Home – Home – Jornals – Scientific journal “Vestnik NSUEM” 2020 number 2

Experimental modeling of decarbonation reactions with the formation of Mg,Fe-garnets and CO2 fluid during mantle-crust interactions was carried out in a wide range of the upper-mantle pressures and temperatures. Experimental studies were performed in the MgCO₃-Al₂O₃-SiO₂ and (Mg,Fe)CO₃-Al₂O₃-SiO₂ systems in the pressure range 3.0-7.5 GPa and temperature range 950-1450 °C ( t = 10-60 h), using a multianvil high-pressure apparatus of the «split-sphere» type (BARS). Experiments were carried out with a specially designed high-pressure buffered cell with a hematite container that prevents the diffusion of hydrogen into a Pt-capsule with a sample. It has been experimentally established that in the MgCO₃-Al₂O₃-SiO₂ system decarbonation occurs by the schematic reaction MgCO₃ + SiO₂ + Al₂O₃ → Mg₃Al₂Si₃O₁₂ + CO₂ at 1100 ± 20 °С (3.0 GPa), 1150 ± 20 °С (6.3 GPa), and 1400 ± 20 °С (7.5 GPa) and in the (Mg,Fe)CO₃-Al₂O₃-SiO₂ system, by the reaction (Mg,Fe)CO₃ + SiO₂ + Al₂O₃ → (Mg,Fe)₃Al₂Si₃O₁₂ + CO₂ at 1000 ± 20 °С (3.0 GPa), 1150 ± 20 °С (6.3 GPa), and 1400 ± 20 °С (7.5 GPa). Based on Raman spectroscopic characterization of the synthesized garnets, the position of the main modes R , υ 2, and υ 1 in the pyrope has been determined to be 364, 562, and 924-925 cm-1, respectively, and that in pyrope-almandine, 350-351, 556-558, and 918-919 cm-1. The effectiveness of the hematite container was demonstrated by means of mass spectrometry analysis. It has been found that the fluid composition corresponded to pure CO2 in all experiments. The P-T positions of decarbonation curves leading to the formation of a CO2 fluid in assemblage with pyrope and pyrope-almandine have been experimentally reconstructed and compared with the previous calculation and experimental data. It has been established that the experimentally reproduced reaction lines with the formation of pyrope + CO2 or pyrope-almandine + CO2 assemblages are shifted to lower temperatures by 50-150 °С relative to the calculated ones. When considering the obtained results with regard to the stability of natural carbonates of various compositions in subduction settings, it has been found that at depths of ~90-190 km Mg,Fe-carbonates react with oxides in the temperature range 1000-1250 °C, and at depths of ~225 km, at 1400 °C.

Experimental modeling in the C-O-H, C-O-H-N, and peridotite-C-O-H-N systems, combined with analyses of fluid inclusions in natural diamonds, is used to reconstruct the compositions of fluids that can be stable in the reduced mantle. Hydrocarbons (HCs) in the upper mantle can form either by reactions of carbonates with iron/wüstite and water or by direct hydrogenation of carbon phases (graphite, diamond, and amorphous carbon) interacting with reduced fluids. Carbon required for the formation of HCs can come from diamond, graphite, or carbonates. Mainly light alkanes are stable at the mantle pressures and temperatures in the C-O-H and C-O-H-N systems as well as in the peridotite-fluid system under ultrareduced to moderately reduced redox conditions at the oxygen fugacity from -2 to +2.5 lg units relative to the IW (Fe-FeO) buffer. Some oxygenated HCs can be stable in fluids equilibrated with carbonate-bearing peridotite. Ammonia and, to a lesser degree, methanimine (CH₃N) are predominant nitrogen species in reduced fluids in the conditions of the subcratonic lithosphere or the Fe⁰-bearing mantle. The presence of HCs as common constituents of reduced mantle fluids is supported by data on inclusions from natural diamonds hosted by kimberlites of the Yakutian province and from placer diamonds of the northeastern Siberian craton and the Urals. Fluid inclusions have minor amounts of H₂O, methane, and other light alkanes but relatively high concentrations of oxygenated hydrocarbons, while the H/(H + O) ratio varies from 0.74 to 0.93. Hydrocarbon-bearing fluids in some eclogitic diamonds have high CO₂ concentrations. Also, the fluid inclusions have significant percentages of N₂ and N-containing species, Cl-containing HCs, and S-containing compounds. Both the experimental results and the analyses of fluid inclusions in natural diamonds indicate that HCs are stable in the upper mantle conditions. The set of hydrocarbons, mainly light alkanes, might have formed in the mantle from inorganic substances. Further research should focus on the causes of the difference between experimental and natural fluids in the contents of methane, light alkanes, oxygenated hydrocarbons, and water and on the stability of N-, S-, and Cl-containing fluid components.

