Home – Home – Jornals – Russian Geology and Geophysics 2010 number 7

Study of the chemical composition of clinopyroxene and garnet megacrysts from the Dak Nong sapphire deposit and model calculations have shown that megacrysts originated from the crystallization of alkali basaltoid magma in a deep-seated intermediate chamber at 14-15 kbar, which is close to the Moho depth (50 km) in this part of southeastern Asia. The chamber was a source of heat and CO₂ fluids for the generation of crustal syenitic melts producing sapphires and zircons. The formation conditions of sapphires and zircons are significantly different. The presence of jadeite inclusions in placer zircons points to high pressures during their crystallization, which is confirmed by the ubiquitous decrepitation of CO₂-rich melt inclusions. Sapphires crystallized from iron-rich syenitic melt in the shallower Earth's crust horizons with the participation of CO₂ and carbonate-H₂O-CO₂ fluids. The subsequent eruptions of alkali basalts favored the transportation of garnet and pyroxene megacrysts as well as sapphire and zircon xenocrysts to the surface. It is shown that sapphire deposits can be produced only during multistage basaltic volcanism with deep-seated intermediate chambers in the regions with thick continental crust. The widespread megacryst mineral assemblage (clinopyroxene, garnet, sanidine, ilmenite) and the presence of placer zircon megacrysts can be used as indicators for sapphire prospecting.

The Khambin volcanotectonic complex is a horst framing the Late Cretaceous Lake Gusinoe basin in the northwest. This complex is due to the intracontinental rift conditions which existed in western Transbaikalia in the Late Mesozoic. They gave rise to a system of subparallel grabens and horsts in present-day topography. The magmatic evolution of this complex spans from 159 to 117 Ma and is divided into three stages. The first stage (159-156 Ma) was the formation of thick (up to 1500 m) volcanic masses composed of trachybasalts, basaltic trachyandesites, trachytes, trachydacites, trachyrhyolites, and pantellerites. The next two stages were the formation of isolated ancient volcanoes (127-124 Ma) composed of trachybasalts, basaltic trachyandesites, phonotephrites, tephriphonolites, and alkali trachytes and the formation of the Murtoi (Lake Gusinoe) essexite dike (122-117 Ma). The main trends for igneous associations from early to late stages are reduced magmatism and reduced rock diversity because of the decreasing portion of felsic volcanic rocks. Mafic rocks show an increase in total alkalinity, contents of incompatible elements (Th, U, K, Rb, Pb, Nb, Ta, Zr, Hf), total REE contents, and the LREE/HREE ratio. The isotopic composition of Sr and Nd in these rocks remained nearly constant and corresponds to that of OIB-EMII mantle sources. Compositional variations are attributed to a time-dependent decrease in the degree of partial melting of a similar magma source.

Ophicalcites were earlier found in the Lower Devonian olistostromes overlapping cobalt-bearing massive sulfide deposits in the ultramafic rocks of the West Magnitogorsk paleoisland arc. They are composed of angular clastics of serpentinites and carbonates few millimeters to several centimeters in size, which are cemented with hematite-calcite and quartz-hematite-calcite matrix with aragonite, magnesite, and siderite admixtures. In chemical composition Cr-spinels from serpentinites of the ophicalcites are similar to those from the underlying serpentinites and are suprasubduction products of active continental margins. The ¹³C/¹²C and ¹⁸O/¹⁶O ratios of calcite from the breccia matrix are typical of hydrothermal deposits and are close to those of carbonate in sulfide ores and talc-carbonate metasomatites. Study of fluid inclusions from the calcite cement has shown that the ophicalcites formed from low- to moderate-temperature (100-280 °C) hydrothermal fluids as a result of post-ore hydrothermal emanations on ultramafic seafloor rocks similar to modern hydrothermal fields in MORs and island arcs. Hydrothermal and tectonosedimentation processes in the roof of ultramafic massifs at the vents of hydrothermal fluids led to erosion, redeposition, and cementation of ophicalcites of four types. The subsequent tectonic and gravitational processes resulted in their denudation and accumulation in olistostromes.

