Development of the system of monitoring of access and authentication at the Branch, Ap- commercial enterprises according to requirements of the IEEE 802.1X standard plied 19 Software development for the protected data transfer between servers of a corpo- Object- rate enterprise information system of “SDN-video” company oriented, Applied 20 The analysis of safety of information systems with use of techniques of testing for Branch, Ap- penetration plied

We will analyse the above-stated subjects FQW on kinds of activity (on classification of FSES) which in them are considered. Results of the analysis are presented in Table 2.

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Table 2 Examples of Those of Final Qualification Works with the Indication of Primary Activities No. Subject of final qualification work Main type (types) of activity 1 Creation of an educational and laboratory complex on a study of tech- project and technological, nologies of information security in wireless data transmission systems experimental and research 2 The analysis and development of a complex of decisions on ensur- organizational and manage- ing information security in institutions of the financial and credit rial sphere. 3 Creation of an educational and laboratory complex on studying of project and technological, physical processes of generation, transformation and distribution experimental and research of information 4 Detection of possible vulnerabilities of points of access on Wi-fi operational, channel and development of a package of measures and recom- experimental and research mendations about their elimination 5 Research of software of risk analysis of information security in operational, relation to an assessment of security of the organizations of com- experimental and research mercial insurance system 6 Development of recommendations about information security in organizational and manage- an information system of “Richloukal Rasha Franchayz” company rial 7 Improvement of system of protection of information resources in operational “Alfa strakhovaniye” company 8 The analysis of efficiency and development of recommendations experimental and research, about increase in security of personal information in systems of organizational and manage- distance learning rial 9 Development of the system of protection of personal information project and technological, or- in cloud services ganizational and managerial 10 Detection of possible vulnerabilities of autonomous automobile operational, project and tech- security systems and development of a complex of decisions on nological, experimental and their elimination research 11 Development of model of management of information security in project and technological, or- modern financial and credit structures ganizational and managerial 12 Creation of a program and algorithmic complex of dynamic enci- operational, project and tech- phering of the text nological 13 Development of an educational and laboratory complex on study- project and technological, ex- ing of vulnerabilities and methods of protection of information perimental and research resources 14 Creation of an educational and laboratory complex on a study of project and technological, ex- software and hardware tools of information security perimental and research 15 Development of algorithms of decision-making on management of project and technological, or- information security in financial credit institutions on the basis of ganizational and managerial risk analysis by Domaryov’s method 16 Development the politician of information security of the “Polar- organizational and manage- Star” company on the basis of process approach. rial 17 Creation of the educational and laboratory stand on a research of project and technological security of standard office room from leakage of speech informa- tion on acoustic and vibroacoustic channels 18 Development of the system of monitoring of access and authenti- operational, project and tech- cation at the commercial enterprises according to requirements of nological the IEEE 802.1X standard 19 Software development for the protected data transfer between project and technological servers of a corporate enterprise information system of “SDN- video” company 20 The analysis of safety of information systems with use of tech- operational, experimental and niques of testing for penetration research

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Apparently, experimental and research activities practically don’t meet in FQW having object- oriented character that isn’t surprising: the task solved within the predelivered specification of the object owner or process poorly correlates with research types of operations. Anyway, it is necessary to mark that operations of experimental and research character have especially individual traits and require individual approach in each case [2]. Proceeding from it, it is possible to draw a conclusion that within one specific FQW spanning of all types of professional activity for which the graduate is prepared is practically not possible, with rare exception. It is possible to tell single-digit that, providing freedom in a choice of subjects and a directivity of FQW, objects of development, set of solvable tasks and methods applied at the same time, each FQW will be generally oriented on any one-two types of professional activity. Competences of the graduate on all types of activity in general are checked on the procedure of the State exam if that is included by the educational organization in the curriculum.

References 1. An order of holding a state final examination according to educational programs of the higher education – to programs of a bachelor degree, programs of a specialist programme and programs of a magistracy: The order of the Ministry of Education and Science of the Russian Federation from 06.29.2015 No. 636. 2. Baranova E.K., Sirotskiy A.A. Features of training of bachelors in the “Information security” direction at wide-profile social university // Information Counteraction to Terrorism Threats. Vol. 2. 2015. No. 25. P. 31–37. 3. Berezhnova E.V. Requirements to course and to theses on pedagogic. M. 1999. 4. Choice of a subject. The choice of a subject is the first serious question which the student when he undertakes performance of scientific work needs to solve. URL: http://studopedia. ru/9_74820_vibor-temi.html. 5. How to write the thesis? URL: https://elhow.ru/ucheba/nauchno-issledovatelskie-raboty/ kak-napisat-diplomnuju-rabotu. 6. Kabardin G.A. Experience of a manual of theses of students in case of design of difficult program systems // The Messenger SSUGT (The Siberian State University of Geosystems and Technologies). 1999. No. 4. P. 129–132. 7. Kundozerova L.I., Kozyreva O.A. Scientific operation of students: papers, course and theses. Educational and methodical manual. Novokuznetsk. 2000. 8. Magarramov M.D. Problems of a manual course and theses of students // Dagestan state pedagogical university: Report on No. 7. Research work of 15.03.2002. 9. Mardakhayev L.V. Scientific manual of the thesis and problem of quality of research and development operation of the student // Quality of education: status, problems, perspectives: Materials of a scientific and methodical conference. M. 2000. P. 48–58. 10. Portal of federal state standards of the higher education. URL: http://fgosvo.ru/. 11. Provision on final state assessment of graduates of higher educational institutions of the Russian Federation: The order of the Ministry of Education of the Russian Federation of March 25, 2003 No. 1155. 12. Sirotskiy A.A. About formation of basic data in tasks for final qualification works according to standards of the third generation // Teaching information technologies in the Russian Federation: materials of the 12 open All-Russian conference (on May 15–16, 2014). Kazan. P. 142–145. 13. Sirotskiy A.A. Information security of the automated systems of financial credit institutions // Contemporary Problems of Social Work. Vol. 2. 2016. No. 2 (6). P. 185–193. 14. Skachkova V.V. Automation of accounting in theses of St. Petersburg State University // Application-Oriented Informatics. 2006. No. 3 (3). P. 53–55. 15. Sokolov A.R., Raskin D.I. Operation of students in archives by preparation course and theses. Educational and methodical manual. SPb. 2008. 16. The federal law from 12/29/2012 No. 273 “About education in the Russian Federation”. 17. The federal state educational standard of the higher education in the direction of preparation 10.03.2001 “Information security” (bachelor degree level): The order of the Ministry of Education and Science of the Russian Federation No. 1515 from 12.01.2016.

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18. The order of the Ministry of Education and Science of the Russian Federation of September 12, 2013 No. 1061 “About the approval of lists of specialties and the directions of preparation of the higher education”. 19. What is the thesis? URL: http://studopedia.ru/9_74819_chto-takoe-diplomnaya-rabota. html.

REFERENCE TO ARTICLE Sirotskiy, A.A. (2017) Fundamental Approach to Formation of Substantial and Qualification Requirements to Procedures of Final State Assessment of Graduates of the Technical Directions of Preparation, Contemporary Problems of Social Work. Vol. 3. No. 2 (10). P. 121–129. DOI: 10.17922/2412-5466-2017-3-2-121-129 (International bibliographic description).

CONTACT INFORMATION: Sirotskiy Aleksey Aleksandrovich Candidate of Technical Sciences, Senior Lecturer Russian State Social University Wilhelm Pieck str., 4, build.1 129226 Moscow, Russian Federation E-mail: [email protected]

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Yunusov M.M., master student, Russian State Social University, Moscow. E-mail: [email protected] ORCID ID: orcid.org/0000-0001-8020-5273 UDC 372.8 DOI 10.17922/2412-5466-2017-3-2-130-137

Electronic Educational Resources in the Training of Primary Education Specialists

Receiving date: Preprint date: Taking to print date: 27.02.2017 27.03.2017 28.04.2017

Annotation: to date, every teacher who teaches children in junior classes has acquired the experience of creating electronic teaching aids. These programs are created using “Microsoft Office PowerPoint”. However, for a full-fledged ability to create electronic resources, specifically for teaching junior school age, teachers should also learn to use programs such as: “Adobe Flash”, “Adobe Flash technology.” These programs are designed specifically for the formation of full content, as well as the use of multimedia material, as the most powerful vector graphics editor. Key words: electronic educational resources, pedagogy, young specialists, primary education. JEL classification: I200, I290.

The relevance of the research topic is conditioned by the fact that currently in the educational process of our country there is a clear dependence in information technology. It is their presence in the education system that affects the whole education sphere [22]. When using a computer in education, various requirements are satisfied, since it provides additional opportunities, and they in turn allow you to manage the entire learning process, to adapt it to the individual characteristics of each student. In addition, at the present time, with the help of computer technology, the newest methods of transferring knowledge are acquired, which in their content are most complete and qualitative. It is for this reason that at the moment the availability of electronic educational resources in the training of primary education professionals occupy a special niche. Since during the training in primary classes, the formation of basic knowledge in various subjects and areas takes place. The basic basis of knowledge is given, which is further improved and supplemented depending on the bias and the level of education [12]. The object of research includes a group of social relations that are formed in the process of obtaining primary education. The subject of the study is the analysis of electronic educational resources, which are used in the initial classes in the training of specialists. The subject of the research coincides with the purpose of writing the work, in order to achieve this goal it is necessary to solve a number of problems: – Identify innovative technologies that are used in training primary education professionals – Consider the various electronic resources that are used by specialists in primary school The methodology of writing work includes general scientific methods of cognition: analysis and synthesis, a systematic approach. Also, when writing the work, private-scientific methods were used, such as the method of classification and classification.

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The structure of the work is determined by the objectives of the study, includes also an introduction to the work, the main part consisting of two parts, conclusion and list of used literature. To date, every teacher who teaches children in junior classes has acquired the experience of creating electronic teaching aids. These programs are created using “Microsoft Office PowerPoint” [16]. However, for a full-fledged ability to create electronic resources, specifically for teaching junior school age, teachers should also learn to use programs such as: “Adobe Flash”, “Adobe Flash technology.” These programs are designed specifically for the formation of full content, as well as the use of multimedia material, as the most powerful vector graphics editor. Its use is associated with a lot of potential, allowing to create animation in the “2-D” mode, the same applies to vector graphics. In addition, this editor has the ability to connect audio and video files [2]. The main feature of this editor is its own programming language, called “Action Script”. The peculiarity of this language in programming is that when it is used, it becomes possible to manage every element of software products, changing its properties. As a result of using this programming language, teachers have the ability to create the most entertaining and quality electronic resource [9]. The program is able to create and electronic teaching aids, the main component of which is the use of interactive tables and visibility, educational computer models, didactic computer games and tasks that contribute to the upbringing of logical and algorithmic thinking. However, when creating various electronic teaching aids, there is a so-called task, which is aimed at controlling the knowledge of students. This can be expressed in questions on the passed subject, which are located at the end of the theoretical material [18]. As an example, we can cite an electronic textbook that is used to teach junior students in math lessons. It is called “Fantastic Math”. This manual was created in the program described above. The authors of the manual are T.A. Pushkareva, O.A. Rybalko, N.S. Klimchuk. The main guide of the allowance is directed at teachers, students of higher pedagogical educational institutions and primary school pupils. When publishing the manual, the material was selected in accordance with the curricula for mathematics, which are designed for grades 1–4 in general education schools [13]. The use of the manual is possible when studying topics that are learned in the 1st grade by L.G. Peterson’s textbooks. The manual is implemented in a format that allows navigation systems, and enables users to move freely across sections of the manual, as well as work in different modes. The most important feature of such a manual is that it has multifunctionality, and can act as a directory, simulator, as well as an electronic tutor. Thus, the manual serves as a didactic tool, which must be used at different stages of training. This is explained by the fact that the main goal of comprehending new knowledge and fixing the received material, improving knowledge, skills and skills, as well as checking and correcting the pupils’ educational achievements using visual aids, makes it possible to best understand the material. Teacher can be applied a benefit in conducting lessons, and students have the additional opportunity to study at any time suitable for themselves, counting the forces themselves [11]. Such a process of training is to assist in the intensification of labor both by the teacher and by the student. The material of the manual is recognized as accessible for perception by the pupils of primary classes. For the priority direction of modern education, which should guarantee high quality, recently devoted to training, focused on self-development and self-realization of the individual [14].

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In elementary school, education is the basis, the foundation of all subsequent education. It is in the initial education that universal educational activities are formed, the basis of the child’s educational activity is laid-a system of educational and cognitive motives, the ability to accept, preserve, realize educational goals, the ability to plan, monitor and evaluate the learning activities and their result [21]. The initial stage of schooling provides cognitive motivation and interests of students, their readiness and ability to cooperate and work together with the teacher and classmates, forms the basis of moral behavior that determines the relationship of the individual with society and surrounding people. Often, electronic educational resources are built into the traditional model of learning (for example, instruction-lectures are applied, to which sometimes slides, animated pictures and video fragments, etc.) are added for the development of cognitive interest. However, this form of training is passive, not activity-oriented. Practical work, as a rule, is realized through interaction with training programs. Control is increasingly reduced to tests to choose the right answer from several proposed ones. At the same time, the interaction of teachers and students is extremely limited, which inevitably creates social isolation, complicates understanding of the problems of perception of educational material by trainees and the development of their communicative abilities. And this picture develops, despite the fact that in a huge number of psychological and pedagogical works, the unique capabilities of information technology tools for achieving high educational results are declared. Indeed, modern information technologies have a significant potential for the implementation of new types of educational activities, for the individualization of the educational process, the organization of joint activities and the expansion of educational content. Preparing for the lessons, each time you think how to make the lesson unforgettable, how to entice the child, to awaken interest in it for further study of the material, not to “turn off the light” to gain new knowledge. It was the ways to improve the quality of education in the course of the implementation of the GEF NEO and prompted me to study this topic. I believe that the creation and use of electronic educational resources are relevant in our modern age, because we should always be one step ahead of our children, and as is known, modern children on the fly grasp everything connected with information technology. I believe that the study of this topic is relevant for improving the quality of students’ knowledge in conducting lessons and in preparing for the final certification, since the use of EOR saves time in class, develops interest in learning, the material is more visible and accessible even for students with weak abilities. In addition, when using ESM, the level of the teacher’s professional culture rises. Helps reduce the labor intensity of the process of monitoring and counseling students. The fruitful cooperation of the teacher with the pupils is developing. The level of the functional literacy of the teacher in the field of ICT is increasing. The teacher passes from the role of the translator of knowledge to the role of the teacher. Gives the teacher the opportunity to self-realization, self-affirmation and replicate his own experience. Lessons with the use of ESM showed that it is possible to significantly improve the quality of students’ education, the material is not only illustrative, but also requires the children to apply knowledge when working on a computer. In the characteristics of the electronic educational resource, attention is drawn to its content and navigation. Content, or content, is its basis, is represented, as a rule, by information, divided into blocks, modules in a formalized form. The information block is presented much more than is required for memorization to the trainee, as it is not just about information transfer, but also about the development of research skills. We are talking about the formation of a pragmatic system of knowledge: obtaining information, practical exercises and attestation, which are carried out in active-activity forms of education. Navigation is the second characteristic of ESM, it determines the ways of transition from one section to another, promotes the movement

