Contemporary Problems of Social Work

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Vol. 4. No. 1 (13) 2018

MOSCOW CCONTEMPORARYONTEMPORARY PROBLEMSPROBLEMS CONTENTS OOFF SOCIALSOCI AL WWORKORK VVolumeolume 4,4, No.No. 1 (13),(13), 20182018 ECONOMY ISSN 2412-5466 Burakov D.V. The Halloween Effect on Energy Markets: The journal is included into the system An Empirical Study...... 4 of Russian science citation index and is available on the website: Dzhibabov M.R. www.elibrary.ru Conclusion of a Commercial Concession Agreement in Russia ...... 13 DOI 10.17922/2412-5466-2018-4-1 Mumba Kapansa Jacques CHIEF EDITOR Public Private Partnership in Waste Maloletko A.N. Management Based on the Theory doctor of economic sciences, professor, of Lansink’s Ladder...... 20 vice-rector for research, Russian State Social University, Russia Tretyakov N.P., Kafarova M.V. 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Burakov D.V., candidate of economic sciences, department of financial markets & banks, associate professor, Financial University Under the Government of the Russian Federation, Moscow. E-mail: [email protected] Scopus Author ID: 55938434300 ORCID ID: orcid.org/0000-0003-3019-5200 UDC 33 DOI 10.17922/2412-5466-2018-4-1-4-12 The Halloween Effect on Energy Markets: An Empirical Study

Receiving date: Preprint date: Taking to print date: 15.01.2018 28.02.2018 30.03.2018

Annotation: seasonal anomalies play an important role in the global . One of the most frequently empirically observed anomalies is the Halloween effect. Halloween effect describes the anomaly in the financial markets, which is that the returns of different assets in the summer period generally are lower than the returns in the winter period. This study tests the hypothesis of the existence of the Halloween effect on the energy markets over the period from 1985 to 2016. The sample includes series of for various energy resources. The econometric estimation showed that for a range of energy markets, returns during the summer period are higher than the returns in winter ones. The difference in returns is statistically significant, which speaks in favor the Halloween effect. Key words: Halloween effect, financial , energy market, bounded rationality, investor sentiment. JEL classification: А100, А110, А130.

Introduction Financial markets are in constant evolution. Markets are constantly developing new methods of risk analysis. There are new products and technologies that contribute to increasing information asymmetry. But even against the desire of market players to reduce market uncertainty, force of habit as a manifestation of bounded rationality continues to exist. Among the manifestations of bounded rationality in the prevailing habits and traditions are seasonal or calendar anomalies. Calendar anomaly is a cyclic pattern of behavior of players of different markets, characterized by cyclical oscillations in returns in the financial markets. The most common seasonal anomalies are day of the week effect, , the month effect and the Halloween effect. Studies show that not all the calendar anomalies occur in each market. Among the most common cases, the calendar effect is found in equity markets [12; 21], however some authors found that seasonal anomalies can be present on the markets of different [4; 25]. 4 VOLUME 4, No. 1 (13), 2018

Since seasonal and calendar anomalies represent irrational form of habits, it is logical to assume that the Halloween effect is in contradiction with the full rationality assumption of the neoclassical school of economic thought. In the case of financial markets, this contradiction is manifested in the inability to describe this seasonal anomaly with the efficient markets hypothesis [10]. As follows from the main provisions of the efficient markets hypothesis, the current of an asset incorporates and reflects all the available information about the asset, respectively, arbitrage opportunities or generating income above the norm on the market simply do not exist when using fundamental or technical analysis. However, empirical observations and studies of many authors showed the existence of data anomalies and confirm the possibility of obtaining abnormal returns, even taking into account transaction costs and of market players. Literature Review. Halloween effect was first identified on the securities market. The basis of this seasonal anomaly is the assumption, according to which stock returns in the May-October period are significantly lower than in the second half of the year. For example, a study by Bouman et al. (2002) has shown that the Halloween effect is present in the securities markets of 36 developed and developing countries [2]. Other studies confirmed the results of Bouman et al. (2002) and have shown that the Halloween effect exists for various stocks and for various segments of the market. For example, a study of Lean (2011) showed the presence of the Halloween effect in the stock markets of several Asian countries (Malaysia, China, India, Japan, Singapore) [22]. Jacobsen and Nuttawat (2009) found that 48 out of 49 U.S. sectors of the showed better result in the winter period rather than in the summer period. For 2/3 of the sectors, the difference was statistically significant. The study is based on time series sample from 1926 to 2006 [17]. Andrade et. al (2013) came to the conclusion that the Halloween effect not only affects the of assets, but also on the credit risk premium and volatility [2]. Zhang and Jacobson (2013) examined data on the securities market of Great Britain for a period of more than 300 years. As a result, the authors came to conclusion that calendar and seasonal effects took place, although their scope and importance has changed significantly. The Halloween effect was present constantly regardless of the applied methods [33]. markets and commodity prices are under close attention of researchers all over the world. Most of papers pay attention to either food price crisis [11; 14] or various factors affecting ’ prices [7; 13; 23; 26] Most of attention in the studies of energy market is paid either to the search of causal relationships between energy prices and macroeconomic environment [24; 27; 31] between energy prices and employment [1], the relationship of cost of energy resources and energy efficiency [28], or to effects of energy shocks on economic and monetary variables [8]. At the same time studies on seasonal and calendar anomalies in energy markets is almost absent. It is important to note that energy markets play an important role in the development of national economies of the countries-exporters and the countries-importers of energy resources. The importance of the energy market is determined by the balance between . Sudden shocks in energy prices such as oil, gas, coal, can lead to sharp changes in the macroeconomic situation in countries highly dependent on energy rents. For example, the sharp decline in oil prices has a significant impact on , , employment and consumption in the case of exporting countries. In the case of a sharp rise in energy prices, the consequences for the countries- importers of energy resources are increased inflationary pressure in the national economy (as was the case in the United States during the 1970s). Sources of changes in energy prices can be not only due to fundamental changes in supply and demand, but also due to speculative activities of market players. In other words, we assume that the Halloween effect can have a significant impact on dynamics of returns in energy markets. The purpose of this paper is to investigate the presence of the Halloween effect in energy markets. In the case of confirmation of the hypothesis, the results obtained can be useful

5 CONTEMPORARY PROBLEMS OF SOCIAL WORK both to professional market players and regulators. Also, in case of confirmation of the hypothesis, we get additional confirmation of the weakness of the neoclassical efficient markets hypothesis. Materials and Methods In this paper we investigate the presence of the Halloween effect in different markets for energy resources for the period from 1985 to 2016. For the study we use monthly closing prices for crude oil, coal, hydrocarbons and uranium. Data were provided by the International Monetary Fund (IMF) database. To study the Halloween effect, following Arendas (2017), we divide each calendar year consisting of 12 months into two periods – winter and summer [3]. In case of presence of the Halloween effect, the returns of the winter period should be significantly higher in comparison with the returns of the summer period. The end of summer and the beginning of the winter period will be around Halloween. In this study, a turning point from one period to another is the closing price of the last trading day in October. Thus, definition of the turning point from the winter period to the summer period is ambivalent. In professional circles it is believed that it is necessary to “sell in May and go away”. So, in most papers studying the Halloween effect, the turning point is determined as the last trading day April. In this paper we use two alternative turning points: closing price of the last trading day in April and the closing price of the last trading day in May. This allows us to study several variations of the Halloween effect. Such formulation of the problem allows us to propose and test the following hypotheses: H1: The Halloween effect is present in the energy market. H2: The observed cases of the Halloween effect are statistically significant. H3: The returns in the sampled markets follow the similar patterns. According to the Hypothesis H1, the Halloween effect can be observed in energy markets. If the assumption of this hypothesis is correct, then the returns of the winter period (October- April or October-May) must be higher than the returns of the summer period (May-October or June-October). It is logical to assume that for the selected observation period (32 years) we can certainly find the years in which this assumption is incorrect. However, if the Halloween effect is present in the specific energy market, the number of years of its presence must be more than the number of years of its absence. The same is true for comparisons of average returns of summer and winter periods on 32 years’ time span – average returns of summer period should be lower in comparison with the average returns of the winter period. Hypothesis H2 assumes that the observed cases of the presence of the Halloween effect are statistically significant. Since the average results may be greatly skewed due to the years in which the markets showed abnormal levels of return, the difference between the returns of summer and winter period should be statistically significant to prove the presence of the Halloween effect on the market. Otherwise, this pattern can be considered as a random disturbance on the market caused by an exogenous shock. Hypothesis H3 introduces the assumption under which the related markets should behave in a similar way. We assume that related markets are influenced by similar factors. And this leads to what should trigger the substitution effect, which in turn should generate similar anomalies on related markets. We expect to see similar patterns of behavior on the sample of markets of oil, natural gas, coal and uranium. If the Halloween effect is present on a particular market, the average returns of the winter period should be considerably higher in comparison with the average summer returns. To test the hypotheses presented in this paper, we use parametric (Two-sample t-test) and nonparametric (Wilcoxon rank sum test) statistical tests to assess the statistical significance of the difference between the returns of summer and winter period for selected markets. The Shapiro-Wilk test is used to determine which type of test, parametric or nonparametric, is more suitable to test a particular data. In our case, the Shapiro-Wilk test should show whether

6 VOLUME 4, No. 1 (13), 2018 the returns come from a normally distributed population. Despite the fact that there is a large number of tests to determine the normality of , Shapiro-Wilk test is considered to be one of the most accurate [30]. A study conducted by Arendas (2017) also shows the possibility of its application to the study of the Halloween effect on selected markets. If returns come from a normally distributed population, it is more appropriate to use the Two-sample t-test. If the returns do not come from a normally distributed population, Wilcoxon rank sum test is more suitable. The use of this test allows to assess the statistical significance of the difference between returns of summer and winter periods. Two-sample F-test is used to determine the identity of the variances for the returns of summer and winter periods. Depending on the result of the study, we will use Two-sample t-test for equal variances or Two-sample t-test for unequal variances. The algorithm of the research includes the following steps. 1. We calculate the return for particular markets on a certain time period. Each calendar year is divided into two periods: winter and summer. Given the differences in the definition of turning points, in the first case the calendar year is divided into periods from the last trading day of October to the last trading day of April of the following year (winter) and from the last trading day of April to the last trading day of October (summer period). In the second case, the summer period lasts from the last trading day of May to the last trading day in October and the winter period – from the last trading day of October through the last trading day of May. Monthly closing prices of energy resources provided from the database of the IMF. The return is calculated by the following formulas: PP r  OAnn , (1) sn P An

PP r  AOnn1 , (2) wn P On where: r is the return for the summer period, r is the return for the winter period, n represents sn wn the calendar year, P is the October closing price for year n and P is the April closing price On An for year n. For the second case, P (May closing price for year n) and P are used instead of M n M n1 P and P respectively. An An1 2. We calculate descriptive statistics. The descriptive statistics include the average returns for a specific time period, minimum and maximum returns, as well as the level of the presence of the Halloween effect (the number of years that the Halloween effect has emerged over the 32-year period). 3. To test whether the returns of a given period come from a normally distributed population, we use the Shapiro-Wilk test. Based on the obtained results, we decide whether to use Two- sample t-test or Wilcoxon rank sum test. 4. The Two-sample F-test for variances is used to determine whether the returns of winter and summer periods have equal variances. The result will determine the type of test most appropriate for the study: two sample t-test for equal variances or Two-sample t-test for unequal variances. 5. The Two-sample t-test is used to determine whether the difference between the returns of summer and winter periods for a particular product are statistically significant. 6. We use Wilcoxon rank sum test, due to its advantages over the Two-sample t-test for data that is not characterized by normal distribution. 7. We evaluate the validity of the hypotheses. Results and Discussion The results of the study showed that the differences in returns in winter and summer periods in selected markets vary significantly. The same is true for the minimum and maximum returns on the markets. If we turn to the percent of the presence of the Halloween effect, we could

7 CONTEMPORARY PROBLEMS OF SOCIAL WORK see that depending on the turning point and on the particular market, the percentage of its presence also varies significantly. For the first alternative, where the summer period lasts from May to October and winter period – from November to April, most markets showed returns in winter period significantly higher than in the summer period (Table 1). The largest difference in returns in the first alternative, are recorded on the coal market in Australia and crude oil in Dubai: difference in returns is more than 20%. The market for uranium and natural gas (Indonesia) show higher returns during the summer than in winter period. As we have pointed out before, the level of presence of the Halloween effect varies significantly from one energy market to another. Mostly the Halloween effect is present on the market of crude oil (Dubai), natural gas (Russia) – more than 60% of cases. More than in the half of the years of observation, the Halloween effect is observed on the coal market (Australia), crude oil markets for Brent and West Texas.

Table 1 Halloween effect statistics (alternative 1) Halloween effect (time span 1) Market Summer returns Winter returns Resulting statistics (May-October) (November-April) min, % min, % max, % max, % effect, % effect ab- ent, years Halloween Halloween Halloween Halloween Halloween average, % average, % sent, years effect pres- Fuel (Energy) Index -25,3 45,3 -1,5 -37,2 48,2 7,4 22 10 69 Crude Oil (petroleum): Brent, -13,4 34,5 -5,25 -25,3 37,4 7,95 18 14 56 West Texas, Dubai Fateh Coal (Australian thermal coal) -18,8 65,4 -2,5 -30,7 68,3 20,7 16 16 50 Natural Gas (Russia) -29,9 70,1 1,7 -41,8 68,6 15,3 20 12 63 Natural Gas (Indonesia) -45,6 84,7 1,25 -53,4 83,2 1,1 11 21 34 Natural Gas (USA) -43,2 77,5 3,65 -51 76 1,4 15 17 47 Crude Oil (petroleum): Brent, -31,3 63,3 -4,8 -39,1 61,8 13,25 19 13 59 Oil, Dubai -26,3 65,8 -1,05 -18,5 64,3 24,8 25 7 78 Crude Oil, West Texas -28,6 68,8 -0,7 -36,4 67,3 1,35 18 14 56 Uranium NUEXCO -19,9 55,2 3,15 -27,7 53,7 -4,9 7 25 22

Source: author’s calculations. Regarding the second alternative, where the turning point is May, results are generally similar to the previous one. (Table 2) As in the first alternative, in most cases, the Halloween effect is manifested on the markets of crude oil (Dubai) and West Texas – more than 70%. The same is true for the natural gas market (Russia), as well as oil markets, Brent and coal market (Australia). The largest difference in returns is observed on the markets for coal, natural gas (Russia) and oil (West Texas). If we compare the average level of the presence of the Halloween effect in the first and second alternative, the first alternative average level of the Halloween effect presence is 53,4%, and in the second alternative – 55,8%. Table 3 presents the results of Two-sample t-test and Wilcoxon rank sum test. The cases in which the difference between returns in the summer and winter periods is statistically significant (at the significance level 0.05) are in bold. The cases in which a reverse Halloween effect manifested itself (when the returns of the summer periods are higher than returns 8 VOLUME 4, No. 1 (13), 2018 in winter) are written in italics. Based on the results of Shapiro-Wilk test, we determined which test would be better suited for particular data sets: parametric Two-sample t-test or nonparametric Wilcoxon rank sum test. The results of a more appropriate test are marked with „ * „.

Table 2 Halloween effect statistics (alternative 2) Halloween effect (time span 2) Market Summer returns Winter returns Resulting statistics (May-October) (November-April) min, % min, % max, % max, % effect, % effect ab- ent, years Halloween Halloween Halloween Halloween Halloween average, % average, % sent, years effect pres- Fuel (Energy) Index -31,2 54,2 -9,5 -26,9 58,1 17,5 24 8 75 Crude Oil (petroleum): Brent, -19,3 43,4 -8,95 -15 47,3 18,05 19 13 59 West Texas, Dubai Fateh Coal (Australian thermal coal) -39,8 74,3 -3,75 -35,5 78,2 23,25 17 15 53 Natural Gas (Russia) -37,7 74,6 -2,55 -33,4 78,7 24,55 19 13 59 Natural Gas (Indonesia) -53,4 89,2 3,1 -49,1 93,3 2,4 11 21 34 Natural Gas (USA) -51 83,9 4,55 -56,8 88 3,5 15 17 47 Crude Oil (petroleum): Brent, -37,2 72,2 -3,5 -43 76,1 8,45 17 15 53 Oil, Dubai -32,2 72,8 -0,7 -38 76,7 7,25 24 8 75 Crude Oil, West Texas -34,5 65,9 -5,3 -40,3 69,8 16,65 23 9 72 Uranium NUEXCO -25,8 64,1 1,85 -31,6 68 -2,1 10 22 31

Source: author’s calculations. Table 3 Statistical tests results Market Halloween effect (time span 1) Halloween effect (time span 2) two-sample Wilcoxon rank two-sample Wilcoxon rank t-test sum test t-test sum test Fuel (Energy) Index 0.9896* 0.9942 0.9786* 0.9912 Crude Oil (petroleum): Brent, West 0.9214* 0.9557 0.9413* 0.9661 Texas, Dubai Fateh Coal (Australian thermal coal) 0.0325 0.0114* 0.0467 0.0021* Natural Gas (Russia) 0.0298 0.0193* 0.0412 0.0171* Natural Gas (Indonesia) 0.0051 0.0032* 0.0041 0.0002* Natural Gas (USA) 0.0478 0.0496* 0.0319 0.0231* Crude Oil (petroleum): Brent 0.6723* 0.7245 0.2451* 0.4296 Oil, Dubai 0.0079 0.0042* 0.0041 0.0029* Crude Oil, West Texas 0.0251 0.0433* 0.0096 0.0031* Uranium NUEXCO 0.0017 0.0015* 0.0154 0.0087*

Source: author’s calculations.

As can be seen from Table 3, both test statistics are in agreement in all cases except the composite indexes (Fuel Index and the Composite Index of Crude oil). Due to the fact

9 CONTEMPORARY PROBLEMS OF SOCIAL WORK that these indices aggregate different markets, the results can be considered statistically insignificant. As can be seen from Table 3, the statistically insignificant results include the results for the oil market Brent. Three markets show the reverse Halloween effect to be permanently present, where returns in the summer periods exceed the returns in the winter periods. Among these are the markets for natural gas (Indonesia, USA), and the uranium market. Given the fact that a large part of data sets doesn’t follow normal distribution, in most cases, the most appropriate is the Wilcoxon rank sum test. Also the results show that both alternatives for most of markets, are statistically significant and confirm the existence of the Halloween effect on the selected energy markets. Hypothesis H1, which suggests that the Halloween effect is present in the markets of the energy sector, receives partial support. Halloween effect is present on oil markets and natural gas market (Russia). This result is statistically relevant and valid for both alternatives. The number of years during which the effect of Halloween, present for more than 50%, and for certain markets – 70% of cases. Then we can assume that in some energy markets, the Halloween effect is present in the period from 1985 to 2016. Hypothesis H2, according to which the observed cases of the Halloween effect are statistically significant in nature, can be partially accepted. Even if not in all cases, the Halloween effect is statistically significant in nature (in some cases, the excess returns of the summer period over the winter period can be the consequence of an exogenous shock that produced the abnormal return). Nevertheless, for most markets, the Halloween effect is present and is statistically significant. We were also able to identify statistically significant cases of the reverse Halloween effect. Hypothesis H3 (Returns of the related commodities follow similar patterns) can be partially accepted. Although there are some exceptions, the related commodities tend to follow similar patterns in most of the cases. As the data show, the related commodities behave similarly in most of the cases. It is able to conclude that there is the Halloween effect present on the energy markets. Its strength differs market to market, but in many cases it is strong enough to become a cornerstone of profitable strategies generating abnormal returns even after taking the transaction costs into account. Even given the fact that there is extensive research on the Halloween effect, consensus on the nature and sources of the Halloween effect doesn’t exist. Hong and Yu (2009) attribute the Halloween effect with the summer holidays, when investors go on vacation and trading volumes on the exchanges are significantly reduced [15]. Some authors consider that the Halloween effect’s source lies in changes of weather, because the cold and decreasing temperature leads to an increase in aggression, and apathy [9]. For this reason, winter returns tend to be higher, because market players are trading in a more aggressive manner. On the other hand, Jacobsen and Marquering (2008) presented evidence that the weather factor is hardly a Halloween effect’s source in the stock market [18]. On the other hand, even if this is true for the stock market, the weather definitely has an impact on the seasonality of trading on the markets of agricultural commodities [3]. Conclusion Analysis of prices for key energy markets for the last 32 years has shown that the Halloween effect is present on energy markets. In five out of seven energy markets with a statistically significant result, we found the presence of the Halloween effect when the average returns of the winter periods of higher than average returns year periods. This result is typical for a number of markets crude oil, natural gas and thermal coal.

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2. Andrade S.C., Chhaochharia V., Fuerst M.E. “Sell in May and Go Away” Just Won’t Go Away // Financial Analysts Journal. 2013. No. 69. Р. 94–105. 3. Arendas P. The Halloween effect on the agricultural commodities markets // . 2017. No. 63(10). Р. 441–448. 4. Borowski K. Analysis of selected seasonality effects in market of barley, canola, rough rice, soybean oil and soybean meal future contracts // Journal of Economics and Management. 2015. No. 21. Р. 73–89. 5. Bouman S., Jacobsen B. The Halloween indicator, “sell in May and go away”: Another puzzle // American Economic Review. 2002. No. 92. Р. 1618–1635. 6. Brazul-Bruszkowski Ye.G. Entrepreneur of Life: Teaching College Students to Become One // Contemporary Problems of Social Work. Vol. 3. 2017. No. 4 (12). P. 4–12. 7. Burakov D. Do Sunspots Matter for Cycles in Agricultural Lending: a VEC Approach to Russian Wheat Market // AGRIS On-line Papers in Economics and Informatics. 2017. Vol. 9(1). P. 17– 31. 8. Burakov D. Transmission of United States shocks to oil exporting countries: A vector error correction approach to Mundellian trilemma // International journal of energy economics and policy. 2017. Vol. 7(4). P. 14–22. 9. Cao M., Wei J. Stock market returns: A note on temperature anomaly // Journal of Banking & Finance. 2005. No. 29. Р. 1559–1573. 10. Fama E. Random walks in stock market prices. Financial Analysts Journal. 1965. No. 21. Р. 55–59. 11. Etienne X.L., Irwin S.H., Garcia P. Bubbles in food commodity markets: Four decades of evidence // Journal of International and Finance. 2014. No. 42. Р. 129–155. 12. Haggard K.S., Jones J.S., Witte H.D. Black cats or black swans? Outliers, seasonality in return distribution properties, and the Halloween effect // Managerial Finance. 2015. No. 41. Р. 642–657. 13. Hamilton J.D., Wu J.C. Effects of index-fund investing on commodity futures prices // International Economic Review. 2015. No. 56. Р. 187–205. 14. Hochman G., Rajagopal D., Timilsina G., Zilberman D. Quantifying the causes of the global food commodity price crisis // Biomass and Bioenergy. 2014. No. 68. Р. 106–114. 15. Hong H., Yu J. Gone fishin’: seasonality in trading activity and asset prices // Journal of Financial Markets. 2009. No. 12. Р. 672–702. 16. Ivanova O.A., Vinogradova M.V. Algorithm of Development of Management Decisions on Rendering Consulting Services in Retail // Contemporary Problems of Social Work. Vol. 3. 2017. No. 4 (12). P. 28–36. 17. Jacobsen B., Nuttawat V. The Halloween effect in U.S. sectors // Financial Review. 2009. No. 44. Р. 437–459. 18. Jacobsen B., Marquering W. Is it the weather? // Journal of Banking & Finance. 2008. No. 32. Р. 526–540. 19. 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. 20. Kurnysheva I., Burakov D. Do oil price shocks matter for : A vector error correction approach to Russian labor market // International journal of energy economics and policy. 2017. Vol. 7. (4). P. 68–75. 21. Lakonishok J., Smidt S. Are seasonal anomalies real? A ninety-year perspective // Review of Financial Studies. 1988. No. 1. Р. 403–424. 22. Lean H.H. The Halloween puzzle in selected Asian stock markets // Journal of Economics and Management. 2011. No. 5. Р. 216–225. 23. Liu L. Cross-correlations between crude oil and agricultural commodity markets. Physica A: Statistical Mechanics and its Applications. 2014. No. 395. Р. 293–302. 24. Mensi W., Hammoudeh S., Nguyen D.K., Yoon S-M. Dynamic spillovers among major energy and cereal commodity prices // Energy Economics. 2014. No. 43. Р. 225–243. 25. Milonas N.T. Measuring seasonalities in commodity markets and the half-month effect // The Journal of Futures Markets. 1991. No. 11. Р. 331–345. 26. Ott H. Extent and possible causes of intrayear agricultural commodity price volatility // Agricultural Economics. 2014. No. 45. Р. 225–252. 27. Ozturk I. A literature survey on energy-growth nexus // Energy Policy. 2010. No. 38 (1). Р. 340–349.

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28. Ozturk I., Acaravci A. The long-run and causal analysis of energy, growth, openness and financial development on carbon emissions in Turkey // Energy Economics. 2013. No. 36. Р. 262–267. 29. Pochinok, N.B., Andryushchenko, G.I., Savina, M.V., Spirina, A.N., Maloletko, A.N. Place of private pension funds in the financial market // Asian Social Science. Vol. 11. Issue 14. 22 May 2015. P. 161–168. 30. Razali N.M., Wah Y.B. Power comparison of Shapiro-Wilk, Kolmogorov-Smirnov, Lilliefors and Anderson-Darling tests // Journal of Statistical Modeling and Analytics. 2011. No. 2. Р. 21–33. 31. Wang Y., Wu C., Yang L. Oil price shocks and agricultural commodity prices // Energy Economics. 2014. No. 44. Р. 22–35. 32. Zaernyuk V.M., Snitko N.O. Cybercrime As a New Threat in the Activities of the Gold Mining Enterprises // Contemporary Problems of Social Work. Vol. 3. 2017. No. 1 (9). P. 55–62. 33. Zhang C.Y., Jacobsen B. Are monthly seasonals real? A three century perspective // Review of Finance. 2013. No. 17. Р. 1743–1785.

REFERENCE TO ARTICLE Burakov, D.V. (2018) The Halloween Effect on Energy Markets: An Empirical Study, Contemporary Problems of Social Work. Vol. 4. No. 1 (13). P. 4–12. DOI: 10.17922/2412- 5466-2018-4-1-4-12 (International bibliographic description).

CONTACT INFORMATION: Burakov Dmitry Vladimirovich Candidate of Economic Sciences Department of Financial Markets & Banks Associate Professor Financial University Under the Government of the Russian Federation Leningradsky prospect, 49 125993 Moscow, Russian Federation E-mail: [email protected]

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Dzhibabov M.R., postgraduate student, Russian State Social University, Moscow. E-mail: [email protected] Scopus Author ID: 57192670221 ORCID ID: orcid.org/0000-0002-8824-8910 UDC 331; 347.4 DOI 10.17922/2412-5466-2018-4-1-13-19 Conclusion of a Commercial Concession Agreement in Russia

Receiving date: Preprint date: Taking to print date: 24.01.2018 28.02.2018 30.03.2018

Annotation: in this article, a comparative legal analysis of two contracts is carried out: a commercial concession and a franchise. The key approach in comparative legal analysis is investigated to obtain a representative sample. A number of features of regulation of the franchising agreement in the territory of the Russian Federation are revealed. The history of the emergence and development of commercial concessions in Russia and the history of its foreign counterpart – franchising. Key words: civil law, franchising, franchise, franchising dynamics, commercial concession. JEL classification: А100, А110, А130.

Introduction By law, the contract is considered concluded if the parties reached an agreement on all the essential conditions prescribed in it. In turn, conditions on the subject matter of the contract, terms that are called in the law or other legal acts as essential or necessary for contracts of this type (presentation of these exclusive rights to the franchisee under the franchising agreement) are essential, as well as all those conditions concerning which, on the application of one from the parties an agreement must be reached (Article 432 of the Civil Code of the Russian Federation “Basic Provisions on Concluding the Contract”). At the same time, the franchisor is obliged to formalize his contract of commercial concession in writing and register it in the territorial body of the FNM of Russia that previously registered this entity, in accordance with Art. 1028 “Form and registration of the contract of commercial concession”, 1036 “Amendment of the contract of commercial concession” and art. 1037 “Termination of the contract of commercial concession” of the Civil Code of the Russian Federation. In addition, the parent company registers its commercial concession agreement with Rospatent, if the agreement deals with the transfer of rights to use the protected objects of industrial property to the second party. Industrial property protection objects include industrial designs, patents for inventions, new models, trademarks and service marks, brand names and designation of origin, commercial names, integrated circuit topology, selection discoveries, and secrets and manufacturing experience. The industrial design, which determines the appearance of the product, belongs to the objects of protection. If these conditions are not respected, then the contract is recognized as invalid, and the transaction is considered void [23, p. 167]. The conclusion of the contract involves the delivery of an offer, which is recognized as an offer addressed to one or more specific persons expressing the intention of the person who made the proposal quite clearly, to consider himself a contractor with the addressee to whom

13 CONTEMPORARY PROBLEMS OF SOCIAL WORK the proposal will be accepted. This proposal must contain all the essential conditions of the contract (see above) and clearly express the intention of the person from whom it comes (the offerer) to consider itself a contractor with the addressee (acceptor). With the offer in some cases can act not only the franchisor, but also franchisee. As mentioned above, the contract of commercial concession must be concluded in writing, and its formulation is subject to rather stringent requirements. Such an agreement is compulsorily registered with the territorial body of the Federal Tax Service of Russia, which maintains a register of legal entities and individual entrepreneurs and in which the parent company was previously registered. Only if the franchisor is an international company registered abroad, the contract is registered at the place of registration of the franchisee [24, p. 25]. At the next stage, the contract is registered in FIPS (Rospatent), as it deals with the use of objects of exclusive rights. The purpose of state registration of the franchising agreement is to establish certainty with respect to the origin, change and termination of rights to such objects. If the concession contract contains secrets of production (know-how), then only part of the document containing no secret information can be sent for registration. Many religious currents are developed and distributed according to schemes very similar to franchising schemes – when a management company (for example, the ROC) provides its franchisees – regional dioceses – standards of work in the form of sacred texts and their interpretations, trains their employees, monitors strict adherence to norms and rules [8, p. 21]. The amount of the state fee for the registration of a commercial concession agreement is 10,000 rubles for one certificate for the trademark mentioned in the contract. For each additional certificate, the amount of state duty is increased by 8,500 rubles. The amount of the state fee for registering a commercial subconcession contract is also 10,000 rubles for one certificate for a trademark, mentioned in the contract. For each additional certificate over this the amount of the state fee is increased by 8,500 rubles. If we compare the current legislation of the Russian Federation regulating franchising relations with US law, then we can conclude that they differ markedly from each other. The United States of America is the world’s “locomotive” in the field of franchising. To date, US law treats franchising as one of the primary forms of expanding its market, and therefore fully supports the expansion of franchisors to other countries. In turn, franchising is also a kind of religion [9, p. 122]. Regardless of the size of the company and the industry in which the company operates, every US franchisor is obliged to inform the future partner about the items that include: – number of closed points and in connection with which they were closed; – litigation with the franchisee; – balance sheet accounts for recent years; – the amount of income of franchisees; – absence or presence of previous convictions among employees, etc. The development of franchising in the territory of the Russian Federation is currently uneven, as the high efficiency of using the franchise model largely depends on the economic situation and the degree of business development in the market of a certain region, as well as on the current legislation of the Russian Federation [16, p. 20]. The contract of commercial concession (franchising) is considered concluded if the parties reached an agreement on all the essential conditions prescribed in it. The contract of commercial concession must be concluded in writing, and its formulation is subject to rather stringent requirements. Such an agreement is compulsorily registered with the territorial body of the Federal Tax Service of Russia, which maintains a register of legal entities and individual entrepreneurs and in which the parent company was previously registered [22, p. 89]. Methodology The development of franchising can be one of the most effective forms of supporting small business in Russia, one of the possible solutions to such an important state task.

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Objective The purpose of the work is to study the peculiarities of the development of franchising and the procedure for concluding a commercial concession agreement in Russia. Proceeding from the goal, a number of tasks follow, which should be solved in the course of writing the article: – to study the features and dynamics of franchising in Russia; – to consider foreign experience of franchising development on the example of the United States and Great Britain; – characterize the process of concluding a contract of commercial concession (franchising) in Russia. The process of small business development is considered to be the driving mechanism of the state economy. Franchising is one of the types of commercial activity that enables an aspiring entrepreneur to significantly facilitate the organization of business and ensure its development in the long term [2, p. 51]. Franchising in Russia was born in the 90’s thanks to foreign companies. This was due to the necessary introduction into the Russian economy of new technologies for doing business. The development of franchising in the territory of the Russian Federation is currently uneven, as the high efficiency of using the franchise model largely depends on the economic situation and the degree of business development in the market of a certain region, as well as on the current legislation of the Russian Federation [27, p. 505]. Having analyzed the dynamics of franchising in our country, we can conclude that its sharp popularization is observed in the period from 2007 to the present. Belated of Russian entrepreneurs to this idea can be explained by a number of factors: for example, franchising legislation has been established quite recently. In 2014, there was an attempt to introduce a bill on franchising in the State Duma, which protects the of both parties, but on March 16, 2016, the State Duma on first reading rejected this draft Federal Law “On Franchising» [5, p. 423]. Franchising relations in Russia are regulated by the contract of commercial concession. The franchisor always has a risk that the concept of his business will be appropriated to himself – by letting the franchisee to his business plan, the basics of doing business and disclosing his know-how, there are no guarantees that the franchisee will not decide to cancel the franchise purchase agreement and not create his own business on the model of the franchisor, making him direct competition. In this connection, for today actual concrete settlement of legal relations of franchising in the legislation [3, p. 6]. A large decrease in the number of franchisors in 2016 is due to the fact that there is an unstable economic situation, in connection with the introduction of sanctions to our country. The growth of business in embargo conditions is very complicated, especially considering that in the case of franchising, in most cases the franchisee should buy raw materials from certain suppliers [12]. Recently, the ruble rate has fallen rapidly, now there is a small increase, but in the future it will again be replaced by a fall in connection with the growth of the euro and the dollar. In these conditions, the franchise will lose some of its profits. Particularly influenced by the fact that under the terms of most franchise agreements franchisee does not even have the right to overstate or put its price on the offered goods [11, p. 211]. It should be noted that the official list of franchises submitted to consumers is not being formed, there is no established list, in the Russian legislation franchising is not defined as an individual type of commercial activity and, accordingly, there are no methodical prerequisites for statistical accounting of franchises operating in the market [17]. Other disadvantages of the commercial concession agreement include the requirement to register a contract with Rospatent (problems appear in most cases because of the long term of registration of the contract), subsidiary (as a general rule) or solidary (if the user

15 CONTEMPORARY PROBLEMS OF SOCIAL WORK is a producer of the rights holder’s goods) the rightholder’s responsibility for the quality requirements for sold by the user, the absolute possibility of terminating an indefinite contract without explaining the reasons with a notice for 6 months s if a longer period is established in the contract, the nullity of the whole contract as a whole (including legal, we normalized the contract, which are not connected with the transfer of the right to use the trademark or the rights of the patent holder) for registration in the absence of Rospatent [1, p. 142]. Considering the structure of franchising in Russia, one can see that non-food goods – household appliances, furniture, footwear, clothes, fast food, cars, etc., are a particularly popular sector of the market. In this sector, such companies as OSTIN, Incity, Empire of Furniture, CSN, GloriaGeans, BurgerKing are in the lead. These franchises have a low number of businesses that have closed, a stable positive pace of opening and not bad payback indicators [10, p. 747]. As for the territorial aspect – today in Russia only a small number of regions use franchising quite extensively. First of all, these are major economic centers – Moscow and St. Petersburg, as well as major cities such as Rostov-on-Don, Ekaterinburg, Samara, Nizhny Novgorod, Ekaterinburg, Togliatti, Novosibirsk, Krasnodar Territory, Irkutsk. This is due to the fact that there is a tendency for rapid development of regions that are more attractive for investments and in which there are a large number of free niches in the market in the above-mentioned business areas. In small cities it is almost impossible to use franchise models. This is due to the remoteness from the major economic centers of Russia, the small population, low living standards, and as a consequence small towns are considered unattractive for investors who would like to invest their finances in this direction [7, p. 21]. For example, McDonald’s, KFC. These are the most popular global franchises, but the cost of renting a brand is high. Open McDonald’s in a small town is almost impossible. You need to go to Canada or the US to get a McDonald’s license. The price of the above license is 45 000 thousand dollars. But this does not guarantee the purchase of the franchise that has attracted attention. McDonald’s in the past few years has suffered losses around the world and, in connection with this, very selectively chooses its franchisees. The application for the deal must be approved by McDonald’s USA LLC. Suppose that this frontier is overcome, and McDonald’s is ready to sell rest- wounds. You need to be ready to immediately pay 25% of its value, which will be at least $ 500,000. And this money should be free, i.e. not taken on credit and secured by the already existing profitable real estate, business, etc. So, the cost of McDonald’s restaurant will be $ 1.5 million. The content of McDonald’s will be significantly more expensive than that of local competitors of establishments. Local products are prohibited, and 10-25% of transportation costs will be added to the price of branded semi-finished products. Accidentally selected personnel can not be taken, even cleaners. Only certified and trained for McDonald’s. Consequently, the average salary should be at least 30 000 rubles. Even successful businessmen in small cities to open McDonald’s in this territory will not be profitable. Let’s analyze the second example – KFC. A very popular and popular fast food chain around the world, not inferior to McDonalds. In the city of Vladivostok in 2016, two KFC restaurants were opened, which today have not paid back the price for which the brand was leased. Again, the problem is the franchise price. KFC franchise price: – a lump-sum contribution of $ 46,900; – royalty (monthly payment) – 6% of the total turnover of the restaurant; – deductions for marketing – 4% of the total turnover of the restaurant; – payment for advertising at the local level – 1% of the total turnover of the restaurant; – initial investment – 700 thousand dollars; According to statistics, out of all new educated enterprises, 85% close their firms during the first five years (only in 2015 the number of individual entrepreneurs in Russia decreased by 73,750), and only 14% of firms that are created within the framework of franchising. That’s

16 VOLUME 4, No. 1 (13), 2018 why in the Russian Federation, where the conditions for opening a small business are poorly developed, interest to franchising is growing every year [28]. Another problem for possible frachnayzi is the receipt of bank loans for the establishment of an organization for franchise with the use of benefits. Such applications are considered by a large number of banks on general grounds – using the conditions of small business lending programs. If we talk about state support for the formation of franchising in our country, then it lags far behind the developed countries. It is also necessary to note the low activity activity. Analyzing franchising in Russia, we can identify a number of difficulties that slow the development of franchising in our country: 1) imperfection of the current legislation of the Russian Federation in the field of regulation of contractual franchise relations; 2) low state support; 3) absence of banks interested in working with franchising systems; 4) reduced popularization of franchising in Russia [4, p. 360]. World franchising, unlike in Russia, has been developing for about 200 years. He was born, like many elements of a market economy, in the United States. Over time, the franchise business form has spread throughout the world. In 1960, the International Franchise Association IFA (International Franchising Association) was founded in the USA. The author of the idea of creating the association was Bill Rosenberg. Rosenberg explained the importance of this organization in terms of regulatory regulation of franchising relationships. Currently, the mission and purpose of the association is: “To build an association that would maintain a favorable commercial and regulatory atmosphere for franchising” (“Build an association that would support a favorable commercial and regulatory atmosphere for franchising”). Franchising in the United States has a long history and due to its advantages has become widespread. By 2016, 801 thousand enterprises belong to franchising enterprises (both franchisers and franchisees). These enterprises account for 2.3% of all non-agricultural business in the United States. The franchising business in the US provides about 9 million jobs, produces products worth $ 868 billion, while in the country’s GDP they bring $541 billion. It can be noted that most of the enterprises working under the franchise model are in the restaurant business. By the way, in Russia this sphere also occupies a leading position [28, p. 109]. Discussion From the data presented above, it can be seen that franchising in the US covers various areas of the economy, including real estate and business services, and generates significant revenue annually. In addition, a large number of enterprises, both franchisors and franchisees, require a huge number of different resources. By acquiring them, they also make a significant contribution to the stimulation and development of other industries. As a result indirectly, franchising brings revenue of $ 1.2 trillion. in GDP, which is 7.4% of total GDP, provides 16.1 million jobs, while producing products worth $ 723.2 billion [26, p. 432]. Thus, it can be concluded that franchising is very firmly entrenched in the US economy, it takes about 1/12 of the country’s GDP. In the US, there is the Federal Commission (U.S. Federal Trade Commission, FTC), which protects the rights of individuals and competing companies, controls the implementation of antitrust laws. The Federal Trade Commission regulates the supply and sale of franchises. This organization defines the franchise as a commercial relationship or an agreement that is concluded for a period of time determined by the contract, or verbally by the franchisor, stating that: – the franchisee has the right to operate a business, sell goods, provide services or raw materials under the brand name of a franchisor; – the franchisor should make an effort to control the management of the franchisee to a greater extent, as well as to advise and help his franchisee; – the franchisee must pay the franchisor a monthly payment. However, if the above points are not met, then these relations are not subject to regulation of the FTC Rule.

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Results The Federal Trade Commission requires the information of the franchisor to be disclosed prior to the offering or sale of the franchise, except in special cases. At the same time, this commission does not regulate further relations between franchisors and franchisees, only preliminary organizational moments, without requiring any registration. Thus, the area of regulation of the law (Relationship law) is the renewal, termination and transfer of rights to a franchise [7, p. 20]. Also, the association launched a special fund (The Franchise Trust), whose goal is to provide special courses that allow you to purchase and further use special skills and knowledge. Anyone can take advantage of them, but priority is given to “newcomers”, especially some categories of the population, such as young people, people of more adult age, people with disabilities, as well as people who left military or civil service. At first, British franchising was concentrated on a limited number of industries: fast food restaurants, auto business and hotels – with a certain degree of uniformity in the structure and activities of each sphere. Currently, the range of areas in which franchising is applied has expanded. Now in the market there are franchises of insurance services, beauty salons, fast printing and design centers, etc. As each business area has its own characteristics, the association has developed special standards that franchisors must follow [21, p. 209]. Conclusion Thus, franchising in the UK every year more and more in demand among entrepreneurs. Already now it brings tangible income to the Kingdom, and the positive dynamics will continue to increase. In the UK there are fewer world-known brands, such as the American McDonald’s or Subway, but they do exist, and their number will only grow. Only two examples of states where the franchise system is actively used have been mentioned above, but it is in demand in many countries of the world: in the countries of the European Union and beyond, in Australia and New Zealand, in the countries of South America, Asia and even in some countries in Africa. Thus, world experience shows that even in times of crisis, which is a challenge for entrepreneurs, franchising enables firms not only to function but to constantly grow and, what is very important, to receive stable incomes. Franchising contributes to the formation of an economy more resistant to the influence of external factors. The franchise system is applicable also in the Russian conditions, it is necessary only to regulate these economic relations to a greater degree.

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REFERENCE TO ARTICLE Dzhibabov, M.R. (2018) Conclusion of a Commercial Concession Agreement in Russia, Contemporary Problems of Social Work. Vol. 4. No. 1 (13). P. 13–19. DOI: 10.17922/2412- 5466-2018-4-1-13-19 (International bibliographic description).

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

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Mumba Kapansa Jacques, assistant teacher at University of Lubumbashi, the Democratic Republic of Congo; postgraduate student, Moscow. E-mail: [email protected] ORCID ID: orcid.org/0000-0001-7344-8613 UDC 338.46 DOI 10.17922/2412-5466-2018-4-1-20-28 Public Private Partnership in Waste Management Based on the Theory of Lansink’s Ladder

Receiving date: Preprint date: Taking to print date: 11.01.2018 28.02.2018 30.03.2018

Annotation: this article focuses on the mechanisms for implementing public-private partnerships and the use of the theory of the ladder of Lansink to solve problems in the field of waste management in the city of Kinshasa in the Democratic Republic of Congo. The purpose of the article is to study the different waste management systems in the world by comparing different models of waste management. The results show that countries that have a better performance in waste management, they are using public-private partnerships). The implementation of the public-private partnerships allows the reduction of of the State. Very often, lack of financial instability results in the state disengagement in the waste management. The application of lansink’s ladder allows to manage waste step by-step: prevention, minimization of product, recycling, incineration and landfilling. This management model allows to consider the waste as a resource capable of regenerating the revenue and create employment. Key words: public-private partnership, tax incentives, waste management, recycling and valorization of production waste. JEL classification: А100, А110, А130.

Introduction In order to achieve the goals in the field of development and modernization of the economy and social sphere, it is necessary to actively and productively interact between enterprises and the state. In order to achieve this cooperation, efforts should be made by all parties in the process, taking into account the interests of business, the state and civil society institutions. The interaction of business and government means a system of partnerships between government agencies, local governments, trade unions, employers, organizations and private businesses in the regulation of socio-economic problems. Under modern conditions, the dynamics of the interaction between companies and the state began to be determined by the concept of public-private partnership (PPP) – the transfer of the decision of mainly economic part of the public sphere to private. The article concerns several important issues. An empirical approach allowed us to study and compare the statistics for our documentation to assess the governance model that is appropriate for waste management [20]. Current situation The Democratic Republic of Congo (DRC) has enormous potential and possibility to attract investors to virtually undeveloped industrial sectors. A major challenge for the country, 20 VOLUME 4, No. 1 (13), 2018 especially for the capital city of Kinshasa, remains the high volume of waste generated and accumulated in production and consumption from households, markets, urban areas and enterprises [21]. Many industrialized countries develop and implement technical solutions, which are then used for waste management in many developing countries [5, p. 78.] Including in DRC, where the situation in this matter is based most often on the principle: throw – collect – send to illegal landfills. There is the idea of W. Stanley Jevons (1871), who mentioned the peculiarity of waste in goods with zero or negative values. Today, waste is a by-product of our production, processing and consumption systems, and is an important dimension of a developed and developing economy [17]. In addition, waste is economically viable in terms of its usefulness, market value and ownership. In this regard, the economy of waste includes two areas of activity [4]: – the chain of recovery (recycling, agricultural use, with energy recovery...); – the disposal sector (Landfill or simple incineration). The two terms are, however, almost non-existent in the city of Kinshasa in the Democratic Republic of Congo. Thus, the absence of waste sorting, the inefficiency of waste collection and incineration along the roads, and the non-elimination of uncontrolled waste residues remain common practice. Ultimately, these valuable resources are underestimated, and the contribution of the waste sector to wealth creation remains very limited. The use of waste often remains in the informal sector, including in areas with high population density, and thus represents a significant source of income for informal waste pickers who collect waste and sell them to middlemen for processing materials. This situation is the result of a lack of technical expertise, institutional capacity and financial resources [8]. 1.1. Managing production waste of the city of Kinshasa. Areas most promising for the implementation of projects using PPP are infrastructure and urban renewal, local economic development, health and education at the same time, in the Democratic Republic of the Congo, not a single PPP project has been implemented in the field of waste management, waste production and consumption [28]. The main problems in this area:  low level of funding in the field of waste management;  lack of master plan for recycling, reuse, revaluation of industrial waste;  imperfection of the regulatory framework for waste management and reuse of products made from recycled materials, as well as a large amount of accumulated waste;  the absence of effective technologies for recycling of many types of waste;  negative perception of taxes for city and environment pollution. The share of the budget allocated for the proper functioning of the waste collection and disposal system is very small, which negatively affects the interest of the business in recycling and incineration of waste, reducing the circulation rates and the speed of landfill disposal. Indeed, between 2008 and 2015, the European Union funded waste collection in Kinshasa. Appropriate programs have been developed and put into use only for nine municipalities out of 24. Comparative characteristics of waste management in different countries are presented in the table 1 and Fig. 1. As of today, the city of Kinshasa produces about nine thousand tons of waste per day. Only 10,9% of the waste collected, for legitimate reasons, the public services (waste disposal), 68,2% wild landfills, 8,6% illegal burning of waste and 13,2% use of waste artisanal production, and illegal exporting [25]. However, Germany and Sweden sends less than 1% of their household waste to landfills, Switzerland – 0%, and Russia [2], Turkey, Croatia, Malta send to landfills almost all waste, Lithuania – more than half of all waste, and France – the fourth part [7].

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Table 1 Comparative characteristics of waste management in 10 countries of the European Union, Russia (Moscow), Africa (Kinshasa) Country or re- Qty Waste Waste treatment gion (tons per Waste Com- Waste incinération Landfills day) recy- post Legal combus- Illegal combus- Legal Illegal cling tion for energy tion for dispos- land- land- and other re- al of waste fills fills sources Germany 1693,15 47 17 35 0 1 0 France 1400,00 22 17 35 0 26 0 Russia /Moscow 12 474,102, 4 0 6 0 90 0 Croatia 1024,60 15 2 0 0 83 0 Switzerland 2000,00 33 21 46 0 0 0 Lithuania 1164,38 21 10 9 0 60 0 Malta 1493,00 8 4 0 0 88 0 Sweden 1200,00 33 16 50 0 1 0 DRC /Kinshasa 9000,00 1 12,2 0 8,6 10,9 68,2 Turkey 994,50 0 0 0 0 100 0

Sources: House-and-yard.RF/dom-i-dvor.info (2016) [10], The Third National Communication of the DRC on Climate Change (TCN, 2014) [25], Slowly, but surely: the Russian in road to the sorts of waste, August (2016). URL: https://fr.rbth.com/economie/2016/08/29/doucement-mais-surement-la-russie- en-route-vers-le-tri-des-dechets_625073 (accessed: 05.03.2018), Environment in the EU, Each inhabitant of the European Union produced 475 kg of municipal waste in 2014, march 2016.