The dependence of trace-element concentration on the size of crystal in sample is experimentally studied by the example of gold distribution among single crystals of different sizes of hydrothermally grown pyrite, As-pyrite, and magnetite. The effect is modeled on the assumption that the Au uptake is due to a nonautonomous phase (NАP). The structurally bound gold admixture is estimated from the dependence of the average content of evenly distributed gold on the specific surface of average crystal (1.5, 0.5, and 0.7 ppm for pyrite, As-pyrite with 0.02-0.08 wt.% As, and magnetite, respectively). The gold concentrations in hypothetical "pure" NАPs have been estimated by the extrapolation of the concentration dependence to the characteristic size of an NАP. The coefficients of fractionation of Au into an NАP relative to the bulk phase are 1.1·10³, 3.5·10³, and 2.4·10³ for pyrite, As-pyrite, and magnetite, respectively. Thus, the above effect is comparable in magnitude with the known effect of trace-element trapping by defects of crystal structure. Arsenic admixture favors the fractionation of gold into an NAP. We also considered other manifestations of this effect and its significance for solving problems of experimental geochemistry and analytical chemistry of trace elements and mineral processing. The data obtained substantiate the new mechanism of uptake of incompatible elements (including noble metals) during endogenic ore formation as more common and more effective than classical adsorption, including reducing adsorption of mercury and noble metals on mineral phases.

It is shown in the article that education is connected with the orientation of human activity on certain values. The inculcation of the Western ways of life into Russian society appears as a part of the existing system of education with its absence of harmony of person's development. There is proved that with the help of education the person must learn to understand a wide spectrum of meanings and images which allows to form an integral world-view and to harmonize the life of both the person and the local community.

In the article, there is traced the origin of the process of globalization, which is significant in modern conditions and symbolizes the planet-wide character of certain processes. The author considers the approaches of the scientists who tried to justify the necessity of a uniform system of social, economic, political, cultural and other communications, interactions and relations on various stages of the society development. The conclusion is made that till a certain time, the presence of numerous theories did not lead to formation of an independent concept, whose main topic would be the research of formation of the global social communications which are the reality of modern world and form objectively caused but  factor of the development of the world civilization of the XXI-st century.

Тhe paper generalizes and analyzes the characteristics of the concept of development, presented in its definitions in the classical and contemporary philosophical and psychological dictionaries and encyclopedias. The author's definition of development is given and the essence of this phenomenon is studied.

In the article, there is carried out a critical analysis of the scientific-pedagogical views of the researchers who use synergetic ideas to describe the educational systems. The author claims that borrowing the synergetic terminology for the description of the educational, most often cybernetic systems is not always feasible.

The article presents some innovative approaches to polytechnic education. A model for polytechnic education through the integration and pooling of the resources of secondary schools and institutions of primary and secondary vocational education is now undergoing approbation in the educational space of the Novosibirsk region. The experiment showed the prospects of networking of the educational institutions and the possibility of creating the individual educational routes for the youth.

The paper considers the reform of the system of higher education which is aimed to organization of multi-level education and informatization of the educational process.
In the opinion of the authors, there are several problems to solve in connection with the total transition of the system of higher education to the multi-level educational system: finding a real way to minimize the gap between pedagogical technologies, fundamental science and education process; mastering of modern informational technologies which can provide an easy access to the necessary information.

In the article there are analyzed the specificities of realization of a person-oriented approach to remote training on the basis of electronic educational courses. The author studies a topical problem of raising the effectiveness of the process of knowledge acquisition while using automated educational systems through the individualization mechanism. In the paper there is proposed an interpretation of a qualitative conception of «individualization» as applied to the processes of automated presentation of didactic material and its control. There is offered a conceptual solution of the problem of adaptation of the course structure and the trajectory of its studying to the user's individual peculiarities by means of training computer testing and arranging of the learning material as a semantic network.