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on content. Based on these characteristics, it is possible to distinguish the boundary levels of interactivity of ESM: – the minimum level – the semantic load lies on the text components of the content and navigation is performed on text elements; – maximum level – the semantic load is distributed over visual objects, that is, the main load is carried by audiovisual components. When implementing the first level of interactivity, the trainee travels exclusively through the text and successively moves from one information section to another (just like we use the book). The second level of interactivity is close to virtual reality. In this case, natural objects, processes, etc. are reflected. (So we will know the world around us) [17]. Extensive communication services of the Internet proved to be extremely useful and necessary for the organization of professional communities, allowed to include and interest the teamwork of teachers and students, improving the quality of education, supporting interest and organizing the necessary inter-subject integration. Thus, on the one hand, comfortable conditions were created for the development of the project movement of different directions, and on the other hand, new competencies related to the capabilities of the ESM were required in the daily practice of the teacher. We believe that by creating a special environment conducive to the participation of teachers in Internet projects, they help to develop these competencies, and therefore, to positively influence the growth of professional competence in general [5]. Modern Russian society is interested in a new quality education. As the goal of implementing this provision, the creation of the national project “Our New School” was carried out. With its application in school education, the main result is assigned to achieving its conformity with the purpose of determining precisely temporal development. In its significance, this circumstance means studying in schools not only the achievements of the past, but also what can be achieved in the future. In this sense, it is necessary to attribute the diverse means of information and communication technologies. This is explained by the fact that the characteristic of the 21st century is formed as an information, and as an age of the technogenic information society [19]. The development of the culture of post-industrial society is largely connected with the emergence of new comprehensive informational resources, and methods for the transmission and presentation of information, communication and communication technologies (for example, widespread communication via the Internet means). The information society presents an increased intellectual demand to virtually every member of society, since the use of the highest technologies requires the latest and most complex qualifications. It develops new levels of work with information, and as a result, new content in the preparation of the younger generation. This means that with the use of Internet technologies, special communication opportunities are provided, with which special cultural spaces are born, where the subject is involved in new activities and finds tools that mediate the process of his personal and cognitive development. “This opinion was expressed by Yu.M. Kuznetsova and N.V. Eccentric” [6]. The interaction of a person with ICT becomes the norm of life not only in megacities and big cities, where socio-economic modernization processes are more active, including the development and introduction of innovative technologies in the sphere of production, but also in small towns and rural areas. This process quite aggressively transforms all spheres of human life (education, work and leisure). For the creation of any networked computer textbooks, first of all, one should be guided by the basic template requirements that have been worked out and set out in a number of different publications that apply to the electronic textbook. Among them, the most important are the requirements for the so-called interoperability of the textbook, that is, the possibility of compiling a version of the educational material adapted

133 CONTEMPORARY PROBLEMS OF SOCIAL WORK to the individual characteristics of the trainees, as well as anything that helps to reduce the time space and the material costs of creating printed versions of textbooks. The basic standards for the implementation of the above requirements should be considered international standards that are applied in the field of information technology education, as well as creative development in domestic educational organizations. The most productive approach that meets these requirements can be called an approach that is based on the concept of an “educational facility”. In its meaning, the educational object refers to an information entity that can exist both in digital form and in any other. This is because such a textbook can be used multiple times, with different contexts, or refer to it at any stage of the learning process [7]. In fact, there are a number of reasons. One of them is economic. ESM, aimed at reproducing the reproductive skills required, for example, for the successful passing of exams (EGE), are relatively inexpensive and in demand in the tutoring market. And the production of quality ESMs built on the basis of developmental programs that stimulate the thinking processes of students requires considerable time-consuming (development, approbation, consideration of the remarks of the participants in the educational process using the tested ESM, testing, debugging, etc.), resource costs Stages are produced by a whole team of specialists of various profiles using software and hardware systems) and, as a consequence, becomes expensive, and without the support of large firms or the state can hardly be realized (the estimated cost of developing one training course is $ 15–30 thousand.). Among the psychological and pedagogical reasons are the following: 1) Attempt to insert the ESM into the traditional educational environment (by purpose, content, forms and methods); 2) The focus of ESM on the use of their most obvious potential opportunities (visualization, automation of control, development of standard skills), instead of their orientation to solving actual and long-term objectives of education; 3) Lack of a clear scientifically based procedure of pedagogical expertise of the developed ESM; 4) The lack of continuity of software in the study of topics, sections, and even more holistic course on any subject; 5) Inadequate professional preparedness of teachers introducing ESM in the educational process; 6) The lack of a teacher training system for the independent development of the simplest ESM and the formulation of the requirements of the terms of reference for the development of more complex ESMs. These reasons have the same roots, which, in the final analysis, are due to the lack of elaboration of the psychological and pedagogical aspects of the creation of ESM. The development of electronic educational resources occurs most often in one of two scenarios. In the first variant, attempts are made to create an ESM by own forces of subject teachers, which, as a rule, lead to the creation of a product that is primitive from the technical and design ergonomic points of view. The second option is the development of the ESM by IT specialists without clearly formulated requirements for the future product, which leads to the emergence of products created by programmers “according to their own understanding,” according to their ideas about the educational process that has evolved in the course of their own life experience: During schooling, at a university, etc. In this case, ESMs are created under the traditional model of education without reliance on modern achievements in the field of psychology and didactics. As a result, the developed ESMs are inadequate to the real needs of education, the designation of ESM as a tool for implementing and supporting types of learning activities [3]. The overall goal in the development of e-learning resources is to increase the effectiveness of the entire learning process and the quality of education. When teaching in junior classes, these

134 VOLUME 3, No. 2 (10), 2017 resources can be used as additional teaching aids, which will allow teachers to systematize the organization of independent work of students, and also to improve the process of mastering the material. Electronic resources for schoolchildren are presented in the form of electronic tests, interactive models, colorful illustrations, ready-made developments, simulators and other educational materials that are contained in the resources of Internet portals, and help teachers to prepare and conduct interesting, educational, And these resources help students to help with homework, research projects, or other types of independent work [4]. Electronic resources have a certain classification. The subdivision into species occurs according to the degree of difference from traditional polygraphic textbooks. The simplest are textual. The difference from books is that the base of presentation of texts and illustrations refers to the material that appears on the computer screen, and not in paper form. In this case, this material can be printed, and used in print. The second level includes the so-called hypertext resources. The second type also refers to textual, but it has significant differences in the navigation of the text. Pages of the book can be studied sequentially, carrying out linear navigation. Often the text contains terminology, or links to another section of the same text. This makes the book not quite convenient in its use, since explanations should be sought elsewhere. To solve the problem of mutual understanding and interaction between groups of specialists (teachers and programmers), the authors of the methodology introduce a role group “Methodist”, which includes specialists adapting the materials of the training course and teaching methods to the conditions of its use as an electronic educational product. However, firstly, the following question remains unanswered: how does the methodologist solve the problem of formalizing objects and processes that are so difficult to formalize and have a creative nature of the field, like educational activity; secondly, this proposal does not have any novelty: back in 2003 Mr. A.I. Bashmakov and I.A. Bashmakov, listing the basic categories of specialists necessary for the development of a team of developers of computer textbooks and computer training systems, already offered the role of a “computer methodologist” as an intermediary between authors (“experts in the subject area, Considered in a computer textbook”) and programmers, but nevertheless, as practice shows, such a “breakthrough” in the ideology of the development of ESM did not bring tangible results [3]. Improvement of professional skill of specialists in the field of education in the use of electronic educational resources in the educational process. The methodology for organizing lessons with different options for equipping classrooms with ICT facilities should be considered. Such training will be most effective if it is combined with constant methodical support of teachers. Training and methodological support should be conducted using the opportunities of distance education technologies and network educational communities. Since 2011, in all constituent entities of the Russian Federation, there has been training and methodological support for teachers of the main general education school, and since 2012 this procedure has been applied to primary school teachers. The training takes place on the basis of the advanced training system selected by the competition from regional institutions. Planned indicators for the number of trained teachers are defined as a percentage of the total number of teachers in the primary and primary schools, respectively, the amount of funding for each region is determined. To date, the problem of mutual understanding between participants in the process of developing electronic educational resources has not been fully solved and there are still a number of problems that require theoretical reflection. One of the steps to solving this problem can be the introduction of a system-activity approach to the development of the ESM as the

135 CONTEMPORARY PROBLEMS OF SOCIAL WORK basis for formulating the requirements for the ESM being created, fixed in the terms of reference. There are a number of prerequisites for this. First, the system-activity approach to date most fully describes the basic psychological conditions and mechanisms of the learning process and the structure of the learning activity of students. Secondly, electronic educational resources should be developed as a component of the system – the information and educational environment, and the basis for its design, as follows from the federal state educational standards of the new generation, is the system-activity approach [8]. So, the aggregate of new opportunities for CHI allows us to define it as an ESM of a new generation [21]. Certain advantages of MHI ensure a level of quality of ESM that can be considered necessary for their widespread implementation and effective use in the educational process through the development of active-active forms of education, and also opens the prospects for the implementation of new educational technologies, new forms of classroom and independent study, in T.H. Remote. When it comes to multimedia ESM, we mean that such an ESM has certain characteristics: 1. The ability to simultaneously reproduce on the screen and in sound a certain set of objects represented in a variety of different ways: using graphics, photos, video, animation and sound. In other words, everything that a person is able to perceive with the help of sight and hearing is used. 2. Logical connection of all represented objects. 3. Submission of a specific pedagogical idea of all objects. 4. Interdependence of all represented objects: changing one of them causes corresponding changes of other objects. 5. Developed intersubject communications of all represented objects, allowing instead of memorizing facts and standard actions to check. The rapid pace in the development of information technology currently contributes to the possibility of using personal computers as the most effective tool for teaching younger students. The automated learning process is implemented through the use of various computer textbooks and electronic resources. In this case, their application occurs not only with magnetic carriers, or laser discs, but also with local and global computer networks. When using global networks, a specialized information and educational environment is formed, which is aimed at implementing advanced technologies in teaching. When the information and educational environment is full, various electronic resources, the most effective use of local and global computer networks occurs, which requires the rapid development of high-quality electronic educational resources that would meet the current state of science in any field. This is especially true of primary school, since in this case, the basic knowledge is being formed in all subjects necessary for the overall development of children. The problem of mutual understanding between participants in the process of developing electronic educational resources has not been fully solved and there are still a number of problems that require theoretical reflection. One of the steps to solving this problem can be the introduction of a system-activity approach to the development of the ESM as the basis for formulating the requirements for the ESM being created, fixed in the terms of reference. For this, there are a number of prerequisites [11].

References 1. Bindyukova T.A. & Mudrakova O.A. Use of remote technologies in educational process as means of increasing interest in studying school subjects // Contemporary Problems of Social Work. Vol. 2. 2016. No. 2 (6). P. 130–136. 2. Duminsh A.A. Computer games in teaching and technology of their development // Educational Technologies and Society. 2012. No. 3 (15). P. 534–544. 3. Dzhurinsky A.N. History of education and pedagogical thought. For students of pedagogical universities. M.: Humanite : The publishing house VLADOS. 2008.

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4. Egorov A.M., Kedrova G.E. Computer network technologies in information support of teaching of basic linguistic disciplines (on the example of creation and use of innovative educational and scientific Internet portals “Russian Phonetics” and “Phonetics of Russian dialects”) // Territory of New Opportunities. 2010. No. 3 (7). P. 36. 5. Goneev A.D. Fundamentals of correctional pedagogy. M.: Academy. 2007. 6. Gudkova T.A Information society as a factor in changing the requirements for the training of a future specialist // ZabGU. Series: Pedagogy and Psychology. 2012. No. 5. 7. History of pedagogy and education. From the birth of education in the primitive society to the end of the twentieth century. M.: SC “Sphere”. 2008. 8. Kochisov V.K., Gogitsaeva O.U., Timoshkina N.V. Electronic educational resource as a new pedagogical tool in the context of development of intersubject communications // Educational Technologies and Society. 2015. No. 4. P. 619. 9. Krayevsky V.V. Methodology of pedagogy: a new stage. Allowance for students of higher education. Textbook. Institutions. M.: Academy. 2009. 10. Kuznetsova Yu.M., Chudova N.V. Psychology of Internet residents. M.: Publishing house LCI. 2011. P. 5. 11. Mizherikov V.A. Introduction to pedagogical activity. M.: Rospedagentstvo. 2009. 12. Mudrik A.V. Social pedagogy: textbook. M.: Academy. 2007. 13. Orlov A.A. Introduction to pedagogical activity: workshop. M.: Academy. 2007. 14. Pedagogical encyclopedic dictionary. M. 2007. 15. Pedagogical technologies: textbook for students of pedagogical specialties. M.: ITC “Mart”. 2008. 16. Pedagogy: Proc. Allowance for stud. Higher education. Textbook. M.: Ped. Society of Russia. 2009. 17. Pitjukov V.Yu. Fundamentals of pedagogical technology. Teaching-methodical manual. M.: Publishing house “Gnome and D”. 2007. 18. Robotova A.S. Introduction to pedagogical activity. M.: Academy. 2009. 208 p. 19. Russian pedagogical encyclopedia in two volumes. Vol. 2. M.: Scientific publishing house “Big Russian encyclopedia”. 2008. 20. Rybakova A.I. & Fomina S.N. The model of professional training of specialists of social work in the conditions of multilevel education on the basis of integrative approach // Contemporary Problems of Social Work. Vol. 1. 2015. No. 3. P. 55–61. 21. Selevko G.K. Modern educational technologies. M. 2007. 22. Slastenin V.A. Pedagogy. Higher education. Textbook. M.: Academy. 2009. 23. Tkachenko A.V. The culture of interethnic communication in activity of customs service of the Russian Federation // Contemporary Problems of Social Work. Vol. 2. 2016. No. 2 (6). P. 151–158.

REFERENCE TO ARTICLE Yunusov, M.M. (2017) Electronic Educational Resources in the Training of Primary Education Specialists, Contemporary Problems of Social Work. Vol. 3. No. 2 (10). P. 130–137. DOI: 10.17922/2412-5466-2017-3-2-130-137 (International bibliographic description).

CONTACT INFORMATION: Yunusov Mukhamadjon Makhmutjonovich Master Student Russian State Social University Wilhelm Pieck str., 4, build.1 129226 Moscow, Russian Federation E-mail: [email protected]

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Mikhoparov N.I., postgraduate student, Russian State Social University, Moscow. E–mail: [email protected] ORCID ID: orcid.org/0000-0002-0429-5163 UDC 316 DOI 10.17922/2412-5466-2017-3-2-138-145

Resource Potential of the Chuvash Republic for the Development of the Tourism Sphere

Receiving date: Preprint date: Taking to print date: 16.02.2017 27.03.2017 28.04.2017

Annotation: the purpose of this article is to analyze the tourism potential of the Chuvash Republic, to define the importance of tourism in the development of the region’s economy, and to identify negative factors in the tourism sphere of the region. As a theoretical and methodological basis of the study the following methods are used: analytical–synthetic method, expert evaluation methods, statistical data analysis, comparison, study of primary sources, secondary data analysis, etc. The scientific research reflects the actual problems in the tourism sphere of modern Chuvashia, reveals the role and importance of regional state policy in the development of the tourism industry. As a result, the new methods and forms of state regulation of development of tourism sphere at the regional level are offered and recommended. Key words: tourism sphere, resource potential, tourism resources, Chuvash Republic, tourism potential of Chuvashia. JEL classification: A140.