120

100

80

60

40

20

0 Germany France Russia Croatia Switzerland Lithuania Malta Sweden DRC Turkey /Moscow /Kinshasa

Waste recycling Compost Legal combustion for energy and other resources Illegal combustion for disposal of waste Legal landfills Illegal landfills

Figure 1. Comparative characteristics of waste management Most countries with low rates of waste disposal have high rates of recycling, incineration and evaluation. These countries use dual PPP systems, which have significantly increased the share of private services in the management of household waste. In Germany, for example, almost two thirds of household waste are collected by private service providers, even in rural areas. 22 VOLUME 4, No. 1 (13), 2018

In addition, Sweden, for example, processes 99% of its waste. Every year the country burns half of these wastes. The heat generated by this process is converted into electricity. Household waste is transformed into another resource: electricity, heat, biofertilizer, biogas, paper, drinking water, etc. Sweden, for example, imports wastes to feed its 32 existing waste treatment plants, some 800,000 tons from the United Kingdom, Norway, Italy and Ireland [9]. Currently in Kinshasa, there are no controlled dumps. In some municipalities there are uncontrollable but allowed the landfill [23] Congolese households manage their waste in a variety of ways: public or private organized service, incineration or landfill, waste disposal either on public roads or in watercourses or in landfills, composting or manure. In turn, the Recycling of solid wastes in industrial enterprises is difficult to assess due to the lack of control and information about their quantity. However, for the city of Kinshasa, waste generated in the industry is estimated at 20% of the total waste generated in the city [24]. Since the amount of waste generated is closely related to consumption and production, it can be assumed that demographic changes also affect the amount of waste produced. 1.2. Use of public-private partnerships in waste management in the DRC. The waste framework Directive, adopted by the European Union in November 2008, appears to be reliable for waste management in Kinshasa in the Democratic Republic of Congo. The waste framework Directive should define waste management priorities: starting with prevention, preparation for reuse, recycling and use of waste and finally waste disposal should be followed. In addition, it seeks to prevent waste generation as much as possible, to use generated waste as a resource and to minimize the amount of waste sent to landfill sites [1]. The main problems and mechanisms of waste management, as indicated above, will be addressed only with strong funding and require an innovative waste management program for the city of Kinshasa, an economic framework that will be followed by enforcement action for all waste management activities (collection of unpaid taxes, fines). In addition, intervention through public-private partnerships (PPPs) is needed to overcome the lack of financial resources and meet the needs of both growing and urgent needs for investment in waste management. Historically, public-private partnerships have always existed. However, a new form of PPP emerged thanks to Margaret Thatcher, the British Prime Minister from 1979 to 1990. But the real bottleneck was public debt, and the public Treasury was almost empty. Influenced by the work of Austrian and Nobel laureate in Economics , in 1974 the conservative government of England decided to support the use of private funds for the implementation of their investment projects [18, p. 4]. The convenience of this formula is very quickly charmed by several government policy makers at the international level, who saw it as a way of financing the transmission channels of experience for the externalization of risks while the rapidly developing state capital. Thus, African countries, supported by the international monetary Fund and the , have followed suit. Indeed, given the urgency of economic and social needs, African States, limited by the lack of resources to Finance public facilities, would have preferred to use public-private partnerships (PPPs), as they would have the advantage of facilitating the immediate financing of public works and, possibly, the sharing of risks. PPP is one of the main instruments of public administration reform. In this sense, they cover contractual solutions for companies, both public and private, related to the performance of public service tasks [12]. The Democratic Republic of Congo has established a legal framework for PPPs in accordance with Law 13/005 of 11 February 2014 on the regime of cooperation agreements and cooperation projects. This Law regulates conditions of conclusion and execution of PPP, and also provides

23 CONTEMPORARY PROBLEMS OF SOCIAL WORK tax regulation, customs regulation, regulation of fiscal taxation and regulation, which differ from the General law [16]. Public-private partnership (PPP) is mainly used in DRC to improve and develop areas such as:  public infrastructure;  health and social services (hospitals, etc.);  transport services (roads, railways...);  cultural and sports facilities (stadiums, museums...);  water and sanitation-related equipment;  for public lighting, etc. The experience of PPPs in Democratic republic of Congo is not so great, it is not yet applied in the field of waste management and yet PPPs offer huge advantages in this area. This form involves flexibility in dealing with the public partner, the private partner acting as a knowledge center, moderator and innovator, often working with pre-defined «management by objectives» goals that are associated with reward. The private partner often offers key performance indicators (KPIs) for the city administration. They provide a number of measures by which PPPs can assess the effectiveness of waste management in the city, in particular Kinshasa, and the likelihood of achieving results in the long or medium term [24]. In addition, the mixed structure of the private partner can provide the city with the following services:  financial contribution, operation and management of insinuators;  management and logistics;  operation and installation, composting organic waste;  manage projects to develop waste management ideas. The sovereignty of the public centralized administrative power, must leave the responsibility of the municipalities to organize in the reasonableness and freedom of choice of the subjects of waste management of the city: and the waste can be ensured by municipal companies in the delegation of PPP. The decline of the State monopoly in this sector will increase the possibility to multiply the number of subcontractors that support the way the operational organization of waste treatment, so that there will be market competition in this matter.

Figure 2. Political strategy of waste management in Kinshasa

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The main priority of state policy in the field of waste management is, as a rule, rather traditional methods, but it is necessary to make concrete efforts to minimize the residual share of waste. The private sector manages and monitors remuneration, pricing and services. The private partner provides solutions that will be available on the market in terms of waste collection and recycling [22]. As part of the waste management in the city of Kinshasa PPP will be able to organize a system of door-to-door through the DIFTAR (differentiated tariff for waste disposal). This system is based on the polluter-pays principle. The more waste is not recyclable, the more the polluter has to pay. In addition, the waste of the city of Kinshasa can be regarded as a resource, so it is important to manage them well. The government will develop legislation to establish a hierarchy of preferences for waste management [19]. This hierarchy is better known as the Lansink ladder, which must follow the following order of priority: 1) waste prevention; 2) reuse of objects (minimization); 3) reuse of materials through recycling; 4) waste incineration; 5) disposal of waste.

Figure 3. Hierarchy of preferences for waste management Indeed, through recycling and waste management, one can find new and return to trading cycles in the form of new products. These wastes are not wastes, they become by- products, because they find opportunities in the economy, and again meet the law of supply and demand in the market of goods and services [14]. Waste policies are intended to give priority to methods which appeal more respect for the environment. They are at the top of the scale. Public policy should aim to “ascent” the ladder of Lansink as much as possible. Lansink ladder, which prioritizes different waste treatment (prevention, reuse, recycle, collection and dispose of waste is one of the main keys to achieve this principle of circular economy resources [26]. With regard to the above, it can be concluded that in the PPP waste management concept, the use of the Lansink ladder is particularly important for the city of Kinshasa, which is heavily dependent on imports.

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Conclusion This article examines in detail the case of waste management in Kinshasa, which in the past few years remains a matter of concern for the state, which has a monopoly on waste collection. A serious problem for the city is the imperfection of the regulatory framework for waste management from production and consumption, as well as a large amount of accumulated waste. After the execution of the technical support contract, funded by the European Union for waste collection until 2015, the city produces more than 9,000 tons of waste daily. Today, due to lack of financial resources, a significant part of the waste is not exported, which leads to the formation of illegal landfills in all areas of the city. After analyzing the indicators of several countries in the world, we came to the conclusion that the countries that used the PPP concept in waste management have a small number of landfills, a high level of recycling and use of waste. At the heart of this process is the organizational and economic matrix corresponding to the regime of coordination of the market economy. In the light of all the above, the use of the door-to-door data collection system through the Lansink ladder through the differential tariff waste management (DIFTAR) program seems appropriate. Therefore, this approach is best suited for managing production waste based on a PPP model.

References 1. Agence européenne pour l’environnement (a.e.e). Waste a problem or a ressource? 2014. URL: (date of access: 09.06.2018). 2. Alimov R., Artamonov D. Garbage ring around Moscow // Greenpeace Russia 2015. URL: https://www.greenpeace.org/russia/Global/russia/report/toxics/obsor_othod i_msk.pdf (date of access: 05.03.2018). 3. Andryushchenko A.M. The Identification of the Classification Criteria of the Lombards Russian Federation // Contemporary Problems of Social Work. Vol. 3. 2017. No. 1 (9). P. 4–10. 4. Bergeron F. (2015): Systems analysis of waste management through the study of the mechanism of distribution of waste // Waste Science and technology. 2015. No. 69. P. 23–32. URL: https://archive-ouverte.unige.ch/unige:73286 (date of access: 09.06.2018). 5. Deloitte, livre blanc (2016): the circular economy the new Energy of the company? URL: https://www2.deloitte.com/content/dam/Deloitte/fr/Documents/sustainability-services/ DDD_livre-blanc-sur-l-economie-circulaire_fev-17.pdf (date of access: 10.06.2018). 6. Efremova M.Yu. 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. 2017. No. 2 (10). P. 7–14. 7. Environment and security initiative (ENVSEC), (2012): Waste in charts and graphs – 3.0. URL: http://www.envsec.org/publications/vitalwaste3_rus_1.pdf (date of access: 11.06.2018). 8. Gbinlo R. Organization and financing of household waste management in the cities of sub-Saharan Africa: the case of the city of Cotonou in Benin // Economies and finances. University of Orleans, 2010. French. NNT: 2010ORLE0502. URL: https://tel.archives-ouvertes. fr/tel-00564740/document (date of access: 11.06.2018). 9. Gentile D. Record: Sweden recycles 99% of its household waste. 2016. URL: . 10. House-and-yard.RF/dom-i-dvor.info (2016): Moscow has approved a territorial waste management scheme, including MSW. URL: http://www.dom-i-dvor.info/news/v-moskve- utverzhdena-territorialnaya-skhema-obrashheniya-s-otkhodami-vklyuchaya-tko (date of access: 11.06.2018). 11. Kashirin S.V. Improving Public-Private Partnership Mechanism in the Sphere of Tourist Services // Contemporary Problems of Social Work. Vol. 2. 2016. No. 2 (6). P. 17–25. 12. Kididi R. The role of PPP and the markets 2017. URL: (date of access: 02.04.2018). 13. Kryukova E.M., Vetrova E.A., Maloletko A.N., Kaurova O.V., Dusenko S.V. Social-economic problems of russian mono-towns // Asian Social Science. Vol. 11. 2 December 2015. Issue 1. P. 258–267. 14. Lupton S. Economics of waste. An institutional approach, Brussels, Editions de Boeck, Collection, economic opportunities, and a Preface by Milad Zarin-Nejadan, October 2011.

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267 p. URL: https://diajaccalinti.firebaseapp.com/2804163016.pdf (date of access: 10.06.2018). 15. 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. 2016. Issue 2. P. 241–251. 16. Maning and Business Magazines (2016): The public-private partnership in the Democratic Republic of the Congo: an incentive tax system? URL: http://www miningandbusiness.com/ fr/partenariat-public-prive-republique-democratique-congo-regime-fiscal-incitatif/ (date of access: 09.06.2018). 17. Mundler P. Sylvie LUPTON – Waste Economics. An institutionalist approach – Editions de Boeck, economic openings collection, 2011. 267 p. Rural Economy, 335. 2013. P. 95–97 (date of access: 09.06.2018). 18. Nzinzi G. The public-private partnership in the Republic of the Congo: at what price? // Institute for Research and Education on the Peace NAP. No. 16. 2014. URL: http://www. thinkingafrica.org/V2/wp-content/uploads/2014/07/TA_NAP_15-PPP.pdf (date of access: 10.06.2018). 19. Official Site Intergemeentelijk samenwerkingsverband IVVO (2011). Diftar at the container park! URL: http://www.ivvo.be/sites/default/files/LRafvalkrant MESENcpFR2.pdf (date of access: 09.06.2018). 20. Official Site of Embassy of the Democratic Republic of the Congo – Madrid. URL: http:// ambardcmadrid.com/?s=LE+PARTENARIAT+PUBLIC-PRIVE+%28PPP%29&searchsubmit=U (date of access: 09.06.2018). 21. Official site of Radiookapi. URL: https://www.radiookapi.net/2016/02/10 /actualite/ environnement/kinshasa-produit-journellement-7-000-tonnes-de-dechets-selon-la (date of access: 09.06.2018). 22. Osorio J., Roy D., Hennequin S., Stirnweiss C., Winkelmuller S. Pilotage sustainable waste household within a framework of economy circular // MOSIM 2014, 10th Francophone Conference of Modeling, Optimization and Simulation, Nov. 2014, Nancy, France. URL: https://hal.archives-ouvertes.fr/hal-01166619/document (date of access: 09.06.2018). 23. Radio France international RFI (2017): Unsanitary conditions in the DRC: Kinshasa is awash in very expensive garbage. URL: http://www.rfi.fr/afrique/20171105-rdc-kinshasa- ordure-dechet-capital-collecte-insalubrite-sale-cher-onereux-ramassage (date of access: 09.03.2018). 24. SUEZ (2015): Inter municipality structure: the benefits of a PPP for waste management. URL: https://suezbelgium.be/fr/news/intercommunales-les-avantages-dun-ppp-pour-la- gestion-des-dechets (date of access: 09.06.2018). 25. The Third National Communication of the DRC on Climate Change (TCN, 2014). URL: http:// www.pana.cd/presentation-du-changement-climatique/ (date of access: 12.06.2018). 26. Third International Conference on Waste Management (ICWM) (2015): Original Waste Hierarchy of Ad Lansink. URL: (date of access: 10.06.2018). 27. Tsekoev K.A., Kaurova O.V. Characteristics of Implementing State Programs in the Russian Federation // Contemporary Problems of Social Work. Vol. 3. 2017. No. 1 (9). P. 47–54. 28. Verger A. et Moschetti M. (2017): Public-private partnerships as approach of education policies: multiple meanings, risks and issues, autonomous university of Barcelona. URL: http://unesdoc.unesco.org/images/0024/002473/247327f.pdf (date of access: 11.06.2018). 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. 2016. Issue 2. P. 241–246. 30. Vishnyakova V.A. Socio-Economic Aspects of Development of the Labour Market in Modern Society // Socio-economic aspects of modern society development in post-Olympic period the all-Russian scientific-practical conference. 2015. P. 122–128. 31. Volkov D.V. Public-Private Partnerships As a Variety of Socio-Economic Adaptation // Contemporary Problems of Social Work. Vol. 2. 2016. No. 1 (5). P. 65–72.

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REFERENCE TO ARTICLE Mumba Kapansa Jacques (2018) Public Private Partnership in Waste Management Based on the Theory of Lansink’s Ladder, Contemporary Problems of Social Work. Vol. 4. No. 1 (13). P. 20– 28. DOI: 10.17922/2412-5466-2018-4-1-20-28 (International bibliographic description).

CONTACT INFORMATION: Mumba Kapansa Jacques Assistant Teacher at University of Lubumbashi, the Democratic Republic of Congo Postgraduate Student Lubumbashi, Democratic Republic of Congo E-mail: [email protected]

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Tretyakov N.P., candidate of physical and mathematical sciences, associate professor, The Russian Presidential Academy of National Economy and Public Administration (The Presidential Academy, RANEPA), Moscow. E-mail: [email protected] Scopus Author ID: 6603617044 ORCID ID: orcid.org/ 0000-0002-5704-4448 Kafarova M.V., postgraduate student, Russian State Social University, Moscow. E-mail: [email protected] ORCID ID: orcid.org/0000-0002-4187-8544 UDC 33; 330.4 DOI 10.17922/2412-5466-2018-4-1-29-45 Kinetic Wealth Exchange Models in Economics and Sociology

Receiving date: Preprint date: Taking to print date: 25.01.2018 28.02.2018 30.03.2018

Annotation: in this paper, we consider the possibilities of applying in the economy and sociology kinetic exchange models based on the energy exchange between particles due to the elastic collisions that arise between them. The aim of the paper is to determine the equilibrium states that arise as a result of the interaction between economic and social agents. The subject of the study was economic (exchange of wealth between the participants in trade) and social (dynamics of public opinion) processes, considered from the point of view of the kinetic theory of gases. The models used in the work for computational experiments have a microcanonical description, and a statistical method for studying macrosystems is used to calculate physical quantities. As a result of several computational experiments it was shown that the application of statistical mechanics methods in economics and sociology is very useful for studying such phenomena as the exchange of wealth between economic agents and the dynamics of opinions. Key words: mathematical models, the kinetic wealth exchange models, statistical mechanics. JEL classification: А100, А110, А130.

Introduction Any economy can be considered as a system consisting of a large number of so-called “economic agents”, or production units, each of which is capable of producing any goods and services. This approach applies to any level of the economic sphere: be it , when an agent can be considered an isolated production, i.e. this or that enterprise; , when an agent is understood as one or another sector of the national economy; or the global economy, when the economy of a particular country acts an agent. Any sector of the economic system, consisting of a large number of agents, and whose interaction among themselves is dynamic, has many common features with interacting systems of statistical physics [21]. Generally speaking, the methods of statistical physics are widely used in various fields, such as economics, biology, geology, information technology, computer science, etc. [4; 24]. 29 CONTEMPORARY PROBLEMS OF SOCIAL WORK

Social systems are also one of the richest complex dynamic systems that can be studied using standard tools of statistical physics [3; 7; 17; 23]. Now, under the agents are understood individuals, for whom Buchanan in his work [2] used the term “social atoms”. However, people are not atoms, and therefore a precise mathematical language description of the processes of their interaction is a rather difficult task. Of particular interest are the problems of modeling of public opinion dynamics. And this is explained not only by the search for interesting mathematical ways of solving the tasks posed, but by the fact that the study of the processes of formation of public opinions will make it possible to achieve harmonization of relations in society. Complex situations, eventually arising in any society, always require the formation of public opinion regarding problems that are maturing. It becomes necessary to translate the conscious social needs from the theoretical form to the ordinary language, and then into concrete patterns of behavior and vision of the social world. So, in the present work, on the basis of international statistical data, we carry out computational experiments on the use of kinetic exchange models in the economy with the example of some KWEM-models (Ideal gas-like Kinetic Wealth Exchange Models) and in sociology for modeling of opinion dynamics using LCCC models, proposed by Lallouache, Chakrabarti, Chakraborti and Chakrabarti [8]. The results of numerical experiments allow us to conclude that such models can help us understand many real economic, social and political phenomena. Method Kinetic wealth exchange models in economics Model with uniform From the point of view of the kinetic theory of gases [1], economic agents exchange their wealth just as gas molecules exchange kinetic energy among themselves. In [8], the CC model, proposed by Chakraborti and Chakrabarti, described the process of interaction between the two economic agents. We will build a model for the number of agents N  2 .

So, let there be N economic agents. The wealth of each agent at the time tmti i , 1, N. Time t is changes by one unit after each trading, and the wealth of agents is given by the following formulas: mt11 mt  mt  mt  mt , 11112      n  mt11 mt  mt  mt  mt , 22212      n  … mt11 mt  mt  mt  mt , nnn    12   n  (1)

where i is a random fraction, modeling the stochastic nature of the trading n  12, , , ni , 0   1,   i  1 i1 Model with distributed In the later CCM-model, proposed by Chatterjee, Chakrabarti and Manna, it was assumed that the propensity to preserve the wealth of  has a distribution, and the wealth of agents in the trading process is calculated as follows (for N  2) :

mt111111221111,  mt     mt     mt   nn  mt 

mt222211221111  mt     mt     mt   nn  mt  …

mt1111 mt  mt  mt  mt nnnn   11    2  2   nn   (2)

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Here also

n  12, , , ni , 0   1,   i  1. i1

Let’s pretend that

n mi iii, 0  1,   1. (3) M i1

The equations (2) differ from the equations of the common CC-model, because now λ depends on the agent. Kinetic wealth exchange models in sociology LCCC-model Over the years, scientists have been working on the idea of applying statistical physics methods to social phenomena: it includes attempts to compile mortality tables, models of aging and retirement, modeling of traffic jams, etc. By the way, these attempts have not succeeded. Of particular interest are models of public opinion dynamics. For example, in the LCCC model, proposed by Lallouache, Chakrabarti, Chakraborti and Chakrabarti, and described in [8], two interacting individuals i and j are considered, which at any time t are assigned the values of

opinions oti [1;1] и otj [1;1] respectively. In this model [10; 11], the dynamics of opinions are described by the following equations:

 otiij1, ot   o t

' otjji1,  ot   ot  (4) where λ is the so-called «persuasion» parameter, it determines the extent to which one remains biased to its own opinion, while interacting with the other.;  è ' are uncorrelated random numbers from 0 to 1. Generalized LCCC-model In the generalized LCCC model [18], another parameter  is introduced which is called the “influence”parameter. It is a measure of the influencing power or the ability of an individual to impose its opinion on some other individual. Thus, the interactions are described as follows,

otiiijj1,  ot   o  t

' otjjjii1.  ot   ot  (5) Note that here the parameters of persuasion and the influence of individual agents are different, which leads to heterogeneity in society. We consider a homogeneous society when all the  and  of different individuals are the same. Results Calculations in CC-model Let’s consider an example № 1. Let us turn to international statistics: we use statistical data on world development indicators collected by the World Bank [6]. As the initial data, we take the data on the value added of three sectors of the economy: agriculture, industry and service industries for 2015 (Table 1). An economy’s growth is measured by the change in the volume of its output or in the real incomes of its residents. The 2008 United Nations System of (2008 SNA) offers three plausible indicators for calculating growth: the volume of gross domestic product (GDP), real gross domestic income, and real gross national income.

31 CONTEMPORARY PROBLEMS OF SOCIAL WORK

Table 1 The value added of three sectors of the economy (2015) Country Agriculture, value Industry, value Services, etc., Total (con- Name added (constant added (constant value added (con- stant 2010 US$) 2010 US$) 2010 US$) stant 2010 US$) Germany 17 316 094 843,82 1 022 748 907 816,55 2 278 377 473 376,13 3 318 442 476 036,50 China 710 360 010 014,33 4 182 180 628 066,70 4 017 270 906 370,47 8 909 811 544 451,50 France 42 841 157 887,03 471 746 747 079,50 1 994 543 498 411,83 2 509 131 403 378,36 India 328 143 972 231,28 673 111 793 269,20 1 119 763 722 012,68 2 121 019 487 513,16 Japan 56 515 879 172,76 1 668 188 559 452,84 4 200 659 281 299,96 5 925 363 719 925,56 United 19 046 085 732,74 446 616 165 028,91 1 936 948 866 646,83 2 402 611 117 408,48 Kingdom United 180 726 672 200,00 3 249 841 578 600,00 12 533 116 155 700,00 15 963 684 406 500,00 States Russian 62 985 608 309,87 490 459 035 850,36 863 405 227 251,36 1 416 849 871 411,59 Federa- tion

Gross domestic product (GDP) represents the sum of value added by all its producers. Value added is the value of the gross output of producers less the value of intermediate goods and services consumed in production, before accounting for consumption of fixed capital in production. Agriculture corresponds to ISIC [9] divisions 1–5 and includes forestry, hunting, and fishing, as well as cultivation of crops and livestock production. Industry corresponds to ISIC divisions 10–45 and includes manufacturing (ISIC divisions 15–37). It comprises value added in mining, manufacturing (also reported as a separate subgroup), construction, electricity, water, and gas. Services correspond to ISIC divisions 50–99. They include value added in wholesale and retail trade (including hotels and restaurants), transport, and government, financial, professional, and personal services such as education, health care, and real estate services. Also included are imputed bank service charges, import duties, and any statistical discrepancies noted by national compilers as well as discrepancies arising from rescaling. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. These indicators are calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. Unit of measurement – constant 2010 US dollars. We will build economic models of kinetic exchange for each country separately. Thus, the parameters for building the CC-model for Germany: N  3 – number of agents (sectors of the economy); M  3 318,44 constant 2010 U.S. million dollars – total wealth of agents; T mt0  17,32 ;1022,75 ;2278,38  – vector of wealth agents at the initial time t0 ; M 11 06,15 N – a fixed fraction of wealth agents when interacting with another agent. Here λ is normalized with regard the condition 01 :  1 1 06,15  104  0,111; T  10 – the number of time units, for which the model is constructed;

i , iN 1, – is a random fraction 01i  , modeling the stochastic nature of the trading,

i 1, iN 1, . Analogically, we define the parameters for constructing the CC-models of other countries, then for 0,955 ; 0,044 ; 0,001 T , the CC-models for the eight countries listed above will look as follows (Figure 1-4).

32 VOLUME 4, No. 1 (13), 2018

Figure 1. CC-model for the data of Table 1 (India, Russia)

Figure 2. CC-model for the data of Table 1 (France, United Kingdom)

33 CONTEMPORARY PROBLEMS OF SOCIAL WORK

Figure 3. CC-model for the data of Table 1 (China, Japan)

Figure 4. CC-model for the data of Table 1 (Germany, USA)

34 VOLUME 4, No. 1 (13), 2018

Let’s proceed to the example No. 2. As initial data, we take such indicators of world development as General government final consumption expenditure (formerly general government consumption) and Household final consumption expenditure (formerly private consumption) (Table 2). The first indicator includes all government current expenditures for purchases of goods and services (including compensation of employees). It also includes most expenditures on national defense and security, but excludes government military expenditures that are part of government capital formation. Data are in constant 2010 US dollars. Household final consumption expenditure is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. Here, household consumption expenditure includes the expenditures of nonprofit institutions serving households, even when reported separately by the country. Data are also in constant 2010 US dollars.

Table 2 Final consumption expenditure (constant 2010 US$) (2015) General government final Household final consump- Final consumption expendi- consumption expenditure tion expenditure ture, TOTAL Germany 701 410 159 228,68 2 039 795 347 205,68 2 741 205 506 434,36 China 1 178 846 501 750,29 3 293 264 337 252,41 4 472 110 839 002,70 France 673 900 273 962,56 1 530 964 476 954,16 2 204 864 750 916,72 India 225 828 379 767,12 1 273 754 030 008,67 1 499 582 409 775,79 Japan 1 194 421 268 377,29 3 381 855 050 372,31 4 576 276 318 749,60 Russian 285 459 518 932,45 863 935 317 967,40 1 149 394 836 899,85 Federa- tion United 553 618 384 699,66 1 703 961 509 997,67 2 257 579 894 697,33 Kingdom United 2 397 662 269 000,00 11 400 068 298 000,00 13 797 730 567 000,00 States

We will construct a model with uniform savings for each country separately. So, the parameters for building the CC-model for Germany: N  2 – number of agents (elements of expenditure on final consumption – general government and private consumption); M  2 741,21 constant 2010 US million dollars – total wealth of agents (total final consumption expenditure); T mt0  701,41 ;2 039,79  – vector of wealth agents at the initial time t0 ; M 1 371 N – a fixed fraction of wealth agents when interacting with another agent. Here λ is normalized with regard the condition 01 : 1 371  104  0,137 ; T  10 – the number of time units, for which the model is constructed;

i , iN 1, – is a random fraction 01i  , modeling the stochastic nature of the trading,

i 1, iN 1, . Analogically, we define the parameters for constructing the CC-models of other countries, then for 0,48 ; 0,52 T , the CC-models for the eight countries listed above will look as follows (Figure 5–6).

35 CONTEMPORARY PROBLEMS OF SOCIAL WORK

Figure 5. CC-model for the data of Table 2 Calculations in CCM-model Again consider example № 1. Let’s construct models with the distributed savings for each country separately. Define the parameters for building the CCM-model for Germany: N  3 – number of agents (sectors of the economy – agriculture, industry and services); M  3 318,44 constant 2010 U.S. million dollars – total wealth of agents (value added of all sectors of the economy); T mt0  17,32 ;1 022,75 ;2 278,38  – vector of wealth agents at the initial time t0 .

Figure 6. CC-model for the data of Table 2

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We determine the fixed shares of the wealth of agents that they conserve when interacting with each other, according to formula (3). Fixed share of wealth agent “Agriculture, value added”

m 17,32 1  0,005 1 M 3 318,44

Fixed share of wealth agent “Industry, value added”

m 1 022,75 2  0,308 2 M 3 318,44

Fixed share of wealth agent “Services, etc., value added”

m 2 278,38 3  0,687 3 M 3 318,44

T  10 – the number of time units, for which the model is constructed;

i , iN 1, – is a random fraction 01i  , modeling the stochastic nature of the trading,

i 1, iN 1, . Analogically, we define the parameters for constructing the CCM-models of other countries, then for   0,802 ;0 ;0,198 T , the CCM-models for the eight countries listed above will look as follows (Figure 7–10). Fixed shares of wealth agents:

0,005  0,017   0,308 , 0,188 , DEU FRA    0,687  0,795

0,007  0,011   0,186 , 0,204 , GBR USA    0,806  0,785

0,08  0,155   0,469 , 0,317 , CHN IND    0,451  0,528

0,009  0,044   0,282 , 0,346 . JPN RUS    0,709  0,609

37 CONTEMPORARY PROBLEMS OF SOCIAL WORK

Figure 7. CCM-model for the data of Table 1 (India, Russia)

Figure 8. CCM-model for the data of Table 1 (France, United Kingdom)

38 VOLUME 4, No. 1 (13), 2018

Figure 9. CCM-model for the data of Table 1 (China, Japan)

Figure 10. CCM-model for the data of Table 1 (Germany, USA)

39 CONTEMPORARY PROBLEMS OF SOCIAL WORK

Let’s return to the example No. 2. Let’s construct models with the distributed savings for each country separately. So, the parameters for building the CC-model for Germany: N  2 – number of agents (elements of expenditure on final consumption – general government and private consumption); M  2 741,21 constant 2010 U.S. million dollars – total wealth of agents (total final consumption expenditure); T mt0  701,41 ;2 039,79  – vector of wealth agents at the initial time t0 ;

Define fixed fractions of the wealth of agents, which they preserve when interacting with each other, according to the formula (3). Fixed share of wealth agent “General government final consumption expenditure” m 701,41 1  0,256 1 M 2 741,21

Fixed share of wealth agent “Household final consumption expenditure” m 2 039,79 2  0,744 2 M 2 741,21

T  10 – the number of time units, for which the model is constructed;

i , iN 1, – is a random fraction 01i  , modeling the stochastic nature of the trading, i 1, iN 1, . Analogically, we define the parameters for constructing the CCM-models of other countries, then for  0,826 ;0,174 T , the CCM-models for the eight countries listed above will look as follows (Figure 11–12).

Figure 11. CCM-model for the data of Table 2

40 VOLUME 4, No. 1 (13), 2018

Figure 12. CCM-model for the data of Table 2 Calculation in LCCC-model Example No. 3. As the initial data, the results of the poll “Assessment of Authorities”, conducted by the Russian Public Opinion Research Center (Figure 13) [18]. As the values of the views at the initial moment of time, the index indicators were taken in July 2017 when answering the question: “To what extent are you satisfied with the foreign policy that the authorities of our country are carrying out?” It is assumed that the opinion of the ith person “Satisfies” (includes the answers “Overall Satisfies” and “Somewhat Satisfied, Partly No”), the opinion of the jth is “Not satisfied.”

Thus, oi 10,54 , o j 10,46 . We normalize these values in accordance with the condition that the person’s opinion belongs to the interval [1;1] . Then oi 1  0,0635 , o j 1 0,0657 .

80 75 74 70 69 70 71 69 70 6868 67 66 66 67 67 66 65 64 64 64 61 63 61 60 60 61 59 65 59 61 60 59 59 59 57 61 55 57 53 61 53 54 54 52 58 58 58 50 56 56 57 54 55 48 55 54 54 46 46 44 42 42 44 41 44 42 44 43 44 44 42 43 41 41 41 41 42 42 42 45 39 38 45 38 35 35 36 35 36 36 36 35 34 35 34 36 34 3337 34 33 34 34 33 33 33 34 25 32 31 24 28 22 21 23 21 27 20 19 20 19 19 21 18 19 18 17 18 18 18 17 19 16 1516 16 16 22 13 12 11 12 12 13 13 13 12 13 11 12 13 13 20 17 19 10 10 11 10 11 9 1618 16 1717 12 8 7 7 13 11 10 10 11 10 6 6 7 7 6 6 5 6 10 10 9 10 9 10 9 10 5 3 3 5 9 7 3 7 7 8 8 7 8 689 9 15 09 13 16 . . r.08 q q qr qr qr.12 qr. qr. ust-17 I qr.10 I qr.11 Iqr.12 I I qr.17 I qr.14 I qr.15 I qr.08 I qr.09 I qr.16 I qr.13 II qr.12 II II 13 II qr.10 II qr.11 II qr.17 II qr.14 II qr.15 II qr.08 II qr.09 II qr.16 July-17 g g III III qr.09 III qr.16 III III qr.12 III qr.14 III IIIIII qr 15 III qr.12 III III qr.10 III qr.11 III IV qr.13 IV qr.14 IV qr.07 IV qr.08 IV qr 09 IV qr.15 IV IV 16 IV qr.12 IV qr.10 IV qr.11 Au

Overall satisfied Somewhat satisfied,, partly not September-17 Overall not satisfied Difficult to answer

Figure 13. The results of the survey “To what extent are you satisfied with the foreign policy pursued by the authorities of our country?”, Conducted by VTsIOM 41 CONTEMPORARY PROBLEMS OF SOCIAL WORK

o  i i The system starts from a random disordered state, when average opinion O  ~0. Then N after a certain relaxation time t  the system can “turn out” in two states. 1. In the “absorbing” state for λ ≤ 2/3, when all individual agents have zero opinion or continuously changes their opinions to a “symmetry broken”. 2. In the “active” state for λ ≥ 2/3, when all individuals have opinion of the same sign. This behavior of the system is indeed confirmed in practice (Figure 14). At 0.9 all people have the same opinion – in this case negative. At 0.5 all individual people have a zero opinion.

Figure 14. LCCC-model Calculations in generalized LCCC-model In the same way as in paragraph 3.2 the LCCC model was constructed, for the initial data of example № 3 we construct a generalized LCCC model (Figure 15). At 0.9 the system was again in the “active” state, when all people have the opinion of the same sign, only now positive. At 0.7 all individual people again have a zero opinion.

Figure 15. Generalized LCCC-model Discussion As a result of the conducted experiments on the CC-model, the following observations were obtained. 42 VOLUME 4, No. 1 (13), 2018

1. Typically, for small values of epsilon, the values of any agent of any country decrease, at large – increase. 2. Changing the lambda values only affects the smoothness of the curve: the closer the lambda value to 1, the more straightened the curve becomes, respectively, when the lambda tends to 0, the curve becomes more broken. 3. In both examples, the economies of France and the UK have the same developmental

pattern, regardless of the values of the parameters at the initial time t0 . 4. In the example No. 2, the economies of China and Japan also have the same development

pattern, regardless of the values of the parameters at the initial time t0 . 5. In the example No. 1, even for very small values of epsilon (  1 103 ) the values of the “Services” sector in the Indian economy are growing. At the same time, for sufficiently large values of epsilon, the values of the “Services” sector in the US economy decrease, the growth begins at  0,8 . It is interesting to note here that the value added (income) of this industry is more than 3/4 of the value added of the entire economy of the country. 6. In the example No. 2, the values of  for countries entering (according to the UN classification) in the group of high-income countries, i.е. for Germany, France, Japan, the United Kingdom and the United States, are sufficiently small 0, 2 . The value of  for the USA is 0,69 , however, this is because the initial value of the total final consumption for the USA is larger than the values of the same indicator for the remaining countries of this group by a factor of 10, so the “honestly” the normalized value of  for the USA should be 0,06 . As a result of the conducted experiments on the CCM-model, the following observations were obtained.

1. In the construction of CCM models for the example No. 1, the values of 3 , calculated

according to formula (3) are much larger for all countries 1 and 2 . This is because the value added of the “Services” branch exceeds the added costs of the other two sectors of the economy,  1 and is 2 in the total income of the entire economy of some countries, and for individual  3 countries, such as France, the United Kingdom and the USA, is 4 . The only exception is China: this is the only country in which the share of the industry’s value addedin the total economy income (0,47) is more than the same share for the services sector (0,45).

2. When constructing the CCM-models for the example № 2, the values of 1 , calculated

according to formula (3) are much smaller for all countries than 2 . This is explained by the fact that the share of expenditures on final consumption of government is lower than the share of  1 expenditures on final consumption of households and is 4 in the total final consumption of a country, regardless of the group to which it belongs according to the classification UN.

For example, the lowest values of 1 belong to the United States ( 1 0,174 ) – a high-

income country, and India ( 1 0,151 ) – a country with lower than average income. 3. Regardless of the lambda values, all curves are fairly smooth and there are no sharp transitions. After approximating the obtained results of calculations on the CC- and CCM-models by means of the power function, the Pareto index was calculated: its values fell within the interval from 2.2 to 2.6. The value of the exponent, measured by Pareto during his own experiment for different kingdoms and countries, ranged from 1.1 to 1.7 [16]. However, the values obtained by us to some extent are consistent with the results of numerous studies [15; 17; 18; 19] in which the tail of the power law was in the range from 1 to 3. Conclusion Thus, the computational experiments carried out in this paper confirm the fact that the application of the methods of statistical mechanics is not only appropriate in the study of certain economic and social phenomena, but it is often more effective than using conventional methods of

43 CONTEMPORARY PROBLEMS OF SOCIAL WORK investigating such processes. The obtained results allow to conclude that such models can not only help us understand, but also predict the behavior of many real, social and economic phenomena.

References 1. Bernoulli D. (1738). Hydrodynamica, sive De viribus et motibus fluidorum commentarii. 304 p. 2. Buchanan M. (2007). The social atom. Bloomsbury, N.Y., USA. 3. Castellano C., Fortunato S. and Loreto V. (2009). Statistical physics of social dynamics. Rev. Mod. Phys. 81, p. 591–647. 4. Chakrabarti B.K., Chakraborti A. and Chatterjee A. (eds.). Econophysics and Sociophysics: Trends and Perspectives. Wiley-VCH, Berlin, 2006. 5. Cherevko V.V., Loginov E.A. Improvement of Liability Measures for Evasion from Customs Payments // Contemporary Problems of Social Work. Vol. 3. 2017. No. 4 (12). P. 13–19. 6. Data Bank. World development indicators. URL: http://databank.worldbank.org/data/ reports.aspx?source=world-development-indicators. 7. Galam S. Sociophysics: A Physicist’s Modeling of Psycho-Political Phenomena. Understanding Complex Systems. Springer, Heidelberg, 2012. 8. Goswami S. and Chakraborti A. Kinetic Exchange Models in Economics and Sociology. Nonlinear Maps and their Applications. 2014. P. 69–88. 9. International Standard Industrial Classification of All Economic Activities (ISIC), Revision 4. URL: https://unstats.un.org/unsd/publication/seriesm/seriesm_4rev4e.pdf. 10. Lallouache M., Chakrabarti A.S., Chakraborti A. and Chakrabarti B.K. Opinion formation in the kinetic exchange models: Spontaneous symmetry breaking transition. Phys. Rev. E 82. 2010. P. 56–62. 11. Lallouache M., Chakraborti A. and Chakrabarti B.K. Kinetic Exchange Models for Social Opinion Formation // Science and Culture. Vol. 76. 2010. NOS. 9–10. P. 485–488. 12. Luppova V.V. Formation of Competitiveness of Workers in Modern Conditions // Contemporary Problems of Social Work. Vol. 3. 2017. No. 3 (11). P. 6–14. 13. Maloletko A.N. How the Trends of the Service Sector in 2017 Affect the Economic and Social Security of the Individual // Contemporary Problems of Social Work. Vol. 3. 2017. No. 4 (12). P. 37–43. 14. Maloletko A.N., Maloletko N.E. Individual economic security: Reverse mortgaging // Actual Problems of Economics. Vol. 184. 2016. Issue 10. P. 242–250. 15. Matteo T.Di., Aste T. and Hyde S.T., in Eds. Mallamace F. and Stanley H. E. The Physics of Complex Systems (New Advances and Perspectives). IOS Press, Amsterdam, 2004. P. 435–442. 16. Pareto V. Cours d’Economique Politique. Macmillan, L., 1897. 17. Patriarca M. and Chakraborti A. Am. J. Phys. 81. 2013. P. 618–623. 18. Russian public opinion research center. Ratings of state institutions. URL: https://wciom.ru/ news/ratings/ocenka_vlastej/. 19. Sen P. Phase transitions in a two-parameter model of opinion dynamics with random kinetic exchanges // Phys. Rev. E 83, 016108. 2011. 20. Sinha S. Evidence for Power-law tail of the Wealth Distribution in India. Physica A 359, 555. 2006. 21. Sinha S., Chatterjee A., Chakraborti A. and Chakrabarti B.K. Econophysics: An Introduction. Wiley-VCH, Berlin, 2010. 22. Souma W. Universal Structure of the Personal Income Distribution. Fractals 9, 463. 2001. 23. Stauffer D. A Biased Review of Sociophysics // J. Stat. Phys. 151. 2013. P. 9–20. 24. Stauffer D., S. Moss de Oliveira, P. de Oliveira, and J. S a Martins. Biology, sociology, geology by computational physicists. Elsevier, Amsterdam, 2006.

REFERENCE TO ARTICLE Tretyakov, N.P. & Kafarova, M.V. (2018) Kinetic Wealth Exchange Models in Economics and Sociology, Contemporary Problems of Social Work. Vol. 4. No. 1 (13). P. 29–45. DOI: 10.17922/2412-5466-2018-4-1-29-45 (International bibliographic description).

CONTACT INFORMATION: Tretyakov Nikolay Pavlovich Candidate of Physical and Mathematical Sciences Associate Professor

44 VOLUME 4, No. 1 (13), 2018

The Russian Presidential Academy of National Economy and Public Administration (The Presidential Academy, RANEPA) Vernadsky Prospekt, 82 119571 Moscow, Russian Federation E-mail: [email protected] Kafarova Mariia Viktorovna Postgraduate Student Russian State Social University Wilhelm Pieck str., 4, build. 1 129226 Moscow, Russian Federation E-mail: [email protected]

45 CONTEMPORARY PROBLEMS OF SOCIAL WORK

Veretekhina S.V., candidate of economic sciences, associate professor of the department of information systems, networks and security, deputy dean for research, faculty of information technology, Russian State Social University, Moscow. E-mail: [email protected] Scopus Author ID: 57195919302 ORCID ID: orcid.org/0000-0003-3014-5027 Korotin I.S., master student, Russian State Social University, Moscow. E-mail: [email protected] ORCID ID: orcid.org/0000-0002-9717-7878 UDC 331; 65 DOI 10.17922/2412-5466-2018-4-1-46-53 Fragmentary State Strategy of Russian Spin-Offships on the Interference of Valuable Knowledge Between High Schools and Companies of Average Technological Business

Receiving date: Preprint date: Taking to print date: 26.01.2018 28.02.2018 30.03.2018

Annotation: the article presents examples of optimization of IT-infrastructure. Issues of Information Security at the time of Digital Economy are being discussed. The article lists modern trends of optimization at IT-infrastructure. Examples of cloud services and the use of hybrid clouds are given. The information system of the future is defined. Primary purpose is described. There is an integration of the existing system into a single digital platform and a description is given of ensuring the work of the social bloc of the country. The authors define the software visualizer, which opens unlimited possibilities for manipulating disk recourses. The authors’ research and development directions, which include: engineering education; basics of electronics and robotics; technology of big data processing. The main tasks are defined. It is proved that the release of outdated it infrastructure and the transition to cloud technologies will give society a significant advantage in development. Describes the process of building a directory of metadata. The directions of development of society, which was determined by the state, are described. Described a fragmented policy on integration of knowledge of higher education in business. Key words: cooperation with universities, scientific reputation, high-growth firm, exploratory research, knowledge transfer technology, basic department. JEL classification: А100, А110, А130.

Introduction Based on the experience of IT-optimization in the company «British American Tobacco», the manager of IT-architecture Leonid Boev shared his company’s success at the Tadvizer conference: «Our task – is to get rid of physical infrastructure. It is a real pain for many IT departments. Second question – is a question of transfer of large amounts of data over communication channels. We are talking about a system that uses 25 servers with daily calculation cycles. We estimated how the delay on the communication channels will affect the performance. We were afraid of losing data while moving from one cloud to another. About migration: there are 2 basic ideas. Migration must be done in a single visualization platform. This will help to avoid

46 VOLUME 4, No. 1 (13), 2018 few problems. Second idea is that migration must be done in a unified network with a single address space. It helps to control the effects on system during data transfer. Thanks to the law of personal data protection, our primary amount of data went to the cloud of MTS. Anyway, we moved everything into the cloud. Outside was only telecommunications equipment» (figure).

Figure. Optimization of IT-infrastructure in the company «British American Tobacco», Russia Technological innovation is what drives economies and countries today. Information Security is a number one topic of the heads of IT-companies and from the newspaper pages. Methodological framework The leaders of the leading countries discuss security issues. Information Security plays the key role in the era of Digital Economy. In the financial technology market there is a tendency to reduce the turnover of cash. A whole set of technologies makes the use of cashless payment more simple, available and high tech. There is a need for money transfer technologies not only between private individuals and organizations, but also between a computer and a machine, for example: payment of interest on a loan, etc. The appearance of crypto currency determines the place of the person within the system [3]. Various systems and cars are becoming self- organizing, quickly adaptable for a finance market. New trends appear on the IT infrastructure market, namely:  use of artificial intelligence. The use of artificial intelligence in terms of security is configured for such unpleasant things as provoking users to actions that could lead to the hacking of certain systems;  use of professional programmers. According to charts, there is a lack of programmers that capable to grow and develop together with systems;  use of digital medicine. The law on medicine has been adopted. His radicalism is evaluated in different ways. The decision-making system system, the doctor-patient area system develops extremely quickly. They are of strong interest;  use of «Legal tech». In general, this is the optimization of legal interest. In figures this trend has not yet been formed, therefore it is impossible to see it in Russia. We are based on the indicators of companies’ readiness to introduce similar technologies. Coverage: from support of authorities to mass consumers;  use of Augmented Reality;  digital transformation and creation of new jobs, through interaction with applications and their integration into the IT structure. Digital conversion allows you to receive data from a single digital space without switching to other applications;  use of cloud technologies. Modern society uses technology that changes the world. The speed of change is growing, as is the responsibility of IT departments.

47 CONTEMPORARY PROBLEMS OF SOCIAL WORK

Materials and Methods Companies are thinking about implementing corporate communications solutions to replace messengers, as this creates an imbalance within companies due to the use of different systems [11]. At the disposal of IT services there are designers who manipulate specialists to reduce their living expenses, to improve the communication of employees, their involvement in business processes, and the digitization of these processes. In the researches Veretekhina S.V., and the team of authors consider the issues in which “... fully supports the construction of a digital ecosystem of data with a high speed of data exchange between economic entities, the creation of an IT infrastructure with full automation of functions and processes, the virtualization of network components, and the reduction of labor costs in various sectors of the economy. The team of authors considers it expedient to strengthen the public awareness of the development of 8 hubs of the Digital Data Ecosystem” [8]. Companies are moving into the clouds gradually. The first motives are attempts to cut costs. Now we can already talk about hybrid clouds and platform services. The most important criterion is speed, not money. On different examples, we saw how companies that use competently cloud technologies can very quickly increase their business [21; 23]. What can we expect from the clouds? Transformation of business. We are changing the way business is seen. Due to competition and potentially strong advances in this area, some companies may not live, and we see examples. The number of services using clouds is now enormous. 82% of all budgets are local infrastructure and applications. In two years it is expected that this will be 50%. This will mean a great demand for cloud technologies. The phenomenon of multivalence lies in the fact that companies switch to different clouds, which is quite normal. In this case, private clouds remain and retain their role. For example, it is because of the need to protect data and the mode of operation. Also, they retain their role because of earlier investments. There is a problem. As soon as a new system appears, the integration task appears and it turns out that it is very expensive. Also, security requirements are tightened. Many cloud services do not allow the use of open standards. Practice shows that the container transfer to cloud storage is more productive. Containers are the technology of the future, through which management will be carried out. Saudi Arabia also said that it will go in this direction by leaps and bounds. To this end, Saudi Arabia has introduced a new post – Minister of Artificial Intelligence. Approximately, investments will grow by 30% compared to last year (according to Forbes). The development of artificial intelligence technologies is promoted by the fact that they ceased to be incredibly expensive, many algorithms and trained networks appeared. Attention needs to be paid to robotics. A lot of people who perform routine, meaningless work and they can be replaced. Robots will have many advantages and pluses from their use. They do not get sick, they do not ache, they do not go to the decree. Their actions are more accurate. Digital transformation of society requires optimization of resources. Mackenzie’s report came out that optimizing production and logistics processes, increasing the efficiency of the labor market, increasing productivity and equipment would yield a minimum of 4 trillion rubles by 2025 [8; 9]. The centralized IT architecture of accounting allows you to calculate the salaries of a large number of employees in just one hour. The project to optimize IT costs allowed centralization of vertical and horizontal production chains [5]. We create services that allow us to connect the manufacturer and the customer of the final product and find those who can provide the most optimal variant of the order. All participants in information chains are ranked using service applications. Service applications are a balanced configuration and full functionality. All IT technologies are aimed at reducing the human factor, reducing paperwork. Alone, the state cannot make any changes in the digital economy. Success is achieved through collective efforts. It is when the business community and the state together begin to engage in changes. The main challenge of such a union is the difference in interests. Business has mainly industry interests. Within the framework of the Digital Economy program, a certain algorithm for implementing changes has been created. It is regulated jointly by the investment and business community

48 VOLUME 4, No. 1 (13), 2018 and the state. Proposals for our legislation are created by the Skolkovo Foundation and our ministry. For the correct implementation of the changes, coordination with other ministries and departments is necessary. This is perhaps the most difficult part. Even among entrepreneurs there is no full agreement on what changes should be made. As an example, take working with databases. This is a key factor in obtaining added value. Usually, the proposals here relate to providing the business with the opportunity to use large amounts of data. However, often this is simply impossible. Because of the issue of confidentiality inclusively. Often, the emergence of new technologies causes unhealthy excitement. Everyone starts running somewhere, trying to implement technologies without even knowing if they are needed in this area. Because of this, part of our work is not to spoil the current running models. The information system of the future is seen as fully automated on the lower level, from above ontological adaptive programming of business processes. Centralization means that we got to the fourth stratum, to business [23; 29]. We need to learn how to program business processes online. We must create an information system directly at the time of writing the business process. The most important challenge for today is to create an ontological engine, like DNA from the soup of smart blocks, creating a business process. But, for today in any of the proposed platforms this engine does not exist. The main task is to integrate the existing system into a single digital platform and to ensure the work of the social bloc of the country. It is required to reorganize some of the existing technological processes. Additionally, you need to transform the hardware infrastructure. There is a withdrawal from their own services to lease production capacity, and then to cloud services. The most sensitive area is personalized data. Discussion and Conclusion In conclusion, it is required to generalize the authors ‘opinion that we will have a revolution in the part of systems serving citizens’ appeals. Virtualization marked the beginning of cloud solutions. Corresponding machines began to appear. There was an opportunity of automation. A virtual disk is an abstract unit that is flexible in deployment. There can be created on any disk array. This is a software unit that is moveable. The presence of a software visualizer opens unlimited possibilities for manipulating disk resources. You cannot give performance, more than disk arrays. However, we connect the power of the nodes to raise the system’s performance. The use of processors inside nodes. All their resources will handle input and output. Modern x86 systems allow us to use one core from each processor for the scheduler. We replace the scheduler and let’s use all the cores. Russian researchers S.V. Veretekhina, E.A. Khitskov, A.V. Medvedeva and foreign authors Y.S. Lee and R. Bekker constantly improve the technology of data transmission and documents. Joint efforts of scientists achieve a significant effect [3]. S.A. Martishin, V.L. Simonov, M.V. Khrapchenko argue, that «The possibilities of server technology Node.js are presented as a software platform for writing JavaScript applications outside the web browser. Node technology is oriented to applications with high input/output intensity and a small amount of computation. This technology is necessary for teaching students of IT directions how to work with local and distributed SQL and NoSQL databases» [10]. P.O. Aleksandrov and other colleagues argue, that «The urgency of the accelerated development of engineering education led to the creation of various forms of support for scientific and technical creativity of young people, in particular, circles for studying the basics of electronics and robotics» [1]. V.L. Simonov argue, that «The development of engineering education is impossible without an intensive study of the fundamentals of electronics, robotics and programming as part of a number of disciplines of the professional cycle» [13; 14]. Research scientists have identified ways to accelerate engineering education. They described the technology of teaching students. The work is aimed at distributed SQL and NoSQL databases. These studies have a practical focus. Business representatives can use the achievements of Higher education for small and medium-sized businesses [25; 26]. The problem of big data

49 CONTEMPORARY PROBLEMS OF SOCIAL WORK processing is paid close attention in the training of students in the areas of training related to the processing of information and data [18]. Conclusion Government decree No. 1632-R of 28 July 2017 approved the program “Digital economy of the Russian Federation”, signed by Dmitry Medvedev. In order to implement the Strategy for the development of the information society in the Russian Federation for 2017–2030, approved by the decree of the President of the Russian Federation of may 9, 2017 № 203 “On the Strategy of the information society development in the Russian Federation for 2017–2030” (hereinafter – the Strategy of the information society development in the Russian Federation for 2017–2030), this Program is aimed at creating conditions for the development of the knowledge society in the Russian Federation, improving the welfare and quality of life of our citizens by improving the availability and quality of goods and services produced in the digital economy with the use of modern digital technology, increasing awareness and digital literacy, improve access to and quality of public services for citizens as well as security within the country and abroad. The digital economy is represented by three levels, which include: markets and sectors of the economy; platforms and technologies, and the environment that creates conditions for the development of platforms and technologies for effective interaction of the regions of the Russian Federation. The main cross-cutting digital technologies that are part of this Program are: 1) big data; 2) neurotechnology and artificial intelligence; 3) distributed registry systems; 4) quantum technology; 5) new production technology; 6) industrial Internet; 7) robotics and sensor components; 8) wireless communication technology; 9) virtual and augmented reality technologies. The implementation of the Digital economy Program requires interaction between Higher education and business. Interaction of Higher school and business is carried out through the system of “startups”. The higher school and research teams carry out research work on the use of artificial intelligence in various fields of knowledge. Artificial intelligence is aimed at processing big data. The person cannot be compared with artificial intelligence to speed the processing of big data. The adequacy of the perception of big data is left to the person. Management of metadata (source data) in various information databases will be accelerated through integration with artificial intelligence and machine learning. One of the areas of development is – is the development of METADATA CATALOGS. Metadata facilitate the search for information: by name, designation, personal number of the author, data formats, text, document details (date, author, name of the organization, signature, document number). Metadata management allows you to drill down into the information that is in the catalog. Developed General rules of data protection the European Union GDPRЕ. Thanks On the example of this study, the authors show the need for the use of artificial intelligence in the processing of big data. On the example of the projects of the state program “National technology initiative” the variants of knowledge and development transfer from Higher school directly to business are considered. The results of the research were discussed at the meetings of the Department of information systems, networks and security, faculty of Informatics and mathematics, faculty of information technologies of the Russian state social University, Moscow. In conclusion, it must be said that the construction of a parallel digital

50 VOLUME 4, No. 1 (13), 2018 reality is a responsible measure. Domestic and foreign scientists combine the results of their research to identify issues of the digital transformation of companies, big data processing and classification problems (S.A. Martishin, V.L. Simonov, V.M. Khrapchenko, A.N. Maloletko, N.B. Pochinok et al., V. Mkrttchian, E.E. Nakhratova, E.A. Khitskov., A.V. Medvedeva., O.L. Mnatsakanyan, E.G. Shmakova, A. Kotenev). The government of the Russian Federation has defined measures to provide the public with information on the forthcoming reforms in the society. The fragmentary state strategy of Russian spin-off is the integration of valuable knowledge between Higher education and business. Medium business is more flexible to the changes, so the first step is to test the results of information integration between Higher school and small businesses.