The article is devoted to a topical problem of usage of interactive methods of training in the educational environment of the higher education institution as a condition of forming the professional experience of the student. There are considered the specificity of their application in practice and the requirements to them. The complexity and efficiency of interactive methods are emphasized. There are described the interactive methods used in modern educational practice (brain storm, directed discussion, complex-analytical modeling, creative tasks, «tree of decisions», the case method, the business game); their various versions for multidimensional mastering of the teaching material, development of the skills of analysis and introspection, formation of an active subject position.

In the article there is considered the experience of application of a module-rating system of monitoring mathematical knowledge of the students studying at the Agronomics Department of the Tuva State University. One of the basic elements of the module teaching is a prompt system of monitoring and evaluating the knowledge of students, which helps to establish the prompt feedback. Monitoring of knowledge is an important factor in the increase of efficiency of teaching mathematics. The issues connected with the monitoring of students' knowledge are constantly considered by pedagogical science and practice. Various rating systems of evaluation of the learning activity of students are widely used in the world practice. The article considers the peculiarities of such systems and the shortcomings of the traditional monitoring system.

The urgency of the problem of development of students' technical creativity is conditioned by the requirements of scientific and technical progress. In the article, various directions of the research on the problem of students' development in the process of studying physics are considered in order to reveal the most optimal factors of the development of technical creativity in the process of studying physics. The basic stages in the structure of technical creativity of the students are identified. There are described the didactic conditions which contribute to the formation of knowledge and skills in the technical area, gaining experience of technical activity and the development of the system of technical creative thinking.

The article is devoted to the pedagogical prospects of ecological ethics. It deals with the practical realization of the philosophical ideas of development of ecological ethics. Much attention is paid to taking into account the social-genetic features of development of ecological ethics and inclusion into the content of training of a new kind of experience: observance of ecological ethics. One of the authors was the scientific supervisor of the introduction of a pedagogical model of formation of the loving creative personality of schoolchildren.

In the article the author describes the modern tendencies of development of the system of ecological upbringing, which reflect the major problems of its realization on the secondary school level. The author sees the solution of the problem of ecological crisis in turning to the traditions of ecological upbringing of indigenous peoples of Russian North and effectively using these traditions in the correction of the existing and the development of new programs of ecological upbringing.

The article analyses the development of the Christian principle of transcendence in its contradictory relations with pantheistic tendencies of different stages of Russian religious philosophy. The article reveals the degree of conformity of various methodological positions to the main aim of Russian philosophy: the creation of integral knowledge about holistic existence within the framework of the Christian world outlook.

The paper is dealt with the continuity of the classical transcendental philosophy and modern philosophy of upbringing.  The paper emphasizes the meaning of anthropological ideas of I. Kant for the formation of the concept of man's upbringing within the modern culture i.e. the real sense of humanity, upbringing, and education. The rationale for the fact that upbringing preserves its traditional classical meaning even in the modern globalized world is given.

The article considers the evolution of the socio-cultural institution of higher education from the position of synthesis of the conceptions of Three waves by A. Toffler, industrial society by D. Bell and three types of cultures by M. McLuhan. On the basis of the industrial civilization's code described by A. Toffler, the author formulates the codes of pre-industrial and information-oriented societies, analyzing the characteristic features of the institution of education, which are determined by the code of the corresponding historical wave.

The specific character of socialization of the person in the process of education in its dependence on the society's type is revealed in the article. It is demonstrated that each type of society has its own character of sociality. Therefore, the system of education has to be made so that it functions while taking into account the specific character of the society's sociality both tactically and strategically; and socialization of the person in the process of education should take place in such a way that the person self-actualizes more effectively in the society and more fully realizes the potential of the social and individual in the life of the society.

In the article there is offered a categorical analysis of the definition of «pedagogical technology», there are considered its basic substantive signs and positions. The author characterizes the pedagogical technologies of student's socialization in the educational process of the institution of higher education as the assembly, interconnection and unity of three components: the integrative one (the technologies based on activation and intensification of the activity of students, game-like technologies, interactive technologies); the socially-pedagogical one (the practically-oriented technologies, the technologies of the modern project teaching); and the differentiated-personal one (the technologies of vita-genius education of students, technologies of intensive teaching), having the specificity of methodical instruments.