Introduction At present, tourism industry is recognized as one of the fastest growing sectors of the world economy. Despite the fact that tourism is a relatively young industry, at the present stage of development of the world economy this sector is considered one of the most profitable and promising sectors of the economy [23, p. 91]. According to the United Nations World Tourism Organization (UNWTO) tourism industry accounts for 3.2% of GWP and 7.6% of the working population of the planet. In the countries with advanced economies the contribution of tourism in GDP constitutes from 2% to 10% [21, p. 118]. From the point of view of state interests tourism industry is an important economic and social component in the economy of the state, it has a positive impact on the social, cultural and educational spheres. Tourism serves as a means to create new jobs and increase level of employment. In general, the contribution of the tourism sector in providing employment is about 6–7% of the total number of jobs in the world [3, p. 77]. Tourism also contributes to the

138 VOLUME 3, No. 2 (10), 2017 preservation of the natural and architectural and historic treasures both of the region and the country as a whole. The development of the tourism sphere in the region is largely predetermined by the existing set of tourism resources and the efficiency of use of its resource and tourism potential. The resource potential of the region is considered to be a complex of all kinds of resources emerging on the given territory which can be used in the process of social production. The resource potential of the region is divided into ecological, economic and social types [6]. Tourism resources are historical, natural, social and cultural facilities, objects of tourist attraction, and other objects that can satisfy the needs of tourists, contribute to their vital activities, restoration and development of their physical strength, etc. [11, p. 30]. The tourism potential is a totality of natural, social, environmental, historical and cultural prerequisites for the organization of tourist activities in a particular area [15, p. 218]. Based on the foregoing, it is worth noting that the above criteria for the development of the tourism industry has the Chuvash Republic – a federal subject of the Russian Federation, located in the center of the European part of Russia – the Volga–Vyatka region, in the middle reaches of the Volga river and in the area between Sura and Sviyaga rivers. General information on the tourism sphere of the region The Chuvash Republic has borders with industrially developed centers of the Volga Federal District: in the west with the Nizhny Novgorod Oblast, in the south–west with the Republic of Mordovia, in the south with the Ulyanovsk Oblast, in the east with the Republic of Tatarstan and in the north with the Republic of Mari El. According to the Federal State Statistics Service the population of the republic on January 1, 2017 is 1 235 992 people [16]. The capital of the republic is the city of Cheboksary with the population of 480 741 people. In 2001 the city was the winner of the contest “The Most Comfortable City of Russia”. The distance between Cheboksary and the capital of the country is about 630 km. The Chuvash Republic has a temperate continental climate and is situated in the forest and steppe natural zones. The average air temperature is –13 °C in January and + 19 °C in July. Chuvashia is a region with a unique natural environment and rich tourism and recreation potential. The nature of the region successfully combines forest, ravine and lake landscapes [5, p. 3]. Equally important for the regional development of the tourism industry are cultural and historical factors: availability and accessibility of local theaters and history museums, organization of republic vocal and theater art performances, celebration of traditional national holidays, etc. The most important factor for the promotion of tourism sector in the Chuvash Republic is ethnocultural potential of the Chuvash Land. Huge interest for tourists in “the edge of a hundred thousand words, a hundred thousand songs, and a hundred thousand embroideries” presents its titular nation – the Chuvash (Suvar) – who managed to preserve and carry through many thousands of years up to the present day their original culture, ancient traditions, national cuisine, trades , handicrafts, etc. According to the statistics from the Ministry of Culture, Nationality Affairs and Archives of the Chuvash Republic tourism sphere in the region shows a positive trend. So, in 2016 the domestic tourism flow increased by 7% compared to 2015. Over the past year 143 republic tourism companies have served more than 246 thousand people (in 2014 – 180 thousand, in 2015 – 230 thousand people) [13]. According to the Federal State Statistics Service of the Chuvash Republic, on January 1, 2016 101 lodging establishments with a capacity of 7346 bedrooms operated in the region: among them: 33 hotels, 17 resort sanatoria, 15 establishments similar to hotels, 7 sanatoria for adults, 6 health sanatoria, 5 recreation organizations, 5 tourist centers, 4 motels, 4 dormitories

139 CONTEMPORARY PROBLEMS OF SOCIAL WORK for tourists, 3 children’s sanatoria, 1 year–round health camp and 1 establishment with furnished rooms [17]. In 2016 tourism organizations of Chuvashia provided services worth more than 1 milliard rubles, it is 250 million rubles more than in 2015 and twice higher than in 2013 (490, 0 million rubles) [19, p. 21]. Natural recreational potential According to “The environmental rating of the subjects of the Russian Federation” of the Russian Public organization “Green Patrol” at the end of 2016 the Chuvash Republic entered the top 10 environmental regions of the country, taking the 6th place. Also, Chuvashia has one of the highest social and environmental index in the environmental rating – 73 [1]. The abovementioned indicators are rather objective. In the region one third of the territory is covered by mixed and pine forests. The Chuvash Republic accounts for 93 especially protected natural territories and objects of republic significance, including 67 natural monuments, 8 state nature reserves, 5 forest genetic resources reserves, 4 state game reserves, 3 districts of sanitary protection, 1 game reserved household and 1 arboretum. Also, there are 3 especially protected natural territories of federal significance: National Park “Chuvash Varmane”, State Nature Reserve “Prisurskiy” and the Cheboksary Branch of the Main Botanical Garden of the Russian Academy of Sciences. The total area of protected natural territories is more than 100 thousand ha or about 7% of the total area of the region [4, p. 64]. Forests are more and more widespread as recreational facilities, which have a beneficial effect on human health. In the Chuvash Republic there are about 1050 species of plants which constitute 2/3 of all plant species of the European part of the Russian Federation. In the region identified are 48 plant species and 29 animal species which are subject to special protection on the territory of the republic. In Chuvashia there are 2356 small rivers, more than 800 ponds, 368 lakes and hundreds of crystal clear springs. There are sources of saline water used in the treatment of cardiovascular and neurological diseases in the sanatoria of the republic. In the region in a small wooded area there is a waterfall “Silver Cascade”, which is rare and unique to the territory of the plains of the Volga. The waterfall is considered the largest in the Chuvash Republic; its height is 4 meters. In addition, “Silver Cascade” practically does not freeze in winter [22]. Transport and communications potential The favorable geographical position to attract tourists to the Chuvash Republic is determined by transportation and geographical location. Transport is one of the most important components of the material basis of the economy of any region and plays a leading role in solving social problems, providing cultural and tourism trips of the population. Inspecting the main features of existing transport system of Chuvashia, the following can be identified. Through the territory of the republic run the most important road, rail and water routes connecting the region with the central, northern, eastern and southern parts of Russia. Roads are the most important element of the transport infrastructure. According to the data of the Ministry of Transportation and Infrastructure of the Chuvash Republic the length of public roads of the republic is 12 253 km as on January 1, 2016 [14]. In the Chuvash Republic highways are highly loaded, in particular the Federal highway M7 “Volga”. The daily traffic here counts about 45 thousand cars. The length of the M7 “Volga” on the territory of Chuvashia is more than 180 km. Through the city of Kanash of the Chuvash Republic, which is one of the most important railway junctions of the Trans–Siberian Railway, round–the–clock pass freight and passenger trains, connecting the Republic by the shortest route with the metallurgical Urals, vast Siberia and Far East. Cheboksary Airport is the only “air gates” to Chuvashia. The airport, which has an international sector since October, 1995, is able to send and receive cargo and passenger aircraft of practically

140 VOLUME 3, No. 2 (10), 2017 all types. The airport has been designed to serve up to 300 thousand passengers per year. According to the statistics in recent years the airport Cheboksary had an increase in the number of flights and passengers served. In 2015 the number of flights has increased by 2% compared with the year 2014 [20]. By navigable rivers Volga and Sura the Chuvash Republic is connected with international waterways’ network. By the Volga ships can move in the southern direction to the Caspian, Black and Azov Seas, as well as up the Volga to the White and Baltic Seas. In this respect cruise tourism on liner ships on the Volga River is of great interest. It has the following routes: St. Petersburg – Volgograd, Moscow – Rostov–on–Don, Moscow – Astrakhan, and others. Cruise tourism gives opportunities for tourist excursions in Cheboksary or in small historic cities of the republic – Mariinsky Posad and Kozlovka [8, p. 55]. Cultural and historical potential In Chuvashia there are 655 historical and architectural monuments protected by the state, including 346 architectural monuments, 177 archeological monuments, 120 historical monuments and 12 monuments of art. Equally important are the places connected with historical events of the country or the region, such as Surskiy line of defense – defensive line, built in 1941–1942 on the right bank of the river Sura to stop Hitler’s troops on the outskirts of Kazan; places where the troops of Ivan the Terrible, Stepan Razin and Emelyan Pugachev passed by; ancient places of pagan praying of the Chuvash (Suvar) – kiremets etc. As for cultural destinations, the Chuvash Republic has a network of republic cultural institutions composed of 6 professional theaters, 3 concert organizations, 3 museums with 5 branches, 3 libraries, 3 archival institutions and the Republic Palace of Culture and Folk Art. Municipal network of culture consists of 748 cultural and entertainment establishments, 537 public libraries, 25 archives, 13 museums, 7 recreation parks. The most popular among tourist establishments are the only one in Russia Scientific and Technical Museum of Tractor History, in its collection there are more than 36 vintage wheel, caterpillar, industrial and skidder tractors; Memorial complex of a Soviet cosmonaut A.G. Nikolayev – the first and only rural museum in the country dedicated to a space theme; V.I. Chapayev Museum – the most visited museum in the city of Cheboksary (for the last three years the museum was visited by over 90 thousand people). The museum building is a unique monument of architecture of the second half of the XX century. In the Chuvash Republic there is quite a significant amount of cultural institutions which activities are directly or indirectly aimed at the development and promotion of ethnic and cultural tourism in the region. Among the museum institutions it is Ibresi Ethnographic Museum Complex under the open sky which contains more than 4 thousand exhibits of material and spiritual culture of the Anatri Chuvash, including a peasant’s farmstead of the beginning of the XIX century, a windmill, etc. It is Museum of the Virjal Chuvash in the village Morgaushi, which expositions are devoted to the culture and traditions of the Virjal Chuvash, objects of their everyday life of the early XX century. The Chuvash National Museum should also be distinguished, it is the largest depository of history and culture of the Chuvash Republic. The museum funds comprise more than 160 thousand museum objects. In the village Verkhniye Achaki of Yadrin district Museum of subsistence farming of a Chuvash peasant of the XIX century is situated. Here, in addition to a Chuvash peasant’s farmstead of the end of the XIX century, the tourists have an opportunity to perform work in the garden in the old-fashioned way – from sowing rye and flax to baking bread; to do weaving and brewing in a traditional way. Throughout the year on the museum grounds, ritual festivals are held in accordance with the Chuvash (Suvar) national calendar. In 2015 in Cheboksary Chuvash Embroidery Museum was opened, it reflects the history of the Chuvash embroidery till the XIX century and its development in the XX–XXI centuries. This

141 CONTEMPORARY PROBLEMS OF SOCIAL WORK museum aims to become an attractive tourism resource of the republic for the development of ethnic and cultural tourism. It is necessary to note the important role of the Chuvash Academic Drama Theater named after K.V. Ivanov in forming ethnotourism conditions in the region. Chuvash Drama Theatre is both the heart of the Chuvash culture introducing its repertoire in the Chuvash (Suvar) language and a tourist destination for domestic and inbound tourists. The ethno-ecological complex “Yasna” in the Cheboksary district has been working since 2016. The main idea of this tourist complex is restoration of the ethnic identity and spirituality, revival of peasant’s daily life and the old methods of subsistence farming of the Chuvash (Suvar). For lovers of rural tourism in the region there are 15 rural guest houses and 7 eco-tourism facilities. Event management Every year the Chuvash Republic holds large–scale events dedicated to musical, theatrical, cultural heritage and cinematography, contemporary fine arts, international and all–Russian festivals of national cultures, as well as events aimed at the preservation and development of folk arts of the Chuvash people and the peoples of Russia. In the context of development of regional tourism the most important of them is the Republic Day, including as key part of its program the Chuvash (Suvar) national holiday of land and the plow “Akatui” and All-Russian folk art festival “Springs of Russia”. Among the major events the most popular among the visitors and residents of the region are International Ballet Festival, International Opera Festival named after M.D. Mikhailov, Cheboksary International Film Festival, International Fireworks Festival, All-Russia Competition of Folk Craftsmen “Rus Craftsmen”, Traditional Tsivilsk Tikhvin Fair, Maresyev Gathering of Friends of Light Aircraft, Games on Kamayev Field and many others. It should be also noted that since 2015 the republic hosts the annual All-Chuvash Film Festival “Asam” for lovers of the Chuvash cinematic art and potential domestic and inbound tourists which shows feature films of the Chuvash directors: from comedies to documentary ethnographic films. Thus, a comprehensive assessment of the current state of the Chuvash Republic, as a region favorable for the development of domestic and inbound tourism allows to suggest that Chuvashia has a promising resource potential to attract tourist flows. Negative factors in the tourism sphere Today, as the main problems in the field of tourism at the level of regions of Russia experts distinguish insufficient development of objects of tourism infrastructure and lack of favorable conditions for attracting investments in the tourism industry [2, P. 105]. Unfortunately, this problem is reflected in the Chuvash Republic as well. It should be noted that development of tourism infrastructure means not only the construction of new accommodations for tourists, but also accompanying infrastructure: tourist attractions, entertainment and eating facilities, transport, etc. [9, p. 169]. In the republic collective accommodation facilities constitute the material basis of the tourism industry; its indicators characterize the material and technical base of tourist and recreational complex of the region. These tourist organizations of the Chuvash Republic hold about 0.7% of the total measure of the performance of similar Russian organizations and 3.91% of the number of organizations operating in the Volga Federal District. According to the statistics, on average the hotels of Chuvashia are occupied at about 40–50%. There is a deficit of the number of rooms only during mass events. Indicators of income and expenses of collective accommodation facilities of the Chuvash Republic suggest that revenues exceed expenses, but these differences are insignificant. According to the experts’ opinion, this is due to the fact that many accommodation facilities, as well as a system of sanatoria, dispensaries and recreation centers of the region were built in the

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Soviet times, and now their material and technical base requires additional capital investments to modernize the rooms, to renovate or reconstruct the buildings. One of the methods for solving the above identified problem is the construction of new accommodation facilities, aimed at mass tourism. As it has been said earlier, in the Chuvash Republic monuments of nature, history and cultural heritage of federal and regional significance are in state charge. However, despite all this, the tourism resources of the republic are not used in full force. For example, today in Chuvashia there is a shortage of organized on the shores of picturesque rivers and lakes tourist shelters, houses for hunters and fishermen, camps, hostels with food prepared according to the recipes of the Chuvash (Suvar) cuisine, facilities for rental of sports equipment, etc. It should be emphasized that for the Chuvash Republic, the region with wonderful climate and natural resources, promotion of recreation and eco-tourism should be a priority in the development of the regional tourism industry. According to the analysis of the tourism industry of the Chuvash Republic, in the region there is a respectively small number of created tourist routes (about 60 in the republic), and here it should be noted that in some municipalities of Chuvashia tourist routes are not existent or do not work. It is very important for the republic to create automobile, cruise routes and development of the excursion programs with visits to the industrial enterprises. In recent years in Russia under the influence of the tourist demands a number of regional programs of informative-excursion tourism have undergone some changes with a shift to enhance the role of ethno-cultural aspects. The recently planned tours more often include sightseeing tours with visits to the largest museums, major historical and cultural monuments, etc. [18, P. 48]. In this regard, in Chuvashia there is a need to develop new tourist routes, special tourist programs and events, taking into account the peculiarities of the cultural heritage of the Chuvash (Suvar), as well as of the peoples living in the Chuvash Republic. On January 1, 2016 the infrastructure of roadside service of the Chuvash Republic had approximately 435 facilities of roadside service, of which about 30 facilities are located along the federal highway M7 “Volga”. Roadside service facilities are located along the highways extremely irregularly – mostly near cities and big villages. Out of the total number of roadside service facilities 260 objects are retail enterprises which constitute 55.6%. It follows that the region lacks multifunctional roadside complexes in sufficient quantities. Today, the immediate development of a network of roadside service in the region should be a priority for the public authorities of the Chuvash Republic, as it is this sphere that primarily determines the quality of established economic, commercial and cultural relations of Chuvashia with other regions. In the market of roadside service of the republic there are quite profitable conditions to perform the designated tasks – the annual growth of the degree of road traffic which entails the demand for various services. At the same time, increase in the number of sites of roadside service enhances competition which contributes to improving the quality of customer service. Conclusion Proceeding from the present situation one point is certain – for the further successful development of tourism infrastructure, both in the Chuvash Republic and in other regions of Russia, at the present time the regional authorities should actively involve the business community in the field of tourism on the principles of public–private partnership. It is a constructive approach, close cooperation and a lasting dialogue between business and government can significantly accelerate the process of formation, development and promotion of regional tourism product on domestic and international tourism markets. With a purpose of qualitative and cost-effective promotion of tourism product of the Chuvash Republic on the Russian and international tourism markets the public authorities of the republic have to conduct actions aimed at “branding” of local places of attraction of the

143 CONTEMPORARY PROBLEMS OF SOCIAL WORK region, to provide advertising and information support, including the media, and PR–support in promoting tourism services and products of Chuvashia. State support for the development of the region’s tourism industry should be conducted with a united regional government strategy, jointly formed with the participation of the business community and civil society organizations. Formation of tourism associations and unions on the territory of the republic can serve as an additional mechanism of interaction between the regional authorities and business representatives. To develop the tourism sector in the Chuvash Republic as a means of replenishment of the republic budget it is necessary to solve several major problems, which include: expansion of the social base of tourism, attraction of investments for the development of tourism infrastructure, modernization of the existing material base in the social sphere, etc. On January 1, 2017 in Chuvashia the grant support institute of small and medium business of tourism sector, in particular for persons engaged in non–agricultural activities in the rural areas is not working. In this context, it is very important for the public authorities of the Chuvash Republic to introduce the practice of regional financial support mechanisms for individual entrepreneurs of the tourism sector. In the republic the level of service in the service enterprises remains low. Managers of hotels, recreation centers, entertainment and health institutions, eating establishments must be attentive to the selection of personnel in the service industry. It is necessary to give due attention to the qualitative reception of a visitor. In this regard, it is recommended that public authorities of the region should organize joint round tables with the heads of leading tourism organizations of the republic aimed at improving the quality of customer service, as well as organize targeted seminars on enhancing etiquette skills for working personnel of service enterprises of the Chuvash Republic. Thus, tourism is a significant economic resource, a new economic factor for our state. Focus on tourism potential and regional tourism resources is one of actual promising opportunities for the economic and social development of the Chuvash Republic and the country in whole.