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14. Pochinok N.B., Vinogradova M.V., Babakaev S.V., Koroleva V.A. The Socio-economic study of approaches to the study of consumer behavior in the service sector // Social Policy and Sociology. Vol. 15. 2016. No. 1 (114). P. 24–34. 15. Serova D.S. Social Security in the Provision of Services to the Population // Contemporary Problems of Social Work. Vol. 2. 2016. No. 2 (6). P. 73–80. 16. Shestakova E.A. Specifics of Risks of Various Businesses // Contemporary Problems of Social Work. Vol. 3. 2017. No. 4 (12). P. 44–51. 17. Simachev Yu.V., Kuzyk M.G, Feigin V.V. Interaction of Russian companies and research organizations in R & D: the third is not superfluous? // Issues of economics. 2014. No. 7. P. 4–34. 18. Simonov V.L., Ametova M.M., Khmyrov N.A., Shchukin F.O. Designing of real devices by students of higher educational institutions when studying a number of disciplines related to the processing of information and data // Proceedings of the IX All-Russian (with International Participation) scientific and practical conference “Information Technologies in Education” (ITO–Saratov–2017). 2–3 November, 2017, Saratov. P. 296–299. 19. Simonov V.L., Khrapchenko M.V., Martishin S.A. Teaching of information technologies for processing of big data (Data Mining, Machine Learning) for students of training areas related to the processing of information and data (abstracts of the report) // Proceedings of the IX All-Russian (with international participation) scientific and practical conference “Information Technologies in Education” (“ITO–Saratov-2017”). 2–3 November, 2017, Saratov. P. 292–296. 20. Simonov V.L., Kuzin A.V. Position measurements of magnetically suspended objects using optoelectronic system. Report on the 8-th International Symposium on Magnetic Suspension Technology. National high magnetic field laboratory, IFW, Dresden, 26–28 September. 2005. P. 232–235. 21. Simonov V.L., Yurov N.N., Vinogradov D.A., Vodennikov A.V., Koshevarova N.A. Teaching the basics of electronics and robotics in the study of a number of disciplines of the professional cycle (abstracts of the report) // Proceedings of the 15th International Conference “Aviation and Cosmonautics – 2016”. November 14–18, 2016. M.: Luxor, 2016. P. 469–470. 22. Sokolvyak B.Z. Main Problems and Prospects for the Development of Territorial Educational Complexes // Contemporary Problems of Social Work. Vol. 3. 2017. No. 2 (10). P. 55–61. 23. Veretekhina S.V. The requirements of the European specifications MOREQ-2 and the problem of import substitution of software EDMS/ECM solutions for the Russian market // Materials of Ivanovo readings. 2015. No. 5. P. 203–209. 24. Veretekhina S.V., Shinkareva O.V., Kozhaev J.P., Telepchenkova N.V., Kuznetsova E.A., Zaitseva N.A. Evaluation methodology of the multiplier effect for the region as the result of the cluster formation // Eurasian Journal of Analytical Chemistry. Т. 12. 2017. Special Issue. P. 533–547. 25. Veretekhina S.V., Zhuravlyov M.S., Shmakova E.G., Soldatov A.A., Kotenev A.V., Kashirin S.V. Analog sound signals digitalization and processing // Modern Journal of Language Teaching Methods. Vol. 8. 2018. No. 3. P. 39–54. 26. Vinichenko M.V., Strokova S. A. Actual problems of recruitment in “Neftekhimprom” // Topical issues of personnel management and : Materials of II Russian scientific-practical conference / FSBEI “Moscow State University of management”, National Union “Personnel Management”. 2016. P. 32–41. 27. Vishnyakova V.A. Socio-Economic Aspects of Development of the Labour Market in Modern Society // Socio-economic aspects of modern society development in post-Olympic period the all-Russian scientific-practical conference. 2015. P. 122–128. 28. Zaitseva N.A., Goncharova I.V., Androsenko M.E. Necessity of changes in the system of hospitality industry and tourism training in terms of import substitution // International Journal of Economics and Financial Issues. 2016. No. 6 (1). P. 288–293. 29. Zemtsova T.Y. Peculiarities of personnel policy in public corporations // Manager. 2010. No. 9–10.

REFERENCE TO ARTICLE Veretekhina, S.V. & Korotin, I.S. (2018) Fragmentary State Strategy of Russian Spin-Offships on the Interference of Valuable Knowledge Between High Schools and Companies of Average Technological Business, Contemporary Problems of Social Work. Vol. 4. No. 1 (13). P. 46–53. DOI: 10.17922/2412-5466-2018-4-1-46-53 (International bibliographic description).

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CONTACT INFORMATION: Veretekhina Svetlana Valerievna Candidate of Economic Sciences Associate Professor of the Department of Information Systems, Networks and Security Deputy Dean for Research, Faculty of Information Technology Wilhelm Pieck str., 4, build. 1 129226 Moscow, Russian Federation E-mail: [email protected] Korotin Ivan Sergeevich Master Student Russian State Social University Wilhelm Pieck str., 4, build. 1 129226 Moscow, Russian Federation E-mail: [email protected]

53 PEDAGOGY

Doloza A.V., vocal teacher, children’s producer center «SYZYGY», Stavropol; postgraduate student, Moscow. E-mail: [email protected] ORCID ID: orcid.org/0000-0002-9390-3430 UDC 378 DOI 10.17922/2412-5466-2018-4-1-54-61 Specifics of Formation of Professional and Applied Competences of Pedagogues-Musicians in Field of Popular Vocal Art

Receiving date: Preprint date: Taking to print date: 26.01.2018 28.02.2018 30.03.2018

Annotation: organizational and pedagogical conditions influencing on process of formation of professional and applied competences of the students-musicians specializing in popular vocal art is the subject of this research. Identification of specifics of educational process directed to formation of performing competences of vocalists was the purpose of thesis. The fundamental psychology and pedagogical principles and the modern concepts, theory and practice and also the modern educational technologies formed a scientific and methodological base of research. The hypothesis of work is that specifics of process of vocalists training consist in mastering of a complex of performing qualities and abilities, including special methods of singing, art and esthetic taste and improvisatory skill, necessary for professional and creative activities. The high level of formation of professional and applied competences depends on some conditions.The theoretical and practical significance of the work is that the technique of improvising training developed by the author and scientific results received in the course of the research can be used as directly in the educational process so in development of program and methodical manuals for an average and higher education and a further study of this problem. Key words: professional competency, applied competency, pedagogue-musician, education, training, formation, variety vocal, specify. JEL classification: I200, I290.

Introduction In the modern world, where broad theoretical knowledge, practical skills and creative abilities of persons serve as the most important factor of stable development of social, economic, and the other spheres of the country, the education has special value. Training of professional staff and highly qualified specialists becomes one of the main stability conditions of a world order. Formation of readiness for continuous training, quick and creative response to modern

54 VOLUME 4, No. 1 (13), 2018 achievements of the theory and practice becomes a main objective of competence-based approach in modern education. According to the Bologna declaration the competence-based concept of education has replaced with itself former as the main its principle is aiming at pupils’ finding of relevant skills. Such orientation of education assumes the characteristic of qualification of the expert on the basis of “the results of his training expressed as the professional competences corresponding to a profile” [25, p. 25]. The principles of the highest musical and pedagogical education and its theoretical bases, methodology and specifics of various directions of pedagogue-musicians training in higher education institutions of the country are covered in detail in the works of Russian scientists. N.I. Anufriyeva [3; 4], N.V. Vlasova [7], A.V. Doloza [2; 9] open pedagogical conditions of formation of pedagogue-musicians competences in the works. The principles of the Russian estrade and jazz education are considered in the works of A.S. Zaytseva [24], N.N. Illarionova [11], O.P. Leurda [15], E.L. Rybakova [17], Yu.V. Stepnyak [22], N.S. Yushchenko [23]. Musical estrade is very popular in our country due to active development of TV and broadcastings, concert activity, cross-cultural and interpersonal interaction. So there is a great interest of experts to this type of creativity and problems of vocational training of variety artists. Ways of development of variety shows are reflected in researches A.D. Zharkov [26], V.J. Konen [13], V.G. Kuznetsov [15–16], E.M. Kuznetsov [14], L.S. Markhasyov [18], etc. However the musical pedagogics in the field of a vocal music of estrade in connection with competence-based approach in training is still poorly studied. “In philosophical, psychological and pedagogical science it is insufficiently given attention to theoretical and methodological bases of contents, methods and technologies of training which are realized in universities and based on understanding of specifics and features of formation of popular artist views, his manner, style and musical taste” [11, p. 200]. The study of process of formation of teachers-musicians’ professional and applied competences in popular singing art is relevant because of low level of spiritual and moral development of Russian people of middle class society and high moral responsibility of the teachers and cultural figures capable to create art and esthetic taste at the undemanding audience. Need of reviewing of methodological aspects of education in universities and faculties which are realizing training of teachers-musicians in the field of a variety singing is also defined by the increased objective requirements to qualitative characteristics of the future singer, by specifics and results of his professional activity. Students have to be trained in universities for mastering of musical and performing perfection on the base of flexible educational technologies promoting personal orientation of this process by means of special pedagogical forms, methods and approaches, as the creative educational environment has ability to develop deep structures of the future teacher-musician’s person which will find their realization in various spheres of future professional activity. “Process of formation of the common cultural, all-professional and special competences which will necessary for the vocal performer of estrade in further professional activity, according to Federal State Educational Standard of Higher Professional Education of third generation, is based on the complete world view and moral principles, versatile professional competence, universality and harmony” [11, p. 205]. Methods The theoretical analysis and systematization of a wide range of the phenomena in the field of musical and pedagogical education and vocal performing art of estrade, synthesis of the best pedagogical practices and results of empirical forms of a investigation have served as methods of the versatile research including scientific-theoretical and experimental-practical stages. The fundamental philosophical, psychological and pedagogical principles and modern concepts, principles of the pedagogical theory and practice, objective laws of development of pedagogics

55 CONTEMPORARY PROBLEMS OF SOCIAL WORK and interconditionality of the purposes, tasks, contents and technologies of education, unity of theoretical and historical approaches, interrelation of the theory and practice in the course of scientific knowledge, dialectic unity of the general and individual in pedagogical researches became a methodological basis of a research. Vocal training of teachers-musicians in universities and faculties of culture and arts means the mastering of knowledge, abilities and experience of performing activity aimed at development of the creative person and actor qualities. Technologies of vocal training in variety music are based on gradual formation of student’s musical and performing qualities in the course of finding of singing mastery in totality of musical and theoretical, historical knowledge, performing and improvisatory skills. Similar approach causes high effectiveness of process of teachers’ training in popular songs performing in higher educational institutions so it is based on such pedagogical conditions as increase of motivation to development of masterpieces of variety art, development of musical and creative abilities, and direct connection with performing practice. So need of using of a complex of researching methods. Scientists’ attention in musical and pedagogical science and field of professional competence of the teacher-musician is paid to such special competences of the future artist as performing, methodical, communicative, etc. However in training activity students master as the special professional competences allowing to them to realize professional activity, and also applied qualities, helping to make professional activity in its specific sphere. The specifics of musical pedagogics require differentiation of competences of the teacher-musician on basic (general for graduates of artistic and cultural universities), key (the general for future teachers-musicians) and special (necessary for a popular and jazz vocalists). Such differentiation is caused by the principle of separation of professionally significant types of activity, namely: professional and pedagogical (basic), cultural and educational (key) and musical and performing (special) activities. The offered classification allows to select the competences, characteristic of musical pedagogics, contouring a circle of organizational and pedagogical conditions for their formation. Results Basic professional competences of students of musical and pedagogical universities are psychological and pedagogical, informational and analytical, common cultural. These competences of teachers-musicians are expressed in readiness and ability of graduates to apply an arsenal of the acquired knowledge, abilities, skills and experience in professional and pedagogical activity, to define and independently solve professional problems and also to estimate results of the work. Basic competences are the competences having universality and defining realization of general scientific, social and economic, information and communicative, civil, special all-professional knowledge [25, p. 26]. Key professional competences of students of musical and pedagogical higher education institutions are the competences of the teacher-musician representing set of professional musical and theoretical and musical and historical knowledge, skills in the field of performing art, allowing the teacher-musician to resolve issues, connected to training in music of children and teenagers and to realize actions for creative development and common cultural education of the pupils Application-oriented competences express in readiness and ability of the expert practically to apply the musical and theoretical and historical knowledge, skills in the field of performing art and pedagogics providing its effective activities in the system of music education. Key competences are because make “the cross-cultural and interindustry knowledge, abilities, abilities necessary for adaptation and productive activities in different professional communities”, in particular, musical and pedagogical, and “define implementation of special kompetentnost and specific competences” [25, p. 26]. Special competences of the teacher-musician are considered in scientific literature as the application-oriented musical and performing competences reflecting the integrative quality of the teacher-musician created on the basis of a complex of knowledge, skills and abilities which

56 VOLUME 4, No. 1 (13), 2018 objectively reflect the personal, technical, art, emotional aspects of skill of interpretation of the vocal musical, in particular, variety repertoire caused by some of personal musical and creative abilities, professional and performing qualities, real concert and performing experience. The performing competence of the vocalist is the principal sign of the high creative and professional level achieved by student. Musical and performing competences of the teacher-musician are shown in valuable and semantic perception and analysis of the popular vocal repertoire, operational use of musical and theoretical knowledge in the course of working under song, the free possession of vocal technologies and skills of adequate interpretation and performance of art and image contents of the work, ability to the analysis and introspection of performing repertoire, to artistic skills, etc. The special competences of the teacher-musician in musical and performing activity field are ability and readiness to create individual art interpretation of the song, to show possession of performing improvisation at corresponding for future concert activity level, to apply theoretical knowledge in musical and performing activity, to comprehend the musical composition in a cultural and historical context, to improve the culture of performing intoning, skill in use of a complex of expressive means according to style of the music, constantly and systematically to improve the skills in the field of popular and jazz performance, to master the repertoire corresponding to a performing profile and to increase it by means of popular songs and jazz compositions, to realize performing activity and to plan the individual activity in cultural institutions, to be engaged in musical performance in concert, theatrical and studio conditions, to work with the director, the sound producer and the sound technician, to use modern technical means in the performing activity: the sound recording and sound-reproducing equipment, to use a piano and the other instruments in professional (performing, pedagogical) activity, to perform publicly solo concert programs consisting of songs of various genres, styles, the historical periods, to perform instrumental (vocal, dancing) part in different types of ensemble. In the field of musical and educational activity it is necessary to refer to special such competences as ability and readiness to show performing work (solo, in ensemble, in orchestra) on various scenic places (in the educational organizations, clubs, palaces and cultural centers), to organize and prepare creative projects in the field of musical estrade, to realize communications with mass media, educational organizations and cultural institutions (philharmonic halls, concert organizations, agencies), various segments of the population for the purpose of promotion of musical art and culture achievements, modern forms of variety shows. The ability and readiness to continuously study technique and musical pedagogics, to correlate own pedagogical activity to achievements in the field of musical pedagogics, to make critical analysis of process of musical performance, to make comparative analysis of different performing interpretations during the lessons with students, to find the ways of the musical realization of song’s image during working on the piece with the students belong to special professional competences in the field of pedagogical activity. Education of the professional pedagogue-musician requires special study of professional and applied competences, namely – special knowledge, skills and abilities in the field of musical performing art, in particular, of an estrade. Today the main problem of education becomes synthetic educational process which has to include professional disciplines forming the most important skills of performing, creative and pedagogical activities, and also knowledge in the field of cultural history, philosophy, an esthetics and other spheres of the humanities. Enhancement of professional competences on the basis of synthesis of special professional and all-humanitarian knowledge has effective results today. The system of professional music education represents “set of specific properties and characteristics of its results capable to realize purposes on formation and development of the identity of the performing musician, musician-teacher, musician educator” [11, p. 199]. Therefore in the higher musical and

57 CONTEMPORARY PROBLEMS OF SOCIAL WORK pedagogical education the special place belongs to objects of a humanitarian cycle, musical and theoretical disciplines and also the special objects having musical and performing focus (the academic or popular singing, playing the instruments). Discussion Variety music has the old sources. Variety shows have acquired the status of independent area of culture thanks to amateur and folk music. Singing at estrade was allocated from song genres of city culture: in the Middle Ages there were popular motets, cantatas, songs, later – romances. They had a simple rondo form with repetition of a refrain, the secular character of texts, and available manner of performance. According to E.L. Rybakova, “simplicity of form and content, availability of understanding to masses” [19, p. 12] remains the main difference of variety music in our time. E.L. Rybakova, dividing approach to the standard understanding of the concept “variety art”, makes a conclusion that, since the second half of the 19th century, the variety genres “have forever developed and approved in the sociocultural field” united then by the general style [19, p. 29]. For E.M. Kuznetsov the ability to synthesize, unite different types and genres of the creative works, generalized by property to easy adapt to conditions of a public statement, is the main sign of popular music. From the point of view of modern genres of variety shows “there are three main groups: concert pop-music, theatrical shows, festive shows” [14, p. 56]. At the same time it should be noted that evolutionary process of popular vocal performing art was divided into three directions long ago: folklore, spiritual and secular entertaining. Moreover, during their development mentioned vectors actively interacted with each other, influenced on development of each direction. The word “vocal” has come from the Italian word “voce”, i.e. “voice”. However voice is only the natural instrument whereas training in a singing art is much more complex than only making sounds. Art of singing allows to give to the performer and the listener the sound images reflecting various emotional states. Proceeding from the fact, that not only the sound, but also an words sense participates in singing, vocal performance represents “technological process of art singing” [10, p. 10]. Drawing a parallel with other musical and performing specialties, we will note that the vocalist has to master various singing means, that is the technique that is shown, first of all, in free control of the voice device. Variety song sometimes combines a set , of difficult techniques. Some of them are borrowed from an arsenal of the academic vocal, the others – from folklore, the third ones are used only on estrade. In poo-music singing there are used the following techniques defining specifics of this art form: – splitting when pure tone unites with another, quite often noise; – drive as type of splitting which includes a grouling, a roar, rattle, a det-vocal, etc.; – subtone – singing with aspiration; – throat singing also known as overtone singing; – vibrato – fluctuation of tone due to the periodic movement of a diaphragm; – glissando also known as “slide”, represents smooth passage from a sound to a sound, slow sliding by voice on all range; – falsetto is a “singing without support” in the field of high range; – mix in which properties of chest and head resonators mix up; – the yodel which has arisen in “the Tyrolean singing”, consisting in sharp transition from singing “on a support” to falsetto; – shtrobas is very low sounds executed by voice much more lower than the chest range therefore kind of “wheezing” or “crepitation” and used generally as “passages” to more high- pitched sounds; – melodic decoration and melismas. Use of these methods of estrade singing requires development special performing techniques and defines specifics of training of pedagogues-musicians in the direction of an estrade vocal

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in universities. Search of own original style of interpretation, manner of performance and also an artistic image acts is priority among the tasks facing the pedagogue in the course of future vocalist training. It is necessary to avoid a tendency, frequent at the first stages, to imitate masters of estrade singing and to develop motivation of search of own performing manner, to promote formation of actor personality. From the mentioned tasks there is appeared the main specifics of training in a estrade vocal including search of ways of formation of the unique, memorable vocalist’s voice. The musical estrade was and remains the art integrating in itself different types of creativity. The professional pedagogue-musician in the field of a estrade vocal needs to have knowledge in the field of solo and ensemble singing, composition and improvising, acting skills and pedagogics. The pedagogue who understands complexity of process of formation of students – estrade vocalists’ professional competences should solve problems on dipping them in sense of the verbal text, musical structure, creation of a bright image that provides careful selection of means of expression, style of concert works (verbal, musical, plastic). Therefore it is possible to make a conclusion that formation of professional and applied competences is characterized, first of all, by development of the personal beginning in the student, increase in his erudition and art potential that means a peculiar co-authorship with the composer in performing of the repertoire. At the same time the share of creativity of the student in this case acquires a special level of significance as the same song can have different emotional effects on listeners. Source of harmonious formation of future pedagogue-musician identity and also formation of his professional qualities is the orientation of educational process in universitis of culture and art on synthesis of the professional and humanitarian disciplines realizing, on the one hand, performing competences, and on the other hand pedagogical. In the modern researches devoted to combination of pedagogical techniques there is considered concept “pedagogical integration” close in essence to synthesis of pedagogical technologies, and it is defined as “development of the components of pedagogical system leading to strengthening of integrity and emergence of qualitatively new properties in this integrated system” [12, p. 24]. Creation of the artistic atmosphere of interesting in music and future profession is the most important component of the educational environment of musical universities thanks to which successful formation of professional skill of future pedagogue-musician is realized. Modernization of system of music education on the basis of synthesis of professional and humanitarian disciplines assumes search of extraordinary ways and methods of training of specialists in the field of art creativity. Conclusion The main qualities of the pedagogue-musician which formation testifies to the high level of mastering all competences provided by educational standards are not only the performing mastery, having knowledge in the field of musical culture, but also such qualities as the high culture of the social relations, communicative competence, ability to work, tolerantly perceiving social and cultural distinctions, active creative position and participation in cultural life of society, creation of cultural values. Researchers call one of key qualities ability to analyze and understand moving forces of cultural and historical process in general, to realize the place of musical art among other types of arts and also to have an idea of evolution of art styles in general. The main tasks of educational programs in a estrade vocal art field are training (mastering vocal and technical skills and means of musical and performing expressiveness, including ability to realize an artistic image and semantic contents, recreating of stylistic features of the work, etc.); developing (mastering vocal and ensemble culture, musical thinking and creative abilities; art taste and aesthetic perception); educational (formation of all-professional skills and abilities, including attention, hearing, thinking, memory, self-organization, commitment, ability to dance on the stage, etc.).

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Formation of musical and performing competences has to have subject focus. Performing skills and abilities of the estrade vocalist appear in development of professional competences as the integrative, dynamically changing, systematic phenomenon uniting personal, activity, subject, cognitive and reflective components. The absence or backwardness of one of them leads to violation of complete system. At the same time special professional competences are supplemented and transformed to new quality thanks to development of creative abilities of students, formation of system of their cultural wealth fitting into modern model of professional development and helping in constructive solution of professional performing tasks. The performing competence of the pedagogue-musician belongs to continuously dynamically altered concepts which during the different historical periods are caused by tendencies of development of musical performing art and also a significant welfare role of musical performance in society. Therefore invariable relevance of scientific research of processes of universities’ education of pedagogues-musicians which professional level has to meet the requirements and expectations of the present.

References 1. Anufrieva, N.I. , Anufriev, E.A., Korsakova, I.A., Shcherbakova, A.I. Worldview formation of the teacher-musician personality in the higher education system Asian Social Science // Vol.11. Issue 6. 25 February 2015. P. 99–104. 2. Anufrieva N.I., Doloza A.V. Professional and applied competences as a basis of formation of teacher-musician’s key skills // Human capital. 2016. No. 12 (96). P. 14–17. 3. Anufrieva N.I., Illarionova N.N. An object directivity of the “musical taste” concept in professional training of the estrade’s vocalist in university // Culture, art, education in information space of the third millennium: problems and perspectives: collection of articles of faculty of arts and sociocultural activities of RSSU. Vol. 2. M.: Buki-Vedi, 2015. P. 65–67. 4. Anufrieva N.I., Illarionova N.N. Role of musical taste in the course of professional self- realization of the estrade’s vocalist // Culture, art, education in information space of the third millennium: problems and perspectives: collection of articles of faculty of arts and sociocultural activities of RSSU. Vol. 4. M.: Buki-Vedi, 2016. P. 203–207. 5. Anufrieva N.I., Morozova E.A. 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. 2017. No. 2 (10). P. 62–71. 6. Anufrieva N.I., Tsarev D.V. Methodological Foundations for the Artistic Performance Competence Formation of the Music Students in the Educational Environment of a University // Contemporary Problems of Social Work. Vol. 3. 2017. No. 3 (11). P. 15–23. 7. Anufrieva N.I., Vlasova N.V. Forms of school-children’s education in estrade jazz art field in the children musical schools // Culture, art, education in information space of the third millennium: problems and perspectives: collection of articles of faculty of arts and sociocultural activities of RSSU. Vol. 1. M.: Buki-Vedi, 2015. P. 185–186. 8. Belyaev R.V., Grigorieva E.I. Conceptual Method for the Formation of Information Culture of Personality in Modern Society // Contemporary Problems of Social Work. Vol. 3. 2017. No. 2 (10). P. 72–80. 9. Doloza A.V. Improvement of professional and applied competences of the teacher-musician on the basis of professional and humanitarian disciplines synthesis // Human capital. 2017. No. 6 (102). P. 13–17. 10. Estrada of Russia: Twentieth century. Lexicon. M.: ROSSPEN, 2008. 782 p. 11. Illarionova N.N. Formation of musical taste components of estrade vocal art in the educational environment of universities // Formation of professional competence of the modern musician / ed. I.A. Korsakova. M.: RSSU, 2014. P. 198–225. 12. Integration processes in the modern professional education: the collective monograph / ed. G.V. Mukhametzyanova. Kazan: 21st Century Press, 2013. 356 p. 13. Konen V.J. Third way: New mass genres in music of the 20th century. M.: Music, 1994. 160 p. 14. Kuznetsov E.M. From the past of the Russian estrada. M.: Art, 1958. 366 p. 15. Kuznetsov V.G. History of formation and development of a musical estrada and jazz education in Russia: monograph. M.: Melograf, 2005. 180 p. 16. Kuznetsov V.G. History of formation and development of the Soviet musical estrada. M.: MGIK, 1983. 119 p.

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17. Leurda O.P. A role of vocal improvising in training of specialists of estrade and jazz singing // Almanac of the modern science and education. 2014. No. 3 (82). P. 105–107. 18. Markhasyov L.S. The 20th century in an easy genre (a look from Petersburg – Petrograd – Leningrad): Chronograph of a musical estrade of 1900–1980. SPb.: Composer, 2006. 502 p. 19. Rybakova E.L. Development of musical art of estrada in the art culture of Russia: abstract of dis. of cultural sciences. SPb., 2007. 340 p. 20. Scherbakova A.I., Shibanova A.A. Formation of the Performance Culture of a Traditional Singer As a Pedagogic Process // Contemporary Problems of Social Work. Vol. 3. 2017. No. 1 (9). P. 103–110. 21. Scherbakova, A.I., Zorilova, L.S. Anufrieva, N.I., Kamenets, A.V. Zinchenko, E.O. Prospects of further evolution of culturology // Rupkatha Journal on Interdisciplinary Studies in Humanities. Vol. 8. 2016. Issue 3. P. 85–96. 22. Stepnyak Yu.V. A estrade and jazz component in vocational training of the music teacher: On material of study of musical faculties of pedagogical universities: abstract of dis. of ped. sciences. M., 2000. 182 p. 23. Yushchenko N.S. The social status of a profession of the estrade vocalist in modern space of domestic culture // Formation of professional competence of the modern musician / ed. I.A. Korsakova. M.: RSSU, 2014. P. 247–283. 24. Zaytseva A.S. Didactic features of training of jazz improvising of vocalists of musical art of estrade in universities of culture and arts: abstract of diss. of ped. sciences. M., 2012. 24 p. 25. Zeer E.F., Symanyuk E. Competence-based approach to upgrade of professional education // Higher education in Russia. 2005. No. 4. P. 23–30. 26. Zharkov A.D. Welfare bases of variety art: history, theory, technology. M.: MGUKI, 2003. 188 p.

REFERENCE TO ARTICLE Doloza, A.V. (2018) Specifics of Formation of Professional and Applied Competences of Pedagogues-Musicians in Field of Popular Vocal Art, Contemporary Problems of Social Work. Vol. 4. No. 1 (13). P. 54–61. DOI: 10.17922/2412-5466-2018-4-1-54-61 (International bibliographic description).

CONTACT INFORMATION: Doloza Anastasia Vladimirovna Vocal Teacher, Children’s Producer Center «SYZYGY» Postgraduate Student Chapayevsky proezd, 36 355026 Stavropol, Russian Federation E-mail: [email protected]

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Ivoeva A.V., chief specialist-expert, the Russian Children in Need Fund; postgraduate student, Moscow. E-mail: [email protected] ORCID ID: orcid.org/0000-0002-1670-5940 UDC 37.377 DOI 10.17922/2412-5466-2018-4-1-62-69 Model of Formation of Deontological Culture of Organizers of Work with Youth in the Conditions of High School

Receiving date: Preprint date: Taking to print date: 12.01.2018 28.02.2018 30.03.2018

Annotation: the article is devoted to the pedagogical understanding of the problem of formation of the deontological culture of the organizer of work with young people in high school, which brings new forms of understanding of the approaches used in the training of youth workers, their qualities necessary for the implementation of their professional tasks. The article presents the author’s understanding of the approach needed to implement the process of formation of deontological culture among future professionals of the youth sphere. The main advantage of the proposed model is the complexity in ensuring the process of formation of deontological culture, as well as a broad understanding of the components that should be included in the deontological culture of the organizer of work with young people, which will allow in practice to expand the understanding of the moral and professional qualities that are necessary for a modern specialist. Key words: deontology, pedagogics, deontological culture, pedagogical deontology, organizer of work with youth. JEL classification: I200, I290.

Introduction In modern conditions of development of the Russian system of education the question of professional training of young specialists occupies a special role and importance. In the context of the transition to a multi-level higher education in accordance with the Bologna agreements, the problem of improving the quality of training of organizers of work with young people in the process of their education in a higher educational institution acquires a special importance and relevance. The basics of professional behavior, the employee of the youth sphere are laid during the development of the basic educational program, where the deontological training of the future specialist is one of the effective mechanisms of formation of proper professional behavior, as it is aimed at the development of moral and cultural qualities, as well as the assimilation of norms and rules of professional behavior. At the moment, the idea of deontology is widely used in various fields of human life, including almost all countries of the world community. Domestic and foreign researchers often pay their attention to this problem, which is reflected in the scientific works of the following scientists: – in psychology (M. Gulina, A.A. Krylov, I.V. Siluyanova, A.I. Yuriev); – in law (N.M. Blokhin, V.M. Gorshenev, Yu.A. Romanov);

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– in pedagogy (E.N. Zhumankulova, G.A. karakhanova, G.M. Kertaeva, G.M. Kojaspirova, E.V. Korobova, A.E. Kuderina, M.Sh. Kunanbaeva, I.Kh. Kuteynikova, K.M. Levitan, I. Chernokozov, etc. ); – of sociology (L.M. Anisimova, N.Y. Gurevich, L.P. Kozyrev, D.P. Kotov, G.P. Medvedev, etc.); – in journalism (E.P. Prokhorov, Yu.M. Baturin, Y.N. Zassoursky, K. Crescens, M. Treiber, etc.); – in medicine (Yu.E. Veltischev, M.L. Kropacheva, I. Makshanov, V.A. Skumin, O.A. Tishina, etc.); – in social work (K.S. Harutyunyan, G.P. Medvedev, A.M. Seledkin, L.E. Pankratova, Yu. Saranovskaya etc.); – social pedagogy (A.M. Egorychev, S.B. Ignatov, G.A. Karakhanova, T. Karpova, G.M. Kertaeva, K.M. Levitan, L.V. Mardakhaev, Z.I. Shalimova, I.A. Filatov, etc.). Active dissemination of deontological ideas in various professional fields is not accidental, because at the moment there is not enough theoretical knowledge to perform their duties. A modern specialist should possess a whole sector of professional and qualities, where the awareness of professional duty and the culture of employee behavior comes to the fore. The specificity of the professional activities of the organizers of youth work involves the presence of their qualities such as virtue, responsiveness, humanity, the desire to help and benefit others, high morality, civic responsibility, as well as generosity. The above personal qualities serve as the basis of the deontological culture of the organizer of work with young people, they determine his moral guidelines for high spirituality of the individual, his dedication to the chosen profession and social activity. Unfortunately, at the moment, in the modern labor market there is a General tendency to show their individuality in the workplace, leadership, career advancement, preparation of personal interests over the needs of society. Focusing on self-interests and motivations can impact on the effectiveness and efficiency of labor, as rightly pointed out by V.Y. Artemov: “Come to the fore individualism, personal success, which undermined the foundations of moral duty and proper professional conduct” [1, p. 13]. Awareness of the need for education and development of moral qualities of students generates the need for a deeper scientific understanding of deontological ideas in professional pedagogy. It is obvious that at the moment there is a lack of scientific research on the issues of deontological culture in relation to social professionals, there are no common approaches to its formation in the process of studying at the University, which causes scientific interest in the development of a model of the formation of deontological culture of the organizer of work with young people. Methods Various philosophical, general scientific and pedagogical methods are used in modern research. The following methods were used to develop and scientifically substantiate the proposed model of the formation of deontological culture of the organizers of work with young people in the work: the analysis of scientific literature, generalization, synthesis, included observation, but the leading of the methods is pedagogical modeling. The use of modeling makes it possible to form a holistic view of the pedagogical phenomenon under study, provides a new quality of the model representation, which takes the researcher to a higher level of rigor of reasoning and conclusions, and ensures the dissemination of research results [26, p. 137]. Results Modeling of the process of formation of the deontological culture of the organizers of work with young people in high school is a difficult but urgent task facing modern researchers. This position is based on the understanding of the role and importance of the personality of the employee of the youth sector in the activities organized by him, as well as a wide sector of professional tasks facing the specialist. Thus, according to the Federal state educational standard in the direction of training “Organization of work with youth” it is assumed that

63 CONTEMPORARY PROBLEMS OF SOCIAL WORK the acquired knowledge, skills and specialist youth work should be implemented in youth communities, associations, organizations representing the interests of young people, and institutions working with young people, assisting them [27]. Working with young people, the organizer of work with young people should take into account psychological, physiological, social features in the development of young people, be a leader and role model. The study of problems and peculiarities of conformity of professional activity of the organizers of work with young people, the presence of a certain culture of professional behavior, the desire for their professional development and self-improvement – all this lies at the heart of the deontological culture of youth specialists. The deontological culture for the organizers of youth work seems to be a significant indicator in their activities. 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;  compliance with the established moral and ethical rules of conduct;  leadership in his work activities moral and ethical standards of professional conduct;  use of pedagogical technologies in teaching, education and development of young people;  striving for self-development and constant updating of existing knowledge in their professional activities;  dedication to their work;  recognition of the public interest in youth development as the dominant. The manifestation of the deontological culture of the organizer of work with young people are based on the knowledge, skills and abilities that the future specialist receives in the process of vocational training at the University, which is why the educational institution is assigned one of the dominant roles in the formation of a harmoniously developed personality, based in their work on moral standards of behavior. The process of forming deontological culture among students involves not only the development of the younger generation of the best moral qualities, professionalism, but also the study of the historical heritage of Russian culture. As noted in a joint article Egorychev A.M. and Kretinin A.S. “The appeal to historical sociocultural experience, genetic spiritually communal (Cathedral, collective) roots, all that acted as a basis of development of the Russian world, its highest culture and power, huge pedagogical heritage of the past – will and should act as an important aspect in implementation of new educational policy of modern Russia” [4]. That is why it can be argued that the deontological culture of specialists consists of a number of factors that should be taken into account in the organization of the process of teaching students in the specialty. Development and scientific substantiation of the model of formation of deontological culture of the organizers of work with young people in the process of their education in high school is one of the most important tasks in professional pedagogy both in scientific – theoretical and empirical-applied terms. Taking into account the fact that the training of youth workers began relatively recently, namely in 2004, the first recruitment of students in this specialty was carried out for the first time, it is possible to note the lack of a common historical understanding of the professional duties of youth workers. This problem is observed not only at the stage of training of organizers of work with young people, but also in the process of their work. It should be noted that, unfortunately, there is still no clear understanding among employers not only of the professional tasks that must be solved by a youth worker, but also there is no common understanding of the role and importance of a specialist in this profile in the education and development of the younger generation. Therefore, it is possible to consider fair the opinion of L.A. Hegel and Е.О. Kazakova, «the modern state youth policy is experiencing a rather noticeable of personnel, which continues to persist even after the implementation of such special events as the program of

64 VOLUME 4, No. 1 (13), 2018 training and retraining of professionals working with young people, included in the Federal targeted programs «Youth of Russia» (1994–1997, 1998–2000, 2001–2005)» [7, p. 92]. Training of youth workers is not uniform in the approaches used. Depending on the specifics of the institution of higher education, as well as the teaching staff of the University and their qualifications, the emphasis in the training of students can be made on the implementation of the organizers of work with young people pedagogical, psychological, social work with young people, as well as on the political education of this socio-demographic group. However, the existence of a high level of culture of behavior in professional activities should be inherent to all employees of the youth sphere, regardless of their professional training, which creates the need for the formation of a deontological culture in the process of studying at the University. The awareness of the need to form a deontological culture among the organizers of work with young people gives rise to the urgency of developing the appropriate model. The model is based on the goals and objectives of the professional activity of the future employee of the youth sphere, the Central components are the system of formation of personal and professional qualities and professional competencies determined by value guidelines and communicative and organizational functionality in the professional activity of the employee of the youth sphere. The model of formation of deontological culture presented above at future organizers of work with youth (see fig.) consists of the purpose, objectives, directions of pedagogical influence, components and content of the process of formation of deontological culture. The model also specifies the criteria and indicators for assessing the formation of a deontological culture and the expected results. Let’s take a closer look at each of the elements from the presented model. The relevance of the proposed model is justified by the social order, consisting of external and internal factors, indicating the need to build work with young people, which will be based on deontological ideas. These factors include the public interest in the education and development of socially active young people involved in the socio-political life of the country, ready to take responsibility for the development of the territory in which they live and carried out professional activities. For education of worthy generation and maintenance of a social, political, economic order it is necessary education of youth in the spirit of patriotism, formation at them of due moral and moral behavior which are performed by alignment by the employee of the youth sphere of complex work where as the uniting beginning the expert acts. That is why the organizer of work with young people should have a high moral culture of professional behavior, act as a role model in the youth environment. The purpose of the proposed model is the formation of deontological readiness of the future organizer of youth work, which is achieved by solving problems related to the process of formation of deontological knowledge and deontological behavior of students, as well as positive attitudes to their future professional activities. The above purpose and objectives indicate the need for different forms of work with students. So, Kondaurova I.G. and Igonina T.B. argue that: “the subject of classes using business and role-playing games takes into account: the content of the upcoming professional activities; imitation of the environment of future professional activity, creating conditions for the disclosure of creative abilities and the formation of professionally significant qualities of the personality; psychological comfort, providing a positive attitude to employment and stimulating creative activity of students; semantic relationship of the discipline to future professional activity, as well as achieving the planned result” [13, p. 67]. In order to achieve the stated goal and solve the problems, we have identified the direction of pedagogical influence on the personality of the student. Since deontological culture involves first of all following certain moral and ethical principles, we consider it expedient to exert not only external influence, but also internal.

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SOCIAL ORDER External factor: Internal factor:

The society's need to educate young people; The need to update the training of organizers of The identity of the organizer's work with youth youth work

The purpose of the pedagogical impact: the formation of deontological culture of the organizers of youth work

THE TASKS OF THE PEDAGOGICAL IMPACT:

The formation of ethical Formation of a positive attitude The formation of ethical knowledge, the organizers of to work with young people behavior, the organizers of the the youth work youth work

DIRECTIONS OF PEDAGOGICAL INFLUENCE: External influence: Cycle of lessons (lectures, Internal exposure: Professional position,

seminars), Practical activity, Independent work Reflection

COMPONENTS OF THE FORMATION OF DEONTOLOGY: Motivational component: A substantial component of: Technological component: Ethical awareness is the organizer Knowledge of the basics of Pedagogical skills and pedagogical of work with young people. professional activity technique of the organizer of work Professional and humanistic The knowledge of age with young people. Skills and orientation of personality characteristics of young people abilities in professional activity

THE CONTENTS OF THE PROCESS OF FORMATION OF DEONTOLOGY: Cultural block Professional block Practical block

ASSESSMENT OF THE FORMATION OF DEONTOLOGY: Criteria: Indicators: Ethical knowledge Knowledge of the theory and methods of professional

activity, moral norms of professional behavior Positive attitude of the future Expression of interest to problems in the professional sphere, organizer of work with young carrying out scientific researches on problems of youth, people to professional development continuous professional and personal self-improvement within the specialty Performance of moral acts, manifestation of high moral and Ethical behavior moral qualities, observance of culture of appearance

THE RESULT OF THE FORMATION OF DEONTOLOGY: The formed personality of the organizer to work with young people who have a high level of deontological culture

Figure. Model of formation of deontological culture in future organizers of youth work

The implementation of the proposed model of the formation of deontological culture of future organizers of work with young people involves the provision of external influence by the teaching staff of the University on the personality of students. At the moment, it is necessary to reconsider the approaches to the organization of the educational process of students: they must meet modern realities and requirements for vocational training of graduates of higher educational institutions, as well as include a special module aimed at the formation of a deontological culture.

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In addition, it is necessary to pay special attention to the culture of behavior of bachelors training organization of work with young people, by means of inclusion in the process of development of basic educational disciplines of individual modules, involving the disclosure of such topics as moral norms of professional behavior, pedagogical and universal values, important for the employee of the youth sphere. We consider it expedient to consider the issue of deontological culture within the disciplines that are already provided by the curriculum. These include:  introduction to specialty;  state youth policy;  theory and practice of social interaction;  social technology and the organization of work with young people;  management of the youth;  social and cultural problems of young people. The proposed approach should be reflected both in the classroom and in the self-organized work, internal reflection and awareness of the importance of their specialty. As a result of the training, students should have a clear understanding of their role in the implementation of tolerant and Patriotic education of the younger generation. So, according to D.W. Lapin: «... there is a growing need in the preparation of the higher school of specialists of high culture, able to interact directly with representatives of various cultural otherness in the face of increasing migration flows, the awakening of national consciousness and the extension of international cooperation» [16, p. 58]. We have identified three main components that make it possible to form a deontological culture of the future organizer of youth work. Firstly, it is a motivational component, which involves the development of a sustainable vision of the student about the role of education, upbringing and development of youth in the spirit of patriotism and love for their Homeland. The second component is informative, which involves obtaining the necessary amount of basic knowledge that allows the future employee of the youth sphere to carry out his work at the appropriate professional level, it is easy to navigate in the available techniques in the work, regulatory legal acts regulating labor activity. The third, the technological component, is inextricably linked with the practical activities of the youth worker. It involves the practical application of acquired knowledge in the profession and focus on the moral quality of the conversations with boys and girls. This component takes into account all aspects of working with young people, it is the manner to communicate (build communication), and the manner of dress, and the compliance of existing knowledge of the work carried out. One of the most important elements in the presented model is the content of the process of formation of deontological culture, which consists of cultural, professional and practical unit. The culturological block is the basis for the further process of formation of deontological culture. It is focused on the creation of conditions sufficient for the development of students’ professional and deontological worldview, the concept of their own professional behavior. It is represented by the following disciplines: «Philosophy», «Social psychology», «History», «Jurisprudence». The professional block sets a task formation at students of deontological thinking, effective means of self-development, self-improvement. This information is received by students in the classroom on pedagogy, General, age and pedagogical psychology, management in the youth environment, the theory and practice of social interaction, etc. The practical unit is aimed directly at the development of skills in professional behavior and should be implemented through a special course «Fundamentals of deontology in the professional activities of the organizer of work with young people». The criteria and indicators for assessing the formation of deontological culture presented in the model in detail will allow us to determine its level in the future employee of the youth

67 CONTEMPORARY PROBLEMS OF SOCIAL WORK sphere. The indicated criteria and indicators serve as indicators for determining the professional readiness of the future organizer of youth work to carry out their work activities, based on deontological ideas in the professional field. At the end of the model, we determined the expected result from the implementation of the proposed structure. The planned result involves obtaining the formed personality of the organizer to work with young people who have a high level of deontological culture. Conclusion The presented model is based on the idea of applying a systematic approach to the formation of a deontological culture of the organizer of work with young people. It presents the main blocks of pedagogical influence on students, identified the components of their formation, criteria and indicators for assessing the deontological culture of bachelors in the direction of training “Organization of work with young people”. This model is complete and requires further testing by means of appropriate technology.

References 1. Artemov V.Yu. Deontological pedagogics as a new independent direction in professional training // Almanac of modern science and education. Tambov, 2014. P. 13–15. 2. Churilov Yu.S. Ethics and deontology in special education // Ural state pedagogical University. Ekaterinburg, 2005. P. 54–57. 3. Decree of the President of the Russian Federation of December 19, 2012 No. 1666 “Strategy of youth development of the Russian Federation until 2025” // ConsultantPlus. 4. Egorychev A.M., Kretinin A.S. Experience and traditions of Soviet education: the need for modern education system // CITISE. URL: http://ma123.ru/wp-content/uploads/2017.pdf – 2017 No. 2 (11) (date of access: 21.02.2018). 5. 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 . Vol. 5. 1 December 2014. Issue 2. P. 82–91. 6. Fomina S.N. An integrative approach to professional training of social professionals working with young people in higher education. M.: Perspective, 2013. 184 p. 7. Gegel L.A., Kazakova E.O. Specialist in youth work: problems of training and demand // Higher education in Russia. 2018. No. 2 (220). P. 88–94. 8. Grigorieva O.N. Development of teacher’s deontological culture in the system of additional adult education // Proceedings of the Republican Institute of higher education. 2017. No. 17-2. P. 145–152. 9. Guidelines for beginners professionals working with young people / Obl. youth center. and citizens. initiatives “Commonwealth” ; under the common ed. of L.A. Zhukova. Vologda: The Commonwealth, 2014. 90 p. 10. Ivoeva A.V. Deontological Culture in Professional Training of Specialists in «Organization of Work with Youth» // Contemporary Problems of Social Work. Vol. 3. 2017. No. 2 (10). P. 89– 95. 11. Ivoeva A.V. The Role of ethical culture in professional training of the organizer of the youth work // CITESA. 2017. No. 3 (12). 12. Kertaeva K.M., Kalimzhanova R.L. Deontological aspect of the development of speech culture of the personality of a social pedagogue. 2016. No. 5 (9). 13. Kondaurova I.G., Igonina T.B. System of pedagogical activity on preparation of students for future professional activity // Bulletin of Kemerovo State University. Kemerovo, 2011. 14. Korzhueva E.V. Formation of professional culture of the future specialist in youth work in the process of studying at the University: thesis ... cand. ped. sciences. Kaluga, 2010. 15. Kozel V.N., Fomina S.N., Isaeva A.V. Professional competency, employability and career professionals working with young people // Student library. M., 2012. 16. Lapin D.V. Formation of General cultural competences of future bachelors on work with youth in multicultural educational space of higher education institution // Siberian pedagogical journal. Novosibirsk, 2013. 17. Levitan K.M. Basics of pedagogical deontology: studies benefit for higher schools. M.: Science, 1994. 192 p.