In the article an attempt is undertaken to consider various paradigms of the development of the philosophy of education in the new globalized world of the postindustrial epoch. Particularly, we reveal in a new way the meaning of the dispute between the Westerners and the Slavophiles in the context of Russian philosophical traditions, more precisely, the conception by N. Berdyaev about the future of Russia as new Middle Ages. We discuss the issues of the education ideology and marketing approaches to the organization of the educational system functioning, building the social state, restoration of the basic Christian values for the post-industrial cultural and social reality. The article has a rather polemical and debatable character, inviting all interested people to a creative dialogue.

The article deals with the functioning of integral social systems. The university education is considered as one of the possible versions of the development of this phenomenon. The authors emphasize that education is a social, psychological and pedagogical process. The educational system includes the following components: the didactic system, the upbringing system, the ecological system, etc. The results of the authors' investigations substantiate the theoretical conclusion that the educational system of the university should be interpreted in terms of the conception of self-organization of the world.

In the article the author considers the people's higher education institutions as a social and pedagogical phenomenon being present in practice. There are analyzed the principles and the ways of development of such educational model within the Russian educational system. The article explores the humanitarian content and high self-actualization potential of this educational model. The main attention is paid to such institutions for the elderly persons in Russia. This allows identifying the basic models of the activity organization of such institutions, as well as determining the specific features and prospects of their development in modern Russia.

The goal of the article is to show the role of additional education in the sphere of entrepreneurship in the development of the graduates' labor potential in the conditions of regional structural transformation of economy.
The main components of the labor potential of the future specialists are analyzed on the basis of sociological research. As a result, we can indentify some contradictory tendencies. The majority of the graduates are socially active; they have the structure of motivations suitable to the market economy. In this connection, these graduates are the strongest regional business resource.
The necessity of additional education in the sphere of entrepreneurship is proved in the article; the socially significant purposes and tasks, as well as the organizational demands to creation and functioning of such structures, are determined.

The article examines the essence of the value of education. There are three aspects which compose the main idea of the importance of education. These aspects are based on the fact of marketing attractiveness of the educational service, on the fact of importance of scientific knowledge and on the importance of the objects surrounding people which are determined not by their properties but their involvement in the sphere of human vital functions, interests, necessities and social relations. Moreover, the article shows a connection between the value of education and the stability of the higher education institutions. Besides, it reveals the essence of education in the humanities, its role in the educational system being formed.

The article deals with the specific conditions of implementing the competency building approach in an educational laboratory as a part of the information-technology environment.  The article demonstrates that the formation of the functional structure of such environment occurs on the basis of the service principle. It is suggested to realize the innovative potential of the competency building approach on the basis of the Novosibirsk State Pedagogical University's experiment service system.

This article discusses the issues of the methodology of development of professional competence of future teachers. We study the essence of the concept of professional competence, identify its components. There is described the structure of the pedagogical competence of the teacher. The basic levels of professional competence are the degree of training, professional experience, professional expertise and professionalism. Professional competence is a prerequisite of professionalism; however, these concepts are not identical. Neither should we identify professional competence with professional knowledge. The ways are suggested of forming and improving the professional skills of future teachers.

The author of clause investigates a problem of innovative development of system of education in modern conditions. It is emphasized, that education today in itself is the vital function, key system and a condition of existence of a society. The role of knowledge promptly increases in development of a society, advancing the importance of means of production and natural resources. It is especially marked, that innovative education should bring up in the person of ability and aspiration to development and transformation.

Any technology of teaching, including ours, is based on a conception.    The     conception of teaching the personally-oriented communication includes theoretical and methodical foundations, principles and is a logical continuation of the traditions accumulated in the domestic and world experience of teaching foreign languages. It provides rapid and intelligent reaching the goal which is the foreign-language interaction of the students.