References 1. All-Russian Public Organization “Green Patrol”. Retrieved February 7, 2017. URL: http://www. greenpatrol.ru/ru/novosti. 2. Balabanov I.T. New organizational forms of tourism enterprises in the market economy. M.: Slovo. 1998. 178 p. 3. Basics of tourism: textbook. M.: Federal tourism agency. 2014. 384 p. 4. Belova N.M. Rural guest houses: theory and practice. Cheboksary: Affiliate of SPbSEU in Cheboksary. 2013. 154 p. 5. Conception of development of rural and ecological tourism in the Chuvash Republic for the years 2015–2020. Cheboksary. 2014. 12 p. 6. Economy of BSEU – Blog. Retrieved February 4, 2017. URL: http://www.economy-web. org/?p=454. 7. Frolova E.V., Rogach O.V., Kabanova E.E., Medvedeva N.V., Shimanskaya I.Y. Tendencies and prospects of tourism industry in Russia: Sociological analysis of stereotypes among population during tourism trips // European Research Studies Journal. Vol. 20. 2017. Issue 2. P. 308–320. 8. Integrated plan of car tourism cluster of the Chuvash Republic “Chuvashia is the heart of the Volga”. Cheboksary. 2014. 110 p. 9. Kachanov V.S. Quality management system of tourism services. M.: Public Education. 2000. 224 p. 10. Lidzer E.A. Ethnic entrepreneurship in a discourse of social problems // Contemporary Problems of Social Work. Vol. 2. 2016. No. 2 (6). P. 123–129. 11. Markov B.V. International communication. Proceedings of the VI Youth scientific conference on the problems of philosophy, religion, cultures. M. 2009. 82 p.

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12. Mikhoparov N.I. The specificity of development of tourism in modern Russia // Contemporary Problems of Social Work. Vol. 2. 2016. No. 4 (8). P. 22–29. 13. Ministry of culture, nationality affairs and archives of the Chuvash Republic. Retrieved January 20, 2017. URL: http://gov.cap.ru/info.aspx?gov_id=12&id=3460792&type=news&p age=6&size=20. 14. Ministry of transportation and infrastructure of the Chuvash Republic. Retrieved February 7, 2017. URL: http://gov.cap.ru/default.aspx?gov_id=786. 15. Nikolenko D.V. Recreational geography. M.: Vlados. 2006. 316 p. 16. Official statistics. National accounts. In Federal State statistics service. Retrieved February 11, 2017. URL: http://www.gks.ru/wps/wcm/connect/rosstat_main/rosstat/ru/statistics/ accounts/. 17. Official statistics. Social sphere. In Federal State statistics service of the Chuvash Republic. Retrieved December 29, 2016. URL: http://chuvash.gks.ru/wps/wcm/connect/rosstat_ts/ chuvash/ru/statistics/sphere/. 18. Skobeltsyna A.S. Technologies and organization of excursion services: study aid. M.: Academy. 2010. 192 p. 19. Speech of the head of the Chuvash Republic to the state council of the Chuvash Republic. Cheboksary. 2017. 46 p. 20. State-owned unitary enterprise of the Chuvash Republic “Airport Cheboksary”. Retrieved February 8, 2017. URL: http://gov.cap.ru/default.aspx?gov_id=746. 21. Voskresenskiy V.U. International tourism: textbook. M.: UNITI–DANA. 2012. 256 p. 22. Waterfall “Silver cacade”. In national tourism portal. Retrieved February 7, 2017. URL: https://russia.travel/objects/300161/. 23. Yegorenkov L.I. Introduction into technology of tourism: guidance manual. Finances and statistics. M.: INFRA. 2012. 304 p.

REFERENCE TO ARTICLE Mikhoparov, N.I. (2017) Resource Potential of the Chuvash Republic for the Development of the Tourism Sphere, Contemporary Problems of Social Work. Vol. 3. No. 2 (10). P. 138–145. DOI: 10.17922/2412-5466-2017-3-2-138-145 (International bibliographic description).

CONTACT INFORMATION: Mikhoparov Nikolay Ivanovich Postgraduate Student Russian State Social University Wilhelm Pieck str., 4, build.1 129226 Moscow, Russian Federation E–mail: [email protected]

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Koroleva V.A., postgraduate student, Russian State Social University, Moscow. E-mail: [email protected] ORCID ID: orcid.org/0000-0003-1792-9492 UDC 159.9 DOI 10.17922/2412-5466-2017-3-2-146-152

Socio-Psychological Features of the Innovation Process in the Social Sphere

Receiving date: Preprint date: Taking to print date: 14.02.2017 27.03.2017 28.04.2017

Annotation: at the present time in the scientific literature there are many definitions of the innovation process and innovations, considering which several approaches to their understanding and study are defined. Innovations for a long time were constrained by the technical and economic environment, but recently the issue of innovations in the social sphere or social innovations that have their own characteristics and their range of tasks is becoming topical. When studying the innovation process in the social sphere, social and psychological characteristics were revealed. An urgent problem is the need for people with innovative thinking. The article considers the treatment of this concept by scientists. Psychological barriers and socio- psychological support of innovations are also considered as socio-psychological features. Key words: innovation, social sphere, innovative thinking, socio-psychological characteristics, social innovations. JEL classification: А130, А230.

In the process of existence, new needs, new problems that need to be solved continuously arise before the society. In the context of society, the solution can’t be standardized, which is why it is necessary to turn to innovations. Direct participation in the innovative activity of a person obliges to consider it taking into account the socio-psychological characteristics. Innovative activity is the object of studying innovation as a process of innovation in socio-economic systems. The implementation process is understood as the development, mastering, implementation and dissemination of innovations. The process has the following structure, consisting of 5 phases: basic research  applied research  development (design)  production (primary development, widespread implementation)  consumption (full use, obsolescence). At the first stage, the identification, study and systematization of objective phenomena and patterns of development of nature and society takes place. At the second stage, technical capabilities, socio-economic efficiency and ways of practical use of the results of basic research in a particular field (industry) are studied. Thus, there is a definition of needs,

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identification of problems and possible solutions. The development process includes the production, based on the results of applied research and experimental verification of scientific and technical documentation for the creation of new or improved products, structures, processes and control systems. Further there is an introduction, development (industrial or technical) and economic development of innovation. At the final stage, there is an obsolescence that begins with the completion of the development of the next innovation, the development of which is more efficient and rational in the face of the ever-changing needs of society. It is considered that the concept of “innovation” was introduced into the scientific revolution by the American scientist J. Schumpeter, an economist, political scientist and sociologist. He saw innovation as “new combinations” – a means of entrepreneurship for profit. In the 1930-ies, Schumpeter concretized this interpretation: “innovation is a change in order to introduce and use new types of consumer goods, new production and transportation means, markets and forms of organization in industry” [18]. At present, there are several approaches to understanding innovations in the scientific literature: how to a certain process, as to the result and as to the process and result. For example, B.E. Luzhansky believes that “innovation is the release and sale of competitive products (works, services)” [12]. E.A. Utkin, N.I. Morozova, G.I. Morozova consider that this is “an object introduced into production as a result of the research or discovery made, qualitatively different from the previous analog” [26, P. 10]. According to I.V. Safronov “innovation is a manifestation of modern achievements of scientific and technological progress, a special kind of knowledge that has been implemented as a new or improved product, a new or improved technological process used in practical activities that have a set of functions that they perform to meet existing needs at appropriate Segments of the market and bringing an economic effect” [16]. Experts of the Institute for Innovative Development give the following definition: “Innovations are advanced technologies, the introduction of which ensures the qualitative development of the economy. They are the link between scientific and technological progress and the lives of most people. Innovations serve as a guarantee of intensive production growth and directly quality of life”1. The study of the innovation process was constrained by the framework of the technical and economic environment. In his research “Innovation as a socio-cultural phenomenon”, A.V. Terkina says that at the present time innovation is understood not only as the creation and production of new products, technologies, but also as the transformation of creative thought into a finished product, increment of knowledge with its subsequent realization, a real breakthrough In the way of thinking [23]. As for innovation in the social sphere, one of the first to address this problem was the French sociologist G. Tard in his works “Social Logic” and “Social Laws”, in which he spoke about the fact that the indicator of social progress are inventions and innovations. It is they who, according to Tard, provide an opportunity to overcome social contradictions and restore the balance and harmony that society has lost [24]. In connection with the emergence of innovative problems beyond the framework of economic theory, the emergence and development of social innovation in its broad representation is stimulated as a special part of interdisciplinary knowledge, in which the synthesis of various areas of innovation studies in social and humanitarian science occurs. Social innovations are new ideas, strategies, technologies that contribute to the solution of socially significant tasks, and also cause social changes. The sociological theory of innovation characterizes innovative thinking as the orientation of members of the society to the continuous development of innovations, as well as the creation of an enabling environment in the process of their implementation. The external manifestation of thinking processes about the implementation of innovation is the innovative behavior of individual or collective social actors associated with the updating of methods or the transformation of objects of their activities. A.S. Tsarev in his study “Social

1 URL: http://institute-innovation.ru/about.html – Institute for Innovative Development. 147 CONTEMPORARY PROBLEMS OF SOCIAL WORK

stereotypes and social innovations in the system of destructive social relations” gives the following definition of social innovation: “This is a complex social process of introducing, assimilating and integrating new elements in various spheres of public life, the result of which are substantial and irreversible changes in the system of social Relations and interactions” [24]. Innovations are a form of renewal and development of the society at all levels of its organization. As experience of the most advanced countries shows, innovations in the social sphere can concern:  employment, income, quality of life of the population;  health, maternity and childhood, people’s lives;  all types and forms of education;  culture and leisure;  social protection;  ensuring the rights of citizens to housing;  public safety;  environmental protection;  postal communication and other communication channels;  work with refugees and internally displaced persons;  public guardianship for children, the elderly, disabled people and poor citizens [14, p. 7]. The emergence of innovations in the social sphere can contribute to such processes as: the aggravation of social problems, which requires new approaches to their solution; Lack of the necessary resources for the development of the social sphere, which requires more effective ways of searching for them; The tendency of toughening of requirements to the quality of services of social institutions and bringing them to international standards [2]. O.A. Antoncheva and G.A. Velichko believe that “the social nature of innovation is revealed in divergence from existing in society generally accepted patterns of behavior, norms, values, traditional activities and thinking that constrain the development of society” [3]. In the scientific literature, there are many classifications of innovations that can give a detailed idea of the characteristics of innovation in order to determine its main parameters. O.I. Yakovleva in determining the parameters of innovation draws attention to the difference between the concepts of “innovation” and “social innovation”. The scientist rightly notes that social innovations are non-commercial in nature and “indicators of their effectiveness are not the profitability and profitability of the project, but indicators of improving the quality of education, health, longevity, living standards, etc.” [27]. Innovations in the social sphere solve the following tasks [5]: 1. Improving the quality of life of the population, which is understood as a complex characteristic of socio-economic, political, cultural and ideological, environmental factors and conditions for the existence of the individual, the position of man in society. The category “quality of life” also takes into account the satisfaction of man’s needs for creativity, self- development and self-realization of his needs. 2. Increasing the efficiency of enterprises and social organizations. 3. Improving the quality of social services by better matching the changing demands of society. 4. Reducing social inequalities by increasing the availability of services provided. When implementing an innovative process, people are needed who are able to master, transform and create new ideas and new approaches to their implementation, in other words, those who have innovative thinking. In the opinion of the Nobel Prize winner, Academician A.A. Ginzburg, the main engine of the economy – innovative people. During the periods of radical structural transformations, only “change leaders” survive, possessing innovative thinking, “helping to react instantly to changes and exploit new opportunities for themselves” [7]. There are many

148 VOLUME 3, No. 2 (10), 2017 definitions of the concept of “innovative thinking”, but there is no common understanding. V.P. Delia gives the following definition: “Innovative thinking is the ability of a person to have systemic creativity that ensures the birth of a new one, the possibility of generating innovations that change the existing environment and create the conditions for transition to an innovative economy” [6]. The point of view of V.N. Badygin, who defines innovative thinking as “man’s objective aspiration to improve productive forces” [4]. The scientist says that this phenomenon took place from time immemorial, but the scientist considers the period in the conditions of USSR socialism to be a peak of innovation thinking. According to the doctors of pedagogical sciences A.P. Usoltsev and T.N. Shamalo to characterize innovative thinking, the following definitions should be used: creative; Scientific and Theoretical; Socially Positive; Constructive; Pragmatic; Transformative [25]. Director of the Institute of Innovative Design Yu.P. Salamatov singles out the basis of innovative thinking, namely: systematic, logical, dialectical, and imaginative [17]. Each of these components is based on the creative potential of thinking as a person’s ability to create innovation. At present, there are several approaches to the problem of the creative abilities of the individual. Within the framework of one approach it is considered that they are not present, and creative activity acts as an intellectual giftedness. On the other hand, it is considered that creative abilities are independent of the intellect. Some scientists come to the conclusion that a high level of intelligence implies the presence of creative abilities and vice versa. Within the framework of this problem, research was conducted by I.V. Tarasova under the leadership of Doctor of Psychological Sciences, Professor E.A. Petrova in the work “Socio- psychological determination of innovative thinking of heads of institutions of the cultural sphere” in which innovative thinking is defined as the synthesis of the main types of thinking. In the study defines “innovative thinking – thinking, the product of which is innovation, transforming reality, including not only creative processes, but also assuming the existence of developed analytical abilities that allow not only to think outside of the box but also to think systematically, strategically and logically” [22]. Within the framework of the study, the main characteristics of innovative thinking were identified, including 10 criteria: 1. Independence – the ability to make decisions independently; 2. Over-normality – the ability to think beyond the norm; 3. Flexibility – the ability to freely dispose of the source material, establish associative relationships and move in behavior and thinking from the phenomena of one class to another; 4. Divergence – a person’s ability to issue a large number of decisions based on the same data, the ability to search for solutions in different directions; 5. Originality – the ability to produce distant associations, unusual ways of making decisions; 6. Reflexivity – the ability to realize their own decisions and their consequences; 7. Analyticity – the ability to operate concepts, synthesis; 8. Systemic – the ability to see the situation, taking into account all the actual factors affecting it; 9. Consistency – the ability to reproduce structural relationships and relationships, follow and build logical chains; 10. Prospectivity – the ability to “look to the future”, suggesting, in the course of solving problems, the ability to adjust to changing factors. Based on the research, the factor model of innovative thinking of heads of institutions of the cultural sphere was determine, which includes four blocks reflecting the stages of the innovative thinking process: awareness of the problem, creation of innovations, cognition of the innovative idea and implementation of the innovative idea. In each block, determining factors were identified, such as: at the first stage – the need-motivational; on the second – for the generalization of individual-typological ideas, when developing an implementation plan – value-semantic; on the third – the value-semantic; on the fourth – emotionally-volitional.