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18. Mityaeva, A.M., Puzankova, E.N., Egorychev, A.M., Fomina, S.N., Pravdyuk, V.N. Interethmc communication and interaction of students in their professional training // Social Sciences (Pakistan).Vol. 11. Issue Special. Issue 3. 2016. P. 6511–6515. 19. Rostovskay T.K., Fomina S.N. Professional education of specialists in youth work: Genesis of development // Management Issues. 2016. No. 2 (20). P. 230–238. 20. Selimova Z.I. Formation of deontology of teachers in the aspect of professional education // Proceedings of DSPU. Makhachkala, 2013. No. 2. P. 80–83. 21. Selimova Z.I. Program of extracurricular work on ethical education of students // Modern science and the youth: Materials of the IV international youth scientific conference. April 28, 2011. Makhachkala, 2011. 22. Sheplyakov I.A. About the specifics of the ethical culture of a social pedagogue // Austrian Journal of Humanities and Social Sciences scholar. M., 2015. 23. Sizikova, V.V., Anikeeva, O.A., Galkina, T.A., Mardakhaev, L.V., Starovojtova, L.I., Makarov, V.E. Experimental study of the possibilities of professional activity standardization in the social work: Russian experience // Biosciences Biotechnology Research Asia. Vol. 12. 1 April 2015. Issue 1. P. 895–901. 24. Sorikhina V.P., Fomina S.N. Organization of Research Work of Future Experts in Social Sphere: Problems and Prospects // Contemporary Problems of Social Work. Vol. 3. 2017. No. 1 (9). P. 111–116. 25. Spirituality and social service. The value world of the Russian youth: monograph: in 3 t. T. 1 / under the General editorship of K.T. Rostov, A.M. Egorychev. M.: Perspective, 2018. 296 p. 26. Technologies of work with young people (experience of the Department of social technologies and organization of work with young people of MGGU. M.A. Sholokhova): Collective monograph / ed. by S.Yu. Popova (Smolik). M.–Tver: SFK-Office, 2015. 326 p. 27. The order of the Ministry of education of the Russian Federation from 12.01.2016 No. 7 “On approval of the Federal state educational standard of higher education in the direction of preparation 39.03.03 Organization of work with young people (undergraduate level)”. 28. Varlamova E.Yu. Implementation of Ethno-Cultural Approach in Higher School As Factor of Socialization of Multilingual Person of Future Teacher // Contemporary Problems of Social Work. Vol. 3. 2017. No. 1 (9). P. 117–123. 29. Yakovlev E.V., Yakovleva N.Oh. Model as a result of modeling of pedagogical process // Bulletin of Chelyabinsk State Pedagogical University. Chelyabinsk, 2016. No. 9. P. 136–140.

REFERENCE TO ARTICLE Ivоeva, A.V. (2018) Model of Formation of Deontological Culture of Organizers of Work with Youth in the Conditions of High School, Contemporary Problems of Social Work. Vol. 4. No. 1 (13). P. 62–69. DOI: 10.17922/2412-5466-2018-4-1-62-69 (International bibliographic description).

CONTACT INFORMATION: Ivоeva Alla Vladimirovna Chief Specialist-Expert, the Russian Children in Need Fund Postgraduate Student Ilyinka str., 21 127994 Moscow, Russian Federation E-mail: [email protected]

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Sorikhina V.P., postgraduate student, Russian State Social University, Moscow. E-mail: [email protected] ORCID ID: orcid.org/0000-0003-1959-2184 Fomina S.N., doctor of pedagogical sciences, associate professor, professor of the department of social pedagogy and organization of work with youth, Russian State Social University, Moscow. E-mail: [email protected] Scopus Author ID: 56719572200 ResearcherID: D-4260-2017 ORCID ID: orcid.org/0000-0003-2669-7603 UDC 37 DOI 10.17922/2412-5466-2018-4-1-70-76 The Necessity, Essence and Content of Students’ Integration into Research Activities in the Professional Training of Bachelors of Organization of Work with Youth

Receiving date: Preprint date: Taking to print date: 23.01.2018 28.02.2018 30.03.2018

Annotation: the article reveals the necessity, essence and content of integration of students into research activities in the professional training of bachelors in the organization of work with young people. The complex of theoretical (system-terminological, comparative-comparative analysis, synthesis, generalization) and empirical research methods is used. The authors have clarified the concept of integration of students in research activities in the process of training in high school, as well as identified four approaches to its definition. Analysis of these approaches allowed to approach the problem of integration of students into research activities in vocational training at a qualitatively new level. Key words: integration, learner, research activity, professional training. JEL classification: I200, I290.

Introduction Recently, the integration of technical, natural and social Sciences, the interpenetration of their methods, ideas, structures is becoming increasingly common. In this regard, the definition of the essence of integration processes in various spheres of life, and in particular in pedagogical theory and practice, is currently an urgent task. Trained in our work – a young man, a student of higher education, carrying out professional training in high school. To clarify this concept, we introduce the following definition: «young people (from 14 to 30 years) – a socio-demographic group, allocated on the basis of age characteristics, social status and characterized by specific interests and values» [10]. «Students are socially active, searching, creative, initiative, cognizing, often influenced by new trends and unpredictable social community, on the orientation of which our “tomorrow”depends. Student age – a period of 17 to 25 years, which is the most important final stage of the formation of the individual, and the main stage of professionalization» [15]. 70 VOLUME 4, No. 1 (13), 2018

Method The complex of theoretical (system-terminological, comparative-comparative analysis, synthesis, generalization) and empirical research methods is used. Results To understand the need to integrate students into research activities, it is necessary to identify the meaning of the concept of «integration». In our study, it is the key. Now there is a huge number of its definitions, we will give some of them. 1. In the Dictionary of S.I. Ozhegov «integration is a Union into one» [18]. 2. The concept of integration according to The Russian encyclopaedic dictionary is «the state of connection of separate differentiated parts into a whole» [21]. 3. In the philosophical encyclopedic dictionary «integration is a part of the development process associated with the integration of previously heterogeneous parts and elements» [23]. Scientists V.S. Bezrukov and A.Y. Danilyuk there are three stages in the formation and development of integration in the Russian education of the twentieth century [6, p. 18; 22]. Stage 1 (turn of the century – 1920s) – labour school. Stage 2 (1950–1970-ies) intersubject relations. Stage 3 (1980–1990-ies) actually integration [17]. The analysis of scientific literature showed that until 60–70 of XX century this concept was not used in pedagogical dictionaries. Currently, there is a huge number of its definitions, based on their analysis, we emphasize that integration is the unification of previously disparate elements or the restoration of unity. For a deeper analysis of the concept of integration, its importance in pedagogical Sciences, we turned to the works of the following scientists researchers: I.P. Yakovlev, V.S. Bezrukov, V.V. Levchenko, L.V. Mardahaev, S.N. Fomina, G.I. Baturin, S.Y. Bayeva, N.N. Petukhov, A.F. Shamich, V.N. Turchenko. The analysis of the national scientific literature showed that the historical roots of «integration» go into philosophical views and include the first scientific works on integration. «Well-known Russian philosopher V.N. Turchenko considers integration as a process of creating systems with qualitatively new properties by combining into a single unit two or more heterogeneous elements. According to him, this integrated system is more effective than all its components before the integration of parts» [9]. In the first pedagogical researches on integration (G.I. Baturina, S.Ya. Baeva, N.H. Petukhov) there is a direct borrowing of philosophical concepts and definitions [3]. The authors of A.F. Shamich and N.S. Kostousov note that «as a full-fledged scientific notion of integration was included in the Russian pedagogy in the first half of the 1980-ies, against the background of rapidly developing in the country and in the world integration processes in the economy, politics, science, culture and other spheres of social life. In Russian philosophy, this concept was classified as foreign until the mid-1970s» [26]. L.V. Mardahaev in the textbook «Social pedagogy» provides the following definition: «integration (lat. integration-recovery, replacement) – the state of connectivity of individual differentiated parts and functions of the system, the body as a whole, as well as the process leading to such a state» [14]. S.N. Fomina emphasizes integration as a process that leads to a new quality – integrativity and gives the following definition: «integratsia (from the Latin integer) is a process of unification into a whole of disparate elements, which leads not to a simple sum of them, but to a new quality – to integrativeness. Integrativeness (from Latin integratio) is integrity, and integration can be the creation of this integrity» [9; 25]. For example, the concept of integration as the state of connectivity of individual differentiated parts as a whole is presented in The Russian encyclopedic dictionary. S.N. Fomina in his thesis notes that “in the implementation of

71 CONTEMPORARY PROBLEMS OF SOCIAL WORK integration is not a mechanical connection, and essential interpenetration at the philosophical and substantive level, which allows you to implement the idea of integrativity. In the end, such an integrative product formed through integration allows to provide effective mastering by students of new integrative knowledge and skills» [9]. Scientist L.V. Mardahaev gives the definition of integrationist man «is the quality of the individual, characterizing its ability to adapt to sociocultural environments and intentionally and productively to express themselves in it» [14]. Scientist I.P. Yakovlev in his works reveals integration trends common to higher education and society development, and also believes that the concept of comprehensive and harmonious development of the individual is the theory of integration of the individual («both in terms of unity of personal and public interests, and in the aspect of interdependence, unity of all its parties and properties, i.e. integrity»). I.P. Yakovlev, considering the problems of integration of higher education with science and production, focuses on the organizational and institutional side: «it is necessary to unite, integrate all means of production, science, education, management in order for a specific process to “work” on the individual» [31]. According to V.V. Levchenko, the integration process in education «is the process and result of the development, formation and formation of multidimensional human integrity in terms of integrative-pedagogical activity. At the same time, development is the process of progressive change in the physical, mental and spiritual properties of a person; formation is the emergence of physical, mental and spiritual tumors in a person; formation is the acquisition of physical, mental and spiritual tumors of relative stability, certainty and completeness. Thus, integration in pedagogics seems to be an integral process and at the same time an integral part of a wider system-integration processes in education». V.V. Levchenko highlights the following integration criteria: – «man as an object, subject and subject of research in its simultaneous integrity and openness of the processes of study, education and development; – organization of the pedagogical process (interdisciplinary integration, transfer of individual methods, means from one science to another, formulation of fundamental related scientific problems, change the strategy of scientific research, radical change in the foundations of science in the process of impact on one another); – structure of the educational institution (internationalization, transnational universities)» [12]. V.S. Bezrukova gives the following definition of pedagogical integration, where it is understood as «the establishment of links and relations by pedagogical means and for the sake of pedagogical purposes. Integration is carried out within the framework of pedagogical theory and practice, so the principles, forms and methods of integration are pedago- gical» [4]. «Integrative-pedagogical activity is an integral system, which includes an organized set of constitutive, structural and content indicators; its functioning is due to the presence of the driving forces, mechanisms and technological infrastructure, which incorporates the conditions, means (methods, techniques), “technological chain”: organizational and information support; setting the objectives of the IPD; definition of heuristic and methodological grounds; choice of the backbone factor; selection of structural and morphological indicators; creation of integrative-pedagogical neoplasms; adjustment and adjustment of the current results of the pedagogical process; quality control of integrative pedagogical activity» [5]. The concept of integration, its types are well represented in modern scientific literature. They are especially well revealed in the economic sphere. Consider two classifications of types of integration: 1) horizontal, vertical, diagonal (conglomerate); 2) external and internal.

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Types of integration are studied in detail and presented in the economic Sciences. Thus, scientists and distinguish three types of integration: horizontal, vertical, diagonal (conglomerate). Horizontal integration is the Union of enterprises working and competing in the same field of activity. Horizontal integration includes mergers of companies engaged in the production of similar products. Vertical integration refers to the process of expanding the company’s activities within the already developed industry. A.F. Dyatlova defines vertical integration as «the formation, the participants of which are involved in the production of the same or conjugate products, participating in different technological stages of movement of goods. At the same time, some organizations are customers of others and together form a production chain, serving the same market sector» [7]. The author I.K. Pinkevich notes that «as a result of vertical integration, there is a company that transfers from one of its departments to another goods or services that can be sold on the market. Vertical integration shows the extent to which one business unit is included in the successive stages of production and sales of the products of another business unit» [24]. Diagonal (conglomerate) integration is an Association of firms that do not produce uniform products and are not in the relationship of the buyer and the seller. Types of integration are also considered in pedagogical Sciences. I.A. Larionova, exploring the processes of integration in education, identifies external and internal integration. If the external integration is connected, first of all, with the problem of building global forms of educational space (Bologna process), using the accumulated experience of the countries of a particular culture (European), the internal involves the creation of local integrative educational systems: any institutions, departments, structures; integrated courses, disciplines; new technologies, forms, methods of training, etc. [11]. In psychological and pedagogical sciences, the Association of various activities (research, educational, industrial) or scientific knowledge of different disciplines is referred to external integration, and to internal integration – the synthesis of components within one activity, one science or discipline. I.A. Larionova, systematizing the works of scientists on the problems of classification of types of integration, identifies both intra-subject integration of pedagogical knowledge and interdisciplinary integration of knowledge in education. Based on the listed opinions of scientists on integration, we conclude that there are many approaches to its definition. In the scientific literature the category «approach» is considered in different meanings and in this regard there is a huge set of its definitions. The most common is the following: the approach is an organizational characteristic of scientific research that determines the basis (a set of techniques, methods) for solving problems» [9, p. 42]. «The development and application of approaches involves not only the understanding of pedagogical phenomena, laws and laws that determine the development of education, but also the development of practical ways to change the pedagogical reality, the search for ways of modernization, the construction of effective educational models that can be implemented in the practice of education» [9, p. 42]. Consider the integration of students in research activities in the training of bachelors organization of work with young people in accordance with the following approaches: activity, personality-oriented, environmental and competence. The approaches, their representatives and the main characteristics are presented in table 1. According to the activity approach, the leading role in training is given to practice. «The formation of motives can occur in the process of activity; and if in the process of training the future specialist in work with young people feels positive emotional satisfaction, there is an disclosure of creative potential, and situational, unstable motives can be transformed into a spiritual need for this activity, into conscious purposeful behavior» [9, p. 51].

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Table 1 Approaches to the consideration of integration of students in research activities, their representatives and characteristics No. Name Representatives Characteristic 1 Operation B.G. Ananiev, A.N. Leontiev, S.L. Rubin- The development of learning stein, B.I. Vorozhtsov, A.V. Petrovsky content in the course of activities undertaken 2 Personality- I.S. Yakimanskaya, S.A. Amonashvili, This approach is focused on the stu- oriented K. Rogers, V.V. Serikov dent’s personality, needs, uniqueness 3 Contextual- S.T. Shatsky, L.S. Vygotsky, A.S. Maka- The approach from the point of view of ist renko, F.I. Schmidt influence of environment on the forma- tion of personality 4 Competent A.E. Lebedev, E.F. Zeer, G.N. Serikov, Orientation to the development of the A.S. Khutorskoi, L.V. Mardahaev student’s competencies

Personality-oriented approach is to create conditions for the disclosure of personality, its potential, abilities. Orientation to the student’s personality, needs, uniqueness. In professional training such approach is used as formation, development and self-realization of the personality. In this approach, personality is a self – organizing entity, which brings to the fore the problems of self-education and self-organization. The environmental approach is reflected in many works of Russian teachers. Y.S. Manuilov in his thesis work on a theme «approach in education» emphasizes the necessity of environmental approach «as a condition of implementation and an important addition to the existing Toolkit of the educational system, and as a way of organizing environment and to optimize its impact on the identity of the student» [13, p. 5]. A.S. Makarenko, noting the importance of the environment and education in it, wrote the following: «Educates not the educator, and environment» [1]. Thus, we come to the conclusion that the environment has a great impact on the formation of the individual. In the context of our work, the environment is a higher educational institution in which the student is trained. Competence-based approach lies in the orientation on learning outcomes. The main concepts in this approach are «competencies» and «competence». Its essence lies in the fact that in the process of obtaining higher professional education the student must master his/ her basic competences in the chosen field and become a competent specialist. With regard to our research, this approach means mastering the student scientific research competence in the process of training and the ability to apply it in future employment. Analysis of these approaches allowed to approach the problem of integration of students into research activities in vocational training at a qualitatively new level. Integration of students into research activities in the process of training bachelors organization of work with young people-is the process of unification into a whole bachelor organization of work with young people and research activities in high school, which leads to a new quality – integration. Where research activity is a specific type of cognitive and creative activity of a person aimed at obtaining objective knowledge about the world, society and the knowledge itself, as well as meeting cognitive and intellectual needs, using various research methods to transform reality. Conclusion Integration and as a result a new quality integrative, cannot be carried out once, this process needs to build a system. It is possible to integrate students into research activities only through building a specific system that will work in the process of their training. This article clarified the concept of integration of students into research activities in the process of vocational

74 VOLUME 4, No. 1 (13), 2018 training at the University, as well as identified four approaches to its definition. Analysis of these approaches allowed to approach the problem of integration of students into research activities in vocational training at a qualitatively new level.

References 1. A reader on the history of pedagogics / comp. I.E. Lakin [et al.]. M.: Vysshaya shkola, 1971. 608 p. 2. Bagrova N.V. Actual Problems of Russian Education: Ways of Their Solution and Modernization of Education // Contemporary Problems of Social Work. Vol. 3. 2017. No. 4 (12). P. 84–89. 3. Baturina G.I. Ways of integration of scientific and pedagogical knowledge // Interactive processes in pedagogical science and practice of Communist education: Collection of scientific works. M., 1983. P. 4–21. 4. Bezrukova V.S. The Integration processes in theory and practice. Ekaterinburg: SSPI, 1994. 5. Chapaev N.K. Theoretical and methodological foundations of pedagogical integration: dis. ... d-ra ped. sciences. Yekaterinburg, 1998. 462 p. 6. Danilyuk A.Ya. The theory of integration of education. Rostov n/D, 2000. 440 p. 7. Dyatlova A.F. Theoretical bases of economic integration of corporate agro-industrial formations // Accounting, statistics. 2011. No. 1 (74). P. 328–334. 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. Fomina S.N. Integrative approach to professional training of specialists working with young people in higher education: dis. ... d-ra ped. sciences. M., 2015. 10. Fundamentals of the state youth policy of the Russian Federation for the period up to 2025. Approved by the order of the Government of the Russian Federation of November 29, 2014 No. 2403-p. 11. Larionov I.A. Problems of integration in the professional preparation of social pedagogues and social workers // Ped. Education and Science. 2008. No. 2. P. 52–54. 12. Levchenko V.V. Pedagogical integration in the system of training in high school. Samara, 2009. 13. Manuilov Y.S. Environmental approach in education. M., 1998. 49 p. 14. Mardahaev L.V. Social pedagogy: textbook for stud. higher studies’ institutions’. M.: RSSU Publishing house, 2013. 416 p. 15. Marishchuk L.V., Voitko O.K. On the results of socio-psychological research orientation and value orientations of students // Scientific Notes of Russian State Social University. Vol. 16. 2017. No. 5 (144). 16. Mityaeva, A.M., Puzankova, E.N., Egorychev, A.M., Fomina, S.N., Pravdyuk, V.N. Interethmc communication and interaction of students in their professional training // Social Sciences (Pakistan).Vol. 11. 2016. Special. Issue 3. P. 6511–6515. 17. News of the Ural State University of Economics. No. 12. Yekaterinburg, 2005. 172 p. URL: http://izvestia.usue.ru/download/12.pdf. 18. Ozhegov S.I., Shvedova N.Yu. Explanatory dictionary of Russian language: 80.000 words and phraseological expressions. 1999. 944 p. 19. Papkova N.E., Bagrova N.V. Acquaintance with Professions: An Integrated Approach in the Professional Orientation of Preschool and School Children // Scientific Notes of Russian State Social University. Vol. 16. 2017. No. 6 (145). P. 151–160. 20. Papkova N.E., Bagrova N.V. Adaptation and Socialization of First-Year Students in a Modern College // Scientific Notes of Russian State Social University. Vol. 16. 2017. No. 3 (142). P. 157–165. 21. Papkova N.E., Bagrova N.V. Children’s Camp As an Educational and Career-Oriented Resource // Contemporary Problems of Social Work. Vol. 3. 2017. No. 4 (12). P. 132–141. 22. Papkova N.E., Bagrova N.V. Professional Orientation of Schoolchildren: Russian and Foreign Experience // Scientific Notes of Russian State Social University. Vol. 16. 2017. No. 5 (144). P. 183–191. 23. Philosophical encyclopedic dictionary. M., 1983. 24. Pinkevich I.K. Vertical integration as a business development strategy in the agro-industrial complex. URL: https://clck.ru/Db5oF. 25. Russian encyclopedic dictionary. URL: http://www.vedu.ru. 75 CONTEMPORARY PROBLEMS OF SOCIAL WORK

26. Shamich A.F., Kostousov N.S. Methodological foundations of theories of integration and convergence in historical and pedagogical research. URL: file:///C:/Users/mariginiup/ Downloads/Metodologicheskie-osnovy-teorii-integratsii-I-convergencia-Wi-istoriko- pedagogicheskih-issledovaniyah.pdf. 27. Sizikova V.V., Anikeeva O.A., Galkina T.A., Mardakhaev L.V., Starovojtova L.I., Makarov V.E. Experimental study of the possibilities of professional activity standardization in the social work: Russian experience // Biosciences Biotechnology Research Asia. Vol. 12. 1 April 2015. Issue 1. P. 895–901. 28. Sorikhina V.P. Integration of research activities in training students in the direction «Organization of work with youth». Topical issues in science and practice // Collection of articles based on the materials of the III international scientific-practical conference (4 November 2017, Kazan). Ufa: Dendra, 2017. P. 145–148. 29. Sorikhina V.P., Fomina S.N. Organization of Research Work of Future Experts in Social Sphere: Problems and Prospects // Contemporary Problems of Social Work. Vol. 3. 2017. No. 1 (9). P. 111–116. 30. 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. 31. Yakovlev I.P. Integration processes in higher education. L.: Publishing house of Leningrad. State Un-ty, 1980. 115 p. 32. Yunusov M.M. Electronic Educational Resources in the Training of Primary Education Specialists // Contemporary Problems of Social Work. Vol. 3. 2017. No. 2 (10). P. 130–137.

REFERENCE TO ARTICLE Sorikhina, V.P. & Fomina, S.N. (2018) The Necessity, Essence and Content of Students’ Integration into Research Activities in the Professional Training of Bachelors of Organization of Work with Youth, Contemporary Problems of Social Work. Vol. 4. No. 1 (13). P. 70–76. DOI: 10.17922/2412-5466-2018-4-1-70-76 (International bibliographic description).

CONTACT INFORMATION: Sorikhina Victoria Petrovna Postgraduate Student Russian State Social University Wilhelm Pieck str., 4, build. 1 129226 Moscow, Russian Federation E-mail: [email protected] Fomina Svetlana Nikolaevna Doctor of Pedagogical Sciences, Associate Professor Professor of the Department of Social Pedagogy and Organization of Work with Youth Russian State Social University Losinoostrovskaya, 24 107150 Moscow, Russian Federation E-mail: [email protected]

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Chernikova A.A., deputy head of international department; postgraduate student, Russian State Social University, Moscow. E-mail: [email protected] ORCID ID: orcid.org/0000-0002-8125-7566 UDC 316.4.06 DOI 10.17922/2412-5466-2018-4-1-77-83 Educational Migrants: Sociocultural Environment As a Key Factor in the Formation of Life-Learning Strategies

Receiving date: Preprint date: Taking to print date: 19.01.2018 28.02.2018 30.03.2018

Annotation: migration has contributed to the richness in diversity of cultures, ethnicities and races in developed countries. Individuals who migrate experience multiple stresses that can impact their mental well being, including the loss of cultural norms, religious customs, and social support systems, adjustment to a new culture and changes in identity and concept of self. Indeed, the rates of mental illness are increased in some migrant groups. Mental health practitioners need to be attuned to the unique stresses and cultural aspects that affect immigrants and refugees in order to best address the needs of this increasing and vulnerable population. People migrate for many reasons, including broadly political, socioeconomic and educational. Migration trends are highly dynamic and the recent period has seen a transformation of migration in the world. The goal of the article is to obtain a more complete picture of integration processes of educational migrants and of the role of individual traits, group characteristics and reception contexts. Key words: educational migrants, sociocultural environment, life-learning strategies, cultural integration, cultural identity, cultural congruity, ethnic density. JEL classification: А140.

Introduction Currently, more than 160 000 foreign students are studying at Russian universities. By 2020, their number should be increased up to 300 000 ones. This concept defines the principles, main goals and tasks of the Russian Federation in the field of providing educational services to foreign citizens in Russia and abroad. Methodology Strengthening the socio-economic and political situation in Russia significantly expands the opportunities for effective international cooperation in order to implement the geopolitical and geo-economic strategic interests of the Russian Federation. Russia has an unconditional 77 CONTEMPORARY PROBLEMS OF SOCIAL WORK potential for taking the leading positions in the world economy. In these conditions, educational policy becomes one of the most important tools for the country’s innovative development, ensuring its competitiveness in the global space. The competitiveness of the Russian education system can be achieved through the implementation of an effective educational export strategy, which for many countries is a lucrative branch of the economy, an important policy area and an indicator of social and cultural development, in the context of the internationalization of Russian education, which will raise its level and quality [16]. Education is one of the most important competitive advantages of Russia. At the same time, against the background of a high level of education of the population and the constantly growing domestic market of educational services, Russia’s share in the international market for educational services is practically not growing. This is not only a lost economic benefit, but also the missed political opportunities for Russia’s influence in the international arena through the dissemination of Russian achievements in science and technology, the Russian language and Russian culture, through the training of professional and political elites for other countries of the world. The development of export of education should also promote the acceleration of the exchange of scientific developments and the introduction of new technologies, the development of research potential and the improvement of the quality and sustainability of the educational programs of Russian scientific and educational institutions. The policy aimed at the internationalization and development of the export of Russian education is an important tool for implementing key national policy objectives. Each university has its own strategy of internationalization. And, of course, everyone is trying to attract foreign entrants, using different means: starting from promotion in social networks, ending with agitation in the Russian centers of science and culture and the Embassies. In my opinion, all means are good. But it is necessary to take into account the cultural, social, and, of course, the economic and political level of the country attracted students. The expansion of international, including educational, contacts and cooperation in the field of education is one of the most important and urgent tasks of many countries. It is through education and education that people can be brought together and the integration of the world community accelerated. In the modern world, interstate educational contacts are intensively developing, the number of young people wishing to receive education in another country is increasing. At the end of the twentieth century, the processes of globalization caused a sharp increase in the scale of international migration. Migration, as a social phenomenon, has an objectively conditioned character, develops under the influence of various factors, the most significant of which are political and economic factors [1]. The accumulated experience of the international migration policy makes it possible to determine the reasons for the social demand for migrants as a source of improving the socio-demographic situation and means of optimizing the labor market and employment [20]. It should be noted that in recent years, recruiting and the number of foreign students are at the center of attention of the academic community and educational authorities at all levels. The main problem areas were visa support, migration accounting, medical care, socio-psychological and cultural adaptation of foreign citizens. Many Russian universities try to organize work on the socio-psychological and cultural adaptation of foreign students. Student councils, individual activists from among students are actively involved in it, but nevertheless it seems insufficient, experienced experts, including psychologists, financial resources and constant work in this area are needed. Despite the large number of international programs of academic mobility, the problem of educational migration has not been studied so widely in the scientific literature. The very term “migration” comes from the Latin “migration”, which means moving. English scientist E. Ravenshtein, one of the first to give a scientific definition, considering it quite widely as a phenomenon of permanent and / or temporary change of a person’s place of residence [15]. Educational migration is considered as a territorial movement, differing in a significant variety (by purpose, timing). International

78 VOLUME 4, No. 1 (13), 2018 educational migration is a movement of people between countries in order to obtain education of different levels and for different terms. Mental health practitioners work in an increasingly multicultural world, shaped by the migrations of people of many different cultural, racial and ethnic backgrounds [9]. People migrate for many reasons, including broad political, socio-economic and educational. Culture plays an important role in the presentation of the disease, and cultural differences affect the diagnosis and treatment of migrant populations in part because of linguistic, religious and social differences from the doctor who provides care. In addition, it seems that the incidence and prevalence of mental disorders differ among people of different cultural backgrounds due to the interaction of biological, psychological and social factors. My research is devoted to the problem of the emergence of a new social community in the educational field. According to the definition, the social community is a real union of people, objectively defined by the way of their stable interrelation, in which they act (manifest themselves) as a collective subject of a social action [13]. The reality of social relations is always given as the reality of relations between certain social groups, therefore, for sociological analysis, a very important and fundamental question is the question of what criteria should be used to isolate groups from the diversity of various kinds of associations that arise in human society. Considering social groups of international educational migrants, it is possible to single out the following signs of such community. 1. Similarity and proximity of the conditions of life of individuals. 2. Common needs. 3. Availability of joint activities. 4. Formation of own norms of relationships (social norms). 5. Formation of internal organization (management systems and self-control). 6. Social self-identification (assigning oneself to a specific community). Results Thus, groups of educational migrants studying in Moscow universities can be singled out as a separate social community that has all the characteristics of a social group. Having conducted a biographical in-depth interview with more than 230 foreign students, I can come to the following conclusions by country of origin: 1. Potential students from the African countries and the Middle East learn about the opportunities for obtaining education in Russia by alerting the local Russian embassies. Information on the official website of the university is not read until the arrival. Students who are in Russia help their comrades get an invitation to enter Russia. Some even make good money on this by exhibiting a sufficiently large account for entrants. 2. Applicants from China, Korea, Indonesia and Japan use the web sites of universities, as well as social networks, quite progressively. Here, the positioning of partner universities is also playing a role, which has established academic exchanges for students. In 80% of cases, students after a short-term internship return to higher education programs. 3. Students from Latin American countries combine the first two options for obtaining information. So, let me deal with the concepts of cultural diversity and cultural identity for educational migrant. This topic is quite vivid and actual nowadays, since such trends are one of the most important challenges that different societies will face. The debate on the perceived costs and benefits of cultural diversity is already intense. This is well illustrated for instance in France, where discussions about the wearing of the Islamic veil and the burqa stimulated in turn a public debate on the French national identity. It is important to define basic sociologic terms of identity to understand cultural identity. Culture is learned and passed through generations and includes the beliefs and value system of

79 CONTEMPORARY PROBLEMS OF SOCIAL WORK a society. Culture has been described as features that are shared and bind people together into a community [6]. Identity is the totality of one’s perception of self, or how we as individuals view ourselves as unique from others. Crul notes that racial, cultural and ethnic identities form part of one’s identity, and identity will change with development at a personal as well as at a social level along with migration and acculturation. Social identity can be thought of as the culturally defined personality characteristics, which are ascribed to social roles, such as the role of being a father, mother, friend, employer, employee, etc. Ethnicity is a source of social identity. Ethnic groups are composed of people who may or may not share the same race but do share common cultural characteristics, including history, beliefs, values, food and entertainment preferences, religion and language. Ethnicity typically incorporates both race and culture [7]. Race is based on biologic constructs, such as sharing certain physical attributes; it may or not be also a social and political construct [5]. For example, people from the West Indies, Africa and parts of North and South America may share the same race but have different beliefs, value systems, social norms and idioms of distress. More generally, sociologists have paid much attention to the fact that immigrant integration schemes can significantly change the design and of public policy in the host society. An example of this problem concerns the sustainability of public welfare institutions in the context of multicultural societies. Cultural diversity can indeed affect the sense of community and social solidarity that constitute the fundamental foundations of the democratic systems of the welfare state. This can lead to a blurring of the social consensus regarding redistribution and a reduction in political support for universal social programs. State policy aimed at correcting horizontal inequality, through cultural groups, can lead to the replacement of vertical redistribution among social classes [8]. As a structuralist approach in sociology, the economic analysis of cultural integration emphasizes the role of economic incentives and opportunities. Incentives and opportunities, in particular, depend on the size of the minority group. Indeed, assimilation to a dominant culture is likely to provide large-scale benefits in terms of economic interactions. Therefore, we usually should expect that smaller minorities will be culturally assimilated faster and easier than larger minorities. In addition, the socio-economic achievements of cultural assimilation significantly depend on the institutional factors of the host country, as well as on the reaction of the dominant group to the structure of minority integration. In particular, supply factors, such as forms of socio-economic isolation of the dominant group, can significantly reduce the demand for cultural assimilation by minority representatives and can stimulate, on the contrary, the adoption of strategies leading to cultural separation. Under certain circumstances, the socio-economic exclusion of the dominant group could even create conditions for the emergence of oppositional cultures, as a sort of “negative demand” for assimilation [12]. The process of integrating an individual of a particular immigrant group into its host country is characterized by several dimensions, which are usually combined into four separate but not mutually exclusive general categories: economic, legal, political and social integration. The first category, economic integration, is connected with integration processes in “market” relations [23]. These include integration into the labor market, residence, education and skills training, which are evaluated in market interactions. The second category, legal integration, is associated with the evolution of the status of an immigrant and its consequences for his (or her) living conditions. The third category is political integration. It is connected with the socio-political sphere and with the collective decision-making processes in the host country. As a rule, this is an interest in local political processes, participation in political organizations, voting, etc. Finally, cultural integration is the fourth category. This is connected with the social and cultural sphere and concerns cultural habits, values and beliefs, religion and language. It includes measurements that are not usually markets or political processes. Therefore, the measurement of the cultural integration of minority groups involves the search for indicators that are essentially relevant to all these categories.

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The effect of cultural adaptivity reflects the idea that educated people better adapt to different customs and cultures. Therefore, immigrants with higher human capital, having better “technology” for adaptation [3]. The enclave’s effect refers to the fact that educated immigrants are more likely to emerge from their ethnic enclaves because they have better economic opportunities outside their group. It is noted that there are studies in which the influence of education on the formation of identity was discussed. For example, immigrants with higher education acquired before immigration are more likely to integrate than assimilate [4]. Structures of cultural integration can also, in turn, influence the process of accumulating the human capital of immigrant groups, especially for second-generation immigrants. Social- cultural integration patterns may also play an important role with regards to integration in other domains of public life. Social relationships such as social networks, friendships, and local interactions with neighbours, between immigrants and natives. On the other hand, these may be positive, as repeated and multiple social interactions across group boundaries favor cultural integration. Discussion The social capital literature suggests a link between cultural diversity and various measures of social capital. For instance, using individual-level data, Alesina and La Ferrara argue that racial diversity and fractionalization leads to lower levels of trust and participation in voluntary associations [2]. Pantin also finds a strong negative effect of ethnic heterogeneity on generalized trust, as well as on other indicators of social capital [18]. As argued by Nannestad (2008) macro-level studies of the relationship between ethnic heterogeneity and generalized trust have not yet turned out robust results: the studies by Delhey and Newton display notable differences on the estimated relationship between ethnic heterogeneity and trust levels [10; 11]. From the point of view of immigrants’ integration patterns, however, these studies do not directly address the dynamics of social integration between groups which are initially culturally different. Cultural diversity can also weaken the mobilization of the working class and divide organized work along ethnic and linguistic lines. This will reduce the political effectiveness and organizational strength of trade unions, which historically played a decisive role in the political support of the institutions of the welfare state. The first years after migration are dynamic and are considered very important for subsequent integration processes. Established intentions to stay in the destination country, migrants usually acquire the language of the host society and begin to interact with the majority of members, many of them must find work, and some begin to develop emotional attachments to the host country. Much of what will happen later can be expected to reflect and form these early experiences. For example, the first jobs of migrants in the country of destination affect their ability to develop skills, the quality of their work experience and work-related social contacts, which largely determine their future career development. In the same vein, those who come with high expectations are confronted with a new situation with the often-mentioned “optimism of immigrants”; but the experience of discrimination and alienation soon after their arrival can give rise to a social and emotional distance from the majority, which can turn into self-fulfilling prophecies in the long term [16]. Because of the lack of data, this early dynamic has so far remained an unexplored terrain in integration studies. Therefore, the study of new migrants has the potential both to provide important descriptive information about the recent flows of immigrants, and to address such outstanding issues of ongoing integration studies. Conclusions The proportion of ethnic minorities all over the world is increasing, because of the migration of people from around the world. Migration is a complex process, including heterogeneity of causes, experiences, cultural adaptation and stages that affect the mental health of migrants. The stresses of the very process of migration, coupled with the lack of social support, the discrepancy between

81 CONTEMPORARY PROBLEMS OF SOCIAL WORK achievements and expectations, economic difficulties, racial discrimination and harassment, as well as lack of access to adequate housing, medical care and religious practices can lead to inability to adapt and poor physical and mental health. Social and cultural factors have been implicated in the etiology of mental illness among immigrants and refugees, and further study is needed to better understand the role of culture as pathogenic or patho-protective [18; 22]. Cultural loss, which is a primary aspect of the experience of migrants, under the influence and mediation of migration, cultural identity and cultural congruence, along with biological and psychological factors. In order to properly carry out diagnostic and therapeutic interventions, practicing psychiatric patients should appreciate and recognize the socio-cultural factors that affect the manifestation of grief in people who have migrated. Understanding of race, ethnicity, social exclusion and lack of social support, racism, and poverty, poor housing and lack of access to adequate medical care is important for explaining the increased rates of mental illness in ethnic minority groups. In addition, cultural congruence and ethnic density, cultural identity and biological and psychological factors are likely to be important factors in the development of mental illness in migrants. With further research, a better understanding of the complex interactions of these potential vulnerabilities can ultimately lead to preventive measures and reduce the burden of mental illness in this growing population. It is not enough until the Russian higher school realizes joint educational programs and programs in foreign languages, joint international research, measures aimed at internationalizing the content of training programs. Further infrastructure development is required to attract the best students, teachers and researchers, and internationalize the learning system as well.

References 1. Alesina A. and La Ferrara E. Participation in Heterogenous Communities // Quarterly Journal of Economics, 115: p. 847–904, 2000. 2. Aleksynska M. Civic Participation of Immigrants: Culture Transmission and Assimilation”, MPRA Paper No. 7674, 2007. 3. Arredondo P., Perez P. Expanding multicultural competence through social justice leadership // The Counseling Psychologist. 2003. No. 31 (3). 4. Banting K. The Multicultural Welfare State: Social Policy and the Politics of Ethno-Linguistic Diversity // Paper for the Conference on Labour Market Institutions and Labour Market Outcomes, Canadian International Labour Network, Burlington Ontario September, 2003. P. 27–28. 5. Bisin A., Topa G., Verdier T. Religious Intermarriage and Socialization in the United States // Journal of Political Economy. 2014. No. 112 (3). P. 615–640. 6. Chua A., Rubenfeld J. The triple package. What really determines success. N.Y.: Penguin Press, 2014. 7. Crul M., Schneider J. Comparative integration context theory: participation and belonging in new diverse European cities. Ethnic and Racial Studies 33(7): 1249-1268. Heterogeneity Influences the Prospects for Civil Society // The Journal of Politics. 2015. No. 68 (4). Р. 783–802. 8. De Haas H. The determinants of international migration: Conceptualizing policy, origin and destination effects // International Migration Institute Working Paper 32. Oxford: University of Oxford, 2011. 9. De Hoon S. and Van Tubergen F. The religiosity of children of immigrants and natives in England, Germany, and the Netherlands: the role of parents and peers in class // European Sociological Review, 2011. No. 30(2). Р. 194–206. 10. Diehl C., Gijsberts M., Güveli A., Koenig M., Kristen C., Lubbers M., Mc Ginnity F., Mühlau P., Platt L., Van Tubergen F. Socio-Cultural Integration Processes of New Immigrants in Europe (SCIP). Cologne: GESIS Data Archive, 2015. 11. Diehl C., Koenig M. God can Wait. Polish and Turkish new immigrants in Germany between early adaptation and religious reorganization // International Migration. 2013. No. 51(3). Р. 8–22. 12. Fernandez R. Does Culture Matter? / J. Benhabib, A. Bisin, and M. Jackson (eds.) // Handbook of Social Economics, forthcoming, Elsevier. Amsterdam, 2015.

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13. Firsov M.V., Sizikova V.V, Larionov A.A., Chernikova A.A. Social work within the structure of social oriented Confessional education // Journal of Global Research in Education and Social Science. 2017. No. 9 (2). P. 65–75. 14. 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. 15. Greil А., Rudy D. Social cocoons: encapsulation and identity transformation organizations // Sociological Inquiry. 2007. 16. Gresser A., Schacht D. SCIP Survey – Methodological Report. Report, University of Konstanz, DE. URL: www.scip-info.org. 17. Molodikova I.N., Yudina T.N. Migration Strategies of Ukrainian Migrants: EU or Russia // Contemporary Problems of Social Work. Vol. 2. 2016 No. 3 (7). P. 62–71. 18. Pantin V.I, Lapkin V.V. Transformation of the national-civilizational identity of modern Russian society: problems and prospects // Social Sciences and Modernity. 2004. 19. Pavlenko V.N. Acculturation strategies and models of identity transformation in migrants // Psychology of refugees and internally displaced persons: experience of research and practical work. M.: Sensе, 2001 20. Putin V.V. Message from President of the Russian Federation Vladimir Putin to the Federal Assembly. 2012. December 12. 21. Song S. Majority Norms, Multiculturalism, and Gender Equality // American Political Science Review. 2009. No. 99 (4). P. 473–489. 22. URL: http://www.russia.edu.ru/news/discus/concept/3783/. 23. Zimmermann L., Zimmermann K.F. and Constant A. Ethnic Self-Identification of First- Generation Immigrants // International Migration Review. 2008. No. 41.

REFERENCE TO ARTICLE Chernikova, A.A. (2018) Educational Migrants: Sociocultural Environment As a Key Factor in the Formation of Life-Learning Strategies, Contemporary Problems of Social Work. Vol. 4. No. 1 (13). P. 77–83. DOI: 10.17922/2412-5466-2018-4-1-77-83 (International bibliographic description).

CONTACT INFORMATION: Chernikova Anna Andreevna Deputy Head of International Department Postgraduate Student Russian State Social University Wilhelm Pieck str., 4, build. 1 129226 Moscow, Russian Federation E-mail: [email protected]

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Steklov V.A., consultant of the Department of public service and personnel of the Ministry of Education and Science of Russia; postgraduate student, Moscow. E-mail: [email protected] ORCID ID: orcid.org/0000-0002-6213-400X UDC 316 DOI 10.17922/2412-5466-2018-4-1-84-90 Judgment Concept «Virtual Reality» Modern Science

Receiving date: Preprint date: Taking to print date: 22.01.2018 28.02.2018 30.03.2018

Annotation: in article, the virtual reality there is a speech about judgment of a concept. This concept is considered as object of scientific knowledge. The virtual reality finds lines of a new form of realization of universal human activities for creation of the world, and at the same time, it promotes basic expansion of border of objective life. At all the advantage, the technology of virtual reality has also problems. The relevance of article consists in judgment, studying and influence of virtual reality on everyday life of society. Key words: virtual reality, reality, computer technologies, Internet, Internet communities, games, media, cyber-sport, YouTube, virtualization. JEL classification: А140.

Introduction Without the Internet, there cannot be an overwhelming part of the population today. This technology connects people from around the world, from various corners of the earth. In our century of information technologies it is difficult to present the modern person without page on social network, without smartphone or at least just without computer with Internet connection. This technology captured a huge number of people and very few people left indifferent. The Internet is means of livelihood, social unity, promotion of the new ideas and creation of new spheres of action and professions. The Internet opens boundless opportunities for people. For someone it is work or study, for some – all everyday life or means for entertainment, and someone lives one more parallel life at all. Besides the Internet, presently technologies evolved so dramatically that it allowed arising to a phenomenon under the name “virtual reality”. Theoretical bases The concept of virtual reality appeared long before emergence of computers. In philosophy the term “virtual” since times of medieval scholasticism is applied. The philosophical dictionary defines the term “virtual” (Latin Virtus) as potential, possible, imagined [20]. In confirmation it in Thomas Aquinas’s works can meet the concept “virtualis” which he uses in various contexts, it “something, the set carried to an interior, indicating to the internal contents and designing” [9]. The concept of virtual is used by G. Leibniz, J. Locke, A. Bergson, etc. In the 20th century personal computers and the Internet gain more distribution and it virtual in turn exerts impact on definition of a concept [12; 18]. In the 70th, the phrase “virtual reality” which was offered to J enters the use. Lanier. It designated this phrase three-dimensional models which were created by means of the computer.