We overview recent data on the mineralogy of oxidizing-type fumaroles of the Tolbachik Volcano (Kamchatka, Russia), with the main focus on the chemical specifics of the minerals. The active fumarole fields of Tolbachik are the most prominent mineral-forming exhalative system of this type in the world. About 350 mineral species, including 123 minerals first discovered there, are reliably identified in the Tolbachik fumaroles. The species diversity and specifics of this mineralization are due to the unique combination of the physicochemical conditions and mechanisms of its formation: high temperatures, atmospheric pressure, superhigh oxygen fugacity, gas transport of most of chemical elements, and direct deposition of many high-temperature minerals from volcanic gases with a specific geochemical composition, including strong enrichment in alkaline metals and chalcophile («ore») elements. Sublimate silicates and minerals of As, Cu, Zn, Mn, Ti, Sn, Sb, Se, Au, Ag, Cs, Tl, and F are briefly described in terms of mineral geochemistry.

An approach to the study of the economic development of the regions of the Russian Federation is proposed, in which economic development is considered as economic growth, accompanied by the growth of national wealth and the formation on this basis of conditions for maintaining the environment and improving the quality of life of the population. The interaction of investment and innovation-technological factors and their influence on the formation of conditions for economic development are assessed. The study was conducted on the example of regions of the Russian Federation with developed manufacturing industries, which form half of the gross value added of the Russian Federation.

The implementation of any business project should be preceded by activities to predict its possible impact on the environment and to obtain environmental acceptability assessments for the implementation of the corresponding project. Ecological expertise is aimed at solving these important tasks. State environmental review is the legal form of preventive environmental control; carried out with the aim of verifying the compliance of economic and other activities with environmental safety requirements; It is carried out on the principles of mandatory conduct, scientific validity and legality of its conclusions and independence, extra-departmental organization and conduct, wide publicity and public participation. The article discusses the purpose of environmental assessments, formulates their basic principles arising from foreign practice of environmental policy in developed countries that have significant experience in the development and effective application of various institutional instruments for environmental regulation, including environmental impact assessments. The article gives an analysis of the establishment of the institute of environmental expertise in Russia, shows the results achieved and the omissions in this area over the past 30 years, reveals the causes and consequences of the minimization of the state environmental review after 2000. Based on the analysis of amendments to the Russian environmental legislation introduced in the last few years concerning the procedure and procedure for conducting environmental assessments, it is shown that these changes did not contribute to the improvement of the current situation. A number of measures have been proposed which are currently ripe for reanimating approaches to state environmental expertise, including the restoration of a system of specially authorized state bodies in the field of environmental protection; strengthening legislation on the institute of environmental impact assessment; streamlining issues of their financing, etc.

The article presents an analysis of scientific approaches to human resource management in the context of the environmental sustainability of an organization within the framework of the Green Human Resource Management (GHRM) concept. Two directions of GHRM were identified: an environmentally-oriented approach based on the application of traditional personnel management practices in the environmental management system (recruitment, introduction to work, assessment, training and incentives fo employees), and environmentally-integrated - including a wide range of management policies and practices that promote corporate environmental strategy through the integration of environmental values and company goals into activities at every workplace. The directions and tasks of forming the GHRM concept that are relevant for Russian researcher and HR-managers are identified.