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The greatest attention is currently paid to researching the factors of psychological inhibition of the development and implementation of innovations, which are due to the presence of psychological barriers. They are “a complex psychological phenomenon that accumulates negative expectations, negative psychological attitudes, complexes of fears, personal factors, etc.” [13]. The reasons for the formation of psychological barriers can serve: insufficient awareness of the purpose and essence of innovation, conservatism of thinking, lack of proactive and creative approach to solving problems in the social sphere. The reasons for resistance to innovation from the point of view of K. Davis can be attributed to three groups: economic, personal and social. Among the economic K. Davis relates: a) fear of unemployment; b) fear of shortening the working day and, as a consequence, earnings; c) fear of a decline in social status and basic wages; d) fear of intensification of labor and reduction of its progressive payment. That is, the main one here is the fear of losing (full or partial) in earnings, which forms a very persistent anti-innovation facility for the employee. The following are considered to be personal reasons: a) the perception of criticism of personal methods of work as an insult; b) fear that the acquired skills will be unnecessary and professional pride will be impaired; c) the belief that innovations always lead to increased specialization, increased monotony of work and a decrease in the sense of self-worth as a participant in the labor process; d) unwillingness to expend forces for retraining; e) fear of increasing labor intensity; f) the fear of uncertainty due to a lack of understanding of the essence and consequences of innovations. Among the social reasons are the following: a) reluctance to adapt to the new socio- psychological climate in the team; b) the desire to maintain the familiar social ties; c) fear that the new social situation will lead to less satisfaction with work; d) hostility to external interference in personal affairs and to persons introducing innovations; e) dissatisfaction with the weakness of personal participation and insignificance of its role in the implementation of innovations; f) the certainty that any innovations are beneficial to the company, and not to the employee, his work colleagues or society. The higher the level of effectiveness of the implementation of the innovation process, the higher the interest and understanding of the need for innovations by man. G.N. Koinova defines this concept as “innovative consciousness”, which has the following characteristics [10]: A) a psychological attitude toward innovative rather than standard activities; B) the presence of an internal, subjective scale of innovation, which more or less reflects the actual and predicted relationships of the old and the new; C) fixed innovative needs; D) the existence of a stable (but not excessive) motivation; E) broad innovative ideas. Within the framework of this problem, scientists make up special programs that provide socio-psychological support for innovations. For example, Doctors of Psychological Sciences V.I. Strelkov, E.A. Petrova, E.A. Volodarskaya in the collective monograph “Socio-psychological support of professional work and innovations in sports” [21]. Offer a system and structure of training athletes, since it is the training period that covers innovation, taking into account the socio-psychological characteristics of athletes, coaches, sports managers. This takes into account the category of “time”, I-concept of personality (as the authors specify, taking into account the “mysterious Russian soul”). The main function of innovations in this case is determined by the optimization of the situation in the sport, since the general social well-being depends on its condition. Currently, the study of innovation has a special significance in connection with the transition of the state to an innovative development path. In the scientific literature there is a lot of research of innovation activity, process and definitions of innovations, but there is no common understanding of terminology and approaches to the study of this process. The

150 VOLUME 3, No. 2 (10), 2017 conducted studies show that innovative processes must be considered taking into account the socio-psychological characteristics of the participants in the process.

References 1. Abubakirov R.F. The mechanisms of realization of innovative relations in the social sphere // Problems of modern economy. 2008. No. 1 (25). URL: http:// www.m-economy.ru/art. php?nArtId=1776. 2. Akhmetova A.A., Aimagambetova A.D. Theoretical aspects of the study of innovations in the social sphere // Innovations in modern science: materials of the IIIrd international winter symposium. 2014. P. 66–72. 3. Antoncheva O.A., Velichko G.A. Innovations as an economic and socio-cultural phenomenon // Administrative Consulting. 2014. No. 9 (69). P. 127–136. 4. Badygin V.N. Innovative thinking. And what is it? 2010. URL: http://www.proza. ru/2010/12/18/634. 5. Burtseva I.V. Features of the innovation process in social work: a compendium of materials on the results of the international correspondence scientific-practical conference “Innovations: theoretical and practical aspects”. Novosibirsk. 2012. 6. Delia V.P. Innovative thinking // Labor and Social Relations. 2006. No. 3. P. 88–96. 7. Drucker P. Business and innovation. M.: Williams. 2009. 432 p. 8. Ivanova I.A. Social rehabilitation: history and development // Contemporary Problems of Social Work. Vol. 2. 2016. No. 2 (6). P. 159–168. 9. Khayrullin R.A. Stages of innovation process // Fundamental Research. 2011. No. 12–4. P. 809–813. 10. Koinova G.N. Cognitive psychology in innovation: textbook. Tomsk: Publishing House of Tomsk State University. 2015. 130 p. 11. Kozjakov R.V., Orlova E.A., Petrova E.A., Eremin M.V. Effects of extreme adolescent sports on emotional intelligence and coping strategies // Teoriya i Praktika Fizicheskoy Kultury. Vol. 2017–January. 2017. Issue 4. P. 26–28. 12. Luzhansky B.E. Evaluation of the cost of scientific and technical products and innovative business process for the purposes of innovation management // Becoming, development and prospects for valuation in Russia: abstracts of the Ist international conference. M. 2008. 13. Obolonsky Yu.V., Zazykin V.G. Psychology of innovative conflicts in organization // Issues of Innovative Economics. 2015. No. 5 (4). P. 287–302. 14. Platonova N.M., Platonov M. Yu. Innovations in social work: textbook. Allowance for student of institutions of higher professional education. M.: Publishing Center “Academy”. 2012. 256 p. 15. Rybakova A.I. Social and psychological characteristics of activity of the specialist in social work // Contemporary Problems of Social Work. Vol. 1. 2015. No. 3. P. 76–84. 16. Safronov I.V. Concepts of “Innovation” and “Innovation activity”: essence and content // Issues of Modern Science and Practice. 2008. No. 4 (14). P. 217–226. 17. Salamatov Yu.P. Fundamentals of innovative thinking: presentation material. Institute of innovative design. 2009. 18. Schumpeter J. The theory of economic development. M.: Progress. 1982. 19. Serbinovskaya N.V. Psychology of innovation: a course of lectures. Shakhty: Ysugues. 2012. 88 p. 20. Shmeleva E.A., Pravdov M.A., Kislyakov P.A., Kornev A.V. Psycho-pedagogical support of development and correction of psycho-functional and physical abilities within socialization of mentally retarded children // Teoriya i Praktika Fizicheskoy Kultury. 2016. Issue 3. P. 41– 43. 21. Strelkov V.I., Petrova E.A., Volodarskaya E.A. Socio-psychological support of professional work and innovations in sports: a collective monograph. M: Publishing House of the Academy of Image; RSSU. 2016. 274 p. 22. Tarasova I.V. Socio-psychological determination of innovative thinking of heads of institutions of the cultural sphere: diss. ... cand. sciences. M. 2013. 240 p. 23. Terkina A.V. Innovation as a socio-cultural phenomenon: diss. … cand. sciences. M. 2006. 166 p. 24. Tsaryov A.S. Social stereotypes and social innovations in the system of destructive social relations: diss. … cand. sciences. Saransk. 2011.

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25. Usoltsev A.P., Shamalo T.N. The concept of innovative thinking // Pedagogical Education in Russia. 2014. No. 1. P. 94–98. 26. Utkin E.A., Morozova N.I., Morozova G.I. Innovative management: a tutorial. M. 1996. 27. Yakovleva O.I. Features of innovations in the social sphere // Social Policy and Sociology. 2014. No. 1 (102). P. 312–322.

REFERENCE TO ARTICLE Koroleva, V.A. (2017) Socio-Psychological Features of the Innovation Process in the Social Sphere, Contemporary Problems of Social Work. Vol. 3. No. 2 (10). P. 146–152. DOI: 10.17922/2412-5466-2017-3-2-146-152 (International bibliographic description).

CONTACT INFORMATION: Koroleva Viktoriya Aleksandrovna Postgraduate Student Russian State Social University Wilhelm Pieck str., 4, build. 1 129226 Moscow, Russian Federation E-mail: [email protected]

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Petrova E.A., doctor of psychological sciences, professor, dean of the faculty of psychology, head of the department of social, general and clinical psychology, Russian State Social University, Moscow. E-mail: [email protected] Scopus Author ID: 56435599100 Morozova I.G., expert of department of labor psychology and service activities center for the promotion of family education “Faith, hope, love”; postgraduate student, Moscow. E-mail: [email protected] ORCID ID: orcid.org/0000-0003-0880-097X UDC 159.9: 37.048.45 DOI 10.17922/2412-5466-2017-3-2-153-164

Actual Status of the Problem and Prospective of Development of Occupational Guidance for the Students with Disability and Special Needs in Russian Federation

Receiving date: Preprint date: Taking to print date: 17.02.2017 27.03.2017 28.04.2017

Annotation: the research refers studying of actual experience of occupational guidance for students with disability and special needs in Russia. Based on the collection and systematization of the statistical and analytical information, the current status of the system of occupational guidance for students with disability is analyzed. The research sample consists of 93 educational organizations of the higher and secondary professional education from 23 regions of Russia. The obtained results show that occupational guidance of the students with disability is a conscious need, but not a real existing experience. The most effective way of eliminating existing defects of the current state of occupational guidance for disabled persons appears to be building up the system of professional, communicational and psychological-pedagogical support of occupational guidance via creating a network of resource educational-methodological centers. That would allow maintaining individual approach to every disabled student, from his/her first application for the initial consultation before the employment. Key words: actual status, monitoring, experience, occupational guidance, disabled students, persons with special needs. JEL classification: А130, А230.

According to the statistics of the Organization of the United Nations about 10% of the world population are disabled persons and that makes about 650 millions people. Persons with special needs represent the biggest group of minorities [25]. According to the Federal Service of the State Statistics 12,751 thousand people of 146,519 thousand of the Russian population have the status of “disabled person” and it is 8% of the whole population of Russia. Along with that, the share of working disabled person registered by the Pension Fund of Russia is 20.5%. Despite

153 CONTEMPORARY PROBLEMS OF SOCIAL WORK of insignificant decrease of disabled persons in 2014–2016, the number of disabled children is constantly increasing: from 519 thousand in 2010 to 617 thousand in 2016 [24]. The problem of increase of the number of disabled children conditions the including measures of reducing the disability level and rising of the quality of life level of disabled citizens in the Strategy of National Safety of RF [6]. The historical experience shows that it is the working and professional realization that is the most effective way of solving not just financial but also social-psychological problems of the disabled people. That is why nowadays the state policy should be aimed not at financial support, but at the employment of people with special needs, which is impossible without effective occupational guidance [17]. Taking into the account the constant increase of the number of disabled children and a rapid change of demands of the market, which forms the educational order, all the above mentioned facts give to the problem of professional self-determination of disabled persons a special actuality in modern conditions and demand searching of its solution in conceptual and methodical plans. According to this aim in order to fulfil the first point of the decision of the working group on the issues of development of accessible and of high quality pre-school and general education of disabled children of the Committee on the Issues of Disabled Children under the rule of the President of Russian Federation, Ministry of Education and Science together with the Ministry of Labor have designed the Interdepartmental complex plan of measures on the issues development of the system of occupational guidance for disabled children and persons with special needs for the period from 2015 to 2020 [12]. The theoretical base of the this plan are works on the occupational guidance of Russian and foreign scientists, such as Parsons, 1909; Fayol, 1917; Super, 1953; Myasishchev, 1957; Holland, 1985; Seer, 1985; Klimov, 1986; Priazhnikov, 1996; Leung, 2002; Priazhnikova, 2003; Pchelinova, 2011; etc. [4; 7–10; 12; 14; 18–19; 23; 27], and works on the issues of inclusive education and support of disabled persons and people with special needs in higher education, such as Malofeev, 2001; Romanov, 2002; Iarskaia-Smirnova, 2002; Alenkina, 2002; Rubtsov, 2006; Alekhina, 2009; Aysmontas, 2012; Petrova, 2016 etc [1–3; 11; 17; 20; 21; 26]. Research materials and methods The research of actual experience of occupational guidance of the students with disability was carried out in September of 2016 by the group of researchers of the Russian State Social University in the network of fulfilment of the state order of the Ministry of Education and Science of RF (the Order from 23.06.2016 No. P-268) on the topic “Designing and application of the model of the resource-methodological centre (on the working and occupational guidance of persons with disability)”. The research consisted of several stages. The main tasks of the preliminary stage were the designing the technique of data collection and analysis and choosing research methods. As a result a questionnaire has been designed, which has been put under examination of the experts from Moscow State University of Psychology and Education, Moscow State Pedagogical University, Bauman Moscow State Technical University, Moscow State University of Humanities and Economics, Russian State Social University, Russian Disability Non-governmental organization “Perspektiva” etc. At the operational-procedural stage a questioning of the respondents was carried out. 93 educational organizations from 23 regions of Russia took part in it, including 11 educational organizations from Moscow and 82 educational organizations from other regions (at least 3 organizations from each region). There were two types of the organizations-participants: – 46 organizations of the secondary professional education; – 47 organizations of the higher professional education. At the result stage the data processing, analysis and generalisation were carried out.

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The result obtained in the process of the research became a basis for designing the model of the resource educational-methodological centre for working and occupational guidance of persons with disability. Research results The following results were obtained in the research. 1. 83 of the 93 organizations-participants of the research (89%) confirm that they carry out occupational guidance for students with disability and special needs. However, the analysis of certain types of professionally-oriented work shows that such activity exists only as part of an open day: group occupational guidance during the open day is carried out in 48 organizations (51%), individual professional counselling during the open day exists in 38 organizations (40%). Along with that, occupational counselling as a special direction as well as pre-profile training of students of the 8th and 9th form of secondary schools is carried out only in 19 organizations (20%) and 3 organizations (3%). Such situation shows that the occupational guidance of the persons with disability and special needs can be presented as a kind of one-time arrangement. The distribution of the obtained data is shown on the Figure 1.

Figure 1. Forms of Occupational Guidance of Disabled Students In the rest 10 organizations (10.7%) professionally-oriented counselling is not carried out. The reasons of that situation are shown at the Figure 2.

Figure 2. Reasons of Absence of Professionally-Oriented Work for Persons with Disability and Special Needs

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2. According to the Russian law the programs of occupational guidance should be presented in correspondence of their nosological diagnosis. The research shows that the programs of occupational guidance according to the nosological diagnosis are carried out in 67 organizations (72%). The distribution is shown in the Table 1.

Table 1 Realization of Programs According to the Nosological Diagnoses Distribution of answers Number (%) Number of organizations, in total 67 (72%) For the persons with hearing impairments; 30 (32,3%) For the persons with vision impairments; 20 (21,5%) For the persons with locomotor apparatus impairment; 24 (25,8%) With other impairments 22 (23,6%) – For persons with intellectual disability (VIII type) 13 (13,9%) – For persons with general diseases 7 (7,5%) – For persons with ASD 6 (6,4%) – For persons with mental impairments 5 (5,3%) – For persons with mental retardation 4 (4,3%) – For persons with speech impairments 1 (1,0%) – For all diagnoses 1 (1,0%)

16 organizations (17.2%) have universal programs of occupational guidance. As the main reason of this situation 13 organizations (13.9%) point out the absence of specialists, who are competent in dealing with disabled persons.

Table 2 Reasons of Absence Programs of Occupational Guidance According to the Nosological Diagnosis Distribution of answers Number (%) Organizations, in total 16 (17,2%) Absence of specialists, who are competent in dealing with disabled persons; 13 (13,97%) There is no conditions of barrier-free environment; 6 (6,45%) There are no disabled applicants in this organization; 3 (3,23%) Other reasons 6 (6,45%) Organization caries out programs of inclusion 5 (5,37%) Organization teaches only persons with disability and with special needs 1 (1,07%)

3. The study of the psychological techniques used by professionally-oriented counselling of the applicants and students with special needs shows that only 40 organizations (43%) of 93 have presented information on the techniques they use. There are 38 techniques in total. The distribution of answers is shown in the Table 3. The analysis of the results shows that the majority of the organizations use just one or two classical techniques. Along with that the techniques aimed at studying personal characteristics, which are the basis of working and occupational guidance, are not being used. The techniques have considerable restrictions in the activity profile and do not correspond to the map of professional field and to the current demands of labour market. New methods of working and carrier guidance are practically not used for occupational guidance of persons with disability and special needs.

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Table 3 Distribution of answers Number % of total number of or- ganizations Organizations, in total 40 43% Techniques, in total 38 - Average number of techniques used in one organization 4 - 1 Klimov’s Differential Diagnostics Questionnaire 15 16,12% 2 Holland’s Questionnaire for identifying professional type of a person 11 11,82% 3 Golomstock’s Interests Map (Resapkina’s modification) 10 10,75% 4 Jovasa technique of occupational guidance 5 5,37% 5 Base Personal Orientation Technique 4 4,30% 6 Boiko Method “Diagnostics of communicational attitude” 4 4,30% 7 Technique SPC (Social-Psychological Climate) 4 4,30% 8 Technique “The motives of choice of the profession” 3 3,23% 9 Questionnaire of professional readiness 3 3,23% 10 Other 1 1,07%

4. Only 54 organizations of 93 (58%) carry out special events in the sphere of occupational guidance for applicants with disability and special needs. 38 variants are mentioned and that shows a large spectrum of possibilities, however, the average number of events in one organization is just three or four. The distribution of answers is given in the Table 4.