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The concept of virtuality was studied by many scientists, among them the famous sociologists A. Byul, M. Veynsten, A. Crocker and M. Paetau. A. Byul, for example, created the theory of “virtual society” in which he compares modern computers to the mirror worlds. He notes that in these mirror worlds various mechanisms which are similar to the real mechanisms existing in the real social world function. A. Byul defines “virtualization” as process of replacement of real space virtual by means of computer technologies [4]. In turn M. Paetau defines “virtualization” as social process, but is in this social process one very important feature – it is impossible without computer and use of computer technologies. [2; 16] And the author considers emergence of a cyberspace a consequence of emergence of new forms of communication in society (all ways of communication on the Internet mean). The approach offered by A. Crocker it is represented very interesting, speaking about virtualization, means “alienation of the person from own flesh in the course of use of the computer” [10]. At the moment in domestic literature there is no universal determination of virtual reality, it testifies multidimensionalities of this concept and various approaches to understanding of this phenomenon. Authors, speaking about virtual reality, to judgment of this phenomenon within information technologies, philosophies or psychology most often adhere [5; 6; 14]. From the methodological point of view there are 2 directions of the description of a phenomenon of virtual reality which are not polar, and harmoniously supplement each other [9]: 1) one scientists reveal properties and characteristic signs of virtual reality; 2) аnd others give various classifications of the studied phenomenon. N.A. Nosov in the works defines virtual reality as reality which, irrespective of its nature (physical, social, technical and so forth), has properties of a relevance, autonomy and interactivity [3; 15]. In addition, it classified virtual reality by the main fields of the use. 1. Imitating (exercise machines, simulators). 2. Conditional (schematical display of reality). 3. Projective (the reality created on the basis of scientific theories). 4. Boundary (combination of usual reality and virtual). D.V. Ivanov, for example, found signs of virtual reality in all spheres of society. He writes that virtualization is any replacement of reality with its simulation, and it not necessarily happens to the help of the computer equipment, but application of logic of virtual reality in this process is obligatory [8; 19]. Discussion The fact that the virtual reality exerts impact on everyday life of the person does not raise doubts. But what it? What does influence? What consequences of this influence? All these questions demand the answer and finally speak to us about need and relevance of studying of virtual reality in the context of its influence on our life. At the moment there is a set of devices by means of which the person gets to virtual reality, but as this phenomenon is not limited only to technical aspect, and means both sociological, and psychological, and philosophical aspects, there is a need of its studying from these parties. Because a key link is after all the person. The virtual reality is a certain type of interaction between diverse objects and also the specific relations between them [11]. The virtual reality has the laws, the time and space, can be the most different nature – social, psychological, physical, political, etc. The idea of virtual reality is used in various spheres of action, for example, mechanical engineering (design and development of cars), aircraft (a training of pilots), medicine (carrying out operations), physics and chemistry (carrying out experiments) and also as entertainments and communication between people. Before emergence of computer technologies people could get to virtual reality (actually, as well as now). For this purpose it is necessary to plunge into contemplation of a picture,

85 CONTEMPORARY PROBLEMS OF SOCIAL WORK reading the book or viewing of the fascinating movie. But in all these cases of people acts as the detached onlooker or the viewer and has no opportunity to join in the events. The ancestor of virtual reality, certainly, the television is considered. It is used for a long time by people for leaving in nonexistent, fictional reality, being involved in absolutely virtual events of movies, cartoon serials, television shows or informative transfers. Sometimes people are so involved in viewing process that perceive television characters so as if they are equal members of their families; empathize happening to them events as if they happened to people close to them. A number of scientists carry to a concept of “virtual reality” of the concept “information space” and “information field”. In this regard, it is possible to consider impact of media on mass consciousness of people as a certain virtual reality [13; 17]. The virtual reality in this case results from work of mass media, which can do of insignificant events considerable and vice versa. In this regard it is possible to distinguish manipulation of consciousness of the person from properties of virtual reality. At the moment time of technology define the majority of the directions of activity of public structures. Modern computer technologies give us possibilities of inclusion in any action the events in virtual reality. It is about perception by the person of all this process. The effect of this phenomenon is that the person gets to the special world which is previously created by programmers. This world is very similar on real, but at the same time it gives to the person new opportunities and abilities, for example, to communicate in various languages, to steer various vehicles, to appear in an every spot on the globe or at any time to change the appearance. It is a new phase of information revolution, new social process in which millions of people are involved worldwide. Now the person can “go” to the Internet, plunge, for example, into a game in which instead of game characters, on other side the same people, as well as it, with the problems, experiences and difficulties sit. More popularized, expression “virtual reality” became with acquaintance of people to computer games. The industry of computer games occupies the whole sector of economy connected with creation, sale and advance of games for computers. It includes a large amount of specialties, and creates jobs for tens of thousands of people worldwide. In some countries this industry is so popular that special educational institutions and institutes after which termination to play computer games are created is a profession, and recently it became known that the cybersport can enter the Olympic Games-2024 program. The virtual reality on the Internet is the special world in network existing as an analog of the real social world. While the person gets to the virtual world which is very similar on real, but initially thought up by programmers and experts from the IT sphere, it has absolutely new unlimited opportunities. It can be other way of thinking, an alternative form of behavior, absolute freedom of action and new feelings. For the person the fact that getting to virtual reality is very impressive, he cannot just see, observe, empathize or experience any other emotions, the most important that the person has an opportunity to work independently. He makes decisions in certain situations and sees consequences of the made decisions [7]. Hobbies harmless at first sight can lead to detrimental consequences. The excessive enthusiasm for various computer games often causes dependence on them. Psychologists subdivide computer dependence into two categories: dependent first order. During the game – it is happy people with good mood. They use computer games for own development and socialization. The main incentive in a game for them is positive assessment of their game actions and achievements from people with whom they play for this reason they like to play computer games groups. This means of receiving social remuneration. It as sport, hobby or hobby; dependent second order. People whom get to this category are the victims of virtual dependence. Most often the computer is necessary to them to avoid the deep real problems. It

86 VOLUME 4, No. 1 (13), 2018 can be both physical defects, and the underestimated self-assessment, and complex relationship in family and many other things. They are tied to the computer that in turn leads to social isolation, emotional overloads and mental disturbances. The most disturbing problem in this context is an influence of violence scenes in virtual games on mentality of people. Numerous researches show that the more real on the screen violence looks, the stronger it influences the person, and some researchers say that even violence scenes in animated films can exert impact on aggression both children, and adults. In this regard it is possible to say also that distribution of violence scenes and aggression in media will also exert impact on everyday life of people. Because perception of any phenomenon influences the relation to this phenomenon. If in media violence scenes often emerge, then most likely people will treat it as to the standard phenomenon and the most probable way of the solution of problems. If the television could create such problems what to speak about computer games in which you control characters and you choose that to do to them. The viewer, having run out on the street, will begin to reproduce and duplicate a violence scene which he just apprehended as an unreal situation. Also we will consider virtual reality on the example of platforms of Internet communities VKontakte and Facebook, popular in Russia, since the authorization moment on these websites. Internet communities are very popular means of communications, communication, exchange of information and even earnings. People have an opportunity to create the personal digital Internet space and to use it in various purposes, whether it be viewing of pictures, movies, books or collecting in groups for discussion of the general subjects or the solution of various personal or public problems. To visit these sites, people have to provide certain data on themselves, for creation of the virtual space (the personal page). There are many examples when users create to themselves other virtual personality, new conscious information on itself which is some kind of narration for others about it on social network, it creates some kind of problem for other users of community as it can be used in various purposes. Also there is a bifurcation between the online personality and real life. From this it is possible to draw a conclusion that the person lives alternative life in virtual space. After so-called authorization we become members of a certain Internet community and we have ample opportunities of use of virtual space. Interaction generally happens in the Internet about the help of the text. There is practically no mimicry and intonations. But it does not mean that there are no feelings here. The emotional involvement into the discussed subject overcomes exclusively «intellectual» essence of the medium – the computer – and people establish the emotional, sensual relations, fall in love, littered, rejoice and worry. The imagination fills the emptiness left feelings [1]. Also users with psychological problems can go on a «simple» way, having chosen communication in network as the basic, thereby they can solve or unfortunately, to aggravate the psychological problems. Let’s present, he or she is not able to communicate and make friends in ordinary life, testing insuperable shyness in communication with people or with an opposite sex. But there is an Internet where it is possible to overcome modesty having hidden it behind a wall of virtual space. Here are glad to you, you can easily find friends, adherents or just the interlocutor for the evening. It is possible to have a rest from old contacts, to distract from daily problems or on the contrary, to become isolated even more in the virtual world and not to build the real relations and to abstract more from the real world if there is such opportunity to be listened and understood… Besides communication and use of multimedia properties of the considered websites, we have a possibility of participation in various groups created around problems which could be local, national, international; and also for mobilization of specific political goals or for example reconciliation of members of the set by the ears, various groups (for example, ethnic), or they can be brought together around goods of consumption and also can vary from a hobby

87 CONTEMPORARY PROBLEMS OF SOCIAL WORK to problems about the self-help, to the academic or professional communication. The role of Internet communities becomes especially obvious when people face the circumstances checking their opportunities to keep together and to create a united front in the solution of problems. From this it is possible to allocate the fact that people can and are members of certain virtual societies. Also virtual reality promotes creation of the new personality. Today the Internet, a big field for development of virtual technologies. To them, it is possible to carry virtual shops: the user visits the site of a certain subject and receives on the screen of the image of various goods, it is possible to choose several options, to compare, consider goods, to learn its characteristics, to examine in details and to learn opinion on it of those people who before it got. Having picked up suitable goods, it is possible to bring it in, so-called «basket», having clicked a mouse, to choose the menu of payment and right there to pay goods with the credit card; then these goods can be got to it home. There are also virtual banks using electronic technologies for creation of a realistic computer or mobile image of office. They can be available on the Internet, without leaving the house or work, using on the way or even being in other country where such banks do not work. These offices can provide a number of traditional and nonconventional banking services which do not demand expenditure of excess time in turns. Except text Internet communities, online stores, Internet banks and a set of various Internet platforms, there are video communities which are entertaining, informative, news and socially important, for example, YouTube, the second in the world on attendance the website. On it users can look through, place, estimate and comment on video free of charge. Presently YouTube achieved significant influence and respect in media the world, many media of the company, corporation, firm, the organization and even the television companies create official pages there. Together with it there was a new sphere of action and a profession: video blogging and blogger. This website is closely connected with virtual reality and reality. At once it is possible and not to notice in what the sense of virtuality is hidden if everything occurs in real life. The sense is that the majority of videos, bloggers, channels, etc. are fiction and is created, and progress, interacting with audience, being an example of feedback. Also visitors of the website so are fond of certain characters or channels that for some they become as friends, neighbors or close people with whom they get used to spend time. Besides all aforesaid YouTube because of a large number of the audience has the huge speed of dissemination of various information as on open spaces of the Internet, and involving the news published on the website and different information in real life, drawing instantly attention of hundreds of thousands of people, creating public responses, uniting people around serious problems or, for example, serves as the platform of collecting a large number of money for someone’s help. It is much important to notice that the virtual reality has big advantage before traditional process of training. Factors of presence, effect of proximity to a subject and the involvement into process are key. One business to watch movies and to read about fights of gladiators, and to observe, standing nearby or even to take part – it is perfect another. Advantage of similar technologies of training is also safety of children as for example gives the chance of observation and carrying out chemical reactions with various dangerous substances or a research of mountains or volcanoes, without risking life. Also gives the chance to travel and study different corners of the planet both as entertainment, and in educational process. As we spoke earlier, technologies of virtual reality are introduced to various spheres, we will consider some of them below. There is a mass of various exercise machines and simulators. The medicine successfully applies them when training doctors, studying various moments and situations which cannot be studied in a classical format of training, thus it is possible to provide more qualitatively and quicker training and to attract the bigger number of people. In addition, they model unusual situations and problems, for example, surgeons can train the skills, feigning

88 VOLUME 4, No. 1 (13), 2018 situations on exercise machines, having before eyes the increased models of bodies can plan operation, thereby having perhaps increased chances of patients in difficult and non-standard cases. Also, now the virtual reality is applied to training of soldiers (a course of the young fighter – studying of various tactics and receptions, imitation of fighting), pilots (it is possible to model various regular and emergency situations during flight), drivers (preparation for management of various vehicles on simulators), military physicians (the presentation is provided and the equipment is perfected), mechanics (the help under repair of the equipment), parachutists (the necessary sequence of actions, presentation). Besides, the virtual reality can be useful also in peaceful life. With its help it is possible to fight successfully against post-traumatic stressful frustration of the veterans who came back from war and also it is excellent presentation for the museums and schools. There is still a set of other exercise machines and simulators for various fields of applications. Width of application is boundless from training of personnel before planning of the attacks and taking of hostages. Besides, the virtual reality can become promotion or even the tool of tortures. It frightens a little, it is unknown into whose hands it can fall. Together with all aforesaid the most serious, dangerous problems exist positive and negative effects of the Internet, also. By means of counterfeit virtual persons, having high anonymity on the Internet, also people who bear antisocial and antinational ideologies use it. It is not little- known that a large number of people get to the terrorist organizations banned in the majority of the countries or is exposed to dangerous influence because of so-called recruitments on the Internet directed against themselves or societies. Involuntarily there is a question: if the technology is capable to reach such level at which the virtual reality cannot be distinguished from real life, that is whether a guarantee that the world where we live – not virtual what it was not created by someone artificially with this or that purpose? World Wide Web can become the real web from which it is very hard to escape... Conclusion In this article some approaches in judgment of the concept “virtual reality” and influence of this phenomenon on life of modern people are briefly considered. There is a wish to note that in the modern world there are three types of virtual reality: technogenic, soсiogenic and psychogenic. And in these three directions researchers study virtual reality today. Summing up the result of all aforesaid, we can say that already almost nobody represents the life without computer, gadgets and the Internet, the virtual reality found lines of a new form of realization of universal human activities for creation of the world of knowledge, and at the same time it promotes basic expansion of border of objective life. In this regard studying of all this influence on life of people is represented very relevant and interesting. The virtual reality and the Internet create for us new opportunities in many spheres of human activity, such as science, health care, military science, education and others. At all the advantage the technology of virtual reality has also problems, bears in itself both positive, and negative consequences. For this reason studying of a phenomenon of virtual reality is necessary.

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REFERENCE TO ARTICLE Steklov, V.A. (2018) Judgment Concept «Virtual Reality» Modern Science, Contemporary Problems of Social Work. Vol. 4. No. 1 (13). P. 84–90. DOI: 10.17922/2412-5466-2018-4-1- 84-90 (International bibliographic description).

CONTACT INFORMATION: Steklov Vadim Andreevich Consultant of the Department of Public Service and Personnel of the Ministry of Education and Science of Russia Postgraduate Student Tverskaya str., 11 125009 Moscow, Russian Federation E-mail: [email protected]

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Alferova I.A., postgraduate student, Russian State Social University, Moscow. E-mail: [email protected] ORCID ID: orcid.org/0000-0001-9438-8963 UDC 159.9; 316.6 DOI 10.17922/2412-5466-2018-4-1-91-98 Socialization of Elderly People

Receiving date: Preprint date: Taking to print date: 17.01.2018 28.02.2018 30.03.2018

Annotation: the article deals with key concepts and peculiarities of socialization among the elderly; differences in the process of socialization of the younger generation and older people, the features of resocialization and desocialization. The approaches of Russian and foreign authors are determined on the basis of individual functional characteristics of the elderly. Key words: socialization of the individual, the elderly, adaptation, desocialization, resocialization, individual. JEL classification: A130, А230.

Introduction The high proportion of the older generation in the social structure of Russian society and the negative population growth increasingly turn the scientific world to the problems of socialization at the final stage of the life journey. The identification of socio-economic, sociocultural factors that contribute to the preservation of social interactions with the society and the creation of conditions for the further self-realization of the individual in old age will allow not only to solve the problems of creating a favorable social space, but will also contribute to slowing the aging process and preserving the population. The growth in the number of older persons is observed in many countries, and the attitude towards these people is far from unambiguous. In Europe, this age is called the “third”. Peter Peterson, considering the demographic shift in the UK towards the aging of society in the coming decades, calls it a “gray dawn”. Now every seventh in developed countries is a man over 60 years old, in thirty years there will be one in four. By 2030, the proportion of people over 60 will be 33% in Australia and about 50% in Germany. The number of “old old men” (at the age of 85 years) will be more than “young old people” [6, p. 189]. In the world there was a controversial attitude toward increasing the proportion of elderly people in the total population of society. On the one hand, Western European scientists in assessing the forecasts of the development of society with a high proportion of older people

91 CONTEMPORARY PROBLEMS OF SOCIAL WORK make quite gloomy forecasts. Thus, the French demographers A. Sauvi, J. Calo, German demographer B. Kacer believe that with a decrease in the proportion of able-bodied youth in the working population, the “flexibility of the economic system” may be reduced. The aging society, in their opinion, is conservative, afraid of risk, intolerant of radical experiments, it will start to lag behind the more “young” societies not only in terms of technical equipment and economic well-being, but also intellectually, in creative achievements [8]. On the other hand, a number of scientists adhere to a fundamentally opposite position. English sociologist A. Comfort considers the opinion of the dependent state of elderly citizens to be erroneous. Removing them massively from the labor force, in his opinion, is a serious mistake. Those who are able and willing to work must work and receive wages for their work. And the researchers note that increasing the proportion of older people in the social structure of society does not automatically cause a negative impact on the economy. An example is Sweden, where the proportion of people over 65 years is more than 17% (the highest in the EU), however, the phenomenon of aging society is not a serious concern. This is because for several decades, Sweden has carried out a number of activities aimed at improving the situation of low-income pensioners [25, p. 58]. German scientists G. Shubnel, O. Nel-Broining consider that when the country achieves certain economic indicators, namely, with an annual GDP growth of about 3-5%, an increase in the proportion of older persons ceases to pose any threat [12]. In the Russian Federation, older women are older than 55 and men over 60 in connection with the statutory retirement age. The next age group of people is called the elderly, and the third is elderly, senile and elderly. The World Health Organization refers people aged 60 to 74 years to the elderly, 75 years and older – to the old, from 90 years and older – to long-livers. WHO experts, referring to the UN decision of 1980 recommend that age at age 60 be considered as the borderline for the transition to old age [10]. In our country this age is called the “survival period”, in the total population of the country the number of people of this age is 22.7%, in the Sverdlovsk region – 27.5%, despite the decrease in the total population of the region from 4,577,500 people in 2000 to 4 399, 7 thousand. as of 01.01.2015. Discussion The transition from a mature working-age to a retirement age for many Russians is often a crisis that entails new problems and a new lifestyle. It can be accompanied by a change in employment in the labor sphere – the main source of existence, a change in the social environment for the family, neighbors and friends, a departure from the usual social roles and reconciliation with the new ones. In the transition to new social conditions, a new stage of socialization begins with its own characteristics [16]. In the scientific world, not all scientists recognize the phenomenon of socialization of older people. This is due to the fact that in the process of socialization an individual becomes a person that meets the requirements and guidelines set by society for further maximum demand, self-actualization, achievement of a high social status through professional self-realization. In society there is an opinion that this process plays a greater role for a young, independent generation. Socialization for young, physically strong is the process of accumulating knowledge, skills, life experience for the forthcoming return when entering an independent adult life. In contrast, the older generation, which has passed through primary and secondary labor socialization, which is the custodian of cultural and spiritual values and traditions, is historically intended to reflect on and transfer their life experience to the young. However, in the current economic conditions, the older generation faces the problem of adapting and adopting the norms and requirements imposed by a market economy that runs counter to the attitudes and rules of behavior developed during the socialization of these people in its

92 VOLUME 4, No. 1 (13), 2018 previous stages. Therefore, the society develops a stereotype of the older generation that is not able to participate fully in labor activity, actively enter into social relations with other social strata of society and its social institutions and influence the development of social processes. In this regard, some scientists (A.V. Petrovsky, N.V. Andreenkova), dealing with the problem of the socialization of the individual, studying its temporal periods and the qualitative features of its different stages, do not consider the process of socialization of older persons. N. Andreenenkova believes that “the socialization of the individual as an active process does not last a lifetime, but only a period necessary for the stable internalization of a set of norms, roles, for the development of a stable system of social orientations, attitudes, etc., for the time necessary for the formation of the individual as a person “[18]. Other specialists (G.M. Andreeva, A.S. Gilinsky, I.V. Solodovnikova, V.A. Sokolova) focus their attention on the socialization of older people, singling out along with pre-labor labor and post- labor stages. The last stage of this approach is also called desocialization, counting it from the moment of termination of labor activity. The essence of this stage is seen by the authors in that during this period, there is a curtailment of the social functions performed and the transition to a pension status [25]. Among Russian scientists, an attempt is made to analyze socialization at the post-labor stage as a positive process. Scientists who adhere to this point of view note among older people the coincidence of the retirement age with the highest level of professionalism and experience (L.A. Soldatov, D.G. Vladimirov, M.E. Elyutin, M.V. Ermolaev, O.V. Krasnova, N.G. Kovalev, and others). Unlike the positions reviewed, the American psychologist E. H. Erickson, the author of the theory of the stage formation of the psychosocial identity group, identified eight stages of personality development throughout life, each of which formulated its own task. The eighth stage (old age) the scientist divides into four: 1) the old pre-retirement age, 2) the period of retirement, 3) the period of stable old age, 4) longevity. This division into age stages is conditional and can be differentiated and refined in the process of social development. According to his crisis theory, the personality passes through life eight psycho- physiological and social crises. The transition to a new stage of its qualitative development is accompanied by a change in the social environment, and, accordingly, new requirements and attitudes. This requires the individual efforts and work on themselves to assimilate the new rules of life, there is a comprehension and reworking itself under the conditions of the social environment with the goal of full identification with the new environment for further self-realization. In our approach to the period of socialization of the older generation, when studying the aging process, the social characteristics of the individual are taken into account before the retirement age, which is necessary to analyze its starting opportunities and successful adaptation to the new social conditions of life after retirement. Therefore, after E.H. Erikson, the time interval of late adulthood from 50 years and older we divide into the following stages: 1) early aging, which corresponds to late mature age from 50 to 60 years; 2) the stage of average old age – the early retirement age from 60 to 70 years; 3) stage of late age – mature retirement age from 70 to 90 years; 4) stage of long-livers – late retirement age from 90 years and older. Methodology Within the framework of the sociological approach, we are to find out what factors influence the success of the socialization of a mature person in the transition to the status of a pensioner. We will consider these factors at three levels:

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• macro level: political and economic factors, state policy in the field of socialization of the older generation; • meso level: factors of family and social environment; • microlevel: socio-individual factors that determine the choice of ways for further self- realization in the new social conditions [21]. According to the Constitution of the Russian Federation, a person, his rights and freedoms are the highest value. Recognition, observance and protection of human and citizen’s rights and freedoms is the duty of the state. In accordance with Art. 7 of the Constitution of the Russian Federation, Russia proclaimed itself a social state, whose policy is directed, firstly, to creating conditions that ensure a dignified life and free development of man, and secondly, to protect labor and human health; establishes a guaranteed minimum ; provides state support for the family, motherhood, paternity and childhood, disabled people and senior citizens; a system of social services is developing; State pensions, allowances and other guarantees of social protection are established. Despite the wide spread of the term “socialization”, its unambiguous interpretation does not exist. In domestic psychology there are two more terms that are sometimes regarded as close in meaning and meaning to “socialization”, namely: “upbringing” and “personal development.” In the broadest sense, socialization is a combination of social processes through which a certain system of norms and values is instilled into the individual, through which he can fully function as an equal member of society [2]. The term “socialization” is actively used by many sciences: psychology, pedagogy, philosophy, sociology. For the first time this concept was designated by a group of American scientists – psychologists and sociologists (A. Park, D. Dallard, J. Coleman, W. Walter, etc.). The concept of “socialization” is inextricably linked with adaptation, that is, a change in the individual’s psyche under the influence of objective environmental factors, as well as the ability to adapt to changing features of the environment without internal discomfort and without conflict with the environment [20]. Representatives of the structural and functional school of sociology – T. Parsons and R. Merton disclose socialization on the basis of adaptation and interpret it as a process of entering a person into a macro and micro-social environment, adapting to social processes approved by society, integrating the individual with society. Thus, within the framework of this approach, emphasis is placed on the person as an object. Representatives of humanistic psychology (A. Maslow, K. Rogers, A. Allport, and others) view socialization as a process of self-actualization of the individual, that is, the possibility of realizing their potential creative abilities. With this approach, the individual is an active subject, endowed with self-awareness and possessing the ability of self-education, which is a holistic, self-fulfilling and self-developing system [17]. Thus, the process of socialization of the individual is a complex mechanism of the individual’s interaction with the social environment, as a result of which a set of qualities of a person is formed, which allows him to be referred to a full-fledged subject of social relations. Consequently, socialization can be viewed both as a process and as a result of the assimilation of social experience on the basis of communication and the activity of individuals. Throughout human life, the process of socialization is continuous. At the same time, socialization in childhood, youth and old age is very different. In the childhood and adolescence, the process of socialization is the most intensive – a personality with a whole set of qualities is formed: character, consciousness, intellect, worldview, moral guidelines. The peculiarity of socialization in the adult state, in general, is expressed in a change in their external behavior, whereas child socialization implies the assimilation of basic skills, values

94 VOLUME 4, No. 1 (13), 2018 and generally accepted norms of behavior. In the adult state, a person is able to assess norms, analyze, draw conclusions, while children are only engaged in their assimilation. Assessing the situation and their behavior in it, adults are more flexible and labile, because in their judgments they are not categorical, and are able to distinguish not only “black” and “white”, but also a spectrum of other colors and intermediate shades [12]. The goal of socialization of an adult person is to help with mastering specific skills and experience, and child socialization sets a task, mainly, to motivate their behavior. Differences in the socialization of children and adults are determined by different, in fact, critical stages in the lives of one and the other, and the corresponding differences in their holistic perception and comprehension. In other words, socialization is aimed at adapting the individual to vital changes in the external environment: death of loved ones, loss of work, an accident that led to irreversible consequences, disability, illness, etc. For example, one of the most common crises is the crisis of the average (40-year-old) age. It is accompanied by an increased level of anxiety, loss of the former meaning of life, the absence (in their opinion) of prospects, the family – “empty nest”, retirement, etc. [6]. Adults, depending on the nature of their temperament and temperament, experience different crises that occur during their life: the degree of stress-resistance in various life situations, deep anxiety, capable of becoming depressed, fear of death, etc. This approach to the socialization of adults is called adaptive: an examination of the life of adults as a series of alleged and unexpected crises that may arise in its path, and which it needs to comprehend and overcome. Along with adaptive, there is a developing approach, which consists in the fact that life consists in a constant transition from one crisis to another, and they must be constantly overcome. At the same time, attention is drawn to the fact that crises that occur on the life path of each person are the basis for further growth and progress. Another approach was proposed in 1978 by the American psychologist Roger Gould. According to his theory, the socialization of adults is not a continuation of the socialization of children, but, on the contrary, the overcoming of psychological traits (psychic traumas, etc.) that arose in childhood [25]. Adhering to the spirit of Z. Freud, Roger Gould explains that the presence of mental trauma acquired in childhood determines the formation and formation of personality. At the same time, he expresses the opinion that in part these injuries can be overcome. The main idea of Gould is that, being in adulthood, people, guided by their own experience and self-consciousness, come to the conclusion that some of the concepts instilled and inculcated by them in childhood are wrong, that parents themselves are not perfect, submission to authorities is not always it is necessary to place hopes in life only in oneself, and that all people have a lot of advantages and disadvantages [7]. Overcoming these children’s myths, the process of socialization of adults becomes more successful, people have more objective and realistic attitudes and views, they become more tolerant, wiser and freer in their behavior and relations with the world around them. The process of socialization of adults combines several forms, among which the most active in the life of adults desocialization and resocialization. Like the entire process of socialization as a whole, desocialization and resocialization are directly related to the basic life stages of a person and the formation of his social maturity (entry to a higher educational institution, the choice of a profession, the creation of a family, etc.). In turn, the life cycles of the individual are directly related to the social roles that he “plays”. The change of these roles takes place simultaneously with the transition from one stage (cycle) to another and is caused by the rejection of the previous norms and values, changing the environment, the acquisition of new behavioral forms and rules, values, friends, etc. I.e. there is a desocialization of the resocialization of the individual.

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According to the definition given in the encyclopedia of sociology, desocialization is the opposite of socialization process, when an individual loses certain social values and norms and, as a result, is alienated from a certain group [19]. Resocialization, however, is a secondary, re-socialization, the need for which arises when an individual for some reason has experienced changes in life, goals, attitudes and norms have changed (for example, obtaining a new education due to a change in the type of professional activity). Thus, both these processes are dialectically interrelated: the negation of the old (desocialization) and the acquisition of a new (re-socialization). Usually, cardinal life changes do not occur in childhood and adolescence, except in extreme situations, such as sudden death of parents, the commission of a crime and, as a consequence, getting into correctional facilities, a mental disorder with further placement in the relevant health authorities [5]. According to the developed criteria of the American psychologist Irwin Hoffman, the following signs of resocialization occurring under extreme conditions (imprisonment, hospitalization, military conscription) can be distinguished: absolute isolation from the outside world (lattice, high walls, barbed wire, special passes, style of behavior, etc.); communication with a limited circle of persons (with whom the individual sleeps, and takes food, and works physically); loss of one’s own identification (change of civilian clothes to special form); replacing the habitual life environment, which includes a diverse range of events, events, emotions, etc., completely impersonal; weaning from old habits and getting used to new norms, values and rules of behavior; complete loss of freedom of choice and any action. In connection with the fact that no one prepares for this kind of change, he, getting into such conditions of the surrounding world, begins to gradually degrade morally. This process is one of the vivid examples of negative resocialization. As a consequence, desocialization can proceed dramatically quickly, and in most cases the person is no longer able to recover in the form of positive resocialization. its foundation has been destroyed [8]. However, a positive resocialization can also take place radically: a person moving abroad for permanent residence (or simply for a long period of a year or more), plunges into a new culture, loses old habits and acquires new ones. Another example can be given of a person who decides to go to a monastery, but he does not become spiritually poor. Conclusion Socialization of adult population includes various types, the most difficult of which is the socialization of the elderly. The main difficulties and peculiarities of carrying out this process are as follows: adaptation to old age is not the basis for further growth and development of the individual; in connection with the weakening of the body, its physical and psychological capabilities, the personality can stop developing at any moment and, moreover, will begin to degrade (older people have difficulty adapting to old age, since there are fewer interesting events, adventures, impressions and other joys that they could receive and feel at a younger age (high earnings, love adventures, power, etc.); the losses of loved ones, friends, relatives are more often occurring, the children live separately with their established families – hence, as a result, loneliness and a prolonged state of stress. there is no clear certainty in social roles (a widow is not a wife, an official retired is no longer a boss, etc.);

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decline to old age of prestige and honor, which was relevant in another, younger age. The active cycle of socialization in the period of old age is completed with the person’s retirement: the social status of the individual is reduced, and the spectrum of social roles is reduced. At the same time, socialization at the end of labor activity (post-labor) gives the elderly an opportunity to make a tangible contribution to the reproduction of social experience and transfer it to the new generation.

References 1. Alferova I.A. Peculiarities of Psychological Problems of Elderly People // Contemporary Problems of Social Work. Vol. 3. 2017. No. 3 (11). P. 147–153. 2. Andreenkova N.V. The concept of socialization of the individual // Social. Issled. Issue. 3. M., 2007. P. 43–48. 3. Berezin F.B. Mental and psychophysiological adaptation of man. L., 2013. 4. Bonkalo, T.I., Petrova, E.A., Korolev, L.M., Babich, E.G., Karpov, E.B. Psychological factors of destructiveness in formation of personal national identity // Asian Social Science. Vol.10. Issue 24. 27 November 2014. P. 278–284. 5. Dobrenkov V.I., Kravchenko A.I. Fundamental Sociology: In 15 vol. Vol. 8: Socialization and Education. M.: INFRA-M, 2005. 6. Giddens E. Sociology. M., 1999. 7. Gorshkov M.K. The Social Situation in Russia in the Focus of Public Opinion // Socis. 2006. No. 9. P. 3–8. 8. Kalaykov I. Civilization and adaptation. M., 2014. 9. Koroleva V.A. Socio-Psychological Features of the Innovation Process in the Social Sphere // Contemporary Problems of Social Work. Vol. 3. 2017. No. 2 (10). P. 146–152. 10. Kozlova T.Z. Self-evaluation of pensioners // Socis. 2012. No. 4. P. 58–63. 11. Krayg G. Developmental Psychology / Transl. with English. SPb.: Peter, 2012. 12. Miloslavova I.A. Adaptation as a socio-psychological phenomenon // Social psychology and philosophy / ed. B.F. Parygina. L., 2000. Issue 2. P. 111–120. 13. Moskalenko V.V. Socialization of the individual. К.: Higher Shk., 2012. 14. Mudrik A.V. Socialization of man. M.: Academy, 2014. 15. Myers D. Social psychology / transl. with English. SPb.: Peter, 2011. 16. Nadirashvili Sh.A. Features of regularities of the device at different levels of human psychic activity // Problems of Social Psychology. Tbilisi, 1976. P. 237–249. 17. Nemirovsky V.G. Sociology of personality. Krasnoyarsk: KSU, 2011. 18. Petrova E.A., Shmeleva S.V., Golenkov A.V. Psychology: Textbook with the stamp of the ULO. M.: Izd-vo RGSU, 2013. 349 p. 19. Postolovalova G.I. About the factors determining the adaptive ability of a person // Psychological and sociopsychological features of students’ adaptation. Yerevan, 1973. P. 18–19. 20. Saralieva Z.M., Balabanova S.S. An elderly person in Central Russia // Socis. 1999. No. 12. P. 54–64. 21. Selivanov V.V. Mutual relations in a small group and volitional activity // Proceedings of the Third All-Union Congress of the Society of Psychologists of the USSR: In 5 vols. M., 1968. Vol. 3. Vyp. 1. P. 283–285. 22. Shibutani T. Social Psychology / transl. with English. V.B. Olshansky. Rostov n/D, 2008. 23. 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. Issue 3. 2016. P. 41– 43. 24. Sovi A. The general theory of the population: in 2 vol. M., 2015. 25. Vladimirov D.G. The older generation as a factor of economic development // Socis. 2014. No. 4. P. 57–60. 26. Zaslavskaya T.I. Modern Russian Society: Problems and Perspectives // Societies. Science and Modernity. 2004. No. 5. P. 5–11.

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REFERENCE TO ARTICLE Alferova, I.A. (2018) Socialization of Elderly People, Contemporary Problems of Social Work. Vol. 4. No. 1 (13). P. 91–98. DOI: 10.17922/2412-5466-2018-4-1-91-98 (International bibliographic description).

CONTACT INFORMATION: Alferova Irina Alexandrovna postgraduate student Russian State Social University Wilhelm Pieck str., 4, build. 1 129226 Moscow, Russian Federation E-mail: [email protected]

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Nahapetyan A.A., orthopedic dentist, Heartman Clinic, Moscow; postgraduate student, Moscow. E-mail: [email protected] ORCID ID: orcid.org/0000-0002-4233-7408 Erokhova V.V., master student of arts of the department of Landscape Design and Sustainable Ecosystems of the Agrarian-Technological Institute; laboratory assistant of the Center for Mathematical Modeling of Urboecosystems, Peoples Friendship University of Russia, Moscow. E-mail: [email protected] ORCID ID: orcid.org/0000-0002-5748-1592 UDC 331.45; 574 DOI 10.17922/2412-5466-2018-4-1-99-107 Prospects for the Introduction of Evaluation Methods in the Process of Urbanization at Different Stages. Overview.

Receiving date: Preprint date: Taking to print date: 26.01.2018 28.02.2018 30.03.2018

Annotation: in the conditions of modern town-building and town-planning practices, the trend is to change the existing land use, namely urbanization. Despite the large number of positive aspects that arise in the process and the results of urbanization, it is accompanied by many negative effects on environmental characteristics. In this connection, it is necessary to make various variants of an estimation of possible consequences, for decrease or neutralization of negative influence on ecological indicators. The urgency of work consists in formation of the uniform universal approach to decrease or neutralization of the processes worsening ecological characteristics of the zones subject to change of land use. This article outlines the main approaches to assessing the effects of urbanization on different levels of ecosystems, based on global experience. The aim of the work is the analysis and structuring of evaluation approaches related to the urban-ecological changes. Methods, in this article, are approaches to the assessment of ecosystem services, analysis of monitoring indicators of urbanized areas, features of mapping of land use change zones (GIS), social factor. The urgency of work consists in formation of the uniform universal approach to decrease or neutralization of the processes worsening ecological characteristics of the zones subject to change of land use. Key words: urbanization, city, appraisal approach, sustainable development, ecosystem services. JEL classification: J190, J280.

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Introduction Currently, urbanization is a key trend in changing the existing type of land use [16]. So, by 2014 the share of the urban population in the world has increased to 54%, and according to existing forecasts, by 2050 the number of inhabitants of urban areas will be about 66% of the total population of the planet, equal to about 6.3 billion people. About half of the world’s urban population live in settlements with fewer than 500,000 inhabitants, and one in eight people live in 28 megacities with a population of 10 million or more [1]. From 1990 to the present, the number of megacities in the world has tripled, and according to forecasts, by the year 2030 41 city agglomerations will contain at least 10 million inhabitants each [10]. On the territory of Russia, the main example of urbanization can be considered the expansion of Moscow’s borders in 2011–2012. In the final version, 148 thousand hectares were annexed to the territory of Moscow, that is, the territory of Moscow increased by 2.39 times as a result of the project. In the process of expanding urban boundaries, a number of problems arise, one of which is the acute shortage of natural and spatial resources, which negatively affects the ecology of the environment, and, consequently, the quality of life of the population [5]. The obvious advantages of urbanization include the development of infrastructure, the emergence of new jobs, the improvement of the quality of educational and health services, the emergence of social and recreational centers, for the adaptation of the population, etc. [2]. All this has a positive effect on the society, but it worsens the ecological characteristics of various elements of ecosystems [2]. So, the development of infrastructure implies an increase in the number and size of the road transport network, an increase in the number of built-up areas and a reduction in the agricultural sector [20]. If the advantages of this process should be discussed in the long term, upon the achievement of the first results, then the disturbance and degradation of ecosystem functions takes place at an early stage. For example, in the territory of New Moscow, the planned residential development occupies about 89.8 thousand hectares, most of which is located on the territory of former agricultural fields and forest edges and fields. It follows that these territories will become more and more sealed, which will reduce the functional characteristics of soil structures, violate the water exchange balance, and reduce the quality of ecosystem services provided by soil and a given biota [15]. To neutralize these aspects, it is necessary at the planning stage to assess the existing services provided by potentially built-up areas and compare them with the planned results [3]. The increase in population and the change in the direction of labor migration affects the amount of emissions and discharges of various air-gas mixtures with pollutants, the formation of new or expansion of existing municipal solid waste (SHW) storage areas, which requires the revision of regulatory documents on the establishment of maximum permissible concentrations. The appearance of underground engineering communications and new metro lines is changing the deep soil structure, which is characterized by a temperature drop in geo-soil structures, a violation of their integrity and structure, and the appearance of vibrations. Expansion of highways and the creation of new roads have a negative impact not only on soil structures and on the state of atmospheric air, but also negatively affects the health of residents, due to noise pollution [16]. With a rational approach to planning urbanization, it is possible not only to reduce the impact on the ecological state, but also to obtain the maximum benefit for the population, through the introduction of park spaces, the appearance of protected areas, etc. To achieve these goals, it is necessary to create a structure, whereby the damage caused by the process of changing land use is neutralized.

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Methods To compile a unified methodology, an analysis of the existing urban planning policies, possible social changes, as well as changes in the functions of land use, considered in this article in the form of ecosystem services or services, is needed. In Russia, at the state level, environmental quality standards are fixed, which can be divided into the following categories (table 1).

Table 1 Main categories of environmental quality standards Category of the Main characteristics Notation standard Standards of sani- A complex of gradations that MPC of harmful poisons in air, rivers, lakes and tary and hygienic determine the level in the natural soils; indicators of physical impact (noise, ra- sphere background of negative compo- diation, vibration, electromagnetic radiation), nents which neither now nor in subsequent years can affect the health of residents and their descen- dants

Sanitary protec- Maintenance of necessary cleanliness of points of water use; prevention of adverse tion standards effects of polluting sources

Industrial-eco- Provisions designed to identify the Technological standards (MPE, MPA and PDT); nomic provisions lower thresholds of indicators, the the provisions calculated for recreational in the regulation occurrence of which is allowed in areas (the issue of acquaintance with urban of environmental the production and economic sec- planning standards must be addressed in de- quality tors. Change the parameters for the veloping security and guaranteeing the safety implementation of activities in this of the environment); norms that are taken area can be mainly through limiting into account during construction (environ- the functions of a particular enter- mental quality standards in recreational zones prise, which is dangerous from the allow the proper use of natural complexes, point of view of specialists in the leaving the conditions for sustainable devel- field of sanitary and environmental opment) regulation

Temporary standards are established in cases where, for some reason, it is not pos- sible to calculate one of the above-described indicators. Where technology, sanita- Time standards tion or hygiene standards can not be developed, resort to temporary provisions

In order to prevent the negative impact on the environment of economic and other activities, both for legal entities and for individuals at the legislative level, the following standards for the permissible impact on the environment are established: • standards for permissible emissions and discharges of substances and microorganisms; • standards for generation of production and consumption wastes and limits on their placement; • standards of permissible physical impacts (amount of heat, noise levels, vibration, ionizing radiation, intensity of electromagnetic fields and other physical effects); • standards for the permissible withdrawal of environmental components;

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• standards of permissible anthropogenic load on the environment; • standards for other permissible environmental impacts when carrying out economic and other activities, established by the legislation of the Russian Federation and the legislation of the constituent entities of the Russian Federation with a view to protecting the environment. Another pollution of the atmosphere in the city is the release of a large amount of heat [3]. This item is regulated in the regulatory legal policy, but there are whole «thermal islands» where heat is concentrated [13]. In such places, the temperature is higher by several degrees than in the neighboring territories. This phenomenon is explained by the sealedness of the territory, when the walls of buildings and asphalted cover in the daytime take away heat, and at night give [3]. This is also facilitated by stationary sources of heat and transport. As a result, there is a thermal pollution of the city. There are standards that establish the norms for the concentrations of substances in the air. If they are violated, unfavorable, and sometimes dangerous, disturbances can occur in the city’s ecosystem. There are four levels of risk of air pollution for humans: lack of influence; irritation; chronic diseases; acute diseases [18]. To regulate the emission of pollutants into the atmosphere, in Russia there are permissible levels of air pollution (table 2):

Table 2 Basic permissible levels of air pollution Permissible levels of air pollution Explanations MAC d.a. maximum allowable concentrations of daily average MAC m.ot. maximum allowable concentrations of maximum one-time MPC w.a. maximum permissible concentrations of the working area RSE roughly safe exposure Note For such zones, which are places of organizational rest (sanatoria, medical and preventive institutions), norms are stricter – for example, 0.8MAC.

This type of organizational policy is mainly aimed at maintaining existing indicators and controlling them [7]. Since the effects of urbanization are influenced not only by the ecological characteristics of the city, but also by the health of the population, it is necessary to take into account the social factor. In this aspect, there is a predominance of positive characteristics, such as an increase in jobs, and, as a result, a decrease in unemployment, housing availability, infrastructure development, an increase in the number of medical centers and educational institutions, etc. [8]. However, despite the abundance of positive moments, possible negative consequences should be taken into account [4], namely: the decrease in the birth rate, the stratification of society, environmental pollution, through the development of infrastructure, and the uncontrollability of labor migration (table 3). To reduce these consequences, not only the organization of recreational units is necessary, but also the rational zoning of urbanized territories, the creation and preservation of park spaces, the preservation of landscape features of the region, the creation of noise screens, the predominance of low-rise buildings [8]. In the urban context, ecosystems are generally modified and fragmented, so the analysis should not be limited to ecosystems as a whole, but should include specific components that are associated with the delivery of individual services [6]. Therefore, methods for assessing ecosystem change have been compiled in presenting an assessment of various ecosystem services [9]. The main ecosystem services are presented in table 4.

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Table 3 The main negative aspects of living in urban areas Object Impact on human health Causes Light Solar radiation affects the state of the urban environment, and deter- Unreasonable plan- mines the entire body of photobiological (biochemical and physiologi- ning of blocks, densi- cal) reactions taking place in the living body. ty of building, wrong In industrial cities with a high dust and gas content, the total intensity orientation of streets, of solar radiation is reduced by 15-20% compared to rural areas, the loss “spot” building of ultraviolet radiation reaches 40% Air Thrown into the air, substances not only have an irritating effect on the increase in the sense of smell and the nervous system, but also, getting into the body, number of vehicles, cause direct damage to health. The state of health of children living in disruption of air cities and regions with high levels of air pollution is characterized by a cerculation due to significant decrease in the body’s resistance and the location of infec- high-rise buildings, tious and other diseases. In such regions, the incidence of children is change in wind rose, 2-2.5 times more frequent than in areas with a more favorable ecology industrial enter- [18]. Now air pollution of cities by motor transport has reached such an prises extent when industrial enterprises are a secondary source of air pollu- tion with lead. In cities with intensive traffic, the lead content in the atmospheric air is more than 10-15 times higher than the MAC Noise Long-term exposure to noise on the human body leads to the develop- the increase in the ment of fatigue, causes a violation of the nervous and psychological number of vehicles, sphere, accompanied by irritability, general weakness, dizziness, sleep the expansion of disorder, memory loss. 30% of premature aging of citizens is guilty of metro lines, the noise that takes a person at least 7-12 years of life. 4 out of 5 headache movement of electric cases, 1 out of 4 neurological diseases are caused by excess noise [18]. trains The effects of noise exposure have the ability to accumulate in the body and cause a wide variety of health abnormalities Elec- Recently, there have been reports of the possibility of developing malig- antenna devices of tro- nant tumors under the influence of electromagnetic radiation, as well as various types, high- mag- reports of a link between childhood cancer and electromagnetic fields frequency installa- netic [18] tions for industrial radia- and research pur- tion poses, high-voltage air lines Mu- The usual solid household waste of a large modern city contains more in the cities and nicipal than 100 names of toxic compounds. A special place among solid towns of the country solid waste is occupied by plastics and synthetic materials, since they are about 55 million waste not subjected to biological destruction processes and can be in the tons of household environment for a long time (dozens of years). Soils, groundwater and waste have accumu- vegetation are contaminated at a distance of up to 1.5 km from landfills. lated – and this is The systematic use of contaminated water leads to a sharp decrease in only on registered immunity and the development of leukemia-like diseases in humans and landfills. Each land- domestic animals fill occupies from 6 to 50 hectares of land – in the whole country it is more than 20 thousand hectares The data of the questionnaire testify to the high psychological tension and social pessimism of urban women, which affects the organization of their lives and the qualitative characteristics De- of the population’s reproduction. In modern conditions, a significant proportion of parents are mogra- affected by stress: about 45% of mothers notice stress during pregnancy (only 28.9% have nor- phy mal pregnancy course). As a result of the study of the prevalence of congenital malformations in children in large industrial centers, they are found in 108–152 newborns per 10,000 births, while in rural areas this figure is 39–54 [18]

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Table 4 Ecosystem services and their characteristics Services Services received Notes Providing Food Products derived from Fresh water ecosystems Wood Biochemical compounds Genetic resources Regulatory Climate regulation The benefits of regulat- Disease management ing ecosystem processes Water regulation Water purification Pollination Cultural Spiritual and religious Benefits directly ob- Recreation and ecotourism tained by people Aesthetic Inspiration Educational Supporting Soil formation Services required for the Nutrient cycling production of all other Primary production ecosystem services

In some cities it is assumed that ecosystem dissipation will be concentrated in a certain location due to congestion (for example, allergies due to accidental air pollution and pollen) and competition for habitat with people and built infrastructure (eg, bird droppings, damage from the roots of the bridge ) [17]. On the other hand, the regulation of ecosystem services is provided by systems outside the territory at the regional level. Where spatial clustering of ecosystem services is present, an analysis of the costs and benefits of overly limited spatial coverage will have a higher probability of showing that the costs of «green infrastructure» exceed the benefits [11]. Loss of ecosystems in cities can include high long-term economic costs and serious consequences for social, cultural and insurance values associated with ecosystem services [19]. The economic costs associated with the loss of urban ecosystems are due to the need to restore and preserve public services and supplies through the built infrastructure, as the lost services provided by the urban green infrastructure are lost [12]. Further negative consequences come from the consequences in social and cultural values, including a sense of place, identity and community, social cohesion and local environmental knowledge. One of the methods for preserving and multiplying the benefits from ecosystems is urban agriculture [21]. The ecological impact of food products consumed in the city is great, but in cities there is a tool for its solution. Nevertheless, urban design methods should be taken with due regard to how the resilience of urban systems has improved. In this review, there are many questions about the environment and how to implement an «edible city» when urban agriculture is being promoted for environmental reasons. Where there is conclusive evidence, it is usually done only on one of the types of urban agriculture of the existing panel, leaving a picture that has a greater impact on the production environment in the city [20]. When planning the processes of urbanization and improving the existing indicators, it is necessary to perform spatial analysis using geographic information system (GIS) programs. So, with their help, it is possible to evaluate the directions of possible or occurring urbanization, with a view to compiling its model [14]. 104 VOLUME 4, No. 1 (13), 2018

On an example of territory of New Moscow to analyze the distribution of elevation green spaces and the definition of biomass, distribution of the main directions of the movement of people and points of concentration, as well as the construction of scenarios for the development of territories as the main common factors of organization development, and in particular cases, particular locations. Results Based on the analyzed methods of assessing the different approaches to planning the urbanization process, one can single out the main direction: 1. Assessment of the existing potential of the territory, content in the atmosphere, hydrosphere, the pedosphere, etc. different pollutants, according to the classification of the current regulatory legal acts; 2. Analysis of the existing social well-being of the population and the potential of the territory to improve it, assessing the opportunities for creating production and increasing employment; 3. Assessment of existing ecosystem services; 4. Ecological design of the model of planned urbanization; 5. Creation of a scenario for the development of a territory that meets all evaluation criteria; 6. Moderation and adaptation of the planned territory to extreme (possible) events; 7. The final model that meets the above requirements. Drawing up such models will provide a new universal approach to the organization of new urban areas. We have put forward a new methodological approach to this assessment, reflecting the main criteria considered (table 5).

Table 5 Methodological approach to the assessment of areas prone to urbanization Evaluation Existing territory Urbanized area Method Criteria Regula- The analysis of the existing The forecast of their change, the de- Analysis of public tions indicator of qualitative and termination of the possible maximum policy on this issue quantitative indices of the permissible concentrations of various atmosphere, the pedosphere, substances the hydrosphere, and so on. Assess- Economic and qualitative An increase in the total aggregate of Laboratory and field ment of assessment of services de- benefits derived from ecosystems, in studies ecosystem rived from ecosystems the aftermath of urbanization (fore- services cast) Identifica- Identification of current Zoning of territory, aimed at the GIS tion of ur- trends in urbanization and distribution of the population over a banization population concentration vast territory trends Definition Definition of existing devel- Design of a building taking into GIS, modeling, labora- of building opment account air exchange, to avoid the tory research type formation of air stagnation and the formation of thermal islands Adaptation Assessment of the existing Projecting of social and leisure fa- Analysis of employ- of the re- diversity of social and lei- cilities in proportion to the planned ment, sociological gion to the sure facilities number of population and develop- surveys, in order to population ment identify the needs of the population

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The application of this technique in practice will allow us to predict possible negative aspects of this process, and, consequently, to draw up a program for their neutralization. Irreversibility of the urbanization process includes a reduction in the quality of soil functions, a reduction in the number of natural forest plantations, deterioration in the physico-chemical properties of water resources, and the appearance of economic costs. However, these costs can be compensated for by increasing the benefits of cultural services, expanding the zones of labor mobility, using the principles of «green building» and low-rise buildings, creating conditions for the social sphere of life, raising the level of education and medicine in this region. And with the preservation of green spaces, the appearance of zones of specially protected natural areas and water protection zones, the introduction of green spaces into residential areas, it is also possible to improve the environmental indicators of the atmosphere, the biosphere, the pedosphere, etc. when designing a new model of urbanization, it is necessary to analyze various possible scenarios for its development, with the aim not only of compliance with normative legal documents, but also of finding the most optimal conditions for preserving and improving the basic ecological, social and economic indicators. In addition to drawing up an «ideal» model of urban development, this method can be used to analyze existing built-up areas with the aim of reorganizing and restructuring them. This will improve not only the ecological state of the environment in the city, but also improve the standard of living and health of the population.

References 1. Angrill S., Farreny R., Gasol C.M. et al. Environmental analysis of rainwater harvesting infrastructures in diffuse and compact urban models of Mediterranean climate // Int J Life Cycle Assess 17:25– 42. 2012. 2. Astee L.Y., Kishnani N.T. Building integrated agriculture: utilising rooftops for sustainable food crop cultivation in Singapore //J Green Build. 5:105–113. 2010. 3. Besthorn F.H. Vertical farming: social work and sustainable urban agriculture in an age of global food crises // Aust. Soc. Work 66:187– 203.2013. 4. Chester M., Pincetl S., Allenby B. Avoid ingunint ended trade off sby integrating life-cycle impact assessment with urban metabolism // Curr Opin Environ Sustain 4:451–457. 2012. 5. Finnveden G., Hauschild M.Z., Ekvall T.et al. Recent developments in life cycle assessment // J Environ Manage. 91:1–21. 2009. 6. Grubler A., Bai X., Buettner T. et al. Chapter 18 – urban energy systems. Global Energy Assessment – Toward a Sustainable Future. Cambridge University Press, Cambridge, UK and New York, N.Y., USA and the International Institute for Applied Systems Analysis, Laxenburg, Austria, In. P. 1307–1400. 2012. 7. Jaffal I., Ouldboukhitine S.-E., Belarbi R. Acompre hensive study of the impact of green roofs on building energy performance // Renew Energy 43:157–164. 2012. 8. Jim C.Y., Chen W.Y. Ecosystem services and valuation of urban forests in China // Cities 26:187–194. 2009. 9. Kail J., Wolter C. Pressures at larger spatial scales strongly influence the ecological status of heavily modified river water bodies in Germany // Sci Total Environ 454–455:40–50. 2013. 10. Kennedy C. Comment on article “is here a metabolism of an urban ecosystem?” by Golubiewski // Ambio 41:765–6. 2012. 11. Lammert M., Allan J. Environmental auditing: assessing biotic integrity of streams: effects of scale in measuring the influence of land use/cover and habitat structure on fish and macroinvertebrates // Environ Manag. 23(2):257–270. 1999. 12. Martellozzo F., Landry J.-S., Plouffe D. et al. Urban agriculture: a global analysis of the space constraint to meet urban vegetable demand // Environ Res. Lett. 9:064025. 2014. 13. Meier T., Christen O. Environmental impacts of dietary recommendations and dietary styles: Germany as an example // Environ Sci. Technol. 47:877–88.2013. 14. Pataki D.E., Carreiro M.M., Cherrier J. et al. Coupling biogeochemical cycles in urban environments: ecosystem services, green solutions, and misconceptions // Ecol. Soc. Am. 9:27–36. 2011.

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15. Sanye-Mengual E., Cerón-Palma I., Oliver-Solà J., et al. Environmental analysis of the logistics of agricultural products from roof top greenhouses in Mediterranean urban areas // JSciFood Agric. 100–109. 2012. 16. Sun Y., Zhou Q., Xie X., Liu R. Spatial, sources and risk assessment of heavy metal contamination of urban soils in typical regions of Shenyang, China // J Hazard Mater. 174:455–462. 2010. 17. Thomas L.K., Leyer I. Age structure, growth performance and composition of native and invasive Salicaceae in Patagonia // Plant Ecol. 2014. 18. Tilman D., Clark M. Global diets link environmental sustainability and human health // Nature. 2014. 19. Vizzari M. Spatial modelling of potential landscape quality // Applied Geography 31, 108– 118. 2011. 20. Vizzari M., Sigura. M.: Urban-rural gradient detection using multivariate spatial analysis and landscape metrics // Journal of Agricultural Engineering XLIV 91(1), 453–459. 2013. 21. World Bank. Capital for the future. Washington, DC. 2013.

REFERENCE TO ARTICLE Nahapetyan, A.A. & Erokhova, V.V. (2018) Prospects for the Introduction of Evaluation Methods in the Process of Urbanization at Different Stages. Overview, Contemporary Problems of Social Work. Vol. 4. No. 1 (13). P. 99–107. DOI: 10.17922/2412-5466-2018-4-1-99-107 (International bibliographic description).