Implication of scientific approach increases efficiency of regional governance. A method of agroeconomic evaluation of soil pollution by heavy metals is proposed and tested by example of the Rostov region - an important agrarian region of the Russian South. Conceptually, this method is linked to the ideas of risk and ecosystem services, and its result is cost equivalent of pollution taking into account actual content of heavy metals in soil. It is established that among four considered metals (nickel, copper, zinc, and lead), the cost equivalent is the biggest in the case of nickel, its sum for the region’s districts is 62,5 bln RUR. The results can be used to orient regional programs, strategies, and initiatives linked to agricultural and ecological activities, planning and establishing volumes of financial support of the latter. Moreover, these results permit to reveal complexity of soil resources governance within the study region.

The article discusses the principles of social justice in time and space. The emphasis is on transforming the understanding of social justice in Russia’s social policy. Currently, the principle of social justice is implemented by the state in programs for the preservation and development of human capital. The national project «Human Capital» is focused on improving the level and quality of life of citizens, the accessibility of material and social capital, creating opportunities for self-realization and disclosing the talent of each person, and developing a system of social elevators. The authors analyze the change in perception of social justice in Russia for a long time. It is noted that at the beginning of the Soviet period the concept of «social justice» was practically not used. The term «justice» appeared in the Great Soviet Encyclopedia only in 1953, which is currently one of the most popular in public policy. Combining the economy with politics, social policy determines the direction of the main political forces and trends in the Russian Federation.

Russia has passed the path of forming a market economy, which was accompanied by a multidirectional dynamics of GDP growth rates. The article considers the financial market as a factor of stimulating economic growth. Four stages of development of the market economy of Russia are justified. Starting from 2020, the fifth stage of economic growth based on the development of innovative technologies, digitalization of the economy. The features of these stages are analyzed from the point of view of investment incentives for development. Institutional and instrumental approaches to financial market segmentation are highlighted, and the features of implementing these approaches at each stage of the Russian economy development are considered. The formation of the financial market considered from the standpoint of the analysis of indicators, revealing the state of the financial markets: depth, access, stability and efficiency of the financial market. Measures for the development of the financial market are proposed

The article considers alternative financial models and their characteristics; the possibility of adaptation in the economy of the Russian Federation is analyzed. The operating Russian financial system is aimed more at financing major enterprises and holdings with stable development. Economic projects of priority development don’t conform to the standards of traditional financial institutions. It’s necessary to implement the system of alternative models of drawing private capital, currently not active, into innovation and technologic small enterprises and innovation start-ups.

A necessary condition for timely prevention and effective response to cases of criminal activity is bringing scientific statistical tools in line with modern realities, which will provide a more complete and comprehensive assessment of this complex phenomenon. In order to solve this problem, analysis and critical assessment should be subject to a system of statistical indicators of crime. The expansion and change in some part of the system of generalized crime indicators will help to solve the problem of a more comprehensive and adequate representation of the level, structure, and other most important characteristics of crime.

A reaction model is proposed for calculating the process of ignition of diborane mixtures with air. The model summarizes the previously developed kinetic models of oxidation of diborane, boron, as well as lower oxides and hydroxides of boron. A distinctive feature of the model is the use of physically grounded rate constants of the most important reaction channels, which were either computed or derived from available experimental data. The mechanism is tested against experimental data on the diborane ignition delay and flame velocity in diborane-oxygen and diborane-air mixtures. The results predicted by the proposed model are found to be in reasonable agreement with experimental data. The model can be used for engineering calculations and also for numerical simulations of diborane combustion in lean and stoichiometric mixtures with air.

Combustion and ignition processes are considered from the standpoint of the theory of thermal ignition and reaction kinetics. An analytical solution of the problem of thermal hotspot ignition was obtained to describe the ignition processes reactive gas mixtures. As a result of this solutions, the critical conditions and the ignition induction time were determined. A solution of the problem of ignition of a methane-air mixture characteristic of the conditions of mine workings.

The formation and dynamics of a spherical gas bubble »1 nm - 1 <&mu;>m) in the liquid gasification zone of a solid high-energy material at high pressures is theoretically investigated. A simple model is proposed in which all thermodynamic parameters with the exception of fluid pressure and fluid velocity are independent of spatial variables. The stationary radius of bubbles decreases as pressure rises, but the stationary state is unstable: large bubbles grow relatively slowly and a thermal explosion subsequently occurs in them, with small bubbles quickly vanishing.