Table 4 Distribution of answers Number % of total num- ber of organiza- tions Organizations, in total 54 58% Average number of events in one organization 3 3,23% Professionally-oriented work-shops 30 32,25% Visiting parents’ meetings 13 13,97% Visiting educational institutions including those for disabled persons 10 10,75% Contest of professional mastership 10 10,75% Guided tours to enterprises; 10 10,75% Fair of professions 9 9,67% Open lessons, guided tours 7 7,52% Professional environment 6 6,45% Professional trainings 5 5,37% Fair of vacancies 5 5,37% Advertising campaign 5 5,37% Abilympics 3 3,23% Jointed events with the job centers 3 3,23% Hobby groups 2 2,15% Optional class “Working shift” 2 2,15% Meetings with graduates 2 2,15% Meetings with potential employers 2 2,15% Pre-profile training 2 2,15% Multimedia lessons 2 2,15% Other 3 3,23%

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5. Only 54 organizations (58.0%) have a special person in charge of the occupational guidance activity for the students with disability and special needs. In most cases such activity is fixed with one or several faculties which carry out the education of students with special needs. The distribution of answers is presented in the Figure 3.

Figure 3. Organizers of Events for Working and Occupational Guidance of Persons with Special Needs 6. Accessibility of education for the people with special needs. 67 organizations (72%) teach students with special needs. Only 5 organizations (5.3%) can offer education in all specialities of the organization regardless of nosological diagnosis. 20 organizations (21.5%) carry out education of blind and visually impaired persons in 43 specialities. The most popular specialities are: – Law and social assistance (5 organizations); – Data base administrator (4 organizations); – Baker (4 organizations); – Tourism (3 organizations); – Hotel service (3 organizations). 38 organizations (40.8%) teach students with locormotor apparatus impairments. The choice of professions is the widest for this nosological form. Education is carried out in 71 professions. The most popular specialities are: – Economics and accounting (9 organizations); – Programmer (7 organizations); – Seamstress (tailor) (7 organizations); – Law and social assistance (6 organizations); – Applied computer science (6 organizations). The education of deaf and hearing-impaired persons is carried out in 41 organizations (44%) on 63 professions. The most popular are: – Plasterer-painter (13 organizations); – Economics and accounting (12 organizations); – Cook, baker, confectioner (12 organizations); – Seamstress (tailor) (12 organizations); – Law and social assistance (10 organizations). For students with other impairment (with systemic disease mainly) education is carried out in 61 organizations on 74 professions. The most popular are: – Economics and accounting (11 organizations); – Seamstress (tailor) (9 organizations);

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– Law and social assistance (9 organizations); – Information systems (9 organizations); – Advertising (8 organizations). The distributions according the number of organisations, which carry out education of students with special needs by various nosological diagnoses is represented on the Figure 4.

Figure 4. The Number of Organization, Which Carry Our Education of the Students with Special Needs by Various Nosological Diagnoses Organizations-participants carry out education of students with special needs on 104 specialities of 448 recommended by the Ministry of Labour and Social Protection of RF. The distribution by the number of professions, in which people with special needs can get education according to nosological diagnoses is represented on the Figure 5.

Figure 5. The Number of Professions Offered for Various Nosological Groups The correspondence between the number of professions in which education is carried out with the number of ones recommended by the Ministry of Labour and Social Protection is represented on the Figure 6.

Figure 6. Correspondence Between Recommended and Actually Existing Professions According to Nosological Diagnoses 159 CONTEMPORARY PROBLEMS OF SOCIAL WORK

In general, the similar situation with all the nosological forms can be traced: the organizations teach on only 20% of professions recommended by the Ministry of Labour and Social Protection. Taking into account the fact that the list of recommended professions represents only a half of the general list, it could be noticed that education of persons with special needs involves no more than 10% of professions in demand on the labour market. 7. The analysis of demand for the services of occupational guidance shows the highest interest in counseling services. Along with that, the whole spectrum of proposed methods can be found only in the half of the organizations. The distribution of the demand for such services is shown on the Figure 7.

Figure 7. The Occupational Guidance Services with the Highest Demand 8. The final goal of occupational guidance is employment of a graduate. That is why the index of graduates actually employed is one of the most important characteristics of the activity of occupational guidance. According to the obtained data the percentage of graduates of organizations-participants, lies in the range between 4 and 100%. The average index is 62% of graduates. The distribution curve is shown on the Figure 8.

Figure 8. The Percentage of Graduates Employed in Accordance with Their Speciality: Distribution Curve 9. Only in 30 of 93 organizations-participants (32.2%) there are specialists in occupational guidance. And it should be mentioned that just in five organisations those professionals have a special qualification for occupational guidance. 10. Despite of the above-mentioned results only 36 organizations (38.7%) mark out the need in educational-methodological help in occupational guidance from federal resource educational-methodological centre. Those data allow supposition that the absence of the

160 VOLUME 3, No. 2 (10), 2017 system work in occupational guidance for the students with special needs is mostly connected with the lack of interest, but not the lack of facilities. The distribution of answers is given in the Table 5.

Table 5 Distribution of answers Num- % of total ber number of or- ganizations Organizations in need of educational-methodological help 36 38,70% Educational-methodological materials on the occupational guidance of dis- 24 25,80% abled persons Information 15 16,12% Assistance in finding an employment for the disabled persons 13 13,97% Diagnostics materials 9 9,67% Practical skills of occupational guidance (trainings, probation) 7 7,52% Extension courses 6 6,45% Recommendations on occupational guidance 5 5,37% Skill conversion 4 4,30% Assistance in supporting contact with potential employers 4 4,30% Scripts and plans of the events 1 1,07% Designing united strategy on the organization of working places for persons 1 1,07% with disability of various nosological diagnosis Any assistance 9 9,67%

The obtained figures show underestimation of importance of occupational guidance for disabled persons and, apparently lack of information on the specifics of such work as well as unawareness of special innovative instruments of its realization in modern labor market conditions. Discussion In modern psychological literature occupational guidance is considered as a complex of special measures in professional self-determination and choosing an optimal kind of activity of a citizen according to his needs, individual characteristics and abilities, as well as to the demand for the profession of the labor market [17]. It is shown that only 72% of the educational institutions-participants have a certain experience of education of the students with special needs and offer adapted programs according to various nosological forms. Only 5 organizations can be considered inclusive (education is carried out on all the professions regardless nosological forms). Besides, there is a kind of specialization: some universities deal with only one or two nosological forms. It could be supposed that this situation is connected with interaction with/or closeness to a school for children with special needs or a public organization, dealing with such kids. Working and occupational guidance of persons with special needs is carried out in 89.3% of educational institutions. However, this occupational guidance includes just presenting information about professions to be mastered to the applicants. Among forms of activity mentioned by the participants the most popular are: an open day (47.3%); workshops (32.2%); individual counseling (17.2%); visiting parents meetings (13.9%). However, the analysis of the international experience shows that the most effective ways of occupational guidance appeared to be practice-oriented workshops, work in creative environment, guided tours to the enterprises, and those kinds of activity can be found only in 10% of organizations- respondents.

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10.7% organizations mention that they do not deal with the occupational guidance of students with special needs. Among the reasons of absence of such work they point out open issues of creating barrier-free environment (6.4%); absence of specialists in occupational guidance (5.3%); absence of applicants of such category (4.3%); absence of adapted programs (3.2%). Almost all the organizations mention 2 or 3 of those reasons at the same time. The absence of special occupational guidance for disabled students can be explained by the lack of specialists who are competent in professional guidance and carrier counseling of this contingent: only 5 organizations (5%) have specialists with the qualification in occupational guidance. In other countries (USA, France, Germany, Great Britain, Denmark, Sweden, Japan etc.) there are specialists with higher and optional education (occupational counselors), occupational guidance is in the curriculum of a secondary school and can be considered as a bridge between general and professional education [16]. The most important issues of creating a system of inclusive education are coordination and interaction of the universities, carrying out education of persons with disability and special needs. The united methodological base and a technology of occupational guidance of persons with disability and special needs and of their higher education has not been created yet. In order to find a solution for this issue the Ministry of Education and Science of the Russian Federation established a network of Resource educational-methodological centers based in the universities of the Russian Federation. The main center (the REMC) is situated in the Russian State Social University. The main tasks of the REMC are: rising accessibility and quality of higher education for persons with disability and special needs, as well as development and realization of an effective system of the occupational guidance for persons with disability and special needs via resource educational-methodological centers in regions of the RF [5]. Conclusion The above-mentioned results show that working and occupational guidance of persons with disability and special needs in Russia is a conscious need, but not the existing experience. Besides, the system of training for occupational counselors should be created. Such specialists “should be taught on the basis of higher education, should know the specifics of dealing with people with disability and have their own experience of adaptation to the labor market” [17]. For solving these problems a system of working and occupational guidance for disabled children and persons with special needs to be created. Firstly, such system should be based on the individual-differential approach to the students with disability and special needs and, from the other hand, it should put into practice the goals of the inclusive education as well as the goals of successful and effective socialization of the students and graduates with disability and special needs.

References 1. Ajsmontas B.B., Uddin Md. Akther. Personal and motivational characteristics of full-time and distance learning students (comparative analysis). M.: MSUPE Publ. 2015. 221 p. 2. Alekhina S.V. Inclusive education: from policy to practice // Psychological Science and Education. Vol. 21. 2016. No. 1. P. 136–145. 3. Alenkina O.O. Professional and labor socialization of young people with disabilities. M.: Globus. 2009. 160 p. 4. Baer M., Roeber E. Occupational Information. Chicago. 1964. 5. Bikbulatova A.A., Petrova E.A. Methodical recommendations on the introduction of a model resource training and methodological center for labor and professional orientation of persons with disabilities and limited opportunities and improvement of career guidance work. M.: RSSU. 2016. 143 p. 6. Decree of the President of the Russian Federation No. 683 “On the National Security Strategy of the Russian Federation” of December 31, 2015. URL: http://www.consultant. ru/cons/cgi/online.cgi?req=doc&base=LAW &n=191669&fld=134&dst=1000000001,0&r nd=0.2811870425369938#0.

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7. Fayol Henri. Administration industrielle et g n rale. Paris. Dunod et Pinat. 1917. P. 11. 8. Gottfredson G. Dictionary of Holland occupational codes psychological assessment resources. London: Library of Congress Cataloging. 1989. 9. Klimov E.A. Psychological and pedagogical problems of professional counseling. Erevan: Lujs Publ. 1985. 85 p. 10. Leung S.A. Career counseling in Hong Kong. Meeting the social challenges. The career development quarterly. 2002. No. 50. P. 237–245. 11. Malofeev N.N. The concept of the special federal state educational standard for children with disabilities. M.: Prosveshchenie. 2013. 41 p. 12. Interdepartmental comprehensive action plan on the development of the vocational guidance system for disabled children and people with disabilities for 2016–2020. Education in documents. 2016. No. 8 (297). P. 95–98. 13. Myasishchev V.N. Propensities and Abilities. Leningrad Order of Lenin State University. SPb.: Leningrad university. 1962. 125 p. 14. Pchelinova, V.V. Formation of ideas about the world of professions in professional counseling. M. 2011. 235 p. 15. Petrova E.A., Bikbulatova A.A., Djafar-Zade D.A., Kisliakov P.A., Koziakov R.V. and others. Modern approaches to the labor and professional orientation of persons with disabilities and special needs. M.: RSSU. 2016. 300 p. 16. Petrova E.A., Kozyakov R.V. & Romanova A.V. Modern technologies of psychological prevention of drug addiction in teenage // Contemporary Problems of Social Work. Vol. 2. 2016. No. 4 (8). P. 142–150. 17. Petrova E.A., Pchelinova V.V., Dzhafar-Zade D.A. Labor and vocational guidance of persons with disabilities and special needs. M.: RSSU. 2016. 308 p. 18. Pryazhnikov N.S. Methods for enhancing professional and personal self-determination. Voronezh: MODEHK. 2003. 392 p. 19. Pryazhnikova E.Yu., Pryazhnikov N.S. Career Guidance. M.: Academia. 2013. 496 p. 20. Romanov P.V. Disability policy: social citizenship of disabled people in modern Russia. Saratov: Science book. 2006. 258 p. 21. Rubcov V.V. Socio-genetic psychology of developmental education: activity approach. M.: MSUPE Publ. 2008. 416 p. 22. Savchenko D.V., Babich E.G. & Sokolova E.E. Researching sensomotor functions lateral organization with hearing-impaired primary school age children // Contemporary Problems of Social Work. Vol. 1. 2015. No. 2. P. 40–49. 23. Super D.E. A theory of vocational development // The American Psychologist. 1953. Vol. 8. 24. Total number of disabled people by disability groups. Federal State Statistics Service. URL: http://www.gks.ru/wps/wcm/connect/rosstat_main/rosstat/ru/statistics/population/ disabilities/. 25. UN Fact Sheet on Disability Issues Available at: URL: http://www.un.org/ru/rights/ disabilities/background_7.shtml. 26. Yarskaya-Smirnova E.R., Romanov P.V., Zajcev D.V., Naberushkina EH.K. Politics in the field of higher education for disabled people // Journal of Social Policy Studies. Vol. 2. 2004. No. 1. 27. Zeer Eh.F. Theoretical and Applied Grounds of the Psychology of Professional Development. Ekaterinburg: RSVPU. 2015. 193 p.

REFERENCE TO ARTICLE Petrova, E.A. & Morozova, I.G. (2017) Actual Status of the Problem and Prospective of Development of Occupational Guidance for the Students with Disability and Special Needs in Russian Federation, Contemporary Problems of Social Work. Vol. 3. No. 2 (10). P. 153–164. DOI: 10.17922/2412-5466-2017-3-2-153-164 (International bibliographic description).

CONTACT INFORMATION: Petrova Elena Alekseevna Doctor of Psychological Sciences, Professor Russian State Social University Wilhelm Pieck str., 4, build.1 129226 Moscow, Russian Federation

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E-mail: [email protected]

Morozova Inna Grigoryevna Expert of Department Center for the promotion of family education “Faith, hope, love” Borisov passage, 3, build. 3 155536 Moscow, Russian Federation E-mail: [email protected]

164 LABOUR PROTECTION

Dryabzhinsky O.E., postgraduate student, Russian State Social University, Moscow. E-mail: [email protected] Zubkova V.M., doctor of biological sciences, professor, faculty of ecology and technosphere safety, Russian State Social University, Moscow. E-mail: [email protected] Scopus Author ID: 57188717378 UDC 331.45; 574 DOI 10.17922/2412-5466-2017-3-2-165-176

Evaluation of the Impact of Anti-Coal Reagents (PGR) on the Urban Environment

Receiving date: Preprint date: Taking to print date: 07.02.2017 27.03.2017 28.04.2017

Annotation: the article presents data on the chemical composition of snow, the indicators of man-made load on areas separated from the road. The purpose of this study is to monitor snow cover contamination during the application of PGR on the territory of the South-Western Administrative District of Moscow. In the samples of snow, such indicators as the content of ions of chlorine, potassium, calcium, magnesium, and sodium were analyzed. These indicators are of interest, since they are the main components of the PGR and are able to have a negative impact on the environment. As the results of the research have shown, the content of the elements varied significantly depending on the location of the snow selection, which is caused both by the intensity of the PGR used and by the unevenness of their application. When applying PGR on the territories adjacent to the place of their introduction, an extremely dangerous situation is created, especially for the contamination of snow water with chlorine, calcium, sodium, which can cause contamination of adjacent environments – soil and groundwater. Key words: snow cover, sodium chloride, toxicity, chlorides, man-caused load indicator, snow cover monitoring. JEL classification: J190, J280.