CONTACT INFORMATION: Nahapetyan Alexey Andranikovich Orthopedic Dentist, Heartman Clinic Postgraduate student Myasnitskaya str., 19 101000 Moscow, Russian Federation E-mail: [email protected] Erokhova Valeria Vladislavovna Master Student of Arts of the Department of Landscape Design and Sustainable Ecosystems of the Agrarian-Technological Institute Laboratory Assistant of the Center for Mathematical Modeling of Urboecosystems Peoples Friendship University of Russia Miklukho-Maklaya str., 8/1 117198 Moscow, Russian Federation E-mail: [email protected]

107 SPECIAL COLUMN

Alexis Socias Iglesias, M. Sc., Profesor Auxiliar, Universidad de Guantánamo, Cuba. E-mail: [email protected]

Dayler Hernández Borges, Ing., Universidad de Guantánamo, Cuba. E-mail: [email protected] UDC 33 DOI 10.17922/2412-5466-2018-4-1-108-118

HERRAMIENTA ESTADÍSTICA PARA EL CONTROL DEL ARC DE RECURSOS HUMANOS DE LA PLANEACIÓN ESTRATÉGICA DE LA UNIVERSIDAD DE GUANTÁNAMO Statistical Tool for the Control of ARC of Human Resources of the Strategic Planning of the University of Guantánamo

Receiving date: Preprint date: Taking to print date: 19.01.2018 28.02.2018 30.03.2018

Resumen: La necesidad de lograr una correspondencia más estrecha entre el proceso de Planeación Estratégica en la Universidad de Guantánamo y la Gestión Universitaria, es una premisa para lograr la adecuada integración de los procesos sustantivos y la misión, visión y estrategias determinadas para el año 2017. El objetivo de este trabajo es proponer una herramienta estadística para el control de los indicadores del ARC “Recursos Humanos” que forma parte de la planeación estratégica en dicha institución, de forma que la gestión de los procesos sustantivos se garantice a partir de las estrategias que se tracen con el análisis de estos datos estadísticos. Los principales resultados se obtienen a partir de la concepción lograda, que permite analizar de forma integrada todos los elementos del ARC para una mejor Gestión Universitaria. Annotation: the need to achieve a closer correspondence between the process of Strategic Planning at the University of Guantanamo and University Management is a premise to achieve the proper integration of the substantive processes and the mission, vision and strategies determined for 2017. The objective of this work is to propose a statistical tool for the control of ARC indicators “Human Resources”, which is part of the strategic planning in this institution, so that the management of substantive processes is guaranteed by the strategies that are traced with the analysis of these statistical data. 108 VOLUME 4, No. 1 (13), 2018

The main results are obtained from the achieved conception, which allows to analyze in an integrated way all the elements of the ARC for a better University Management. Palabras clave: herramienta estadística, gestión universitaria, estrategias, sistema de trabajo y áreas de resultado clave. Key words: statistical tool, university management, strategies, work system and key result areas. JEL classification: А100, А110, А130.

Introducción Es esencial incorporar a la dirección, ideas revolucionarias con relación a la formación humana, de tal manera que se promueva el desarrollo de la cultura, el conocimiento, la justicia y los valores humanos, a través de la comunicación constante y efectiva. Por tanto la forma de ejercer el control debe ser tomada en cuenta desde que se inician los primeros pasos del proceso estratégico en una institución o empresa. Por lo general, las organizaciones, sobre todo las más grandes, dan por sentado que al conocer el ejecutivo lo que ocurre en la institución, también lo sabrán los empleados y que por ese simple hecho se podrá encontrar una fácil solución obviando las ideas creativas que puedan aportar el resto de las personas, e ignorar así la dirección participativa. En fuentes consultadas como Sánchez Carmona, (1994) y Alonso Rodríguez, (1997); se considera que el componente de dirección demanda atención especial porque en las organizaciones se dirigen personas que en su desempeño requieren de habilidades y capacidades comunicativas reveladas en la toma de decisiones acertadas. Es la misma sociedad cubana que le exige a la Universidad la satisfacción de sus necesidades, debido a que en esencia la misión de esta institución, es dotar a la sociedad de cultura, de conocimientos científicos, tecnológicos, prácticos dotados de un alto valor humanístico y patriótico, incrementa su pertinencia e impacto a la vez que sea capaz de crear un profesional competente que pueda dar respuesta y promover el desarrollo social, económico y político del entorno que lo rodea. Para que la Universidad como organización, perfeccione y garantice una mejora continua de sus resultados, requiere del fortalecimiento y consolidación de los subsistemas que conforman la gestión. También desde la década de los años 90 del pasado siglo, las Instituciones de Educación Superior en Cuba asumen como enfoque de dirección, la Dirección por Objetivos y la Planeación Estratégica, lo que permite identificar las insuficiencias asociadas a la estructura organizacional, la gestión de los recursos humanos, los sistemas de dirección y, en general, a una cultura organizacional coherente con las necesidades de desarrollo estratégico institucional. En estas nuevas condiciones se hace necesario abordar la gestión universitaria desde una perspectiva más ajustada a lograr la racionalidad y mejor utilización de los recursos humanos, materiales y financieros, para permitir que el desarrollo de las instituciones de educación superior sea consecuente con los requerimientos y exigencias que el Partido y Gobierno cubanos exigen a las universidades para que éstas asumen su compromiso en la lucha ideológica que libra la sociedad cubana y la masificación de la cultura general. Desarrollo En la Gestión Organizacional es importante la actualización y mejora de las actividades que se realizan para alcanzar la misión propuesta, dados los constantes cambios y escenarios que condicionan la forma en que se dirige una organización de cualquier tipo o tamaño. Precisamente a generar ese cambio nos alienta nuestro Comandante en Jefe Fidel Castro Ruz en su Discurso pronunciado en la Tribuna Abierta de la Juventud, los Estudiantes y los Trabajadores con motivos al Día Internacional de los Trabajadores, en la Plaza de la Revolución, el 1ro de Mayo del 2000. «Revolución es sentido del momento histórico; es cambiar todo lo que debe ser cambiado; (…); es emanciparnos por nosotros mismos y con nuestros propios esfuerzos; es desafiar

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poderosas fuerzas dominantes dentro y fuera del ámbito social y nacional; es defender valores en los que se cree al precio de cualquier sacrificio; (…); es no mentir jamás ni violar principios éticos; es convicción profunda de que no existe fuerza en el mundo capaz de aplastar la fuerza de la verdad y las ideas. (…)» Esta definición del concepto de Revolución dado por nuestro Comandante en Jefe, está presente además en el VII Congreso del PCC realizado en abril de 2016, al aprobarse cuatro importantes proyectos de documentos rectores, donde se manifiesta esencialmente la necesidad de transformar la política económica y social de Cuba actualizando los lineamientos de la política económica para el período 2016–2021. Las universidades son reconocidas cada vez más como un instrumento de desarrollo de la sociedad, y están consideradas como un factor clave para incrementar la competitividad y calidad de vida, pues en ellas se crea cultura con el desarrollo de investigaciones, se preserva la cultura mediante la formación profesional y se promueve la cultura a través de la extensión universitaria. Entre los métodos de dirección que se aplican en estas instituciones para dar respuestas a las condiciones en que desarrollan su actividad, están la dirección por objetivos y por valores, para lo cual es necesario desarrollar un planteamiento estratégico sólido, donde queden establecidas las metas a alcanzar en el mediano y largo plazo. La hoy Universidad de Guantánamo (UG) es producto a la integración de la educación superior en la provincia donde convergieron las otroras Universidad de Ciencias Pedagógicas subordinada al Ministerio de Educación (MINED), la Facultad de Cultura Física adscripta al Instituto Nacional de Deportes y recreación (INDER) y la Universidad de Guantánamo adscripta al Ministerio de Educación Superior (MES). En esta institución se forman profesionales de 38 carreras distribuidas en 7 facultades y 9 Centros Universitarios Municipales (CUM), y se superan profesionales de todo el territorio en las distintas figuras de posgrado que se desarrollan, contando además con una escuela de Formación Doctoral que se consolida en el acompañamiento al Desarrollo Local y en la búsqueda de soluciones a las diferentes líneas potenciales de transformación y desarrollo de la provincia. La experiencia acumulada por el autor durante más de 6 años como responsable del ARC “Recursos Humanos”, permite constatar la necesidad reiterada de que se perfeccione el modo de controlar sistemáticamente, los indicadores que conforman esta ARC, de manera que se pueda dar seguimiento sistemáticamente al cumplimiento de dichos indicadores y tomar decisiones efectivas en casos de incumplimientos. Tomando como referencia los informes de cumplimientos del ARC-2, se constataron limitaciones como: • comunicación no sistemática en el sistema de trabajo de la universidad; • insuficiente seguimiento al control de acciones decisivas por parte de algunos cuadros; • incomprensiones reiteradas entre cuadros y subordinados; • insuficiente control en la obtención de resultados en indicadores claves como la formación doctoral. ¿Qué se entiende por Dirección? En nuestro país, ha surgido cierta confusión entre los términos gestión, dirección y administración, la cual en gran medida ha estado determinada por problemas en las traducciones y la aplicación práctica que a los mismos se les otorga. Así por ejemplo, este último se reserva para designar los cargos de menor jerarquía. Por ello es procedente dejar establecido que para nuestros fines al menos administración y dirección son sinónimos y pueden emplease indistintamente. En el caso de gestión puede identificarse también con ambos términos anteriores, pero como regla ello depende del contexto y de la necesidad de transmitir ante todo la acción de

110 VOLUME 4, No. 1 (13), 2018 dirigir, administrar o gestionar, de esta manera se refiere más que todo al equipo de dirección o directivo, por eso puede considerarse menos abarcador y no se utiliza para referirse a la ciencia como tal. Gestión, proviene de la acepción latina gestionis, acción del verbo génere que quiere decir o significa acción y efecto de gestionar, o sea, hacer diligencias que conduzcan al logro de un negocio o deseo cualquiera, en este mismo contexto es cada vez más frecuente encontrar también el vocablo gerencia y derivados de este: gerente y gerencial. En el ámbito de la Educación Superior Iberoamericana se utiliza ampliamente el término “gestión universitaria” para señalar la labor de dirección en dicha esfera. Administración entre tanto proviene de dos vocablos del latín ad que representa dirección o tendencia y minister que significa subordinación y obediencia de allí que se le asocie también con gobernar de donde proviene su más cercana connotación. La acepción de dirección tal y como la entendemos en esta ciencia, todo parece indicar que proviene de Management y aunque muchos coinciden en que es difícil traducirla exactamente se deriva etimológicamente de manus que significa manos y por ende manejar. La Teoría de la Administración surge como resultado del desarrollo y aumento de la complejidad en el proceso de dirección al alcanzar determinado tamaño las organizaciones y hacerse más difícil el trabajo de su conducción al abarcar esta un gran número de personas. Por ello la necesidad de la dirección, indicada por Marx en su obra cumbre El Capital al decir que: “Todo trabajo directamente social o colectivo en gran escala, requiere en mayor o menor medida una dirección que establezca un enlace armónico entre las diversas actividades individuales y ejecute las funciones generales que brotan del organismo productivo total, a diferencia de los que realizan los órganos individuales. Un violinista se dirige el mismo, pero una orquesta necesita un director”1 mantiene plena vigencia y pone de relieve la importancia de esta ciencia con el desarrollo de las fuerzas productivas y el significado del estudio de sus tendencias y regularidades. Entre las definiciones de Administración más difundidas en Cuba, y en general internacionalmente, se encuentra la de James A. y Stoner F2 quienes la identifican como: “El proceso de planear, organizar, liderar y controlar el trabajo de los miembros de la organización y de utilizar todos los recursos disponibles de la empresa para alcanzar objetivos organizacionales establecidos”. PLANIFICACIÓN ESTRATÉGICA DE LA UG EN EL AÑO 2017. La UG elabora cada año un sistema de trabajo basado en 8 objetivos estratégicos estructurados en 4 Áreas de Resultado Clave (ARC), cuyo contenido refleja las principales aspiraciones de la institución para esa etapa en correspondencia con el desarrollo del quinquenio y los resultados que se han ido alcanzando. ARC- 1. Formación del Pregrado. ARC- 2. Formación del Postgrado. ARC- 3. Ciencia, Tecnología e Innovación. ARC- 4. Recursos Humanos. Y donde se definen específicamente cuatro ESTRATEGIAS DE TRABAJO tales como: 1. Estrategia Maestra Principal. Enfoque integral y sostenible para la labor educativa y político-ideológica en la Universidad. 2. Estrategia Maestra Gestión de la Calidad. 3. Estrategia de Información, Comunicación e Informatización. 4. Estrategia de Internacionalización.

1 El Capital T. 1.Carlos Mar. Editorial C. Sociales. ICL. La Habana, 1973. P. 286. 2 Administración. 5ta Edición, S/Editorial. P. 4 111 CONTEMPORARY PROBLEMS OF SOCIAL WORK

Mapa de Procesos en la Universidad Guantánamo. Procesos Estratégicos Gestión de In form ació n , Interna cionali los recursos comunicación e zació n . informatización. humanos.

C Procesos Claves C L L Fo rm ació n Ciencia, Fo rm ación I I de Tecnología e de Recursos E E Pregrado Innovación Postgrado Humanos N N EXTENSIÓN UNIVERSITARIA T T E E S S

Pro ce so s de Ap oy o Gestión de los Recurso s Materiales , Financieros y de los Servicios

Figura No. 1. MAPA DE PROCESOS DE LA UG

Elevar la calidad en la formación de profesionales FINANCIERA competentes altamente comprometidos con la

Se logra un 90% de Se logra un 92% de satisfacción satisfacción del claustro en los recién graduados con su con la preparación preparación profesional CLIENTE recibida.

Se logra un incremento de 5% de satisfacción del claustro con la preparación recibida en temas de

Seguridad Nacional y Defensa Nacional

Se mejora la composición del claustro evidenciado en un El 70% de los PPA académico posean incremento de las categorías PROCESO Categorías Docentes docentes de Profesor Auxiliar superiores y sea Master en un 15% y de Profesor o Doctor Titular en un 30%

Se enriquece la plantilla con profesionales Se efectúa al 100% del claustro la evaluación del desempeñoen experimentados correspondencia a la Categoría docente provenientes de entidades que posee de la producción y/o los servicios.

Se forman 20 nuevos doctores en el claustro y se incrementa a un El 98% del Claustro aprueba 5% las tesis doctorales APRENDIZAJE Y satisfactoriamente las defendidas en ciencias no CRECIMIENTO comprobaciones políticas pedagógicas

Incorporar más de 10 jóvenes del El 50% de los doctores en claustro a la formación doctoral en Ciencias de la UG interviene diferentes modalidades. en la formación doctoral de al menos un aspirante.

Figura No. 2. CUADRO DE MANDO INTEGRAL

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ANÁLISIS ESTRATÉGICO Cómo se puede observar en el Mapa de Procesos que se ilustra en la figura No. 1, se clasifica la Gestión de los Recursos Humanos como uno de los procesos de Apoyo para la organización, sin embargo dentro de la planificación estratégica que trabaja la UG, la misma define el ARC “Recursos Humanos” y de acuerdo al objeto social de la entidad, enmarca al claustro como una de las variables fundamentales de sus acciones aunque no quiere decir que descuide al personal no docente que en ella labora y en ese sentido define su objetivo estratégico también mencionado, considerando el autor que debe valorarse una mejor clasificación de este proceso dentro del Mapa de procesos para la gestión de la calidad que se lleva a cabo en la UG (Figura No. 2: “Cuadro De Mando Integral”). En la UG cada año se realiza un proceso de análisis para la determinación de las ARC, sus objetivos, criterios de medidas e indicadores, así como la conformación de la estrategia maestra principal y demás estrategias, en cuyo análisis se elabora la matriz DAFO de la UG y se revisa semestralmente como parte del sistema de trabajo de la Universidad para el cumplimiento de los objetivos estratégicos trazados y quedando recogido en informe central para la determinación de los objetivos. Por lo antes expuesto no se aplican instrumentos para la determinación del Análisis Estratégico ni del Análisis Interno Organizacional, sino que se toma directamente de este informe central. Oportunidades decisivas Actualización del modelo de gestión económico financiero. Incremento de la demanda de superación post-graduada. Reconocimiento del papel de la Universidad en las transformaciones económicas- sociales y medioambientales. Posibilidades de alianza y convenios con otras instituciones y organismos. Existencia de convenios de colaboración internacional. Tendencia mundial a financiar proyectos. Voluntad política para el incremento de proyectos de desarrollo local. Amenazas claves Bloqueo económico aparejado a la crisis económica mundial y su impacto en la Educación Superior. Contradicción de mecanismos económicos-financieros que limitan el desarrollo exitoso de los procesos universitarios. Factores climáticos adversos. Incremento del financiamiento de la subversión ideológica. Preferencia de los jóvenes por la carrera de medicina. ANÁLISIS INTERNO ORGANIZACIONAL. Fortalezas Claves Claustro revolucionario y comprometido con el proyecto socialista cubano. Cuadros con alta calificación profesional. Creciente calificación científica – académica y por categoría docente del claustro. Estudiantes con resultados reconocidos en lo académico, la investigación y extensión en los distintos niveles en el país. Contamos con una Escuela de Formación Doctoral que se manifiesta como interface dinamizadora del desarrollo local. Acreditación de 10 carreras, una de ellas de excelencia, la carrera de Agronomía. Altos indicadores globales de eficiencia en las distintas modalidades de estudios. Debilidades importantes Insuficiente infraestructura tecnológica para la virtualización de las asignaturas en plataformas interactivas. Aún está por debajo de lo deseado el por ciento de Profesores Principales de año con categorías docentes superiores de Profesor Auxiliar o Profesor Titular. 113 CONTEMPORARY PROBLEMS OF SOCIAL WORK

Insuficiencias en el sistema de información estadística para el control de los indicadores de las ARC que dificultan el seguimiento efectivo a las estrategias de trabajo. Es insuficiente el acompañamiento de los CUM al trabajo en los proyectos con impacto en el programa de desarrollo local. Es insuficiente el número de doctores para alcanzar el 25% que se requiere para la acreditación de la UG. Es insuficiente el número de publicaciones científicas en revistas científicas indexadas. No se ha logrado el incremento de proyectos internacionales. El perfeccionamiento del diagnóstico estratégico, a la luz de las nuevas exigencias en cuanto a la formación del profesional fueron identificadas, en el VI Congreso del Partido Comunista de Cuba celebrado en abril de 2011, especialmente, en los Lineamientos 145, 146 y 147, tuvo sus bases, en los procesos continuos de autoevaluación, a partir del contenido de los patrones para evaluar y acreditar la calidad, como parte del Sistema Universitario de Programas de Acreditación (SUPRA), expresados como metas a alcanzar en el contenido de las variables e indicadores que se constituyen en el contenido de dichos patrones y ratificados en el VII Congreso del Partido Comunista de Cuba celebrado en abril de 2016. En correspondencia con la Resolución Ministerial No. 134 de 6 de julio del 2004 del Ministro de Educación Superior que establece que la Junta de Acreditación Nacional (JAN) tiene la misión de contribuir al mejoramiento de la calidad de la Educación Superior Cubana mediante el desarrollo y la aplicación de un sistema de evaluación y acreditación de programas e instituciones, se han dictado resoluciones que rigen dicho sistema para cada uno de los programas y para las instituciones universitarias. En consecuencia, la Resolución Ministerial 210/2011 también del Ministro de Educación Superior acerca de que la evaluación y acreditación de las instituciones, establece que esta constituye el “mecanismo fundamental para la gestión de la mejora continua de las instituciones de educación superior del país”; asimismo, reconoce el carácter estratégico del sistema de evaluación de las instituciones, el que puede convertirse en un marco integrador de los contenidos de los demás patrones concebidos para evaluar los programas de maestrías, doctorados y carreras. La integración del resultado de la autoevaluación de la institución por ARC, y con ella, las diferentes estructuras que conforman la universidad partiendo de los departamentos como su eslabón Base; asimismo, de los demás programas de pregrado y posgrado, al proceso de determinación de objetivos y acciones de mejora, han constituido el contenido, no solo de las estrategias; sino también, del sistema de planificación en todos los niveles, tanto administrativos, como del trabajo metodológico, lo que se traduce en el plan de actividades anual, plan de trabajo mensual e individual de cuadros y trabajadores, haciéndose necesario el control efectivo de cada uno de los indicadores que conforman las ARC. Teniendo en cuenta estos fundamentos jurídicos; así como, lo estipulado en el propio Patrón de calidad de instituciones de educación superior (SEA-IES), en su primera variable, respecto a que el diseño estratégico y su implementación, deben garantizar el cumplimiento de la misión de la institución universitaria, al propio tiempo, que permiten responder a los lineamientos y políticas priorizadas por la educación superior y por el Estado Cubano, mediante la contextualización de estos en las estrategias que se conciban, el autor ha considerado la necesidad de proponer una solución a las insuficiencias presentes en el control de los indicadores que conforman el ARC “Recursos Humanos” de la planeación estratégica de la UG. ANÁLISIS DE LAS CAUSAS Para el análisis de Causa-Efecto, se utilizó el Diagrama de Ishikawa, dejando evidenciado las causas que generan insuficiencias en el logro efectivo de la misión y visión de la entidad (Figura No. 3), ya que no permiten evaluar de manera sistemática y efectiva cada uno de los indicadores que conforman las ARC, por lo que si uno de ellos manifiesta un descenso en su cumplimiento no se podría tomar a tiempo las estrategias necesarias para erradicar ese resultado.

114 VOLUME 4, No. 1 (13), 2018

o. j Insuficiencias en el Insuficiencias sistema de información estadística para el control de los indicadores de las ARC que dificultan el seguimiento efectivo a las estrategias de traba Falta de sistematicidad en los autocontroles y controles de los Jefes que tributan a las ARC. Insuficiente trabajo con el eslabón base. Falta de rigor y análisis a los docentes y trabajadores que no cumplen con los Planes de trabajo individual aprobados No se sistematizan las evaluaciones ue ostentan. q Desconocimiento de algunos cuadros de las funciones que deben realizar los docentes según las categorías docentes Insuficiente dominio de la Resolución 128 de categorías docentes. Incorrecta determinación de los indicadores a medir en los Planes de Resultados a docentes y trabajadores.

Insuficiencias en el proceso de comunicación organizacional Incumplimientos con la disciplina informativa.

Figura No. 3. DIAGRAMA DE ISHIKAWA

115 CONTEMPORARY PROBLEMS OF SOCIAL WORK

APLICACIÓN DEL DIAGRAMA DE PARETTO A LAS CAUSAS Causas de la Impactos de las Causas N° Impactos % Total % Total Acum. problema en el problema Acum. 1 8 8 32,00% 32,00% 2 6 14 24,00% 56,00% 3 5 19 20,00% 76,00% 4 3 22 12,00% 88,00% 5 3 25 12,00% 100,00%

10 100% 8 80% 6 60% 4 40% 2 20% 0 0% 12345 Impactos % Total Acum.

1. La herramienta estadística está dirigida a la creación de un prontuario estadístico que recoja los principales elementos que se evalúan en los indicadores que conforman el ARC “Recursos Humanos”, donde se determine el responsable por cada grupo de informaciones a entregar. 2. Este prontuario estadístico deberá conformarse al cierre de cada mes, una vez concluido el cierre económico de la entidad para poder contar con datos verídicos para la toma de decisiones. 3. Cada Jefe de área que tributa al ARC-2 “Claustro Revolucionario de Excelencia”, deberá enviar al Jefe de ARC por vía digital, ya sea empleando el correo electrónico o la mensajería instantánea o entregando personalmente en la oficina del mismo al séptimo día hábil de cada mes, las informaciones que se le solicitan y que formarán parte del prontuario que se propone. 4. Una especialista de Estadísticas de la dirección económica se encargará de compilar las informaciones y luego le será entregado al Rector de la Universidad certificado por el Jefe de ARC para una correcta toma de decisiones. 5. Esta propuesta será implementada a partir del mes de septiembre con el inicio del curso escolar, para ellos se capacitará a cada responsable de área sobre la información a recoger en las mismas. 6. Se controlará de manera mensual la ejecución de esta herramienta con la entrega de las informaciones. El prontuario recogerá las siguientes informaciones que tributan al ARC-2. Composición de la plantilla. Composición de la plantilla según estructura aprobada. Composición de la plantilla por meses. Comportamiento general de la disciplina laboral. Comportamiento de la disciplina laboral por áreas. Rango de edades de los trabajadores por áreas. 116 VOLUME 4, No. 1 (13), 2018

Composición de la plantilla por tipo de raza. Composición del claustro a tiempo completo por categorías docentes. Composición del claustro a tiempo parcial por categorías docentes. Resultados generales de las evaluaciones. Resultados de las evaluaciones por áreas. Composición del claustro a tiempo parcial. Evaluaciones políticas realizadas. Composición de los profesores principales de año. Comportamiento de las medidas disciplinarias. Comportamiento de las altas de trabajadores. Comportamiento de las bajas de trabajadores. Composición de doctores por áreas. Composición de doctores por especialidades. Conclusiones Podemos concluir que la gestión del capital humano está en correspondencia e impacta positivamente en el desarrollo económico, político, social y tecnológico de la sociedad; estos cambios manifestados en esta organización a lo interno y externo, de conjunto con el entorno, tiene objetividad en el desempeño y son generadoras de conocimientos y tecnologías, propician el logro de la gestión eficiente y con visión futura del potencial humano. El trabajo permite a partir del análisis estadístico de los indicadores que conforman el ARC “Recursos Humanos”, trazar estrategias para lograr el cumplimiento de los mismos con efectividad y calidad en los procesos universitarios que se desarrollan y que tributan a su interior desarrollando la Universidad y hacia el exterior en el acompañamiento a los gobiernos en el Desarrollo Local.

Bibliografía / References 1. Castro Ruz, Fidel. Discurso en la clausura del Cuarto Congreso de la Educación Superior. (Pág. 3–61). Ed. Oficina de Publicaciones del Consejo de Estado. La Habana, 6 de febrero de 2004. 2. Chiavenato, Idalberto. Introducción a la Teoría General de la Administración. 4ta Edición. Colombia 1998. 3. Didriksson T., Axel. Una estrategia de transformación para la construcción de una universidad de futuro. Universidad de la innovación. (Pág. 26–45). Ed. UNESCO. Estado de Zacatecas. México, 2002. 4. Dirección por Objetivos y Dirección Estratégica. La Experiencia Cubana. Ministerio de educación Superior. Ciudad de la Habana, 1998. 5. Frederick W. Taylor. The principles of scientific management. Harper, Nueva York, 1947. 6. Información del Ministerio de Educación Superior a la Asamblea Nacional del Poder Popular. Memorias. Ed. Félix Varela. La Habana 19 de julio de 2012. 7. Koontz, Harold-Weihrich, Heinz. Administración: una perspectiva Global. (Pág. 536-561). 10 Ed. S.n. España, 1996. 8. Metodología de la Investigación. Ed. Félix Varela. La Habana, 2007. 9. Objetivos de trabajo de la organización para el año 2016. Ministerio de Educación Superior. Ed. Félix Varela. 17 de septiembre de 2015. 10. RESOLUCIÓN # 60 de 2011. Normas del Sistema de Control Interno. Contraloría General de la República. 18 de marzo del 2011. 11. Sistema de Trabajo para la implementación de los objetivos de la Universidad de Guantánamo en el año 2016. Noviembre, 2015. 12. Stephen P. Robbins. Comportamiento Organizacional. Séptima Edición. San Diego StateUniversity. 13. Stoner, J.; Freeman, R. y Gilbert Jr. Administración 6ta edición. Ed. Pearson. México, 1996. 14. VI CONGRESO DEL PARTIDO COMUNISTA DE CUBA, LA HABANA, 2011. Lineamientos de la Política Económica y Social del Partido y la Revolución. Ed. de Ciencias Sociales. La Habana, 2011.

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REFERENCE TO ARTICLE Alexis Socias Iglesias & Dayler Hernández Borges (2018) Statistical Tool for the Control of ARC of Human Resources of the Strategic Planning of the University of Guantánamo, Contemporary Problems of Social Work. Vol. 4. No. 1 (13). P. 108–118. DOI: 10.17922/2412- 5466-2018-4-1-108-118 (International bibliographic description).

CONTACT INFORMATION: Alexis Socias Iglesias M. Sc., Profesor Auxiliar Universidad de Guantánamo, Guantánamo, Cuba E-mail: [email protected] Dayler Hernández Borges Ing., Universidad de Guantánamo, Guantánamo, Cuba E-mail: [email protected]

118 VOLUME 4, No. 1 (13), 2018

Felipe Enio Robas Díaz, Dr. en Ciencias Pedagógicas, Profesor Titular de la Escuela de Formación Doctoral, Universidad de Guantánamo, Cuba. E-mail: [email protected] Francisco Bayeux Guevara, Dr. en Ciencias Pedagógicas, Profesor Titular, Vicerrector de Formación del Profesional, Universidad de Guantánamo, Cuba. E-mail: [email protected] Zulema de la Caridad Matos Columbié, Dr. en Ciencias Pedagógicas, Coordinadora Programa de Formación Doctoral en Ciencias Pedagógicas, Profesor Titular, Universidad de Guantánamo, Cuba. E-mail: [email protected] UDC 378 DOI 10.17922/2412-5466-2018-4-1-119-128

LA ACTIVIDAD DE ESTUDIO EN EL PRIMER AÑO DEL CURSO REGULAR DIURNO. EXPERIENCIAS EN LA UNIVERSIDAD DE GUANTÁNAMO

Study Activity in the First Year of the Daily Course. Experiences at the Guantánamo University

Receiving date: Preprint date: Taking to print date: 23.01.2018 28.02.2018 30.03.2018

Resumen: El artículo se deriva del proyecto de investigación Capacitación docente, una herramienta para el perfeccionamiento de la formación del profesional. El problema se constituyó en el poco tiempo que dedicaban los estudiantes de primer año de las carreras de Ingeniería Informática, Contabilidad y Finanzas e Ingeniería Forestal a la realización de la actividad de estudio. Se aplicaron métodos como: observación, entrevista, encuesta, análisis de documentos y el sistémico estructural funcional. El objetivo estuvo dirigido a detectar los factores principales que influyen en el cumplimiento de la actividad de estudio del estudiante y la aplicación de un sistema de pasos metodológicos para la enseñanza de estrategias de aprendizaje. Finalmente se constató la no correspondencia entre los criterios de estudiantes y profesores sobre las causas que inciden en el poco tiempo que dedican los estudiantes a su actividad fundamental. Los primeros la atribuyen a los docentes mientras que los segundos a los estudiantes. Annotation: the article is derived of the project of investigation educational Qualification, a tool for the improvement of the professional’s formation. The problem was constituted in the little time that you/they dedicated the students of first year of the careers of Computer Engineering, Accounting and Finances and Forest Engineering to the realization of the study activity. Methods were applied like: observation, interviews, it interviews, analysis of documents and the systemic one structural functional. The objective was directed to detect the main factors that influence in the execution of the student’s fundamental activity, and the application of a system of methodological steps for the teaching of learning strategies. Finally the non correspondence was verified among the causes that impact in the little time that the students dedicate to its fundamental activity and those that point out the educational ones. The first attribute it to the educational ones while the seconds to the students.

119 CONTEMPORARY PROBLEMS OF SOCIAL WORK

Palabras clave: dedicación, estudio, trabajo independiente, estrategias, aprendizaje, orientaciones. Key words: dedication, study, independent work, strategies, learning, orientations. JEL classification: I200, I290.

Introducción El desarrollo de la Educación Superior en Cuba, impone la necesidad de desarrollar investigaciones dirigidas al perfeccionamiento y adecuación del trabajo metodológico a las condiciones concretas de cada centro, hace énfasis tanto en el nivel de preparación de los docentes, como en el impacto del mismo, en función de la formación del profesional como resultado final a lograr en las universidades. Significa que el trabajo metodológico debe alcanzar estadios superiores para elevar la calidad del proceso de enseñanza aprendizaje de la educación superior cubana. Los lineamientos del 7mo Congreso del PCC, las indicaciones de trabajo del Ministerio de Educación Superior (MES) y la planificación estratégica de la Universidad de Guantánamo (UG) vista desde los resultados alcanzados en cursos anteriores y la necesidad de lograr una mayor calidad en el proceso de formación del profesional cubano, corroboran el propósito anterior, de manera que se satisfagan las principales demandas sociales que se le plantean a la universidad de estos tiempos, es decir, fomentar la organización, realización y control del trabajo independiente de los estudiantes, lo cual no se corresponde con lo establecido en el Reglamento de Trabajo Docente Metodológico del MES, cuando expresa que: «El incremento del tiempo de estudio de los estudiantes constituye la primera prioridad de la labor educativa de los centros formadores, de manera que puedan obtenerse resultados académicos superiores en la formación integral del profesional»1. En investigaciones realizadas por Tejedor (2003), identifica la organización y planificación del tiempo dedicado al estudio por los estudiantes universitarios «como un problema que influye en su rendimiento académico, lo cual se relaciona con lo que acontece en algunas universidades del territorio»2. En la Universidad de Guantánamo la población en estudio la conforman 3 carreras universitarias, de las cuales se tomaron como muestra los grupos de 1er año de las carreras de Ingeniería Informática, Contabilidad y Finanzas e Ingeniería Forestal. En correspondencia con lo planteado en la metodología propuesta para desarrollar el estudio, se seleccionaron un total de 19 directivos y jefes de colectivo de año, así como 42 estudiantes. Sobre la base de los planteamientos anteriores, se desarrolló la presente investigación, la cual tuvo entre sus objetivos, la detección de los factores principales que influyen en la falta de dedicación al estudio por parte de los estudiantes muestreados, así como la aplicación de un sistema de orientaciones metodológicas, estrategias de aprendizaje y técnicas para la movilización del pensamiento para la solución de la problemática planteada, las cuales constituyen el resultado del proyecto de investigación “Capacitación docente para los profesores universitarios”. Desarrollo I PARTE Según Vega, 2011 «desarrollar y perfeccionar el estilo personal de estudio de manera que este sea efectivo constituye una importante meta de todo estudiante; para ello es necesario no sólo tomar conciencia de sus particularidades individuales sino también conocer las características de la actividad de estudio y del proceso de aprendizaje en general y en particular»3. Resulta de gran importancia que los profesores de manera sistemática orienten y controlen la autopreparación de los estudiantes en todas las formas de organización del proceso docente educativo.

1 Reglamento de Trabajo Docente Metodológico. MES, artículo 127. 2 J. Tejedor: “Poder explicativo de algunos determinantes del rendimiento de los estudiantes”. 3 G. Vega: “Informe de investigación del proyecto dirigido de REDEES No. 3 “Evaluación del impacto del trabajo metodológico en la formación del estudiante en cinco universidades del país”. 120 VOLUME 4, No. 1 (13), 2018

Para alcanzar el objetivo del estudio en la presente investigación, se conformaron 3 grupos humanos. El primero integrado por dos docentes del Centro de Estudio de la Educación encargado de llevar a cabo el estudio, el segundo por un representante de la Vicerectoría de Formación del Profesional, y el tercero por un representante de cada una de las carreras seleccionadas para el estudio en la universidad. Análisis y discusión de los principales resultados obtenidos. En el modelo pedagógico general para la educación superior cubana actual, el estudiante debe asumir de forma dinámica su propio proceso de formación, el cual presupone tener en cuenta factores tanto internos como externos, vinculados a las particularidades de cada individuo, así como a las necesidades, motivos e intereses, de cada cual; de igual forma sus experiencias y valores, entre otros. Ello implica la existencia de los diferentes estilos de aprendizaje, y que el docente debe dominar para proporcionar aquel que sea más efectivo, dado el conocimiento que tenga de cada uno de sus alumnos. De las nuevas transformaciones llevadas a cabo en la Educación Superior Cubana, emerge una gran preocupación, la participación de los estudiantes en la búsqueda de los contenidos que requieren para su formación profesional. El resultado de las acciones en que participa el estudiante en los diferentes contextos de actuación es visto como un proceso para el desarrollo del protagonismo; el mismo no ocurre de forma espontánea, sino que es el resultado de todas las influencias directas y que de manera consciente recibe mediante los distintos agentes socializadores del proceso de su formación profesional. Ello exige el verdadero protagonismo estudiantil, no solo en las actividades culturales, deportivas, recreativas, sino que se manifieste también en las actividades docentes. La aplicación de los instrumentos para alcanzar el objetivo de la presente investigación posibilitó la recogida de datos generales referentes a los profesores (cargo que ocupa y tiempo de experiencia en el desempeño del mismo) y a los estudiantes (nivel escolar de los padres, sexo, edad, fuente por la cual ingresó, si es becado o no, rendimiento académico en enseñanza precedente, rendimiento académico actual, cantidad de asignaturas a revalorización, cantidad de asignaturas a extraordinarios en el mes de agosto, horas de dedicación al estudio), de igual forma la percepción que poseen ambos grupos humanos encuestados en relación al nivel de incidencia que tienen los problemas presentados en la dedicación al estudio de los estudiantes e impacto que puede tener la poca dedicación al estudio en los mismos. Los resultados referidos a la valoración de los profesores y la imagen de la percepción de los estudiantes, en un segundo momento se sometieron a una triangulación, estableciendo los niveles de correspondencia entre ambas percepciones. La cantidad de directivos y jefes de colectivos encuestados, así como los años de experiencia en el cargo (promedio de 2.5 años), indica poco tiempo en las diferentes tareas de dirección que realizan, destacándose con dos años o menos en el cargo, los vicedecanos de las facultades, los jefes de las tres carreras, los jefes de colectivo de año de las facultades de Contabilidad e Informática, y los profesores guías de los grupos de primer año seleccionados para el estudio. Lo anterior coincide con lo expresado por Horruitiner (2006) que puede interferir la adecuada gestión didáctica del proceso de enseñanza aprendizaje de la carrera, «la existencia de un claustro joven en su mayoría compuesto por egresados de las propias carreras, y carente de formación psicopedagógica»1. Según (Tejedor, 2003; García et al, 2003; González et al., (2010), «los datos generales relacionados con los estudiantes de las carreras, obtenidos mediante la aplicación del instrumento, son considerados por diferentes autores en sus estudios como variables que explican el rendimiento académico»2.

1 P. Horruitiner: ” La Universidad Cubana: el modelo de formación.” 2 J. Tejedor: “Poder explicativo de algunos determinantes del rendimiento de los estudiantes.” 121 CONTEMPORARY PROBLEMS OF SOCIAL WORK

La primera de estas variables analizadas en el presente estudio fue el nivel de escolaridad de los progenitores, para lo cual se asumió la estructura de tres categorías propuesta por González et al. (2010) en su trabajo adaptándola a las características del presente trabajo para agrupar los datos en tres niveles, «(primario (menor de primaria y primaria terminada), medio (secundaria básica, preuniversitario, técnico medio terminados) y universitario (universidad terminada)»1. Se evidenció un predominio del nivel de escolaridad medio (0,53%) sobre el resto de los niveles de escolaridad de los padres de los estudiantes de las carreras en estudio, identificándose el nivel primario con el menor valor (0,07%). Según los estudios realizados por González et al. (2010), «si bien el nivel primario o menos, de los padres determinan posibles bajos resultados en sus hijos, los que tienen nivel medio y universitario no inciden en su posible deserción. La investigación realizada y la experiencia de los autores evidencia que el nivel cultural de la familia, puede ser un factor que influya en el éxito académico de los estudiantes»2. La diversidad de criterios, permite a los autores de la presente investigación señalar que esta variable debe ser tenida en cuenta pero sin considerarla absoluta, determinante en los resultados académicos finales de los estudiantes. Las características de la muestra estudiada fueron constatadas sobre la base de cuatro variables, «dos de identificación (género y edad) y una académica (fuente de ingreso) según las categorías de variables establecidas en sus estudios por Tejedor (2003), y una cuarta relacionada con la residencia estudiantil»3. El 67,5% pertenece al sexo femenino, 87,5% tienen menos de 20 años, el 80% es becado y el 97,5% proviene de preuniversitario. La variable género, «muestra una mayor matrícula de estudiantes del sexo femenino con respecto al masculino 67,5 y 32,5 respectivamente), ello responde a una tendencia descrita para Cuba y Latinoamérica por UNESCO (2009)». En el caso de la relación que puede existir entre el género y el rendimiento académico, los estudios realizados han ofrecido resultados contradictorios al respecto, no obstante, en la presente investigación, en concordancia con lo expresado por Tejedor (2003), «se evidencia un ligero éxito del sexo femenino sobre el masculino, utilizando como indicador de referencia la cantidad de revalorizaciones y segundas convocatorias»4. En cuanto a la variable edad, la mayoría de los estudiantes son menores de 20 años (87,5%), lo cual se corresponde con un rango de edad idóneo para desarrollar la actividad de estudio y alcanzar un buen rendimiento académico. La condición de becado constituye una variable que evidencia cifras de un 50% de estudiantes que se benefician de ella en el presente estudio, «este es un factor que puede favorecer o no la dedicación al estudio, en dependencia de las características de confort que tenga dicho lugar de residencia»5 (Tejedor, 2003: 9), aspecto considerado por los estudiantes encuestados en la presente investigación como un problema que los está afectando. La variable académica referida a la fuente de ingreso de donde provienen los estudiantes, muestra que el 97,5 % provienen del preuniversitario, el mismo puede ser un factor que esté influyendo en la dedicación al estudio, tal como plantea García et al. (2003) en su trabajo sobre rendimiento académico de los estudiantes en la facultad de Agronomía de la UNAH, en el que «señalan la relación existente entre la fuente de procedencia y la diferente preparación y formación que reciben los estudiantes en estas instituciones»6.

1 O. González: “Aprender a aprender, una necesidad de los estudiantes de la facultad de Agronomía de Montaña de San Andrés. P Río.” 2 Idem. 3 J. Tejedor: “Poder explicativo de algunos determinantes del rendimiento de los estudiantes”. 4 UNESCO: “Discurso inaugural del Encuentro Informativo para Representantes Permanentes en la Conferencia Mundial de 2009 en Educación Superior.” 5 J. Tejedor: “Poder explicativo de algunos determinantes del rendimiento de los estudiantes”. 6 V. García, E. Ruíz, A. Torres, R. Izquierdo: “Influencia de las fuentes de ingreso al estudio de la carrera de Ingeniería Agronómica sobre la calidad de los resultados académicos en la asignatura Producción Agrícola II.” 122 VOLUME 4, No. 1 (13), 2018

Con respecto a los resultados del rendimiento académico en la enseñanza precedente y una vez terminado el 1er año de la carrera que estudia, el 92.8% de los estudiantes se evalúan de Bien, durante sus estudios en la enseñanza media. Al concluir su primer año en la universidad solo el 57.2% se reconoce de Bien. De los 42 estudiantes encuestados, 24 (57.2%) se evalúan de Bien, entre 1 ó 2; 1 (2.3%) de Mal, 4 ó 5 y neutro 17 que representa (40.5%). Es significativo que de los 24 estudiantes que están evaluados de Bien solamente 15 aprueban todas sus asignaturas en la primera convocatoria (exámenes finales), el resto (9) que representa el 37.5% de los evaluados de bien, han llevado asignaturas a revalorización y/o mundiales. De los 17 estudiantes que obtuvieron el 3 (índice neutro), 17 (100%) llevaron asignaturas a revalorización y/o mundiales. Integrando los resultados obtenidos por los evaluados de bien que llevaron asignaturas a extraordinario (9) y neutros (17), el 64% de los estudiantes no aprueban sus asignaturas en la primera convocatoria. Se considera que la calidad del rendimiento académico en estudiantes que tienen que examinar en varias oportunidades para vencer los objetivos de una determinada asignatura es muy inferior a los que lo hacen en los exámenes ordinarios. Los resultados antes descritos, evidencian que los estudiantes perciben una disminución de su rendimiento académico alcanzado en la enseñanza precedente con respecto al del primer año de la universidad, esto puede estar relacionado con diferentes factores que influyen en su rendimiento académico. «El tiempo de dedicación al estudio, sobre la base de una adecuada planificación y organización del mismo, que permita un adecuado uso del tiempo de estudio, constituye una de las principales causas del bajo rendimiento académico y el fracaso escolar»1, identificadas en sus estudios por García et al. (2003), González et al. (2010), González (2010), Vargas et al. (2011) y López et al. (2011). En la presente investigación, se solicita a los estudiantes que estimen el promedio de horas semanales que dedican al estudio, así como las que consideran que deberían dedicar de acuerdo con su rendimiento. El promedio de horas de dedicación al estudio, según declaran los estudiantes es de 12,67 horas, sin embargo reconocen que es necesario estudiar al menos un promedio de 18,10 horas. El análisis de los resultados referidos a la cantidad de horas promedio reales que los estudiantes universitarios de las carreras muestreadas de la universidad de Guantánamo dedican a su principal tarea, el estudio, muestra valores inferiores a los estimados como suficientes para garantizar un adecuado rendimiento académico, establecidos en un rango de 40 horas a la semana entre clases y estudio independiente. El rango promedio semanal de horas de dedicación al estudio fuera de clases debe oscilar entre 14 y 35 horas. Los estudiantes tienen una percepción adecuada del promedio de horas semanales de dedicación al estudio que estiman necesarias, tomando como patrón el rango antes mencionado para satisfacer sus necesidades de aprendizaje Lo antes expresado, permite asegurar que los estudiantes reconocen que poseen dificultades con la planificación y organización de su tiempo de dedicación al estudio, que no han adquirido la conciencia del deber de estudiar sistemáticamente. Resulta evidente que los docentes no han logrado en sus estudiantes la formación y desarrollo de las habilidades de estudio necesarias y a nuestro juicio tiene que ver mucho con la enseñanza de diversas estrategias de aprendizaje de manera que cada cual adopte la que más se adecue a sus características y condiciones concretas. «Con con el perfeccionamiento de los planes de estudio y consecuentemente el inicio de los Planes ”D“, se establece una nueva generación de planes, con los que se pretende preservar

1 V. García, E. Ruíz, A. Torres, R. Izquierdo: “Influencia de las fuentes de ingreso al estudio de la carrera de Ingeniería Agronómica sobre la calidad de los resultados académicos en la asignatura Producción Agrícola II.” 123 CONTEMPORARY PROBLEMS OF SOCIAL WORK las características principales del modelo pedagógico cubano, así como sus concepciones curriculares con transformaciones importantes entre las que se encuentran la reducción de la presencialidad, fundamentalmente las horas de clase, favorecen además las tareas que refuerzan el autoaprendizaje y la autopreparación»1 (Horruitiner, 2006:8) En correspondencia con el plan D, una de las indicaciones dadas por la dirección de formación del profesional del MES es que en la organización docente semanal los estudiantes de 1ero y 2do años no debía sobrepasar las 26 horas presenciales y la de los años superiores de 20 horas, encaminadas a propiciar el trabajo independiente, la dedicación al estudio, en una palabra, el protagonismo estudiantil en su propia gestión del conocimiento. Al realizar una triangulación de los resultados referidos a la percepción que poseen los directivos sobre el nivel de incidencia que tienen los problemas presentados en la poca dedicación al estudio de los estudiantes, con los resultados de la imagen de estos, se pudo determinar que existe correspondencia entre ambas percepciones, aunque le dan diferentes grados de prioridad. Para los directivos el orden de prioridad es el siguiente: la falta de conocimientos previos, seguido del poco dominio de técnicas y hábitos de estudio. Los estudiantes conceden prioridad al poco dominio de las técnicas de estudio, la falta de hábitos de estudio, falta de conocimientos previos y en cuarto lugar, coincidiendo en esto con los directivos, las pocas condiciones para el estudio. De los cuatro problemas identificados, es interesante destacar que al asumir la clasificación establecida por Vargas J. L Galarza, y. Hernández et al. (2011), «ninguno de ellos es clave, los cuales se ubican en la zona de poder, siendo considerados como los más importantes porque están vinculados con los aspectos institucionales relacionados con el actuar de los profesores y la institución, e influyen sobre la mayoría y dependen poco de ellos y por tanto, deben recibir mayor atención a su solución para eliminar la falta de dedicación al estudio de los estudiantes»2. En consecuencia con la clasificación antes mencionadas tres de los problemas se encuentran en la zona de conflicto y son influyentes, pero altamente vulnerables, siendo estos los que deben recibir mayor atención porque cumplen la función de enlace entre los claves y los restantes, y se dan en los estudiantes. Finalmente, el cuarto problema identificado por profesores y estudiantes se encuentra en la zona de las variables autónomas, este es aislado y requiere tratamiento independiente dentro de la organización, o sea, se da en aspectos del aseguramiento institucional para posibilitar el estudio. En el caso de los restantes problemas sometidos a la valoración no se aprecia una correspondencia entre las percepciones de profesores y estudiantes, pues en el caso de los primeros identifican como los problemas que más inciden aquellos que tienen que ver directamente con los estudiantes, mientras que los estudiantes perciben como los problemas que más inciden en la dedicación al estudio, los vinculados con los aspectos institucionales relacionados con el actuar de los profesores y la institución, que a criterio de los autores de la presente investigación y en correspondencia con lo expresado por Vargas et al. (2011), constituyen los problemas claves que deben recibir mayor atención para su solución, debido a su fuerte influencia para eliminar la falta de dedicación al estudio de los estudiantes. Al contrastar los resultados referidos a la percepción que poseen los directivos sobre el nivel de prioridad que puede tener la poca dedicación al estudio de los estudiantes, con los resultados de la imagen que tienen estos, permite determinar que existe correspondencia entre ambas percepciones, aunque le dan diferentes grados de prioridad. Para los directivos, el orden de prioridad es el siguiente: en su autopercepción, autoconfianza, en su rendimiento académico, relaciones familiares, en su formación integral y en sus aspiraciones futuras.