The article presents an analysis of approaches to the determination of the essence of systemic thinking, which is understood by the author as a general scientific methodology of the systemic reflection and transformation of reality. There is suggested a structure of systemic thinking as a three-component system containing the motivational, objective and operational components.

The purpose of the article is an empirical proof of the possibility of purpose-oriented influence on the process of formation of the self-actualized person. In the article an attempt is made to define the factors and the stages of self-actualization of the person, and also the relation is described between the concept of self-actualization and the adjacent concepts. The main theme of the article is subjectness, sociality and activity as the factors of self-actualization of the person. In the first part, on the basis of the theoretical analysis the authors specify a number of stages of personal development, whose consecutive passage can lead to self-actualization of the person. The second part is devoted to the description of empirical research on the influence of the factors of subjectness, sociality and activity on the degree of self-actualization of the person.

In the article there are presented the results of the research on the interrelation of aggression and the alexithymic-like manifestations of the person. According to researchers' opinion, alexithymia is inability of the person to identify and verbalize the emotional experiences, misunderstanding of feelings of other people, difficulty in distinction of feelings and body sensations, poor sphere of fantasy.
An attempt is made to describe the characteristic features of the person with different level of manifestation of the alexithymic trait. The presented analysis shows that the higher is the level of the alexithymic-like manifestations of the tested persons, the lower is the ability to differentiate one's own emotions and to express them adequately to a given situation. This problem is topical for the psychological science, since the alexithymic-like manifestations of the person considerably reduce the utility of affects in the information processing.

The article deals with the problem of the place of tolerance in the structure of civil identity of the person. The authors distinguish the cognitive, emotional, value-related and activity-related components in the civil identity structure and consider tolerance to be a basic value-related attitude of civil consciousness which becomes more significant considering the present-day social changes. There exist three approaches to the analysis of tolerance as a value of civil identity and a norm of civil relations. These are axiological, moral-ethical and social-cultural approaches. The importance of the development of the tolerant attitude of consciousness in the civil education system is also studied in the article.

The fact that the emphasis in modern education is put on the development of the person, while the system-forming foundations of the personal changes (the person's sphere of meanings) are getting insufficient attention, is confirmed by the existence of contradiction between the manifested social need in conscious attitude of modern person to the reality, value-related reflection on the bases of his/her socio-cultural transforming activity, ability to extract the personal-valuable content from information and the lack of readiness of the educational sphere to create the corresponding conditions for the development of the value- and sense-related sphere of the personality of students.
There is presented in the article the author's conception of the formation of meaning in the pedagogical process. There are shown the possibilities to interpret the essence of the process of the cultural experience mastering as formation of meaning in the process of understanding. Understanding as a cultural-creative and person-developing process ensures the introduction of the student into the world of culture and includes the following levels: actualization of the personal meaning, its interaction with the cultural significance, formation of conscious personal value-related position, intelligent setting of the goals of cultural-creative activity.

28 April and 16 June 2010 in the framework of the project "Innovative education as a factor in the development of human capital in a knowledge society" were two video-conference, the organizers of which are: Department of Social and Humanities Sumy Regional Institute of Postgraduate Education (Sumy, Ukraine), Coordinator - Ph.D., Professor Mikhail Beetle and the Research Institute of Philosophy of Education HPE «Novosibirsk State Pedagogical Institute", the editors of "philosophy of Education", Institute of philosophy and Law, Russian Academy of Sciences (Novosibirsk, Russia), Coordinator - Doctor of Philosophy, Professor Nalivayko Nina. The Partnership has a long tradition.

In the article an attempt is undertaken to consider various paradigms of the development of the philosophy of education in the new globalized world of the postindustrial epoch. Particularly, we reveal in a new way the meaning of the dispute between the Westerners and the Slavophiles in the context of Russian philosophical traditions, more precisely, the conception by N. Berdyaev about the future of Russia as new Middle Ages. We discuss the issues of the education ideology and marketing approaches to the organization of the educational system functioning, building the social state, restoration of the basic Christian values for the post-industrial cultural and social reality. The article has a rather polemical and debatable character, inviting all interested people to a creative dialogue.