The prosperous state of the urban environment is one of the most important factors in preserving the health of the country’s population. Cities are ecosystems that are formed under the influence of natural and anthropogenic factors. To maintain comfortable living conditions in the city, its uninterrupted operation in any conditions is necessary. In Russian cities, given the severity of the climate, there is a need for processing sections of the urban ecosystem with 165 CONTEMPORARY PROBLEMS OF SOCIAL WORK anti-ice reagents (PGR). PGRs exacerbate the complex ecological situation in the city, with a systematic negative impact on the components of the natural environment. It is known that the snow cover accumulates a significant part of atmospheric pollution, it is a reliable indicator of anthropogenic load on the environment [6]. The study of the snow cover makes it possible to compile a picture of the spatial distribution of chemical elements and to estimate the intensity of the influence of pollution sources in winter, both during the period of one snowfall and during the whole period of snow lying. At the same time, the results of the constant monitoring of the snow cover reveal not only the spatio-temporal patterns of the distribution of elements, but also reveal new foci of contamination, and determine the tendency in changing the quality of the environment [21]. Anti-ice reagents are solid or liquid road-use materials (friction, chemical) or their mixtures used to combat winter slipperiness on highways and streets [23]. In the world and national practice, environmental protection and human health are topical tasks. In this regard, scientific research is being conducted, aimed at developing and improving technologies for the use of anti-ice reagents [18]. In the 1970-ies–1990-ies, the large-scale application of technical salt was one of the acute environmental and hygiene problems of many large cities of Russia, including Moscow. The use of technical salt caused the corrosion of metal structures, engineering networks, transport, the destruction of foundations, in addition to partial destruction of greenery plantations, lawns [16–17]. During the period of application of this drug, people complained about skin irritation and worsening of allergic diseases. The most common way to combat winter ice on the roads is now the treatment of the road surface with chemical reagents [7]. Two types of measures are based on existing methods of combating icing: 1) removing the layer of ice or snow that has already formed, 2) increasing the coefficient of adhesion to the coating [17]. In general, the struggle with winter slipperiness is conducted by chemical and frictional methods. The first method assumes complete melting of snow-ice deposits, for this purpose chemical antifoaming substances are distributed. The second method uses cold or hot materials to reduce slipperiness, which, being fixed on the surface of snow-ice deposits, temporarily increase the coefficient of adhesion of the wheels of the car [22]. In Russia, anti-icing salts were first used in 1966: sodium and calcium chlorides were added to the sand in an amount of 2% by weight. Until the mid-60-ies in the territory of our country the use of pure salts on the roads almost did not practice. In winter, only friction materials were used in a mixture with or without salt, which did not sufficiently increase the adhesion coefficient [16]. The first normative instructions (ВС 41–68) forbade the use of chlorides in those streets where snow was stored on the open ground under green plantations [3]. The document also specifically stipulated the need for complete repair of road surfaces before using salts, that is, the interests of the environment were taken into account. In the future these requirements were abolished. Prior to the use of new anti-ice reagents, a combined chemical-friction method was widely used in our country, when friction materials are mixed with solid sodium chlorides, calcium in various proportions [17]. However, this method required a considerable volume of materials to be distributed and was advisable under conditions of relatively low traffic intensity. The main problem was that the friction materials were quickly blown off the roadway by turbulent airflow, accumulated in the roadside strip, and contaminated the territory. Advanced foreign countries have a very significant experience in snow removal and anti-ice treatment of road surfaces, which minimizes the environmental consequences of using reagents on roads. This is achieved by an optimal choice of the nomenclature of the reagents used, the means of transportation and dosage of the reagents depending on various climatic conditions. At the same time, it is necessary to take into account that the volumes of harvested and,

166 VOLUME 3, No. 2 (10), 2017 especially, recycled snow mass in foreign countries are substantially inferior to the volumes of snow mass that take place in Russia [3]. The main direction of the fight against ice in Sweden is the wet filling of sodium chloride with additives of CaCl2. The most promising is a mixture of SMA (calcium-magnesium acetate), which gives effective results and does not cause corrosion of steel [3]. This material is used both in a number of European countries, for example, in Denmark and in Great Britain, and in the USA [3]. However, the cost of these materials is very high. The most common technology to combat ice in the United States is the distribution of salts, including in the form of brines, which hinders the splicing of ice with the coating, reduces the consumption of anti-icing materials, eliminates the need for sanding. Also in this country, asphalt-concrete coatings were tested with the addition of titanium dioxide, various resins, silicone, tar, rubber [3]. The anti-ice treatment system in Finland is of the greatest interest because of the considerable similarity of their climatic conditions with the Russian ones. In this country, as well as in the USA, the method of preliminary treatment of the pavement is used with the expected increased slipperiness [3]. In recent years, self-decaying salts (acetates and formates) have begun to be used in Finland, the biodegradation of which begins about 20 days later. Restriction of their use is higher than that of other reagents, the cost and ability to reduce the content of oxygen in water during biodegradation [3]. The main anti-icing agent in Canada is KaCl, since the rest of the reagents are very expensive. At temperatures from 0 to -10° C, a salt moistened with water in the ratio: 32% salt and 77% water is used. At lower temperatures, use salt with sand (20% salt and 80% sand). To determine the weather conditions, thermometers have been developed that allow measuring the temperature of the road surface with an accuracy of 2° C. In addition, automatic stations for monitoring the weather on roads with sensors built into the roadway are used [3]. The most effective way to combat the winter slipperiness of road surfaces in Germany is chemical reagents. In this country, a mixture of salts consisting of four parts NaCl and one part of CaCl2 is used, which provides better melting of snow and ice and a longer life. To implement this method, two-chamber distributors are developed and manufactured by industry, in which dosing and mixing takes place automatically during distribution on the road [3]. However, in order to reduce the consumption of salt, an annual increase in the use of abrasive materials is practiced, which is a positive moment in the protection of the environment. Currently, in Germany, a protivogololodnoe means is patented, consisting of a mixture of Eifel lava (northwest part of the Rhine and Slate Mountains) with particle size up to 3 mm and magnesian kainite with the same particle sizes. This material allows to reduce the sliding of vehicles, causes intensive melting of ice and snow, does not rust, does not damage vegetation, promotes loosening of the soil and improves its agrotechnical properties, and stimulates the growth of green plantations and crops. It is also reported on the experience of using pre-moistened before the distribution of salts, as a result of which their consumption is reduced by 20% compared with the use of dry anti-ice preparations [3]. In the United Kingdom, abrasive materials with the addition of small amounts of sodium and calcium chloride in the dry state, in the form of solutions and melts, have been widely used as antifoaming agents for preventing frost in dumps and distribution machines. In order to reduce costs, the possibility of using salt solutions used in mining and gas as additives was also considered. Such solutions contain significantly larger amounts of Na, Ca, Mg and K ions than sea salt. In Italy, the most widely used antifoaming agent is sodium chloride. In significant quantities, a 27 percent solution of calcium chloride is also used [3]. A new way to combat ice without salt was applied in Nogano (Japan). The surface of the road in one case was rolled with special compactors of dense rubber, in another case a rubber crumb was added to the paved concrete mix, which ultimately provided complete chipping

167 CONTEMPORARY PROBLEMS OF SOCIAL WORK of the ice. At the same time, the very high cost of the technology paid off completely by its efficiency [3]. In Belarus, halite waste from Soligorsk potash combines containing 91% NaCl, 4.5% KCl, 1.2% CaSo3, 0.3% MgCl2 and 4–6% mechanical impurities serve as the main chemical reagent for combating ice. These wastes are mixed with sand in a ratio of 1: 1- 1: 4 and are used up to an air temperature of -15° C, and with more severe frosts, friction materials with 3–5% waste are used [3]. The principle of operation of all the listed means and methods of combating ice is based on the destruction of the forces of adhesion of the ice crust to the coating material. But a more promising direction is to prevent the formation of ice adhesion forces with the coating material, that is, the creation of a road surface with anti-ice properties during construction. The beginning of this direction was laid by the material “Verglimit”, developed in the late 70-ies by the Swiss company Plastroute. It is a multicomponent deicer consisting of partially crystallized calcium chloride (80%) and sodium hydroxide (5%), evenly distributed in the asphalt mixture of the upper layer of pavement. In asphalt concrete “Verglimit” was introduced in an amount of 5% of the mass of fine-grained stone material [3]. In addition to the traditional ways to combat ice, there are more environmentally friendly, for example, heating the road surfaces from below with coolants (hot water, air) or heat sources (gas, current) through heating grids equipped with sensors. Such studies were conducted in Germany, England, Switzerland, Austria, Denmark, Sweden, the USA [3]. At present, as the analysis of data from literature sources shows, there are practically no environmentally friendly anti-icicle reagents. The most environmentally hazardous component of PGR is technical sodium chloride or technical salt, the systematic use of which leads to salinization of the soil, affects the soil microflora, causing its death, reduction of species diversity, thus violating the process of soil breathing [23]. In Moscow, for example, PGR are represented mainly by a chloride group – reagents based on calcium, magnesium, sodium, potassium chlorides, and also their mixtures in various combinations, and as a rule, not less than 93% of the technical table salt [15]. Sodium chloride negatively affects the root system, the vegetative organs of plants, leading to their death. Accumulated ions of chlorine and sodium inhibit the process of bud budding. The consequences of excessive concentrations of salts in plants are necrosis on the leaves. This type of damage is clearly manifested in maple, chestnuts [23]. In addition to the effect of anti-ice reagents directly on different parts of the plant, their negative effect is manifested through the soil, changing its structure, osmotic pressure, and also by direct influence of salt ions (NaCl) after penetrating them into the plant cell [3]. Symptoms of damage to plants with anti-ice reagents are expressed in burns, twisting, premature dropping of leaves, stump tops, decay of roots, shrinking of vegetation period [3]. However, the toxicity of de-iceride materials is mainly manifested in their irregular distribution, which in turn due to a number of indicators (sharp climate changes, thickness of the ice layer, “lumpy dispersion”) is manifested in most Russian cities [23]. Accumulation of chemical reagents in the roadside zone occurs not in the surface layer of the soil, but in its depth. It is established, for example, that in the first year after the introduction of reagents into the roadside zone, the content of chloride ions is maximal in the zone of the root system of plants (up to 60 sm depth), and therefore loosening of the soil in the trunks of trees and washing it with water [1]. Calcium plays an important role in many vital processes of the human body, taking the leading place among the mineral elements. According to the literature, it plays the most important role in a variety of biological processes. Calcium ions perform a variety of physiological functions, taking part in the process of blood coagulation, in important biochemical processes, have an anti-inflammatory and desensitizing effect, affecting the permeability of cell membranes. Since

168 VOLUME 3, No. 2 (10), 2017 the most physiologically active is ionized calcium, it is he who takes part in the basic metabolic processes, primarily in the mechanisms of blood coagulation [3]. The concentration level of calcium ions in the blood serum is important for the preservation and maintenance of a number of vital functions, such as neuromuscular excitability of the tone of the sympathetic nervous system. Since calcium is an important bio-element, its harmful effect is possible only when large doses enter the body, which is accompanied by an increase in the calcium content in the blood, calciuria, increased calcification, and weakened regeneration processes [3]. Magnesium belongs to the macroelements, occupying the fourth place in the body after sodium, potassium and calcium. Magnesium ions play an important role in the regulation of virtually all organs and systems. It is an essential element for normal metabolism. This cation is a universal regulator of biochemical and physiological processes in the body. Magnesium participates in the energy, plastic and electrolyte exchanges. Magnesium acts as a regulator of cell growth, is necessary at all stages of synthesis of protein molecules. Magnesium takes part in the exchange of phosphorus, the synthesis of ATP, the metabolism of carbohydrates, regulates glycolysis, reduces the accumulation of lactate, participates in the construction of bone tissue, provides the functional capacity of the neuromuscular tissue [3]. Of particular importance is his participation in the processes of membrane transport, which requires high costs. Magnesium promotes the fixation of potassium in the cell and ensures the polarization of the cell membrane. When regulating muscle excitability, magnesium is a natural calcium antagonist. In certain doses, it is able to restrain the contraction of isolated smooth and transverse muscles, regardless of the cause of these spontaneous contractions. Magnesium is very important for the normal activity of cell membranes. It activates the secretion of the parathyroid hormone, thus normalizing the absorption process from the intestine, contributes to the absorption of phosphorus, potassium vitamins B, C, E [3]. Hypermagnesia has a depressive effect on the central nervous system, causing weakness, drowsiness, the absence of tendon reflexes, hypotension [3]. Potassium is the main intracellular anion and accounts for 2/3 of the total number of cell anions; 98% of it is inside the cell, 2% – in the extracellular fluid. In the regulation of the quantitative content of potassium and sodium in the body, there is a physiological antagonism. The ions of potassium and sodium are of paramount importance for ensuring the excitability of membranes. Potassium ions are necessary for the functioning of many intracellular enzymes, including catalyzing the phosphorylation of carboxyl groups and phenolic anions, the elimination reaction. Potassium supports osmotic and acid-base homeostasis, participates in the provision of a transmembrane potential difference, takes part in the synthesis of protein, glycogen, ATP, creatine phosphate, acetylcholine, phosphorylation of glucose, transmission of excitation in the neuromuscular fiber [14]. Hyperkalemia is accompanied by changes in the ECG, cardiac arrest. Also there are pains in the limb muscles, atony of the intestine develops [14]. As noted above, PGR in large quantities have a negative impact on the environment, and components of PGR deteriorate the human condition. The purpose of this study is to monitor snow cover contamination during the application of PGR on the territory of the South-Western Administrative District of Moscow. The studies were carried out in 2015–2016, during the period of the greatest accumulation of the total water reserve in the snow cover at the sites located in the South-Western Administrative Area of Moscow, coordinates of which are presented in Table 1. For the sampling, plastic pipes were used, then the samples were placed in safe-bags, which were numbered. Samples were selected by combining a series of point samples taken at elementary sites that do not differ sharply with the best or worst state of the total mass of snow during a primary visual inspection, on a spatial basis, evenly at regular intervals.

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The stage of preliminary treatment of the samples consisted in melting the snow at room temperature, followed by its separation into liquid and solid phases by filtration. In this study, the liquid phase was analyzed. Prior to filtration, the snow samples were stored in the frozen state. A detailed description of the sampling procedure, their processing and analysis is given in RD 52.04 186-89 [10].

Table 1 Snow Sampling Points in SWAD in 2015–2016 Site Address Site coordinates * num- ber 1 South-Western Administrative District, Prospect of the 60th An- lat.55,694276 L.37,577074 niversary of October, near the house No. 19, K1 South-Western Administrative Area, Leninsky Prospekt, H 32, lat.55,708987 L.37,580102 landscaped plot of land 2 SWAD, ul. Dmitry Ulyanov, Building 4, building 1 lat.55,692827 L.37,558607 South-Western Administrative Area, Leninsky Prospekt, H. 43 lat.55,704682 L.37,576629 3 SWAD, ul. Vavilov, near the house number 48 lat.55,690403 L.37,559437 South-Western Administrative Area, Leninsky Prospekt, H62 lat.55,694145 L.37,554247 4 SWAD, ul. Krzhizhanovskogo (from the street Vavilov to B. lat.55,678127 L.37,575117 Cheryomushkinskaya st. South-Western Administrative Area, Lomonosovsky Prospekt, lat.55,690939 L.37,542776 H. 14 5 South-West Administrative District, Kakhovka st., In area 21, lat.55,654265 L.37,576895 building 1 South-Western Administrative Area, Leninsky Prospekt, H.66 lat.55,690315 L.37,548099 6 South-West Administrative District, Kakhovka St., B6, B2 lat.55,652482 L.37,584739 SWAD, ul. Academician Pilyugin, B26, B1 lat.55,672022 L.37,530163 7 South-Western Administrative District, Sevastopol Ave., from lat.55,648825 L.37,564289 the SAD border from SWAO to Balaklava Ave. SWAD, ul.Bartenevskaya, H.29 lat.55,549117 L.37,528601 8 SWAD, ul. General Tyulenev, near the house number 5, B.1 lat.55,624872 L.37,486805 South-West Administrative District, Admiral Ushakov Str., 5 lat.55,546757 L.37,553186 9 SWAD, ul. Academician Glushko, near the house number 12 lat.55,565300 L.37,565499 South-Western Administrative District, Bartenevskaya Street, lat.55,545198 L.37,516574 H.6 10 SWAD, ul. Koktebel, near the house number 8 lat.55,564415 L.37,584599 SWAD, ul. Academician Pontryagin, H.11, lat.55,534620 L.37,501289 11 SWAD, ul. Novobutovskaya, in the area of intersection with Str. lat.55,560480 L.37,588770 Green

12 SWAD, ul. Novobutovskaya, near the house number 1 lat.55,553585 L.37,563917

13 SWAD, ul. Gorchakov, near the house number 7 lat.55,544846 L.37,528954

* The upper line is 2016, the lower line is 2015.