1 P. Horruitiner: “La Universidad Cubana: el modelo de formación“. 2 A. Vargas: J. L Galarza, y. Hernández: “Informe de investigación sobre principales problemas que influyen en el tiempo de dedicación al estudio de los estudiantes del curso diurno en los CES adscritos al MES”. 124 VOLUME 4, No. 1 (13), 2018

Los estudiantes priorizan su formación integral, la autoconfianza, el sentido de pertenencia, la autopercepción, su rendimiento académico y las relaciones familiares. Finalmente, se solicitaba en el instrumento aplicado a ambos grupos humanos encuestados, que propusieran algunas medidas a tomar para contribuir a una mayor dedicación al estudio. Dentro de las más significativas a criterio de los directivos se destacan: vincular más las clases con los medios informáticos, organizar visitas no solo a lugares históricos, sino a empresas donde compartamos con profesionales con alta experiencia en la disciplina, realizar charlas educativas y café conversatorios para lograr concienciar a los estudiantes de su futuro, los profesores deben acercarse más a los estudiantes y compartir con ellos cada una de sus preocupaciones, prestar mayor ayuda al alumno en los contenidos que no domina y que las clases no sean monótonas, motivar más a los estudiantes para que presten más interés por el estudio y fortalecer el trabajo del tutor. Dentro de las más significativas a criterio de los estudiantes se destacan: fortalecer la orientación vocacional a todos los niveles, lograr un mayor compromiso de las empresas en el proceso de formación de los profesionales, mejorar los laboratorios de computación (aumentando la memoria RAM de las PC y el tiempo de máquina), asignar a los estudiantes trabajos investigativos que sean de su interés, teniendo en cuenta las diferencias individuales de ellos, mayor atención de parte de los profesores a los estudiantes y a través de una mayor preparación de las asignaturas, ofrecer mejor orientación, control y exigencia para el estudio y el trabajo independiente por parte de los profesores en las diferentes asignaturas, mejorar las condiciones de vida: Iluminación, mobiliario, calidad y variedad en la alimentación, hacer que la FEU juegue un papel más activo en la movilización de los estudiantes para su autopreparación y realizar mayor vinculación a áreas productivas donde puedan observar las principales acciones de la especialidad, entre otras Es necesario realizar un análisis profundo de las medidas propuestas por los alumnos en cada una de las facultades a tenor con las características de los grupos y las condiciones concretas. II PARTE Sobre la base de la información anterior, era necesario la toma de medidas para garantizar la solución de la problemática que a juicio de los autores constituye la principal prioridad de la universidad, pues si bien fue conocida mediante el estudio de las tres carreras objeto de investigación, es casi posible que similar situación se manifieste en otras carreras. Por tal motivo nos dimos a la tarea de sistematizar una experiencia obtenida como resultado del proyecto de investigación Medición del Impacto de las transformaciones educacionales en todas las educaciones de la provincia de Guantánamo, así como también de su sistematización en la carrera de Estudios Socioculturales. Se enseñan a los alumnos diferentes estrategias de aprendizaje para que ellos puedan seleccionar las que mejor se avengan a sus características y posibilidades? Claro que no, la mayor parte del personal docente siempre ha estado dispuesto a aprenderse bien el contenido, confeccionar algún que otro medio para trasmitir la información que aparece en el currículo, y en los momentos actuales, a hacer un uso indiscriminado de la tecnología de la información y la comunicación, en muchos casos al concluir un tema se limitan a entregar a los estudiantes una carpeta con gran cantidad de información; sin embargo la misma no es contentiva de orientaciones metodológicas adecuadas para el tratamiento de los diferentes elementos abordados. Significa entonces que el estudiante no cuenta con toda la orientación necesaria para acometer su estudio independiente y mucho menos con variadas estrategias de aprendizaje, de manera que puedan hacer una selección de las mismas sobre la base de sus características. Por lo anterior es que se propone a los docentes de las carreras muestreadas algunos pasos metodológicos para enseñar estrategias de aprendizaje a los estudiantes, entre los que se encuentran.

125 CONTEMPORARY PROBLEMS OF SOCIAL WORK

1. Analizar con el grupo de estudiantes y de forma individual los resultados del diagnóstico aplicado. 2. Ofrecer a los estudiantes el sistema de habilidades con sus correspondientes operaciones que deben ser dominadas por ellos una vez concluida la asignatura o el módulo correspondiente. 3. Presentar a los estudiantes el conjunto de indicadores que determinará la calificación que obtendrán de acuerdo al nivel de desarrollo alcanzado en cada una de las habilidades propuestas. 4. Presentación según los objetivos y el contenido a asimilar, diferentes estrategias de aprendizaje. 5. Enseñar a los alumnos los pasos lógicos para la realización de la estrategia, teniendo en cuenta las características y posibilidades de cada uno de ellos Puede emplear guías de estudio u otro material complementario que considere necesario. 6. El alumno ejecutará la estrategia de aprendizaje a partir de las orientaciones ofrecidas por el profesor. Puede hacer consultas tantas veces sea necesario para su comprensión y realización exitosa. 7. El alumno sistematizará la estrategia pero con contenidos diferentes, de manera que pueda comprender en qué casos puede o no utilizarla. 8. El docente mediante un control sistemático conocerá de cuáles son los aciertos y desaciertos de los estudiantes en el dominio de las estrategias presentadas. Se sugiere se realice de manera individual y colectiva. 9. El docente deberá tener mucho cuidado con las calificaciones que otorgue en los primeros momentos, de manera que los estudiantes no se sientan derrotados ante los primeros intentos de dominar la técnica empleada. 10. Se propiciará que el estudiante pueda poner en práctica la estrategia aprendida pero sin la ayuda del docente. 11. Aplicar la autoevaluación, de manera que el estudiante pueda establecer una comparación respecto a las habilidades alcanzadas, tomando como modelo los indicadores para la calificación del nivel de desarrollo de las mismas que les fueron presentados al inicio. Las orientaciones anteriores coadyuvan a que los estudiantes puedan realizar una planificación de las acciones que ellos consideren más adecuadas para la realización del trabajo independiente que le ha sido orientado, así como la evaluación de sus éxitos y fracasos en cada acción acometida para encontrar las causas y perfeccionar su conocimiento (metacognición) Con respecto a las estrategias de aprendizaje es necesario hacer un análisis de las existentes e iniciar paulatinamente la aplicación de algunas de ellas entre las que se encuentran: estrategia para activar conocimientos previos de los estudiantes, estrategias para mejorar la codificación de la información por aprender, Texto paralelo; también técnicas como la Reja, formulación de preguntas y talleres de reflexión en la acción y en la acción reflexiva, entre otras. Lo anterior se sustenta en la experiencia acumulada con la puesta en práctica tanto de las recomendaciones metodológicas como de las estrategias de aprendizaje y técnicas con docentes y estudiantes de carreras pedagógicas y no pedagógicas, lo que evidenció la necesidad del fortalecimiento de la orientación educativa a estos últimos para el éxito en el cumplimiento de su tarea fundamental, el estudio. Conclusiones El promedio de horas de dedicación al estudio (8,34), en las carreras de Contabilidad y Finanzas, Ingeniería Informática y Forestal de la Universidad de Guantánamo, resulta insuficiente para garantizar un adecuado rendimiento académico. Los principales problemas que están incidiendo en la poca dedicación al estudio en las carreras de Contabilidad y Finanzas, Ingeniería Informática y Forestal de la Universidad de Guantánamo son: la falta de hábitos de estudio, poco dominio de las técnicas de estudio, falta

126 VOLUME 4, No. 1 (13), 2018 de conocimientos previos y las pocas condiciones para el estudio. Existe correspondencia entre la percepción de los directivos y estudiantes, aunque le dan diferentes grados de prioridad. Los principales impactos que tiene la poca dedicación al estudio en las carreras son: en su rendimiento académico, en su formación integral, en su autoconfianza, en su autopercepción, así como en sus aspiraciones futuras. La introducción tanto de las orientaciones metodológicas como de las técnicas propuestas, contribuyeron en alguna medida al incremento de las horas de estudio en los estudiantes tomados como muestra.

Bibliografía / References 1. Almuiñas José Luis, Galarza, Judith. Romero, B. Gómez, S. Vargas, A. Fundora, G. González V.; Hernández, D.; Corona, M: “Estudio sobre las bajas y la repitencia en carreras e Instituciones de Educación Superior seleccionadas del MES”. Centro de Estudios para el Perfeccionamiento de la Educación Superior, Universidad de La Habana, Cuba, 2010. 2. Anónimo Como estudiar. Técnicas de estudio, mejorar hábitos de estudio, estudiar y aprobar exámenes. Disponible desde: (2008). URL: http://como-estudiar.estudiantes.info/2008/03/ cuntas-horas-de-estudio-son-necesarias.html> [acceso 25 de abril 2012]. 3. Castañeda y otros: “A una década de innovaciones para la asimilación de las TIC en la enseñanza universitaria de carreras no pedagógicas. En Palacio de Convenciones de La Habana. 1er Simposio “Las TIC en el aprendizaje de las Ciencias Técnicas”. XV Convención Científica de Ingeniería y Arquitectura “TICACT – CCIA 15”, Nov. 2010, La Habana, Cuba, 2010. 4. Encarni . H.: “Tiempo de estudio” [Internet]. Disponible desde: 2008. URL: http://www. oposiciones20.com/> [acceso 25 de abril 2012]. 5. Fariñas, G.: “Una estrategia para el futuro: El proceso docente orientado a la formación de habilidades”, Revista Cubana de Educación Superior, VIII (3), p. 59–70, 1988. 6. Federación Estudiantil Universitaria Guantánamo. Disponible desde: (2016). URL: www.cug. co.cu. 7. García, V.; Ruíz, E.; Torres, A.; Izquierdo, R.; Izquierdo, C.: “Influencia de las fuentes de ingreso al estudio de la carrera de Ingeniería Agronómica sobre la calidad de los resultados académicos en la asignatura Producción Agrícola II, Revista Pedagogía Universitaria, 8 (2), p. 37–44, 2003. 8. González, O.L. “Aprender a aprender, una necesidad de los estudiantes de la Facultad de Agronomía de Montaña de San Andrés, Pinar del Río”, Revista Pedagogía Universitaria, XV (2), p. 95–106, 2010. 9. Horruitiner, P.: “La universidad cubana: el modelo de formación. Cuba”, Editorial Félix Varela, 2006. 10. Ministerio de Educación Superior de la República de Cuba: “Reglamento de Trabajo Docente y Metodológico”. Resolución No. 210/2007. Cuba, ENPSES, 2007. 11. Ministerio de Educación Superior de la República de Cuba: “Metodología para desarrollar la investigación de los problemas presentes que ocasionan la falta de dedicación al estudio de los estudiantes del primer año en las carreras seleccionadas de los cursos regulares diurnos en los centros de educación superior adscritos al MES”, Material digital, Ministerio de Educación Superior, Cuba, 2012. 12. Robas, E.: “Algunas consideraciones teóricas y prácticas sobre el proyecto educativo de grupo”. En El Trabajo Independiente. Sus Formas de Realización. Editorial Pueblo y Educación, La Habana, 2005. 13. Tejedor, J.: “Poder explicativo de algunos determinantes del rendimiento de los estudiantes universitarios”, Revista Española de Pedagogía, LXI (24), p. 5–32, 2003. 14. Torres, A. y Lima, Z.: “Criterios cuantitativos de eficiencia pedagógica en la formación del profesional agrónomo”, Revista Pedagogía Universitaria, 8 (5), 2003. 15. UNESCO: “Discurso inaugural del Encuentro Informativo para Representantes Permanentes en la Conferencia Mundial de 2009 en Educación Superior” (World Conference on Higher Education – WCHE), 2009. 16. Vargas, A.; Almuiñas, J.L.; Galarza, Y.; Hernández, D.: “Informe de investigación sobre “Principales problemas que influyen en el tiempo de dedicación al estudio de los estudiantes del curso diurno en los CES adscritos al MES”, Material digital, Ministerio de Educación Superior, Cuba, 2011.

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17. Vega, G.: “Informe de investigación del proyecto dirigido de REDEES No. 3 “Evaluación del impacto del trabajo metodológico en la formación del estudiante en cinco universidades del país”, Material digital, Centro de Referencia para la Educación Avanzada, Instituto Superior Politécnico José Antonio Echeverría, Cuba, 2011.

REFERENCE TO ARTICLE Felipe Enio Robas Díaz, Francisco Bayeux Guevara & Zulema de la Caridad Matos Columbié (2018) Study Activity in the First Year of the Daily Course. Experiences at the Guantánamo University, Contemporary Problems of Social Work. Vol. 4. No. 1 (13). P. 119–128. DOI: 10.17922/2412-5466-2018-4-1-119-128 (International bibliographic description).

CONTACT INFORMATION: Felipe Enio Robas Díaz Dr. en Ciencias Pedagógicas Profesor Titular de la Escuela de Formación Doctoral Universidad de Guantánamo, Guantánamo, Cuba E-mail: [email protected] Francisco Bayeux Guevara Dr. en Ciencias Pedagógicas, Profesor Titular Vicerrector de Formación del Profesional Universidad de Guantánamo, Guantánamo, Cuba E-mail: [email protected] Zulema de la Caridad Matos Columbié Dr. en Ciencias Pedagógicas Coordinadora Programa de Formación Doctoral en Ciencias Pedagógicas Profesor Titular Universidad de Guantánamo, Guantánamo, Cuba E-mail: [email protected]

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Leovis Muñoz Torres, Dr. C., Profesor Auxiliar de Pedagogía-Psicología, Universidad de Guantánamo, Cuba. E-mail: [email protected] Regina Venet Muñoz, Dr. C., Prof. Titular de Pedagogía-Psicología, Universidad de Guayaquil, Ecuador. E-mail: [email protected] Odalmys Charón García, M. Sc., Profesora Asistente, Universidad de Guantánamo, Cuba. E-mail: [email protected] UDC 37 DOI 10.17922/2412-5466-2018-4-1-129-137

LA FORMACIÓN INTEGRAL DE LOS ADOLESCENTES DESDE SUS RELACIONES EN EL CONTEXTO FAMILIAR The Integral Formation of Adolescents from Their Relationships in the Family Context

Receiving date: Preprint date: Taking to print date: 11.01.2018 28.02.2018 30.03.2018

Resumen: Aprender a convivir, constituye uno de los aprendizajes básicos en el presente milenio, lo que exige formar en los educandos los valores éticos y morales relacionados con: el sentido de justicia, la valoración de su dignidad humana y del conocimiento, así como el desarrollo de actitudes asertivas frente a todo tipo de abusos contra las personas. La consecución de estos aspectos requieren del trabajo integrado de la familia, la escuela y los agentes socioeducativos de la comunidad en función de unir las influencias educativas hacia una misma dirección; sin embargo las relaciones que se establecen desde el contexto familiar no siempre son las apropiadas y en consecuencia favorecen poco la formación integral del adolescente. Es por ello que el presente artículo se dirige a caracterizar los principales aspectos que han marcado el proceso de formación integral del adolescente desde sus relaciones en el contexto familiar. Annotation: learning to live together is one of the basic skills in the new millennium, which requires training in students moral and ethical values related to: the sense of justice, valuing human dignity and knowledge, and the development of assertive attitudes against all forms of abuse against people. Achieving these aspects require integrated work family, school and community socio agents based educational influences together in the same direction, but the relationships that are established from the family context are not always appropriate and therefore little room for comprehensive adolescent training. That is why this article is addressed to characterize the main aspects that have marked the process of education of the teenager since relations in the family context. Palabras clave: formación, formación integral, familia, tipología de familia, adolescente. Key words: training, comprehensive training, family, type of family, adolescent. JEL classification: I200, I290.

Introducción El propósito esencial de la educación es la formación integral de la personalidad del individuo, la cual se materializa en un proceso de socialización donde se integran los intereses grupales

129 CONTEMPORARY PROBLEMS OF SOCIAL WORK con los individuales, en el que se debe obtener como resultado preponderante un sujeto activo, capaz de interactuar con el medio, transformarlo y transformarse sí mismo. En este sentido la educación preuniversitaria tiene como meta principal: “Lograr la formación integral del joven en su forma de sentir, pensar y actuar en los contextos escuela-familia-comunidad, a partir del desarrollo de una cultura general, política y pre-profesional sustentada en el principio martiano estudio-trabajo, que garantice la participación protagónica e incondicional en la construcción y defensa del proyecto socialista cubano, y en la elección consciente de la continuidad de estudios superiores en carreras priorizadas territorialmente”. En función de lograr este propósito, es necesario considerar que el adolescente de la educación preuniversitaria se encuentra en un grupo de edad comprendido entre los 14- 18 años, considerado este momento por muchos autores desde el campo de las ciencias médicas, psicológicas, sociológicas y pedagógicas como una de las más complejas en el proceso de desarrollo humano, debido esencialmente a los diversos cambios biopsicosociales que se producen; de ahí que el colectivo pedagógico del preuniversitario debe estar preparado para situar al adolescente en condiciones tales que pueda manifestar todas sus posibilidades, aptitudes, así como tendencias a inclinaciones tanto en lo físico, como en lo intelectual, lo laboral y estético, para así propiciarle desde su proceso de formación una atención integral conforme a las principales necesidades que presenta e incluyen el medio familiar y social donde se desarrollan. Desarrollo El proceso de formación como categoría, ha sido tema de análisis permanente en la Pedagogía, con significativos aportes a su conceptuación por pedagogos de la Europa occidental, lo que posibilita recurrir a los escritos de: Comenio, J.A. (1592–1670), Rousseau, J.J. (1712–1778), Pestalozzi, E. (1746–1827) y Herbart, J.F. (1776–1841), entre otros; de los cuales se evidencian coincidencias en sus ideas al considerar que la educación, cualquiera que sea, debía: formar hombres sabios, prudentes y piadosos; enseñar a vivir; propiciar la formación del carácter y el desarrollo de capacidades. Las ideas de estos autores se constituyen en punto clave para reconocer la importancia que posee la educación, cuando en el proceso de formación del individuo se estimulan los intereses del educando poniendo en consonancia lo que este quisiera aprender para así propiciarle la formación de hábitos, habilidades y capacidades, de tal modo que pueda extrapolar lo aprendido a situaciones de la vida diaria, incluyendo las que se suscitan en el medio familiar. En el ideario pedagógico cubano también se connota la formación integral del hombre, los escritos de Varela, F. (1788–1853), De La Luz y Caballero, J. (1800–1862), Varona, E. J. (1842– 1933), Martí, J. J. (1853–1895), entre otros, evidencian el papel preponderante de esta como resultado de la educación, estos pedagogos abogaron por el desarrollo del conocimiento a través del estudio de las ciencias unido a la formación ético axiológica del hombre que les posibilitara estar preparado para la vida, enseñarlo a enfrentar los problemas personales, familiares y sociales con seguridad en sí mismo y construir vías de solución de manera que ponga en práctica los aprendizajes dirigidos por la escuela en el desarrollo integral de los educandos. En la Pedagogía actual existen diferentes interpretaciones del proceso de formación integral desde el punto de vista conceptual, algunos autores la abordan como: formación multilateral y armónica, formación integral de la personalidad, proceso formativo escolar entre otras, sin embargo al caracterizar el proceso aluden a que el mismo constituye la base del desarrollo del hombre y también la consecuencia de este desarrollo, o refieren la esfera afectiva de la personalidad como aspecto esencial o resultado de la formación y en otros casos a la esfera cognitiva (García, G. 2002), en su esencia deslindan por un lado la instrucción y por otro la educación; la primera referida a la transmisión de conocimientos, destrezas o habilidades, y la otra como la influencia formativa de la sociedad en la transmisión de valores, costumbres o tradiciones.

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Entre los autores que hacen alusión a la formación multilateral y armónica, Ortiz, A. (2004) considera que esta contempla no solo el perfeccionamiento de las facultades morales, intelectuales y físicas del hombre, sino también la política e ideológica; este autor en la caracterización de este concepto, pondera el equilibrio que debe existir entre estos aspectos y a la vez lo señala como componentes de la formación del hombre. Del mismo modo, pero considerando la formación integral de la personalidad como fin de la educación preuniversitaria, Peña, Y. (2005) refiere que no es solo la conjunción de una serie de aspectos que deben incluirse en el contenido de la educación. Plantea que es sobre todo, tener en cuenta las características individuales del desarrollo del individuo como persona en sus aspectos psicológicos y sociológicos, y fomentar todas sus potencialidades para que este sea protagonista de su autorrealización personal. Además insiste en que desarrollarla integralmente, incluye tanto lo físico, como lo intelectual, laboral y estético, así como el saber valorarse adecuadamente a sí mismo. Es evidente que el fin de la educación sea la formación integral de la personalidad de los educandos pero el mismo constituye una aspiración a largo alcance la cual no se logra en el tránsito por un subsistema de educación sino por la integración de los objetivos de cada uno de ellos hasta la propia inclusión en la vida laboral y la creación de un medio familiar en los cuales se integran cada unos de los componentes que los autores anteriores hacen alusión, de ahí su carácter ininterrumpido; sin embargo se considera que la integración de los objetivos específicos de cada subsistema de enseñanza contribuyen a propiciar el alcance de un objetivo más general del subsistema (proceso formativo de la educación preuniversitaria)pero a su vez menos amplio que el proceso de formación integral de la personalidad, es decir el proceso formativo de cada subsistema de educación constituye un peldaño del proceso de formación integral de la personalidad. Una idea explícita del proceso de formación, aunque contextualizada a la educación superior pero no menos importante la ofrece Horruitiner, P. (2010), quien considera que la formación supone no solo brindar los conocimientos necesarios para el desempeño profesional, sino también tener en cuenta otros aspectos de igual relevancia; de ahí que este autor para caracterizar este proceso identifique tres dimensiones que a decir de él son de relevancia puesto que su integración expresan la nueva cualidad a formar, que en este caso es la preparación del sujeto para su exitoso desempeño profesional; las dimensiones que declara son: la instructiva, educativa y desarrolladora. En este último aspecto, Moreno, M. (2002) refiere que el proceso de formación escolar es el que conduce al sujeto de la formación a una transformación de los enfoques que había adquirido con anterioridad, esta autora resalta el papel del aprendizaje del individuo en el proceso de formación, no solo la incorporación de conocimientos sino también su aplicación, de ahí que se considera que el proceso formativo resulta de la interacción de diferentes elementos, en los que se destacan: los agentes de formación (colectivo de profesores, familia, miembros de la comunidad, compañeros de aula, amigos y miembros de instituciones socializadoras), el sujeto de formación (el educando), los recursos para la formación (las estrategias que se apliquen, los objetivos, contenidos, métodos, medios que utiliza para el desarrollo del proceso de enseñanza- aprendizaje, las instituciones socializadoras) y el entorno para la formación (escuela, familia, comunidad). En este mismo sentido y connotando la interacción como condicionante del proceso formativo escolar Pérez, L.M. y Bermúdez, R. (2003) conciben a este como el proceso de interacción entre el maestro, los alumnos y los agentes socializadores, en condiciones de actividad y comunicación que faciliten la apropiación de la experiencia histórico-social y el crecimiento personal y grupal de cada implicado. Se atribuye gran importancia a estas últimas ideas, debido a que de forma explícita revelan las diferentes relaciones que se establecen en el proceso de formación de los adolescentes por 131 CONTEMPORARY PROBLEMS OF SOCIAL WORK medio de las interacciones, connota la multilateralidad de las condiciones en que se establece este proceso y además su carácter ininterrumpido. El análisis anterior posibilita significar las siguientes ideas claves que son propias del proceso formativo escolar: es un proceso pedagógico ininterrumpido, aunque supeditado al carácter sistémico y sistemático que se evidencia en el tránsito por cada uno de los subsistema educacionales y que van condicionando la formación integral de la personalidad del individuo; constituye el resultado de la integración de la instrucción y la educación en pleno proceso de socialización; se manifiesta a través de un proceso de interacción en el que se destaca la multilateralidad de las relaciones que se establecen entre los agentes de formación y el sujeto o los sujetos de formación; propicia no solo la apropiación de aprendizajes básicos, sino también su aplicación a situaciones de la vida práctica incluyendo el medio familiar, posibilitando la transformación del sujeto y el medio en que este se desarrolla, de ahí su carácter desarrollador. El proceso de formación se lleva a cabo en condiciones grupales en las que cada sujeto en sí expresa una individualidad, aspecto que denota la diversidad que se manifiesta en los diferentes contextos en que se desarrolla el adolescente como sujeto de formación, comprendiendo esta no solo desde el punto de vista del sexo, raza o la procedencia social, sino también de su forma de ser, sentir, pensar, actuar, comunicarse, de aprender, de vivir y reconocer y transformar los problemas que le afectan en su desarrollo, lo que incluye el reconocimiento del medio familiar de donde procede el adolescente como una de las fuentes de diversidad. Es por ello, que al hablar de proceso formativo escolar se debe considerar que el mismo transcurre en medio de las relaciones escuela-familia-comunidad, donde deben converger de manera armónica las acciones educativas de cada uno de los agentes socioeducativos de la comunidad que rodea la escuela (médico de la familia, trabajador social, promotor sociocultural, promotor de cultura física comunitaria entre otros) que influyen en el desarrollo integral del adolescente. A pesar de esto, en la realidad se evidencia un predominio de acciones aisladas dirigidas a puntos en ocasiones comunes pero sin previa coordinación entre ellos, lo que limitan el trabajo de manera integral entre el sistema escolar, el medio familiar y el medio social, aspectos estos que connotan la necesidad de continuar perfeccionando tanto el sistema de relaciones que se establecen entre la familia, la escuela y el medio social los cuales contribuyen de manera directa a la formación integral del adolescente, así como el sistema complejo de relaciones que se establecen en el interior de la familia que evidentemente influyen en el proceso formativo del adolescente. Desde la Pedagogía marxista, la familia se ha considerado como una fuente de vital importancia para el cumplimiento del fin de la educación, lo que posibilita comprender que sin el conocimiento de lo que ocurre en su interior sería prácticamente imposible dirigir el aprendizaje a los adolescentes hacia aquellos aspectos que necesitan conocer y los dota de habilidades para enfrentar diferentes situaciones, es por ello que Krupskaia, N.C. (1976) al referirse a la familia y el papel que ejercen los padres en la educación de sus hijos, insistió en que “el difícil y complejo problema de la educación solamente puede ser resuelto si existe un estrecho contacto entre la escuela y la familia”; postulado que ratifica el objetivo común que comparte la escuela y la familia: educar a los hijos adolescentes, para su mejor inserción en la sociedad. Sin embargo, los estudios de la familia se remontan a los propios orígenes del hombre, es por ello que desde una concepción filosófica Engels, F. (1884) la destaca como una categoría histórica y eterna, significación que le atribuye en su obra: “El origen de la familia, la propiedad privada y el estado”, considerándola como célula básica de la sociedad, y haciendo énfasis

132 VOLUME 4, No. 1 (13), 2018 en que sus formas están condicionadas por el régimen socio económico imperante y por el carácter de las relaciones sociales en su conjunto; de ahí se considera que la familia no escapa a las condiciones adversas que sufre el país, lo que afecta la estabilidad como grupo y el cumplimiento eficiente de sus funciones, y en muchos casos la estabilidad emocional de sus miembros, situaciones que van en detrimento de la formación integral de la personalidad del sujeto. Sin lugar a dudas, estos elementos constituyen aspectos esenciales para el estudio de la familia, ya que se considera como célula de la sociedad, basándose en el parentesco conyugal y consanguíneo, es decir en las relaciones entre marido y mujer, padres e hijos, hermanos y hermanas; sin embargo la familia no solo se considera como tal desde el hecho en que ejerce una función reproductora y procreadora de seres miembros de una sociedad determinada, sino que es necesario que en su interior se establezcan relaciones las cuales exigen por lo general sobrepasar aquellas originadas de las condiciones biológicas, es decir: manifestar una adecuada comunicación entre sus miembros de manera estable y duradera, cooperación y ayuda mutua en cada contexto de la vida, correspondencia, amistad y buen trato, donde se evidencie lo afectivo. En las investigaciones cubanas relacionadas con el estudio de la familia, se reconocen diferentes definiciones que constituyen referentes de vital importancia, las mismas transitan desde los estudios demográficos, sociológicos, psicológicos y pedagógicos, desde los cuales se caracteriza su estructura y funcionamiento, se identifican los patrones que la determinan o aquellos que la puedan modificar, así como diferentes tipologías; condiciones que justifican su diversidad y movilidad. Desde el punto de vista demográfico, aunque muy especificada a la labor censar, la familia es vista principalmente desde una óptica posicional, comprendida principalmente desde el lugar que ocupa una o varias personas dentro del espacio de una vivienda, mantengan estos lazos consanguíneos o no y sin significar las relaciones de afectividad que se pueden establecer entre ellas. Un acercamiento a este punto de vista se ofrece desde los indicadores establecidos para el censo de población y vivienda en la década del 1980, cuando se explica que la familia incluye todas las personas que están o no unidas por vínculo de parentesco, y que por cualquier razón viven en una misma unidad residencial. Puede estar formada por familias naturales y además por otras personas solas que conviven con la familia natural o por una persona sola que ocupa la unidad de vivienda residencial. Desde una comprensión sociológica, la autora Morejón, M. (2005) considera a la familia como un sistema pequeño de relaciones interpersonales, íntimas y afectivas, que tienen la función de crear una cultura de las relaciones sociales familiares; refiriéndose en este caso a las contribuciones que hace la familia a diversos ámbitos de realización de los individuos, dígase cultura del trato, la cultura cotidiana, política, así como la generación de prácticas sociales en cada contexto, lo que deja al descubierto una función general de la familia: la función socializadora. En los estudios psicopedagógicos que se dirigen a definir y caracterizar a la familia, de los cuales sobresalen autores como: Arés, P. (1990–2007); Burke, T. (1990, 1996), Álvarez, M. (2001, 2002); Castro, P.L. (1996–2009), Calviño, M. (2001); García, A. (2001–2009) Chacón, N. (2002), Castillo, S. (2002), entre otros, se encuentran un amplio desarrollo gnoseológico que refleja la integración de aspectos positivos y negativos relacionados con la estructura, desarrollo y funcionamiento familiar desde su composición, poniendo en consonancia los contextos sociales en los que esta se encuentra involucrada, y significando la escuela; en ellos a pesar de la diversidad de criterios existentes en correspondencia con el objetivo al que va dirigido el estudio, se pueden significar diferentes coincidencias que la identifican: unión de personas que comparten un proyecto vital de existencia en común que se quiere duradero, en el que se generan fuertes sentimientos de pertenencias, se enfrentan y tratan de resolver los problemas de la vivienda y de la convivencia;

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conjunto de personas de diferentes sexos vinculados entre sí por lazos consanguíneos jurídicos o consensúales; atribución de responsabilidades y funciones esenciales en la educación y formación integral de sus miembros; estructura cultural de normas, valores y pautas de comportamiento organizada por la sociedad para regular la acción colectiva en torno a ciertas necesidades básicas: aceptación, sexo, procreación, alimentación, socialización, afectividad y otras necesidades básicas. Estas consideraciones posibilitan reconocer a cada miembro de la familia como expresión de la educación que se desarrolla dentro del seno familiar, debido a las cualidades que en ella se generan: la transmisión de valores, de pautas, de patrones, de normas de comportamientos y modales, de las formas de percibir la realidad y del vínculo de esta con la sociedad en general. Por lo que se considera que sí estos comportamientos no se utilizan como ejemplos educativos y patrones positivos a seguir, entonces los aprendizajes de sus miembros pueden ser deformados. De ahí que se infiere que la familia como contexto socializador primario, desarrolla un papel fundamental por ser la apropiada para condicionar la educación y desarrollo armónico de sus miembros. A pesar de la variabilidad de los criterios con los cuales se coincide, el estudio que se desarrolla se adscribe a la definición de la categoría familia que ofrecen de forma conjunta los investigadores Arés, P.; Castro, P. L.; y García, A. (2001) quienes sintetizan los elementos más significativos sistematizados a través de los estudios realizados en las décadas del 1990 y 2000, y la comprenden como grupo primario donde se unen las personas por lazos consanguíneos y o afectivos que conviven bajo un mismo techo durante un tiempo significativo, donde se satisfacen necesidades materiales y espirituales y se establecen relaciones estables. Es un grupo donde se mantienen importantes motivaciones psicológicas, en la cual se identifica y desarrolla un fuerte sentido de pertenencia, se enfrentan y tratan de resolver los problemas de la vivienda y de la convivencia. Se asume esta definición debido a que trata de articular armónicamente aspectos que desde diferentes ciencias se han identificado como esenciales entre ellos: las relaciones entre la actividad sexual, la procreación, el matrimonio y las relaciones de convivencia entre sus miembros y con la sociedad, que sin dudas connotan la importancia de la familia desde su constitución y fin por alcanzar el desarrollo armónico de sus miembros. Las características que identifican a la categoría familia, la convierten en el medio propicio para educar al adolescente en las formas adecuadas de convivencia, es medio favorable de iniciación e integración de los saberes básicos: saber hacer, saber ser, saber conocer y saber convivir (Delors, J. 1996); aspectos que requieren el cumplimiento de funciones para con sus miembros. En correspondencia con las funciones familiares, se percibe la existencia de diversidad de criterios, aunque todos ellos encaminados a distinguir las actividades que se realizan en función de las necesidades básicas de cada integrante de la familia, sin embargo se asume el criterio de Arés, P. (1990) y Castro, P.L. (2004), quienes fundamentan como funciones la: biosocial, la económica, la cultural-espiritual y la educativa. La función biosocial: comprende la procreación y crianza de los hijos, así como las relaciones sexuales y amorosas de la pareja y las relaciones afectivas entre los restantes miembros (entre padres e hijos, entre hermanos, entre estos y otros miembros). Función económica: incluye las actividades relacionadas con la reposición de la fuerza de trabajo sus integrantes, el presupuesto de gastos de la familia basado en sus ingresos, las tareas domésticas relacionadas con el abastecimiento, el consumo, la satisfacción de una serie de necesidades materiales individuales. Función cultural-espiritual: comprende la satisfacción de las necesidades de superación, el esparcimiento cultural, de recreo y de vida social. Incluye además las actividades que realiza la familia de seguimiento al estudio de los hijos y de preparación profesional, así como sus

134 VOLUME 4, No. 1 (13), 2018 relaciones con la escuela y su participación en las actividades que convoca, en acercamiento y el seguimiento de las tareas escolares de sus hijos/as. Función educativa: se produce a través de las otras funciones, y se manifiesta en el doble carácter de cada una de ellas, satisfacer diversas necesidades de los miembros y a su vez educar a la descendencia. A pesar del reconocimiento de las funciones anteriormente citadas, se puede afirmar que la familia tiene para el adolescente dos grandes funciones que sintetizan las anteriores; una de ellas es la de ayudarlo para la supervivencia: alimentación, higiene, seguridad, afecto, respeto, tolerancia, armonía; y otra la educativa y socializadora; esta segunda normalmente es asistemática e inconsciente, aunque en muchos casos se transforma en una actuación cuidadosa y guiada por objetivos claros cuando la familia se hace consciente de su papel; pero lo más importante es que no se realiza en momentos determinados sino continuamente. El cumplimiento de estas funciones desde el seno familiar les permite a sus integrantes el establecimiento de relaciones adecuadas entre cada miembro de la familia y los demás agentes sociales que interactúan con ellos, le posibilita a la escuela utilizar todas las potencialidades que brindan el contexto familia para desplegar el trabajo educativo y la labor de orientación; sin embargo en la práctica estas funciones no se cumplen cabalmente, lo que provoca la existencia de determinados grupos familiares que generan en sí problemas de convivencia familiar, estos grupos son identificados desde diferentes ópticas como es el caso de: 1) familias nucleares, extensas e incompletas, para hacer referencia a la estructura o composición familiar; 2) familias disfuncionales y funcionales, para hacer alusión al incumplimiento de las funciones familiares, o para sobresaltar las formas de resolver los conflictos familiares; 3) familias distante, complementaria, y simétrica, para connotar el tipo de encuentro que prevalece entre sus miembros en correspondencia con el sentimiento de pertenencia y flexibilidad en los límites; 4) familias con relaciones objetivas, con relación objetal, con relación madura, y con relación infantil; para hacer alusión al tipo de contacto que se establece entre ellas significando la modalidad de relación familiar teniendo en cuenta el plano en que se sitúen sus miembros; 5) familias patrifocal, matrifocal y no parental, para hacer alusión a la figura que domina en la familia en correspondencia con el miembro que ostenta el poder; 6) familias en desventaja social para referirse a la falta de recursos materiales y carencias afectivas que influye en el desarrollo de sus miembros; 7) familias multiproblemáticas para referirse a aquellas en la que existe de manera sistemática en todos sus miembros un problema (la familia desorganizada, la familia con ajustes defectuoso en sus miembros, la familia deprivada, la familia simbiótica y la familia socialmente enferma). En todas estas consideraciones referidas a las tipologías de familia en correspondencia con el cumplimiento de las funciones familiares, sobresale uno o varios polos negativos que posibilitan distinguir los problemas de convivencia que se manifiestan en algunos medios familiares bajo los cuales en ocasiones convive el adolescente e influyen sobre la armonía en su desarrollo integral, estableciéndose un distanciamiento por lo general de los padres con cada uno de los procesos sociales en que están inmersos sus miembros, entre ellos la escuela y de esta los resultados que ostentan en este caso el adolescente. De todos estos tipos de familia, en el contexto cubano las que más se resaltan en correspondencia con los estudios realizados son: familias nucleares, extensas o incompletas Blanco, A. (2000); las familias disfuncionales o funcionales Arés, P. (1990), Vasallo, N. (2000); familias en situación de desventaja social Blanco, A. (2000); Castro, P.L. y Castillo. S (2004); familia multiproblemáticas Caballero, T. y Guzmán, O. (2003), Ferreiro, Y. (2010); aunque los estudios realizados por estos autores y otros ya mencionados, demuestran que en la sociedad

135 CONTEMPORARY PROBLEMS OF SOCIAL WORK cubana coexiste diversidad de familias con características disímiles en su funcionamiento que de una manera u otra integran los diferentes tipos de familias a las que se hace alusión, refieren principalmente que las familias multiproblemáticas son las más habituales. Existe un número significativo de ellas donde se combinan problemáticas sociales que traen aparejada la pérdida progresiva de funcionalidad y en especial en el cumplimiento de las funciones educativa y socializadora, y hacen convulsa la situación de convivencia en cada uno de sus miembros. En el análisis de las bibliografías que tienen como eje central estos tipos de familia, se reconoce la presencia de diferentes factores de riesgos que se encuentran en el medio familiar e influye sobre cada miembro y el adolescente afectando la convivencia y en consecuencia el desarrollo de su personalidad; entre ellos se puede citar: el bajo nivel cultural e índice de escolaridad de los padres, la ausencia de uno o ambos padres en la educación de los hijos, familia alcohólica y/o consumidora de psicofármacos y tabaco, hijos de familia que en su seno se manifieste la prostitución, familia con perdida progresiva de valores morales, carencia afectiva, ambiente de desarrollo convulso o convivencia en hostilidad, manifestación de violencia intrafamiliar, carencia de hábitos higiénicos, carencias de recursos materiales, hacinamiento o problemas de vivienda entre otros; todo lo cual trae consigo el incumplimiento de los deberes escolares tanto de los adolescentes como de sus padres. Estas problemáticas afectan el estado afectivo motivacional del adolescente e incide en su comportamiento, en su aprendizaje y en su rendimiento académico e intelectual, aspectos que requieren un tratamiento individualizado. En Cuba, se orienta al Ministerio de Educación (MINED) a partir de sus diversas instituciones como el organismo del Estado encargado de identificar, orientar y dirigir los programas, estrategias y proyectos educativos en función de prevenir la aparición de trastornos en el desarrollo de los adolescentes que conviven bajo factores de riesgo o son de familias multiproblemáticas, así como el seguimiento oportuno desde el diagnóstico pedagógico integral a las familias que presentan estas situaciones. A pesar de esto, se evidencian insuficientes estudios dirigidos a preparar al adolescente en el aprendizaje de la convivencia en tales situaciones de manera que sea afectado lo menos posible, por lo que se considera necesario continuar profundizando en su estudio para lograr mayor precisión en la caracterización a partir de las complejidades sociales que se manifiestan en la dinámica de la convivencia familiar de este tipo de familia, su influencia en el adolescente y en especial en el cumplimiento de la función educativa y socializadora para con el adolescente. Conclusiones La necesidad de preparar al adolescente que se desarrolla bajo situaciones complejas de convivencia familiar, se hace cada vez más imprescindible y procura de nuevos enfoques psicopedagógicos de atención integral a partir de incorporar en su proceso de formación los aspectos que les posibiliten comprender los problemas que se manifiestan en la vida diaria, incluyendo aquellos que se derivan del medio familiar y así conjugar armónicamente los factores biopsicosociales que faciliten su formación integral como personalidad, de ahí que se constituye en una prioridad del el Sistema Nacional de Educación en Cuba.

Bibliografía / References 1. Áreas, Muzio Patricia. Mi familia es así. La Habana. Pueblo y Educación, 2002. 95 p. 2. Almenárez Alega, Mariela e Isabel Laura Bernal. Comportamiento de la violencia intrafamiliar. Rev. Cub. Med. Gen.Int. La Habana. No. 3: 285–292. Mayo-Junio.1998. 3. Blanco Pérez, Antonio. Introducción a la sociología de la educación. La Habana, Pueblo y Educación, 2001. 166 p. 4. Baxter Pérez, Esther. La escuela y el problema de la formación del hombre. Compendio de Pedagogía. La Habana, Pueblo y Educación, 2002. 354 p. 5. Benítez Pérez, Maria E. la familia cubana en la segunda mitad del siglo XX. La Habana, Ciencias Sociales, 2003. 222 p.

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6. Caracterización de la violencia en los adolescentes de Las Tunas./Por/. Manuel Piñeiro Gonzáles / y otros. / Rev. Cub. de Higiene y Epidemiología. La Habana. No. 3: 285–287 Sept –Dic. 2002. 7. Caracterización de una muestra de población de adolescentes y sus familiares en Bayamo / Por / Adalgizar Martínez /y otros / Rev. Cub. Med. Gen. Int. La Habana. No. 2: 345–347. 8. Castro Ángel, Pedro Luis. Familia y Escuela. El trabajo de la familia en sistema educativo. La Habana, Pueblo y Educación, 2005. 328 p. 9. Código de la familia. Cuba. Ministerio de Justicia. /S.L/: S.N., 1975. 69 p. 10. Código de la niñez y juventud. /S.L/: S.N, 1987. 34 p. 11. Collazo Delgado, B. María Puentes Albá (1992). La orientación en la actividad pedagógica. Editorial Pueblo y Educación. La Habana.

REFERENCE TO ARTICLE Leovis Muñoz Torres, Regina Venet Muñoz & Odalmys Charón García (2018) The Integral Formation of Adolescents from Their Relationships in the Family Context, Contemporary Problems of Social Work. Vol. 4. No. 1 (13). P. 129–137. DOI: 10.17922/2412-5466-2018-4- 1-129-137 (International bibliographic description).

CONTACT INFORMATION: Leovis Muñoz Torres Dr. C., Profesor Auxiliar de Pedagogía-Psicología Universidad de Guantánamo, Guantánamo, Cuba E-mail: [email protected] Regina Venet Muñoz Dr. C., Prof. Titular de Pedagogía-Psicología Universidad de Guayaquil, Ecuador E-mail: [email protected] Odalmys Charón García M. Sc., Profesora Asistente Universidad de Guantánamo, Guantánamo, Cuba. E-mail: [email protected]

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Marisela Millet Duperey, Dr. C., Profesora Titular, Universidad de Guantánamo, Cuba. E-mail: [email protected]

Eyler Guerra Pérez, Dr. C., Profesor Auxiliar, Universidad de Guantánamo, Cuba. E-mail: [email protected]

Adonis Mulén Favier, Dr. C., Profesor Auxiliar, Universidad de Guantánamo, Cuba. E-mail: [email protected] UDC 378 DOI 10.17922/2412-5466-2018-4-1-138-146

LA UNIVERSIDAD PEDAGÓGICA: UN ESPACIO PARA PROMOVER CULTURA E IDENTIDAD EN LA FORMACIÓN INICIAL Y PERMANENTE DE LOS DOCENTES The Pedagogic University: A Space to Promote Culture and Identity in the Initial and Permanent Formation of the Educational Ones

Receiving date: Preprint date: Taking to print date: 25.01.2018 28.02.2018 30.03.2018

Resumen: La presente investigación ofrece un estudio sobre la relación universidad – cultura – identidad como una triada necesaria en la formación de una adecuada cultura general integral en los futuros profesionales de la educación. Además se establecen dimensiones para el logro de este propósito mediante la sistematización de la labor de figuras, instituciones que forman parte del patrimonio cultural y hechos culturales que han contribuido a los procesos de formación y desarrollo de la identidad cultural local en los diferentes períodos de su evolución, lo que permite una comprensión integral de la Historia de la Educación en particular y de la Historia de Cuba en general, con implicación en la formación cultural de los futuros profesionales de la educación. Annotation: the present investigation offers a study on the relationship university – culture – identity like a necessary triad in the formation of an appropriate integral general culture in the professional futures of the education. Dimensions also settle down for the achievement of this purpose by means of the systematizing of the work of figures, institutions that form part of the cultural patrimony and cultural facts that have contributed to the formation processes and development of the local cultural identity in the different periods of their evolution, what allows an integral understanding of the History of the Education in particular and of the History of Cuba in general, with implication in the cultural formation of the professional futures of the education. Palabras clave: cultura, identidad, identidad cultural, formación inicial. Key words: culture, identity, cultural identity, initial formation. JEL classification: I200, I290.

Introducción La universidad pedagógica en estos tiempos debe ser una institución bien ubicada en el contexto mundial, que se adapte al ritmo de la vida contemporánea, a las distintas características de cada región y de cada país. 138 VOLUME 4, No. 1 (13), 2018

En este siglo existe una mirada diferente en el entorno universitario ante las exigencias de la política educacional actual de formar un profesional competente comprometido con su entorno y su localidad, para ello desde este marco es necesario ampliar sus horizontes, atendiendo a las inquietudes permanentes del hombre. Estos cambios argumentan la importancia que tiene para los profesionales descubrir el engranaje interno que existe bajo la diversidad de hechos que se estudian, por lo que es necesario reflexionar sobre el pasado para contribuir a asumir el presente con voluntad, transformadora, ya que sin cultura histórica básica, poco podrá hacer el hombre al desconocer las raíces de su historia y lo que se hace más apremiante operar con todo este tipo de conocimiento que enriquece su cultura. La universidad ha creado un modo de vida que hace de la cultura, de su contenido y del operar con y desde la cultura, el método para el desarrollo del hombre y por tanto el avance de la sociedad. El considerar la universidad como una de las instituciones culturales básicas de la sociedad, hace imprescindible su análisis desde una perspectiva cultural. Es un reto, requisito insoslayable del presente y del futuro universitario, penetrar en las raíces del desarrollo social, revelar los orígenes del pensamiento cubano, aprehender las lecciones de la historia que permiten reconocer nuestras tradiciones, afianzar la identidad y así contribuir al desarrollo de la cultura cubana, escudo fundamental de la soberanía en medio de un mundo globalizado, marcado por desigualdades, egoísmo, injusticias, guerras y genocidio: cultura cubana que como el ajiaco criollo se fue cociendo en la fragua de la historia con la presencia del aborigen, el negro, el español y otros más, no como razas sino como entramado de culturas, que ha crecido y crece abierta al mundo, donde afirma su autoctonía, singularidad y electismo en medio de la universalidad pedagógica. El presente trabajo pretende dar una aproximación a la universidad pedagógica como espacio de desarrollo y creación de la cultura, en el que interactúa la identidad como resultado de la aprehensión de estos procesos. Desarrollo En el siglo XXI los problemas relacionados con la cultura se convirtieron en un motivo de preocupación para determinadas instituciones y organismos gubernamentales que promovieron la inserción de determinados factores sociales en la solución de los problemas culturales, que son además problemas sociales. Es importante destacar el papel desempeñado por la UNESCO en la promoción de una cultura más plena, integral y saludable en aras de salvar al mundo de la realidad turbulenta que se vive, por lo que se pronuncia por el concepto de Cultura de Paz, indispensable instrumento teórico para enfrentar los pronunciamientos y prácticas beligerantes que predominan y vive la humanidad en los tiempos actuales. Para comprender este concepto es necesario partir de reflexionar acerca de ¿Qué se entiende por cultura? Para realizar cualquier análisis con relación a la cultura resulta indispensable determinar la noción o tendencia conceptual con la que queramos operar, ya sea desde el punto de vista académico, docente, investigativo o en un proceso de intervención sociocultural que se geste en un territorio o comunidad cualquiera. Tener claridad en la conceptualización y epistemología de esta categoría, así como de los valores agregados que en el devenir de la historia se le han ido incorporando cognitivamente, constituye un código insustituible para el diálogo con el otro. La cultura, al igual que la mayoría de los conceptos que tienen su origen en la antigüedad, ha modificado su semántica en dependencia de la utilización y la necesidad que el ser humano ha tenido de ella. En algunas ocasiones se le ha restringido a niveles muy irrisorios y en otras ha ocupado un papel muy importante en el desarrollo del hombre.