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In the samples of snow, such indicators as the content of ions of chlorine, potassium, calcium, magnesium, sodium (Fig. 2–6) were analyzed. These indicators are of interest, since they are the main components of the PGR and are able to have a negative impact on the environment. As the background we selected the areas with the lowest content of the elements in the snow water. This made it possible to calculate the concentration coefficient of pollutants in the analyzed territory. As the results of the research have shown, the content of the elements varied significantly depending on the location of the snow selection, which is due to both the intensity of the PGR used and the unevenness of their application (Figure 2–6). In accordance with recommendations for assessing the level of snow contamination, the results of the analysis of snow samples were interpreted by comparison with the background indicators, with the determination of elemental Kc and total Zc values [4].

4000

3500

3000

2500

chlorine 2000 pootassium calcium magnesium

Concentration factor 1500 sodium Zc

1000

500

0 () 1(16) 1(15) 2(16) 2(15) 3(16) 3(15) 4(16) 4(15) 5(16) 5(15) 6(16) 6(15) 7(16) 7(7(15) 5) 8(16) 8(15) 9(16) 9(15) 9(15) 10(16) 10(15) 11(16) 12(16) 12(16) 13(16) Lot numbers (year)

Figure 1. Assessment of the State of the Snow Cover in the South-Western Administrative District of Moscow 2015–2016

In general, considering the average contents of the studied elements of the PGR in the upper layer of the snow cover, we can state a high level of contamination of snow water, especially in the areas closest to the road (Figure 2–6). In 2015, of the ten surveyed sites, nine belonged to an extremely hazardous level of contamination (Zc> 256) and one to a hazardous level (Zc = 226). Areas with an acceptable and moderately hazardous pollution level were not noted.

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9000 8000 7000

^ 3 6000 ᇿ 5000 4000

mg / dm 3000 ᇾ 2000 1000 0 12345678910111 12 13 2015, ̨̦̌̚1 25,6 32,3 15,8 20,6 37 17,5 72 10 10 58 2015, ̨̦̌̚2 839 130 96 466 239 764 786 952 156 1140 2015, ̨̦̌̚3 1670 1200 1570 831 783 1180 3590 1840 777 8100 2016, ̨̦̌̚1 10 10 10 10 10 10 10 10 11,2 10 110 10 10 2016, ̨̦̌̚2 276 10 250 201 1460 38,1 177 10 903 152 48,6 49,1 1950 2016, ̨̦̌̚3 542 32 1440 230 6110 342 470 16,3 8940 214 167 3160 3670

Figure 2. Chlorine Content in Snow Water When Introducing PGR Under the conditions of 2016, of the 13 surveyed sites on two, the permissible level of pollution was found, on one – moderately dangerous, on two – dangerous and on eight – extremely dangerous level of pollution. At the same time, it should be noted that at five sites the total pollution coefficients were 1236–3743. Even in the areas most remote from the road, in many variants the background content of chlorine, potassium, calcium, magnesium and sodium is exceeded. Thus, the chlorine content in the least contaminated sites was 15.8-72 mg / dm3 and exceeded its background value in the conditions of 2015 at 1.6–7.2; Potassium – in 1,5 – 16,8; Calcium – in 1,1 – 3,5; Magnesium – in 1,1 – 3,1; Sodium – in 1,5 – 5,4 times. Under the conditions of 2016, a smaller content of pollutants was noted at more remote sites.

45 40 35

^ 3 30 ᇿ 25 20

mg / dm 15 ᇾ 10 5 0 1234567891011 12 13 2015, ̨̦̌̚1 2,98 1,99 0,775 0,699 1,07 0,487 0,361 0,258 0,177 0,436 2015, ̨̦̌̚2 7,02 2,01 1,23 4,36 3,39 6,11 4,19 5,24 0,998 6,39 2015, ̨̦̌̚3 15,9 16,7 12,6 5,25 12,5 10,7 24,1 24,5 5,94 41,2 2016, ̨̦̌̚1 0,656 0,257 0,302 0,179 0,12 0,299 0,081 0,234 0,303 0,182 0,,114 0,163 0,285 2016, ̨̦̌̚2 1,82 0,377 1,59 0,964 2,86 1,39 1,48 0,584 4,62 1,08 0,,424 0,536 7,2 2016, ̨̦̌̚3 4,01 0,483 13,6 1,08 28,9 2,13 3,25 0,686 24,8 1,18 0,,676 12,8 8,6

Figure 3. Content of Potassium in Snow Water When Introducing PGR

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1000 900 800 700 ^ 3 ᇿ 600 500 400 mg / dm

ᇾ 300 200 100 0 1234567891011 12 13 2015, ̨̦̌̚ 1 17,3 17,6 10 12,7 15 9,4 18,8 5,48 6,26 18,9 2015, ̨̦̌̚2 143 39,2 47,2 60,4 38,7 129 152 134 38,9 193 2015, ̨̦̌̚3 340 261 257 83,7 95,7 211 501 220 138 990 2016, ̨̦̌̚1 1,1 2,05 0,863 0,659 1,52 1,12 1,39 0,635 2,93 1,61 1,17 1,16 1,07 2016, ̨̦̌̚2 33,9 2,36 34,3 14,9 72,7 35,2 26,4 2,22 97,9 30,1 13,2 12,2 168 2016, ̨̦̌̚3 115 5,73 243 30,5 463 78,3 92,8 5,58 664 39,5 33,4 252 280

Figure 4. Calcium Content in Snow Water When Introducing PGR

In the areas closest to the road both in 2015 and 2016, concentrations are noted, reaching respectively in chlorine, 8100 and 8940; Calcium – 990 and 664; Sodium – 6000 and 4610 〖mg / dm〗^ 3, which not only exceeded the background values, but also the Maximum permissible concentration (MPC) for water at 23 and 26 times (MPC to 350 〖mg / dm〗^ 3) , Calcium in 5.5 and 3.7 (MPC = 180 〖mg / dm〗^ 3), sodium at 30 and 23 times (maximum permissible concentration 200 〖mg / dm〗^ 3) respectively [8, 9].

7 6 5 ^ 3 ᇿ 4 3 mg / dm

ᇾ 2 1 0 1234567891011 12 13 2015, ̨̦̌̚1 2,42 2,03 1,96 2,41 1,91 1,33 1,25 0,856 0,78 1,5 2015, ̨̦̌̚2 4,37 3,21 33,343,44 5,25 2,38 2,41 1,64 2,61 2015, ̨̦̌̚3 6,17 6,18 6,13 3,52 4,57 5,57 3,18 3,29 2,59 5,08 2016, ̨̦̌̚1 0,246 0,374 0,161 0,166 0,204 0,194 0,265 0,148 0,413 0,303 0,,149 0,186 0,261 2016, ̨̦̌̚2 2,5 0,555 2,1 1,67 1,53 3,04 2,1 0,297 2,4 1,66 1,2 1,6 1,96 2016, ̨̦̌̚3 2,76 0,738 3,3 1,88 2,78 3,07 3,63 0,876 4,24 1,91 2,42 4,04 2,87

Figure 5. Magnesium Content in Snow Water When Introducing PGR

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6000 5000 ^ 3

ᇿ 4000 3000 2000 mg / dm ᇾ 1000 0 12345678910 11 12 13 2015, ̨̦̌̚1 17,7 23,6 12,4 19,3 34,7 10,1 35,7 12 6,6531 2015, ̨̦̌̚2 925 135 94,4 489 279 829 580 953 98,490,5 2015, ̨̦̌̚3 2400 1480 2250 1030 1110 1460 3530 2210 601 6000 2016, ̨̦̌̚1 6,44 5,65 6,5 4,11 3,13 7,22 4,64 3,48 9,526,274,444 3,51 3,68 2016, ̨̦̌̚2 151 8,24 239 105 631 108 1088,74602 85,9 28,11 32,6 1170 2016, ̨̦̌̚3 546 23,6 1640 140 3620 237 34013,6461012277,44 1360 2120

Figure 6. Content of Sodium in Snow Water When Introducing PGR

Due to the active industrial and household activities of the population, technogenic streams of matter are formed in the cities, leading to contamination of the territory. The pollution of the environment can be caused by both inorganic and organic toxicants. In the group of inorganic toxicants, heavy metals (TM) occupy a special place, which occupy one of the leading positions in the priority list of pollutants [23]. Heavy metals are considered the most toxic. Firstly, they have a great affinity for physiologically important organic compounds and are capable of inactivating the latter. Secondly, they easily penetrate into the trophic chains, accumulating in plant and animal organisms; Are included in the metabolic cycles and cause a variety of physiological disorders, including at the genetic level. Removing them from the ecosystem requires a long period of time, even taking into account their complete cessation of income [23]. Chemical elements are extremely important for organisms, as they are part of bone tissue, are activators or inhibitors of the action of enzymes, as well as an integral part of enzymes and hormones. Calcium ions, for example, activate numerous enzymes, participate in the transmission of nerve impulses and regulate the permeability of cell membranes, the tone of the heart muscle. Magnesium, manganese and molybdenum as part of the enzymes are involved in many important reactions for the body. Iron, copper, magnesium and manganese, along with vitamins of group B, are necessary for the formation of erythrocytes. Calcium and phosphorus play an exceptional role in the mineralization of bones and teeth. Dependence of human health on the content of microelements served as the basis for the allocation of a new class of diseases – microelements, i.e. Diseases and syndromes, in which the main role is played by the lack or excess in the human body of elements or their imbalance. The development of diseases can be provoked both by the lack and excess of one chemical element, and by the ratio of many chemical elements [5; 20]. In the city, green plantations are exposed to two main types of man-caused impact: chronic or gradually increasing pollution and sudden (shock) action of threshold concentrations of harmful substances [19]. When contaminating plants, their biochemical properties first change, then physiological changes appear, and as a consequence the morphostructure of plants changes. The most 174 VOLUME 3, No. 2 (10), 2017 dangerous for woody plants TM include cobalt, chromium, copper, lead, zinc, cadmium and mercury. When the soil cover is contaminated with copper, zinc and lead salts, complete dying of plants is often observed [7; 24]. TMs also enter the environment together with the PGR. Based on the average number of reagents per unit area (m2) and the heavy metals contained in them, we calculated the possible number of the latter, coming in during the winter (Table 2). The average rate of distribution of PGR for one treatment is 0.042 kg / m2. The average number of treatments for the winter period is 130 [6]. The results are shown in Table 2.

Table 2 Receipt of Heavy Metals Element Content, mg / kg Receipt, mg / m2 zinc 0,8 4,368 lead 0,1 0,546 nickel 0,9 4,914 copper 1,6 8,736 molybdenum 0,2 1,092 cobalt 0,1 0,546 cadmium 0,07 0,3822 chromium 1,5 8,19 selenium 0,3 1,638 arsenic 0,2 1,092 mercury 0,02 0,1092

Thus, when applying PGR in areas adjacent directly to the place of their introduction, an extremely dangerous situation is created, especially for the contamination of snow water with chlorine, calcium, sodium, which can cause contamination of adjacent environments – soil and groundwater.

References 1. Belobzhesky G.V., Dyunin A.K., Rudakov L.M. Winter maintenance of highways. M.: Transport. 1983. 197 p. 2. Bochkov A.S., Belozubova N.Yu. & Zubkova V.M. Standardization of urban soils quality and urban soils management // Contemporary Problems of Social Work. Vol. 2. 2016. No. 4 (8). P. 116–124. 3. Chudakova S.B. Toxicological and hygienic assessment of the degree of danger of anti-ice reagents: dis. ... cand. medic. sciences. M. 2006. 202 p. 4. Dmitrenko V.P. Environmental monitoring of the technosphere: manual.–2. SPb.: Publishing House “Lan”. 2014. 368 p. 5. Environment and health of the Russian population. URL: http://sci.aha.ru/ATL/raOO.htm – Web-Atlas. 6. Environmental impact assessment (EIA). The technology of winter cleaning of the carriageways of streets, thoroughfares, thoroughfares and squares (road facilities in Moscow) with the use of anti-ice reagents (for winter 2012 and beyond). M. 2012. 136 p. 7. Fedorova Yu.V. Costs of chlorides for various schemes of organization of work on the winter content of roads // Road ecology of the XXI century. Proceedings of the international scientific and practical symposium December 15–16. 1999. Voronezh. 2000. P. 317–323. 8. Khanipova E.R. & Zubkova V.M. State of environmental components and the quality of agricultural products in the conditions of increasing anthropogenic load // Contemporary Problems of Social Work. Vol. 2. 2016. No. 1 (5). P. 163–175. 9. Kolobaeva J.S. Ensuring environmental safety of water bodies for urban areas (On example of Moscow region) // Contemporary Problems of Social Work. Vol. 2. 2016. No. 4 (8). P. 134– 141.

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10. Manual on the control of atmospheric pollution. RD 52.04.186-89 Goskomgidromet USSR and Ministry of Health of the USSR. M. 1991. 693 p. 11. Maximum allowable concentrations of substances in water bodies [Electronic resource] / Moscow city government Department of Nature Management and environmental protection of the city of Moscow GSPU “Mosecomonitoring.” URL: http://www.mosecom.ru/water/pdk/. 12. Maximum permissible concentration (MPC) of chemicals in water in water bodies of domestic and drinking water and cultural and domestic water use. Hygienic standards of GN 2.1.5.1315- 03. URL: http: // www. Dioxin.ru/doc/gn2.1.5.1315-03.htm. 13. Mishustin S.S. State regulation of forestry as an element of environmental safety of Moscow region // Contemporary Problems of Social Work. Vol. 2. 2016. No. 2 (6). P. 177–184. 14. Nazicento L. Hyperkalemia and hypokalemia / Difficult diagnosis: in 2 volumes. Vol. 1. M.: Medicine. 1992. P. 302–322. 15. Nikiforova E.M. Monitoring salinization of snow and soils in the eastern Moscow region by anti-coal mixtures // Fundamental Research. 2014. No. 11. P. 340–347. 16. Nikolaeva L.F., Otskheli O.V., Porshneva E.B., Florova N.B. Anti-ice reagents and their effect on the natural environment. M.: Dialogue of the Moscow State University. 1998. 123 p. 17. Podolsky V.P., Samodurova T.V., Fedorova G.O. Ecological aspects of winter maintenance of roads. Voronezh. 2000. 152 p. 18. Rusakov N.V., Rakhmanin Yu.A. Waste, environment, people. M.: Medicine. 2004. 231 p. 19. Shevyakova N.I. Causes and mechanisms of death of green plantations under the influence of technogenic factors of the urban environment and the creation of stress-resistant phytocenosis // Forestry Bulletin. 2000. No. 6. P. 25–33. 20. Trofimov V.T. Ecological geology. Textbook / V.T. Trofimov, D.G. Zilling. M.: ZAO Geoinformmark. 2002. 415 p. 21. Vasilenko V.N. Monitoring of salinization of the snow cover. SPb.: Gidrometeoizdat. 1985. 182 p. 22. Vasilyev A.P., Sidenko V.M. Road maintenance and organization of road traffic: textbook for higher educational institutions. M. 1990. 304 p. 23. Vorontsova A.V. Peculiarities of the behavior of pollutants in the snow cover of St. Petersburg and their influence on the urban environment: dis. ... cand. geogr. sciences. SPb. 2013. 119 p. 24. Zhekan A.B. Monitoring estimation of variability and the forecast of the content of microelements in environmental components in the green zone of Perm // Geography and the region. IX. Environmental management and environmental monitoring: Materials Int. Scientific and practical conference (September 30–October 4, 2002, Perm). Perm. GU. 2002. P. 110–114.

REFERENCE TO ARTICLE Dryabzhinsky, O.E. & Zubkova, V.M. (2017) Evaluation of the Impact of Anti-Coal Reagents (PGR) on the Urban Environment, Contemporary Problems of Social Work. Vol. 3. No. 2 (10). P. … DOI: 10.17922/2412-5466-2017-3-2- (International bibliographic description).

CONTACT INFORMATION: Dryabzhinsky Oleg Evgenevich Postgraduate Student Russian State Social University Wilhelm Pieck str., 4, build. 1 129226 Moscow, Russian Federation E-mail: [email protected]

Zubkova Valentina Mikhaylovna Doctor of Biological Sciences, Professor Russian State Social University Wilhelm Pieck str., 4, build. 1 129226 Moscow, Russian Federation E-mail: [email protected]

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