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En estos momentos la cultura ocupa para los universitarios un papel esencial, para el desarrollo integral de su personalidad, teniendo en consideración la misión que les corresponde en los diferentes contextos de inserción sociocultural. Etimológicamente, el término cultura se deriva de “cultus”, participio pasado del verbo latino colere, que significa cultivar. El vocablo se aplica en sentido real a la actividad agrícola pero asumido en la vida comprende un proceso educativo y su producto es la cultura. Ella implica las diferentes expresiones de la creatividad humana: ciencia, técnica, religión, política, entre otras. La cultura desde sus inicios ha estado vinculada con la actividad productiva y laboral de los hombres, con la práctica social, predominando la idea de la cultura como un proceso fundamentalmente individual, en la que se distinguía fundamentalmente el cultivo de un individuo dado en diferentes campos como el arte, la poesía, el teatro, el atletismo o la conservación, cultivo que transformaría a ese individuo en persona cultivada, “culta”. En todo el largo período medieval la cultura tuvo un carácter eminentemente artístico – literario. Se destacó la arquitectura con los estilos románicos y gótico, éste último alcanzó mayor desarrollo, los cuales dejaron una fuerte huella para la posteridad. El concepto de la cultura vinculada con lo bello, lo estético, la élite, lo artístico y literario, a partir de los dictados de una cúspide culta, se mantienen con mayor o menor presencia durante los momentos puntuales de su desarrollo. En la Biblioteca de Consulta Encarta se define a la cultura como: “conjunto de rasgos distintivos, espirituales y materiales, intelectuales y afectivos, que caracterizan a una sociedad o grupo social en un período determinado. El término “cultura” engloba además modos de vida, ceremonias, arte, invenciones, tecnología, sistemas de valores, derechos fundamentales del ser humano, tradiciones y creencias. A través de la cultura se expresa el hombre, toma conciencia de sí mismo, cuestiona sus realizaciones, busca nuevos significados y crea obras que le trascienden”. Desde esta mirada la cultura es el modo común de pensar organizado de los individuos de una sociedad en orden a producir actividades sociales coherentes, tanto de acción material como de acción individual, representa una experiencia social que, a su vez, se transmite de unos individuos a otros a través del llamado proceso de socialización y de educación, según el cual individuos y grupos entran simultáneamente en contacto con cada persona. La cultura se aprende mediante una interacción social con otras personas en la sociedad, en el que la universidad como institución que genera y transmite cultura a través de sus diferentes procesos académico, laboral, investigativo y extensionista, debe promover en estos espacios acciones que les permitan a los estudiantes desarrollar aprendizajes culturales. Los procesos de aprendizajes culturales son los que contienen los contenidos culturales que expresan la tradición cultural humana transmitida de generación en generación donde ocurre la socialización. Nuestro héroe nacional José Martí, también al referirse a la cultura expresó“... la madre del decoro, la savia de la libertad, el mantenimiento de La República y el remedio de sus vicios, es, sobre todo, lo demás, la propagación de la cultura”. Armando Hart, destacó “La cultura es la suma de la creación humana, no puede ser ajena al hombre, el hombre es producto de su cultura, y su agente protagónico. Muy relacionado con las ideas de Hart se encuentra lo expresado por la Dra., C, Zaira Rodríguez Ugidos que a partir de un análisis filosófico acerca de la cultura plantea que “Al vincular el concepto de cultura con el hombre, a su vez lo relacionamos íntimamente con el desarrollo. Por eso podemos caracterizar a la cultura de forma más general como desarrollo humano y como medida de auto desarrollo del hombre” . En este sentido es significativo destacar como a partir de lo planteado por Zaira la cultura es una expresión de lo que el hombre en el decursar de su vida va asimilando e incorporando a

140 VOLUME 4, No. 1 (13), 2018 partir de las experiencias vividas en el proceso de socialización y ese proceso de asimilación es precisamente lo que permite distinguir en cada uno de ellos el grado de crecimiento y desarrollo personal. Por otra parte expresa “El concepto de cultura expresa la medida del desarrollo histórico y de las potencialidades del hombre “, es decir, no podemos ver al hombre alejado de su contexto histórico, ya que el mismo es parte y resultado de ese contexto, en el que ocupa un papel esencial la educación como proceso social que contribuye en gran medida a la asimilación de los conocimientos y a la adquisición de valores como medida de auto desarrollo, en el que contribuye a conformar su identidad cultural. El problema de la identidad cultural se ha debatido desde la antigüedad por numerosos psicólogos, sociólogos, filósofos y pedagogos, entre los que se encuentran, Felix Varela, José de la Luz y Caballero, José Martí, Alisa Delgado, Miguel Rojas, Rigoberto Pupo, Isabel Monal, Abel Prieto, Armando Hárt, y otros. El Héroe Nacional José Martí, en pleno siglo XIX al proponer el reinicio de la guerra de independencia, acudió a todos los que por identidad respondían a la necesidad de salvar la nacionalidad, “Cubano significaba pues, portar esa identidad que propiciaba el reagrupamiento frente a la otredad”. La identidad en su significado sociocultural ha recobrado singular vigencia y actualidad en los últimos tiempos siendo esta una de las tareas más difíciles y complejas que tiene que presentar las ciencias sociales y humanísticas. Armando Hárt Dávalos transcribe y asume el concepto que acerca del particular ofrece la UNESCO y por medio del cual la identidad cultural “es el sentimiento que experimenta los miembros de una colectividad que se reconocen en esa cultura y de no poder expresarse con fidelidad y desarrollarse plena y libremente si no es a partir de ella”. A su vez la prestigiosa intelectual cubana Graciela Pogoloty afirma, que “la identidad, en primera instancia es la identidad del hombre, que se reconoce en su comunidad más inmediata”... y añade... “la identidad es el conjunto de valores históricos, valores propiamente culturales en el sentido total y amplio del término y valores estrictamente artísticos”. En los proyectos de transformación social, así como en los procesos educativos, promovemos la formación y el despliegue de identidad, pues se pretende que los universitarios desarrollen capacidades, competencias para mejorar como seres humanos, internalizar los valores de la sociedad cubana, mejorar la calidad de vida, contribuir al cambio social, en los procesos educativos, culturales, productivos, se tiene que generar identidad cultural, expresada a nivel de individuo, de comunidad y de lo local e institucional. Cuando se analiza esta identidad cultural relacionada con lo local, se hace referencia a los valores culturales, geográficos, patrióticos y sociales en general, con los cuales se sienten identificados y representados en el terruño. El proceso de enseñanza -aprendizaje que se desarrolla en el contexto universitario cuenta con las potencialidades de sus componentes, el sistema de conocimientos, los hábitos y habilidades que tiene que desarrollar el estudiante para potenciar los valores identitarios. El estudiante universitario debe conocer las raíces históricas de su localidad, en lo que juega un papel esencial el patrimonio de la localidad. En nuestros días es muy común relacionar patrimonio con la identidad, sin embargo, no es hasta finalizada la Segunda Guerra Mundial que los hombres toman conciencia de los valores del patrimonio cultural como imagen de identidad. El saldo de destrucción y de muerte dejado por la conflagración estampó en las pupilas de los sobrevivientes la dramática realidad de un desdibujado paisaje en el que no se conocían, y por el que comenzaron a transitar con torpeza en busca de la razón de su ser perdida entre las ruinas. Resulta entonces que la identidad cultural tiene una de sus vías de expresión a través del patrimonio y se fundamenta en sus principios.

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Para el investigador Le Gof la citada relación es vista como entes que tan pronto se unen como se separan; pero que en definitiva convergen porque tienen motivaciones históricas comunes. Por un lado la necesidad de reconocer, de defender la herencia común y por el otro la de definir, mantener y afirmar un espacio, también común, tanto en el plano de la historia como en el de las instituciones, las costumbres, de las mentalidades, de las prácticas antropológicas, culturales, políticas, cotidianas; un espacio que no es otro que el definido por los lazos identitarios. En realidad, el patrimonio como huella de la historia, es base, cimiento de la identidad; a la vez que como manifestación cultural aporta muchos de los elementos que constituyen la identidad Como concepto, patrimonio es un término polisémico que ha experimentado un continuo proceso de construcción y enriquecimiento, dado su carácter abierto. La palabra patrimonio surgió ligada a la propiedad, según el Diccionario de la Lengua Española de la Real Academia procede del latín “patrimonium, hacienda que una persona ha heredado de sus ascendentes”; y ofrece como acepción actual “bienes propios adquiridos por cualquier título”. El patrimonio cultural adquiere una importancia vital para los hombres y las naciones, que encuentran en él la expresión de su cultura y, al mismo tiempo uno de los fundamentos de su identidad, referente a esto Consuelo Portu planteó: «El genio de un pueblo se manifiesta, de la manera más notable, en el patrimonio cultural. Con referencia a las obras creadas por el hombre a través de la historia de la sociedad, es preciso destacar en ellas las formas o modos con que supieron darles una expresión tangible, admirable por su belleza múltiple y su unicidad. El espíritu de la nación se perpetúa y se renueva en las obras que constituyen su patrimonio» Es la historia de un pueblo basada en lo que hizo este en su pasado, es el legado dejado de sus antepasados, así como otras historias que encierra el patrimonio cultural y cada ciudadano según la historia que estos les cuentan es el amor que forma hacia lo suyo, a lo que lo identifica, ahí está la importancia que guardan estos, y prepara al hombre para defender lo que le pertenece por entero y que debe conocer para la formación de su cultura de por vida. Estudiosos del patrimonio cultural e identidad cultural que han abogado por el conocimiento de este en los estudiantes tales como: (Pese a que la búsqueda bibliográfica denota tratamiento al tema en el ámbito internacional ) , por Jean Chesneaux (1984), Edward Thompson (1981), Pelais Pagés (1985), Marta Arjona (1986), Luis González (1998), y en el contexto nacional se han destacado autores como: Rita Marina Álvarez de Zayas (1990), Waldo Acebo Maeireles (1992), Idania Núñez (1994), Jorge Ibarra (1995), Constantino Torres (1996), Eduardo Torres Cuevas (1997), José Ignacio Reyes (2000), Marisela Millet (2000) ,Adalis Palomo (2001) y Amaury Laurencio (2003), los mismos se han dedicado a caracterizar diferentes contextos educativos para el desarrollo de la Cultura General Integral. Nuestra ciudad cuenta con algunos patrimonios, de los cuales ofrecemos algunos elementos que forman parte de ellos: Caracterización del patrimonio cultural Guantanamero. Los esfuerzos por conservar los monumentos y sitios históricos de gran importancia no son cosas nuevas en otras épocas y por diversas razones se llevó a cabo en todas partes. Las razones eran más que válidas, la presencia de todos esos monumentos sirvió para inspirar a todo el pueblo y contribuyó a la civilización. El patrimonio cultural: Es el conjunto de exponentes naturales o producto de la actividad humana, que nos documentan de forma excepcional, tanto de la cultura material, espiritual, científico-histórica y artística de las distintas épocas que nos precedieron, como del presente y que, por su carácter ejemplar y representativo del desarrollo de la cultura, todos estamos en la obligación de conservar y mostrar a la actual generación y a las futuras.

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Está formado tanto por un número de bienes o creaciones íntimamente ligadas a la historia de los pueblos; como por aquellos sitios o elementos naturales que especialmente caracterizan la evolución geográfica de una zona determinada o que han servido de campo de acción a relevantes hechos históricos culturales. Todo lo que va más allá de lo espiritual como por ejemplo: la danza, la moda, la música, las tradiciones y las costumbres constituyen el patrimonio intangible. Mientras que patrimonio tangible: Es todo aquello que se puede tocar y dentro de este tenemos los bienes mueble y los bienes inmuebles. A los objetos que por su excepcional significado histórico, artístico o científico merecen ser protegidos y conservados con independencia de que se encuentren en una institución particular u oficial y que pueden trasladarse se le denomina bienes muebles ejemplo: obras plásticas, cinematográficas, musicales, objetos que identifiquen y expresen alguna etapa de nuestra historia u otros objetos como piezas arqueológicas, vajillas, prendas etc. Las construcciones arquitectónicas, sitios o centros arqueológicos, históricos o culturales que no son factibles de trasladar y se encuentran ubicados o construidos en un lugar determinado, son denominados bienes inmuebles, como por ejemplo, las construcciones coloniales, aislados o agrupados en centro urbano que por su valor histórico y artístico son representativo en la época neocolonial, zona cultural, entre otros. El patrimonio cultural inmueble ha sido clasificado en: Centros históricos: Son el conjunto formado por construcciones y espacios públicos y privados (plazas, calles, etc. ), así como, las particularidades geográficas y topográficas que la caracterizan y ambientan unitariamente como expresión de una sociedad. Construcciones: Las obras producto de la creación del hombre realizadas desde la prehistoria hasta la actualidad y que por determinados caracteres revisten una gran importancia como testimonio del acontecer de la humanidad. Puede ser de carácter civil, doméstico, conmemorativo, industrial, militar y religioso. Sitios: Pueden agruparse aquellos lugares o áreas en los que se han desarrollado hecho significativo de carácter histórico, científico, etnográfico y legendario. Estos sitios pueden ser de carácter arqueológico, natural, urbano o histórico. Al patrimonio natural de la nación se integra todos aquellos muebles e inmuebles que son la expresión o el testimonio de la creación humana o de la evolución de la naturaleza y que tiene especial relevancia en relación con la arqueología, la prehistoria, la historia, la literatura, la educación, el arte, la ciencia y la cultura en general. Principios para la conservación del patrimonio. 1. Prolongar la vida de un material a merced de la previsión de un daño a la conexión del mismo. 2. Mantener las propiedades físicas y culturales de aquellos que han alcanzado categorías de bienes culturales, para que un valor no disminuya y perdure más allá del limitado segmento temporal. Es por tanto un deber de todos, estudiantes, trabajadores y del pueblo en general, contribuir con nuestros esfuerzos a protegerlos y conservarlos, para que las futuras generaciones puedan también conocer, disfrutar y amar nuestras riquezas culturales. Además forman parte del patrimonio cultural las construcciones y el uso del suelo, que no son más que el conjunto de disposiciones sobre la ejecución la utilización que se le da, tanto de carácter permanente como temporal a los centros históricos urbanos, sitios y construcciones inscriptas en el registro de monumentos nacionales y locales. El hombre nace y crece en determinados paisajes rodeados por construcciones específicas, heredadas de sus antepasados. Esos son monumentos que forman parte esencial de la Identidad Cultural de un país o una región. 143 CONTEMPORARY PROBLEMS OF SOCIAL WORK

Monumentos nacionales: Todo centro histórico urbano y toda construcción, sitio u objeto que por su carácter excepcional merezca ser conservado por su significación cultural, histórica o social del país. En nuestra provincia se encuentran: Playa Duaba, Playitas de Cajobabo, El Yunque, Monumento al mambisado guantanamero (La confianza), Alto de Palmarito, Los Monitongos, El Vínculo, Realengo 18, Cafetal la Indiana y Ciudad Baracoa. Playa Duaba: lugar por donde desembarcó Antonio Maceo, Flor Crombet y otros patriotas el 1 de abril de 1895 para incorporarse a la guerra necesaria. Playitas de Cajobabo: ubicada en el municipio Imías, fue el lugar por donde desembarco Martí y Gómez, el 11 de abril de 1895, máximo jefe militar que se incorpora a la guerra necesaria. El yunque: ubicado en la montaña de Baracoa es una elevación con características peculiares de gran valor estético y es rico en variedad de flora y fauna endémica. La confianza: el 24 de febrero se produce el alzamiento de la confianza, dirigido principalmente en Guantánamo por Pedro Agustín Pérez, este fue la primera acción de la guerra necesaria preparada por José Martí. Alto Palmarito: ubicado en el municipio Yateras, fue el lugar donde murió Flor Crombet el 10 de abril de 1895, después de haber desembarcado por Duaba, Baracoa. Los Monitongos: ubicado entre el norte y el este de Hatibonico, se caracteriza por un conjunto de formas naturales del relieve con inusitadas regularidades que asemejan diferente objetos. Por su belleza y exotismo se convierten en área protegida, único de su tipo en Guantánamo, tiene una altura de 180m y una extensión de 7km, con una edad aproximada de 500 millones de año. El Vínculo: ubicado en el municipio Niceto Pérez, fue el lugar donde murió el líder campesino Niceto Pérez García en un enfrentamiento con la guardia rural el 17 de mayo de 1857. Realengo 18: sitio donde se escenificaron las acciones campesinas contra los gobiernos de turnos de la década del 20 y el 30. Cafetal la Indiana: considerado el primer lugar en que las tropas Mambisas se enfrentaron a los españoles en el territorio de Guantánamo, el día 4 de agosto de 1871. Baracoa: la primera villa de Cuba. Visitar a Baracoa, es sin dudas una fiesta en todos los sentidos; es percibir un mundo real que hace de la primera villa un espacio inigualable. Existen también los denominados Monumentos Locales, que por su valor e interés cultural, social o histórico para una localidad determinada, merecen ser preservados y conservados, en nuestra localidad encontramos: Cueva Oscura 1, Cueva de San Justo, Cueva del Potrecillo, Antigua Cárcel de Guantánamo(Museo), Sitio histórico de los Mártires del 4 de Agosto, Casa Natal de Regino Eladio Boti, Plaza Mariana Grajales, Cueva la Patana, Cueva los Bichos y Jagüey, Palacio Calcines, Alzamiento de Santa Cecilia, Alzamiento del Yarey, Alzamiento de Tiguabo, Alzamiento de San Andrés del Vínculo, Alzamiento de Bayatiquirí y Alzamiento de Morrillo Chico. Dentro de estos monumentos locales encontramos los que pertenecen a nuestra ciudad que por su gran valor e interés para el conocimiento del patrimonio y el desarrollo de la identidad son preservados y conservados, entre ellos tenemos: Palacio Calcines, Antigua Cárcel de Guantánamo (museo), Casa Natal de Regino Eladio Boti, Plaza Mariana Grajales y Sitios Históricos de los Mártires del 4 de agosto. El análisis anterior revela que desde el punto de vista pedagógico en la localidad es posible tener en cuenta el patrimonio cultural local para estudiarlo desde el punto de vista exrtradocente, para su utilización con fines educativos y de formación cultural en cada estudiante, con la guía adecuada del profesor y la utilización de elementos reales, descubre, conoce, investiga y estudia los hechos, personalidades y procesos históricos de forma independiente, a la vez que desarrolle conocimientos que le permiten fortalecer la formación cultural, No todos los bienes culturales

144 VOLUME 4, No. 1 (13), 2018 integran el patrimonio cultural, son aquellos que tienen especial relevancia en relación con la arqueología, la prehistoria, la historia, la literatura, la educación, el arte, la ciencia y la cultura en general, son los que pasan a formar el patrimonio cultural de una localidad o nación, debe poseer alguna cualidad que los distinga entre la generalidad de los bienes y expresar significativamente el campo de la actividad creadora que representan. ¿Cómo potenciar el conocimiento del patrimonio cultural guantanamero en los estudiantes de la UCP? Analicemos esta interrogante a partir de los componentes esenciales del proceso universitario. 1. Componente académico: aprovechamiento de las potencialidades que ofrecen los contenidos de las diferentes asignaturas de la disciplina Formación Pedagógica General. 2. Componente laboral: a partir de un plan de trabajo previamente elaborado, donde se planifiquen visitas e intercambios con personalidades que brinden información sobre estos lugares de interés histórico-geográfico-cultural. 3. Componente investigativo: Orientación de trabajos independientes dirigidos a la búsqueda de información acerca de determinados monumentos históricos. Realización de trabajos extra-clases, extracurriculares, de cursos y de diplomas relacionados con esta línea de investigación. 4. Proceso sustantivo extensionista: Mediante la realización actividades comunitarias bajo la dirección de estudiantes talentosos. Dramatizaciones. Encuentros de conocimiento. Concursos. Conclusiones La universidad pedagógica como institución cultural promueve desde sus diferentes espacios la aprehensión por un conocimiento que contenga los contenidos culturales con los que el futuro profesional de la educación debe accionar en el sistema de sus relaciones sociales para lograr su inserción sociocultural. Como parte de este proceso sociocultural, está, la identidad cultural, fenómeno que ha sido abordado desde la antigüedad por diferentes especialistas con un enfoque filosófico, sociológico, y pedagógico, por la incidencia que tiene en los procesos que generan conocimiento, reconocimiento y valoración hacia el lugar de origen, lo que permite generar sentido de pertenencia y de identidad hacia su terruño. Es necesario por estas razones que los estudiantes universitarios conozcan y se identifiquen con el patrimonio de su localidad, para lo cual se deben aprovechar las potencialidades que brinda el proceso pedagógico en aras de potenciar la formación y desarrollo de un profesional integral en correspondencia con las nuevas exigencias sociales donde se conjugue la triada, Universidad-Cultura-Identidad.

Bibliografía / References 1. Alfonso, Georgina. 1997. La Polémica sobre la identidad. La Habana, Pueblo y Educación, 80 p. 2. Buscar, Vargas. 2002. Identidad y sentido de pertenencia. Dos dimensiones de un problema. La Habana, Pueblo y Educación, 140 p. 3. Guerra Pérez, Eyler. 2005. Sistema de actividades para desarrollar la identidad cultural local en los estudiantes del IPUEC Elpidio Sosa González. Trabajo de Diploma (Licenciatura en Educación). Instituto Superior Pedagógico, Guantánamo, 45 h. 4. Labañino, Niurka. 2002. La Defensa del patrimonio cultural: una responsabilidad de todos. Memorias. Guantánamo. No. 2: 5–8. 5. Millet, Marisela Duperey. 2000. Modelo Pedagógico para desarrollar la Identidad cultural local en los estudiantes del ISP de Guantánamo. Tesis (Opción al Grado Científico de Master) Universidad de Oriente, Santiago de Cuba, 150 p. 145 CONTEMPORARY PROBLEMS OF SOCIAL WORK

6. Navarro, Desiderio. Cultura, Ideología y Sociedad. La Habana, Arte y Literatura, 1982. 7. Pogoloti, Graciela. 1995. Desafío de la identidad. Revolución y Cultura. La Habana. No. 6: 2–7. 8. Portú, Consuelo. 2004. Conoce el patrimonio cultural. La Habana, Libros para la Educación, 55 p. 9. Sánchez Guerra, José. 2000. Mambisas guantanameras. Guantánamo, El mar y la montaña, 35 p. 10. Ubieta Gómez, Enrique. 1994. Identidad cultural latinoamericana. La Habana, Academia, 80 p.

REFERENCE TO ARTICLE Marisela Millet Duperey, Eyler Guerra Pérez & Adonis Mulén Favier (2018) The Pedagogic University: A Space to Promote Culture and Identity in the Initial and Permanent Formation of the Educational Ones, Contemporary Problems of Social Work. Vol. 4. No. 1 (13). P. 138– 146. DOI: 10.17922/2412-5466-2018-4-1-138-146 (International bibliographic description).

CONTACT INFORMATION: Marisela Millet Duperey Dr. C., Profesora Titular Universidad de Guantánamo, Guantánamo, Cuba E-mail: [email protected] Eyler Guerra Pérez Dr. C., Profesor Auxiliar Universidad de Guantánamo, Guantánamo, Cuba. E-mail: [email protected] Adonis Mulén Favier Dr. C., Profesor Auxiliar Universidad de Guantánamo, Guantánamo, Cuba. E-mail: [email protected]

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Rafael Nuñez López, Dr. C., Prof. Auxiliar, Universidad de Guantánamo, Cuba. E-mail: [email protected]

Sheila Pérez Quintero, Lic., Prof. Asistente, Universidad de Guantánamo, Cuba. E-mail: [email protected]

Raúl Hernández Heredia, Dr. C., Prof. Titular, Universidad de Guantánamo, Cuba. E-mail: [email protected]

UDC 378 DOI 10.17922/2412-5466-2018-4-1-147-155

DINÁMICA DE LA FORMACIÓN DE LA COMPETENCIA INVESTIGATIVA EN LOS ESTUDIANTES DE CARRERAS PEDAGÓGICAS Dynamics of the Formation of Investigative Competence of Students of Pedagogical Careers

Receiving date: Preprint date: Taking to print date: 17.01.2018 28.02.2018 30.03.2018

Resumen: El modelo pedagógico que se presenta tiene como elementos articuladores a las dimensiones y configuraciones de la formación de la competencia investigativa en los estudiantes de carreras pedagógicas, fundamentado en el enfoque holístico configuracional, la Teoría Histórico Cultural de Vigotsky, L.S. y sus seguidores y los principios que rigen el proceso de formación en la educación en Cuba. Se ofrece además una argumentación pedagógica del proceso de formación de la competencia investigativa, tomando en consideración la relación de esencia que emerge entre las dimensiones motivacional, instrumental y axiológica y sus cualidades resultantes; en el que se revelan los niveles de esencialidad del objeto y las transformaciones que tienen lugar en los sujetos, dado a que van alcanzando progresivos niveles en su desempeño investigativo, lo cual constituye la cualidad resultante del modelo pedagógico. Annotation: the pedagogical model presented has as articulated elements the dimensions and configurations of the formation of the investigative competence in the students of pedagogic careers, based on the holistic configurational approach, Cultural Historical Theory of Vigotsky, L.S. and its followers and the principles that govern the process of training in education in Cuba. It also offers a pedagogical argumentation of the process of formation of the investigative competence, taking into account the relationship of essence that emerges between the motivational, instrumental and axiological dimensions and their resulting qualities; in which the levels of essentiality of the object and the transformations that take place in the subjects are revealed, given that they are reaching progressive levels in their investigative performance, which is the quality resulting from the pedagogical model. Palabras clave: modelo pedagógico, formación de la competencia investigativa, educación en Cuba. Key words: pedagogical model, formation of the investigative competence, education in Cuba. JEL classification: I200, I290.

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Introducción Como resultado del proceso de formación investigativa como componente de la formación inicial de docentes, debe evidenciarse en los estudiantes la formación de la competencia investigativa, no solo porque ellas facilitan la solución de las más diversas contradicciones que surgen en el ámbito laboral y científico, sino además porque permiten actualizar sistemáticamente los conocimientos, lo cual es un indicador de competitividad en la época moderna. La competencia investigativa ha tenido una significativa evolución, lo que se constata en los de estudios de numerosos autores, cubanos y extranjeros, entre los que se destacan Castellanos, 2001; Forgas, 2003; Gallardo, 2003; Dusú, 2003 y 2004; Guillarón, 2005; Roca, 2007; De Almeida, 2008; entre otros, los que han realizado valiosos aportes a sus fundamentos teóricos y prácticos a partir de diferentes posiciones que no siempre coinciden, pero demuestran la necesidad de formar y desarrollar en los estudiantes de carreras pedagógicas, esta competencia, que les permitan resolver los problemas profesionales en la actualidad por medio de la investigación. Es importante reconocer que se ha logrado una mayor sistematización y profundización en el estudio del tema; algunos autores son partidarios del carácter reduccionista de las competencias al identificarlas como habilidades. Otros, en el orden operacional no reconocen los elementos o componentes integrativos necesarios para su formación desde el contexto curricular y encontramos también aquellos que centran su atención en que la competencia engloba no sólo las capacidades requeridas para el ejercicio de una actividad profesional, sino también un conjunto de comportamientos, facultad de análisis, toma de decisiones, transmisión de información, etc., considerados necesarios para el pleno desempeño de la ocupación. No obstante este reconocimiento, en el proceso de la formación inicial de los estudiantes de las carreras pedagógicas se han identificado las siguientes insuficiencias:  insuficiencias en los conocimientos acerca de la investigación, los que son por lo general memorísticos y carentes de significatividad;  existe tendencia a la comprensión formal de la metodología de la investigación como un conjunto de reglas, pasos, formatos y prescripciones;  existe predominio del pensamiento empírico por encima del pensamiento científico- teórico, lo que limita su desarrollo;  Insuficiente movilización de los recursos personológicos para el desarrollo de la activdad investigativa que limitan;  sobredimensionamiento de las herramientas cognitivas sobre los aspectos dinámicos y movilizadores de la actividad investigativa. Estas insuficiencias en la formación investigativa de los estudiantes de carreras pedagógicas limitan su desempeño competente y el desarrollo científico del proceso educativo en la escuela, por lo que se ha decidido elaborar un modelo pedagógico de la formación de la competencia investigativa en los estudiantes de carreras pedagógicas que contribuya a superar las limitaciones que evidencian los mismos en su desempeño como expresión de esta competencia. Desarrollo El modelo pedagógico que se presenta tiene como elementos articuladores a las dimensiones y configuraciones de la formación de la competencia investigativa en los estudiantes de carreras pedagógicas, y que a pesar de poseer propiedades determinadas y cumplir funciones específicas se constituyen en una unidad dialéctica de la cual emergen propiedades cualitativamente superiores como síntesis de las relaciones entre ellas, que caracteriza su concepción y desarrollo y la eficiencia del proceso. Por tanto, mediante las dimensiones se explica el movimiento y la transformación de la organicidad de la formación de la competencia investigativa en los estudiantes de carreras pedagógicas, constituidas cada una por diferentes configuraciones que las particularizan y se producen movimientos que connotan las cualidades emergentes, referentes al proceso como totalidad.

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Lo anterior posibilita que desde la dinámica del proceso de formación inicial del profesional de la educación se exprese la lógica de la comprensión de la formación de la competencia investigativa del estudiante de carreras pedagógicas a partir del establecimiento de tres dimensiones dialécticamente interrelacionadas: la dimensión motivacional, la dimensión instrumental y la dimensión axiológica, las que expresan una lógica que revela sus relaciones. La propia naturaleza compleja del proceso de investigación educativa demanda la participación de los aspectos dinámicos y movilizadores de la actividad humana. Desde esta perspectiva, resulta esencial la formación y desarrollo en el estudiante de carreras pegagógicas, de determinados motivos, intereses y necesidades que incitan a investigar en un contexto de actuación determinado, contribuyendo a mantener el esfuerzo sostenido así como la orientación y dirección del proceso en función de solucionar los problemas profesionales presentes en a práctica educativa. En correspondencia con lo antes descrito, la dimensión motivacional en la formación de la competencia investigativa integra aquellos procesos psicológicos que estimulan, sostienen, orientan y direccionan la actividad investigativa eficiente de los estudiantes. La formación de la competencia investigativa, necesita de un acertado proceso de formación de motivaciones para su despliegue, en el que la motivación intrínseca hacia la actividad investigativa se concibe como aquella que se sustenta en la implicación e interés personal del estudiante para la realización de determinadas acciones que contribuyan a la solución de problemas profesionales mediante el proceso de investigación experimentando satisfacción personal y autorrealización durante su desarrollo. Constituyen motivaciones intrínsecas hacia la actividad investigativa en la formación de profesores:  dominiar el contenido de la Metodología de la Investigación Educativa para contribuir a la solución de problemas profesionales por la vía de la investigación científica;  la necesidad de intercambiar informaciones, experiencias y vivencias, desde un trabajo cooperado, para el desarrollo de la actividad científica. El desarrollo de motivaciones intrínsecas hacia la actividad investigativa constituye la fuente de la que surgen de manera constante los nuevos motivos en los estudiantes para la realización de actividades y tareas investigativas y la necesidad de resolver los problemas profesionales que se presentan en los distintos contextos de actuación por vía de la investigación científica. En las motivaciones extrínsecas hacia la actividad investigativa, el estudiante concibe la actividad investigativa sólo como un medio para obtener otras gratificaciones externas al propio proceso investigativo, entre las que se destacan:  la obtención del máximo de las calificaciones;  el reconocimiento de los colectivos pedagógico y estudiantil por la realización de la actividad investigativa;  ser escogido para la participación en eventos científicos. Aunque en las motivaciones extrínsecas la satisfacción personal por haber desarrollado la actividad investigativa se refleja más en lo externo que en lo interno de la personalidad del estudiante, se consideran que estas son de significativa importancia en la dirección de la actividad investigativa y unidas a las intrínsecas constituyen, en consecuencia, un elemento vital en la orientación y estimulación hacia la actividad investigativa. La orientación hacia la actividad investigativa es entendida como el proceso continuo, gradual y dinámico que se lleva a cabo por el colectivo pedagógico de año, encaminado a preparar a los estudiantes para el aprendizaje de los contenidos de la investigación científica, necesarios para la solución de los problemas profesionales que se presenten en la diversidad de contextos en el que se desempeña que le permitan la dirección eficiente del proceso pedagógico. 149 CONTEMPORARY PROBLEMS OF SOCIAL WORK

La estimulación hacia la actividad investigativa se expresa en la formación de motivaciones (intrínsecas y extrínsecas) y expectativas mediatas y en la regulación consciente que caracteriza la implicación del estudiante en la solución de problemas pedagógicos profesionales durante el desarrollo de la actividad investigativa. Siendo consecuente con Collazo, B. (1992), la orientación debe ser proporcionada en todo tiempo, a todos de manera individual y grupal y, en relación con todos los problemas. De ahí que se considere la orientación como un elemento importante dentro de la formación de la competencia investigativa, para estimularlos y dirigirlos a lograr una mayor independencia, autonomía y auto-orientación en la actividad investigativa, la cual debe ser sistematizada en la práctica por el colectivo pedagógico de año. La orientación y estimulación hacia la actividad investigativa debe trascender el plano de la descripción, limitada a la enumeración de las motivaciones del estudiante, para dar paso a la formación en él, de una conducta motivada como expresión de ser portador de dichas motivaciones. Esta cualidad emergente es portadora de la contradicción que media y condiciona el tránsito a una nueva dimensión: la instrumental, pues la orientación y estimulación hacia la actividad investigativa un espacio para que se produzca un movimiento hacia una nueva dirección en la formación de la competencia investigativa de los estudiantes de carreras pedagógicas. La habilitación investigativa es síntesis dinamizadora de la relación entre la integración de saberes inherentes a la investigación educativa y el conocimiento sobre el objeto de la profesión y se aprecia como un proceso de apropiación activa y creadora de los sistemas de conocimientos y valores asociados a la formación investigativa, que permite la manifestación de éstos en la interpretación racional del comportamiento científico; además abre posibilidades para descubrir las causas objetivas de los problemas profesionales, bajo el prisma de la actividad investigativa y los motivos que subyacen en ellos, es decir, facilita la interpretación del sentido y significado social de la experiencia personal en el marco de la actividad investigativa, la cual constituye la expresión activa y creativa de la formación de la competencia investigativa como un elemento para valorar la esencialidad de la comprensión. La habilitación investigativa constituye entonces la herramienta de carácter instrumental que poseen los estudiantes de carreras pedagógicas para llevar a cabo determinada investigación en el ámbito educacional, que se forman y desarrollan en el proceso de enseñanza-aprendizaje de las diferentes asignaturas del plan de estudio y que se sistematizan en la Disciplina Principal Integradora Formación Laboral Investigativa, necesitando lograr una mayor integración de las clases, el trabajo científico y las prácticas laborales-investigativas (sistemáticas y concentradas), que propicien en cada carrera el dominio de las habilidades pedagógicas profesionales y los modos de actuación profesional. Se constituye en condición indispensable para la transformación de la realidad educativa como máxima aspiración de la formación inicial de los estudiantes de carreras pedagógicas. Es el proceso que le posibilita apropiarse de conocimientos y habilidades, acompañados de actitudes que condicionan su desempeño profesional. En la habilitación investigativa, el estudiante adquiere el conocimiento teórico para la formación de la competencia investigativa, necesaria para dominar el proceder investigativo en la solución de problemas profesionales que se presentan en la práctica educativa, considerando su desarrollo intelectual, su nivel real de posibilidades y potencialidades, así como sus motivos, intereses y necesidades, entre otros elementos esenciales que se identifican a partir del diagnóstico. El proceso de formación de la competencia investigativa requiere que se desarrollen desde lo académico, las habilidades investigativas para la solución de tareas y problemas de carácter psicopedagógico, sociológico, instructivo y educativo a solucionar en y desde su práctica laboral. El desarrollo de la competencia investigativa estimula la preparación de los estudiantes de carreras pedagógicas para enfrentar el trabajo independiente, la capacidad de enfocar sus

150 VOLUME 4, No. 1 (13), 2018 ideas y actuar con iniciativa creadora y además le posibilita sentirse comprometidos con la actividad investigativa que se evidencia en la posición adoptada por ellos ante el cumplimiento de las tareas de investigación orientadas en el proceso de enseñanza-aprendizaje, permitiendo proyectar acciones que les garantizan enfrentar nuevas y variadas soluciones a situaciones que se presentan en lo académico y en lo laboral. La proyección investigativa como configuración, se estructura a partir de las relaciones entre los componentes que concretan dos procesos fundamentales: el diseño del proyecto investigativo y la ejecución de dicho proyecto. Entre estos dos componentes, de igual modo, se establecen relaciones de dependencia y condicionamiento mutuo. La ejecución del proyecto depende del proceso de diseño, porque en este último se planifica y organiza la formación de la competencia investigativa mediante las tareas investigativas. A su vez, en el proceso de ejecución del proyecto es donde los estudiantes sistematizan el método científico al solucionar los problemas educativos y se logran los objetivos que en la fase de diseño se establecieron. El diseño del proyecto investigativo, refleja el proceso que permitirá involucrar a los estudiantes en la indagación científica con las herramientas que la habilitación investigativa le propicia, mediante la realización de tareas investigativas que en su ejecución permitirán ir integrando los contenidos científico-investigativos, necesarios para solucionar los problemas profesionales. El proyecto investigativo, permite a la universidad pedagógica y a la microuniversidad, trabajar de acuerdo con los problemas de prioridad para el territorio. Aún así, no es estático, se rediseña en la misma medida que se ejecuta, permitiendo la revisión, retroalimentación, mejoramiento continuo y socialización e introducción en la práctica de sus resultados. Los niveles de sistematicidad del proyecto investigativo, deben transitar por los 5 años de la carrera, según las características del proceso de formación inicial y se enmarca en cada curso escolar, para los que se han tenido como referencias lo aportado por las investigaciones de Valledor [1995]; Leyva [2001] y Sánchez [2013] y guardan relación directa con los niveles de desempeño investigativo del estudiante en la actividad científico-investigativa: Primero y segundo años (Nivel propedéutico): a través del proyecto investigativo, los estudiantes, al conocer la contradicción, formulan problemas, se ponen en contacto con el contenido de la enseñanza para cada asignatura, buscan soluciones desde la práctica mediante la realización de las tareas investigativas encaminadas a la localización, recopilación e interpretación de información necesaria para la solución del problema profesional detectado. Tercer año (Nivel teórico): los estudiantes detectan contradicciones, formulan problemas y desarrollan tareas investigativas de carácter teórico en las que a través del análisis de documentos proponen soluciones a los problemas profesionales. Cuarto y quinto años (Nivel práctico): son tareas de investigación que les van a permitir a los estudiantes participar en la solución de problemas profesionales con la aplicación efectiva del método científico. En todos los años académicos, los resultados pueden ser presentados como parte de la evaluación sistemática de las asignaturas de la Disciplina Principal Integradora Formación Laboral Investigativa y socializarlos mediante ponencias que pueden ser presentadas en los diferentes eventos que se organizan y promueven en y desde la Universidad de Ciencias Pedagógicas. El componente ejecución del proyecto investigativo, presupone el desarrollo en la práctica de las acciones concebidas en el diseño, por tanto, tiene la función de concretar los objetivos propuestos, el que se realizará en dos momentos: la preparación de los estudiantes para la solución de las tareas investigativas y la materialización del proyecto investigativo. La preparación de los estudiantes para la solución de las tareas investigativas es un proceso de carácter pedagógico que requiere la interacción consciente de profesores y tutores, para que 151 CONTEMPORARY PROBLEMS OF SOCIAL WORK los estudiantes, intencional y sistemáticamente, en relación con los demás agentes educativos, hagan suyos los conocimientos, habilidades, actitudes y valores de la profesión y de la actividad científico-investigativa de manera integrada, con la utilización del método de la ciencia como método para la solución de problemas profesionales. La materialización del proyecto investigativo, tiene como fin, ejecutar el conjunto de tareas investigativas que garantizan el cumplimiento de los objetivos, es un proceso que tiene la función de implementar las influencias para lograr los niveles de formación de la competencia investigativa del estudiante, para que mejoren su desempeño investigativo a partir de la solución de los problemas profesionales. La capacidad para la gestión de proyectos de investigación emerge como cualidad resultante de la relación esencial que se establece entre la habilitación, la proyección investigativa y la sistematización de la orientación y estimulación hacia la actividad investigativa y se expresa en el dominio de los factores que permiten a un proyecto de investigación para la solución de problemas pedagógicos profesionales apuntar a la garantía de su impacto y a la validez de sus hipótesis. Para contribuir a la formación de esta capacidad, se precisa el dominio de la metodología de la investigación educativa para reconocer y resolver los problemas pedagógicos que se presenten en su práctica educacional, las vías para llevar a cabo el procesamiento de información científico – técnica y la utilización de los recursos tecnológicos para procesar, analizar y valorar la información. Su formación contribuirá al desarrollo de habilidades en la determinación de vías para identificar problemas profesionales, ejercer la autovaloración constante de los resultados obtenidos para perfeccionar, realizar el procesamiento de datos e informaciones científicas, extraer inferencias de los resultados logrados que permitan rediseñar las acciones en función de los objetivos, elaborar informes de los resultados de la investigación, así como habilidades para resumir, realizar análisis críticos y utilizar adecuadamente la tecnología para el registro y procesamiento de datos. El resultado de la capacidad para la gestión de proyectos de investigación condiciona, entonces, la dimensión axiológica, a partir de las relaciones que se establecen entre la formación de valores asociados al proceso de investigación pedagógica y la formación de la conciencia ética en la actividad investigativa permitiendo la conformación del modo de actuación ético científico La formación de valores investigativos, juega un papel importante en el empleo adecuado de las potencialidades que posee el estudiante en la movilización de sus recursos personológicos y en la autorregulación de las actitudes autodeterminadas, en el proceso de investigación pedagógica, en la que siempre subyacen los valores investigativos. Los valores investigativos son cualidades de la personalidad que se forman en el estudiante de las carreras pedagógicas durante el proceso de interacción con la práctica educativa y la sociedad, tienen carácter histórico – social que identifica sus modos de actuación ante y para la actividad investigativa, que orienta su actitud hacia el progreso de la educación, la elevación de la profesionalidad y el autoperfeccionamiento humano. Los valores investigativos, trascienden la esfera de lo emocional y afectivo y sólo en su estrecha unidad, lo psicológico y lo ideológico, pueden generar actitudes de comprensión de los hechos y fenómenos educacionales, de motivación, sentimiento y significación y de compromiso ante las exigencias de la práctica educativa, en la toma de conciencia y en la autoconciencia, que se concreta en las actitudes y modos de actuación investigativo esenciales en un profesional comprometido e identificado con su profesión. Entre los valores investigativos más significativos que se deben formar en los estudiantes de carreras pedagógicas se encuentran: disposición para el trabajo investigativo en grupos; honestidad científica; responsabilidad científica; compromiso social, político-ideológico e institucional; compromiso con la ciencia en función de la solución de los problemas

152 VOLUME 4, No. 1 (13), 2018 pedagógicos; con el perfeccionamiento constante de su desempeño individual y colectivo, estos se incorporan personalmente en un proceso de individualización y se manifiestan por medio de las cualidades investigativas. Es en este complejo proceso de individualización en que se forman las cualidades investigativas del profesional de la educación, que indican la tendencia o trayectoria del modo de actuación. Estas se encuentran en correspondencia con las cualidades generales establecidas en el modelo del profesional de la educación y ellas son:  Compromiso con la solución de los problemas del proceso pedagógico, la introducción de los resultados de la investigación en la práctica y la defensa de la autoridad de la ciencia para la transformación de la realidad educativa.  Independencia para manejar la información, idear soluciones novedosas, analizar teorías, aplicarlas a su entorno y construir nuevos conocimientos que tributen a las Ciencias de la Educación.  Flexibilidad para investigar el objeto atendiendo a la complejidad y multicausalidad de los fenómenos educativos, rechazando posiciones rígidas o ideas preestablecidas.  Exigencia en la aplicación del método científico en su contexto de actuación profesional.  Actitud Crítica y Autocrítica para enjuiciar los puntos de vista propios y de otros especialistas.  Honestidad científica que garantice no falsear o tergiversar información en función de intereses ajenos a la ciencia.  Colaboración, como disposición al trabajo investigativo en colectivo, a compartir y socializar la información. El proceso de configuración del sistema de valores se alcanza por la formación y perfeccionamiento de cualidades. Varios autores, dentro de los que se destacan B. Castellanos y colaboradores (2005), enumeran las cualidades del profesional de la educación competente para la investigación educacional: el compromiso con la solución de los problemas que enfrenta en su realidad educativa, la independencia para manejar la información precedente y proponer soluciones novedosas, la flexibilidad para investigar el objeto atendiendo a la complejidad y multicausalidad de los problemas que afectan el proceso, la exigencia en la aplicación del método científico, la actitud crítica y autocrítica para enjuiciar los puntos de vista, la honestidad científica que garantice no alterar la información obtenida en función de su propio beneficio, la colaboración y disposición al trabajo investigativo, a compartir y socializar la información obtenida. La formación y desarrollo de estos valores y cualidades investigativas, comienza desde el primer año y no tiene una etapa específica de culminación. La sistematización y consolidación debe ser constante en el trabajo educativo y formativo, reforzando cada una de las actuaciones en las que se evidencian señales de una adecuada formación, corrigiendo todas las que manifiesten tendencias que no se correspondan con las normas instituidas por la comunidad científica. La formación de la conciencia ética en la actividad investigativa, se logra desde el proceso de estudios teóricos y prácticos de las asignaturas del plan de estudios, en la medida en que los principios, las normas y los valores asociados al proceso de la investigación de la realidad educativa, se reafirman en el plano de las relaciones interpersonales que se establecen, así como en el campo de las actuaciones y de las formas de proceder ante las situaciones problemáticas que se producen en el contexto educativo. La esencia más profunda de la formación de la conciencia ética en la actividad investigativa, está en la necesidad de lograr que el estudiante de carreras pedagógicas haga coincidir su interés individual de investigar con lo que es de interés social en que se investigue (problemas de prioridad para el territorio), de manera que exista una armonía en el logro de fines y objetivos beneficiosos comunes más generales. A esta necesidad, responden los valores investigativos, los que unidos a los mecanismos funcionales de la conciencia ética en la actividad investigativa realizan la regulación y autorregulación del modo de actuación ético científico. 153 CONTEMPORARY PROBLEMS OF SOCIAL WORK

La dimensión axiológica le aporta al proceso de formación de la competencia investigativa, la concepción integracionista de la relación de los saberes científicos inherentes al proceso de investigación con los valores investigativos en su significado personal – profesional, como resultado de la cultura científica adquirida por el estudiante. En resumen, para interpretar el proceso de formación de la competencia investigativa en los estudiantes de carreras pedagógicas, se debe tomar en consideración la relación de esencia que emerge entre las dimensiones motivacional, instrumental y axiológica, lo cual constituye la síntesis teórica que permite comprender, explicar e interpretar este proceso de forma continua, flexible, integrada y contextualizada, revelando los niveles de esencialidad del objeto y las transformaciones que tienen lugar en los sujetos, dado a que van alcanzando progresivos niveles en su desempeño investigativo, lo cual constituye la cualidad resultante del modelo pedagógico. Para comprobar la factibilidad de la metodología que se diseñó tomando como base el modelo propuesto, se realizó un pre experimento (curso 2011–2012), se trabajó con una muestra de 50 estudiantes pertenecientes a los cinco años de la carrera Pedagogía-Psicología (10 de cada año), donde se aplicó la metodología, obteniéndose datos sobre la formación investigativa y el mejoramiento del desempeño investigativo de los estudiantes. Como resultado de la aplicación del mismo se obtuvieron los siguientes resultados:  Los estudiantes determinaban posibles causas de los problemas educativos, sobre todo, de prioridad para el territorio guantanamero, según los diferentes niveles de sistematicidad declarados.  Comprobaban esas causas y establecían tareas investigativas, que favorecieron la ejecución investigativa por parte de los estudiantes.  Introducían los resultados y la evaluación de las principales transformaciones que se evidenciaban producto de los resultados introducidos y los socializaban.  En los debates e intercambios producidos en las sesiones de los talleres de impacto, se apreció cómo los profesores reconocen el mejoramiento del desempeño investigativo de los estudiantes, al explicar e interpretar el significado de la apropiación de los contenidos investigativos y sobre el objeto de la profesión, como una vía para resolver problemas educativos que se presentan en los diferentes contextos de actuación del maestro.  Las situaciones de aprendizaje concebidas para las tareas investigativas revelaron el tratamiento a la formación investigativa en correspondencia con las exigencias de los objetivos del perfil del egresado. Como transformaciones cualitativas logradas en la competencia investigativa y en el desempeño investigativo de los estudiantes, se significan las siguientes:  La actividad científico-investigativa está dirigida a aportar soluciones a la multiplicidad de problemas que se manifiestan en la realidad de la entidad educativa.  El aprovechamiento de las potencialidades de los contenidos de las asignaturas y de los diversos contextos formativos para la problematización de la teoría y la práctica educativa contribuyó a mejorar la actividad científico-investigativa de los estudiantes.  Una mayor solidez en los conocimientos para identificar problemas de la práctica educativa, explorar la realidad y buscar soluciones de manera independiente y creativa.  Un mejor desarrollo de las habilidades investigativas para planificar, ejecutar, valorar y comunicar los resultados obtenidos del proceso de la actividad científico- investigativa.  Mayor participación en las Jornadas Científicas Estudiantiles a nivel de Facultad y de UCP y la obtención de diversos Premios y Menciones.  Se elevó la responsabilidad ante el trabajo científico-investigativo. Conclusiones El modelo pedagógico de formación de la competencia investigativa que se presenta es expresión de una reconstrucción epistemológica, basado en las inconsistencias reveladas,

154 VOLUME 4, No. 1 (13), 2018 las que evidencian limitaciones en este proceso. Los resultados que se muestran, revelan la pertinencia de la investigación realizada y su aplicación parcial, lo que permite corroborar y valorar la factibilidad del modelo, favoreciendo el perfeccionamiento del proceso de formación de la competencia investigativa y el desempeño investigativo de los estudiantes de carreras pedagógicas.

Bibliografía / References 1. Álvarez de Zayas, C.M. Hacia una escuela de excelencia. Editorial Pueblo y Educación, Ciudad de la Habana, 1999. 2. Barrera Kalhil J.: Estrategia pedagógica para el desarrollo de habilidades investigativas en la disciplina Física de Ciencias Técnicas. Tesis en opción al grado científico de Doctor en Ciencias Pedagógicas. La Habana, 2003. 3. Boscán, R.: Desarrollo de habilidades investigativas de los docentes de Comunicación Social en el marco de la interacción socioeducativa de la UBV-Zulia. Tesis en opción al grado científico de Doctor en Ciencias Pedagógicas. Maracaibo, Venezuela, 2011. 4. Brito Fernández, Héctor: Habilidades y hábitos: consideraciones psicológicas para el manejo pedagógico. P. 53–60. En Varona. No. 20. La Habana, 1988. 5. Chirino, M.V. et. al.: El trabajo científico como componente de la formación Inicial de los profesionales de la educación. Educación Cubana, 2005. 6. Colectivo de Autores: Psicología para educadores. Editorial Pueblo y Educación, Ciudad de la Habana. 7. Danilov M. y M. Skatkin: Didáctica de la escuela media. Editorial Pueblo y Educación, Ciudad de la Habana, 1978. 8. Ferrer M.M. Teresa: Las habilidades pedagógico-profesionales en el maestro primario. En: Profesionalidad y práctica pedagógica. Editorial Pueblo y Educación, Ciudad de la Habana, 2004. 9. Fuentes, H.: Modelo Holístico Configuracional de la Didáctica. Material mimiografiado. Santiago de Cuba, 1998. 10. Machado, Evelio. Las Habilidades investigativas en la universalización de la educación superior. Materiales digitales de la Maestría en Educación. La Habana, 2003.

REFERENCE TO ARTICLE Rafael Nuñez López, Sheila Pérez Quintero & Raúl Hernández Heredia (2018) Dynamics of the Formation of Investigative Competence of Students of Pedagogical Careers, Contemporary Problems of Social Work. Vol. 4. No. 1 (13). P. 147–155. DOI: 10.17922/2412-5466-2018-4- 1-147-155 (International bibliographic description).

CONTACT INFORMATION: Rafael Nuñez López Dr. C., Prof. Auxiliar Universidad de Guantánamo, Guantánamo, Cuba E-mail: [email protected] Sheila Pérez Quintero Lic., Prof. Asistente Universidad de Guantánamo, Guantánamo, Cuba E-mail: [email protected] Raúl Hernández Heredia Dr. C., Prof. Titular Universidad de Guantánamo, Guantánamo, Cuba E-mail: [email protected]

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