The work presents a simplified algebraic model for calculating the OH*, CH*, and CO*2 concentrations within the context of reduced propane flame oxidation treatment. Excited and precursor species are obtained through post-processing of the basic simulation results, employing well-established quasi-steady state expressions produced from the detailed chemiluminescence kinetics. Inaccuracies introduced in these derivations are compensated by applying correction functions fitted by comparing model computations against detailed chemistry results. The formulation is tested in a range of laminar flames to determine its suitability for extension into turbulent flame simulations.

Evaporation of a water-methanol solution droplet is experimentally studied. This process is mathematically modeled. Based on the results of a comparative analysis of the results of physical and numerical studies, the parameters of the evaporation of a water-methanol solution droplet are determined for the purpose of using its combustion in mathematical modeling. The results of numerical studies of the combustion of a gas flame with the injection of the water-methanol solution droplets into it in an industrial plant are presented. These results satisfactorily correlate with experimental data.

The heat of combustion and enthalpy of formation of bis(4''-nitro[3,3':4',3'']terfurazan-4-yl)-diazene (DNFNF) and (bis(4''-azido-[3,3':4',3'']terfurazan-4-yl)-diazene (DAzFNF) were first experimentally determined. It is found that the energy increment of the substitution of the azide group for the nitro group in the furazan cycle averages 290 kJ/mol and is close to the increment of substitution of N₃ for NO₂ in trinitroethane. The dependence of the energy parameters of metal-free rocket propellants based on a mixture of ammonium perchlorate with DNFNF or with DAzFNF with an active binder on the content of the highly enthalpy component in the formulation was studied by thermodynamic analysis.

Synthesis is carried out in a Ti + Al mixture prepared by two methods, namely preliminary mechanical activation (MA) or preheating. Synthesis occurs in the cases of layer-by-layer combustion (SHS) and thermal explosion. The dependences of burning rates of activated Ti + Al mixtures on the MA duration are investigated. The relationships between the initial temperature and the rates and maximum combustion temperatures of initial mixtures along with the elongation of samples after combustion are determined. The phase composition of the initial mixtures after activation and of the synthesis products is described. The MA duration (12 min) at which the burning rate of the mixture is maximum is experimentally determined. For this mixture (12-min MA), the dependence of the burning rates and maximum combustion temperatures along with the elongation of samples after combustion on the initial temperature is studied. Synthesis at which the content of the main phases (TiAl and Ti₃Al) in the products is maximized is established.

Combustion and the formation of structures and phases in a 2Co-Ti-Al system during a self-propagating high-temperature synthesis process in a thermal explosion are under study. It is determined that a single-phase product (a Co₂TiAl Geissler compound) can be obtained in this system. Morphology, microstructure, and physical-magnetic properties of combustion products of the system are investigated.

In order to ensure the safety and reliability of weapons, it is very important to grasp the influence of the inside and outside diameters of the shell on the delay time. In this paper, a fluid-solid coupling model is established for a metal baffle-type delay element with a silicon-based delay composition. The combustion flow field of the delay element with the inside diameter of 3, 4, and 5 mm is simulated by the STAR-CD software. Then a new method is proposed to calculate the delay time of the heat conduction delay element. The influence of the internal and external diameter on the delay time of the thermal conduction delay element is studied. The results show that the temperature of the ignition composition gradually increases due to the heat conductivity of the metal baffle after burning of the delay composition, and the highest temperature is reached at the centre of the ignition composition. The influence of the size of the inside and outside diameters on the delay time has a critical equilibrium point, which may be related to the balance between the combustion heat increment and the heat loss.

The propagation of crown forest fires in the presence of fire breaks and barriers of finite sizes was studied by mathematical modeling. Mathematically, this problem reduces to solving the Reynolds equations for turbulent flow taking into account chemical reactions. The control volume method was used to obtain a discrete analog. The fields of temperature, concentrations of oxygen and volatile pyrolysis and combustion products, and volume fractions of the condensed phase were calculated. The model made it possible to establish the dynamics of the contours of crown forest fire spread, which depend on the amount and type of forest fuels, moisture content, wind speed and direction, etc. In addition, the dependence of the size of fire breaks and barriers on the above parameters for which the crown fire stops spreading was determined.

The initiation and stabilization of detonation combustion of kerosene vapor in a supersonic air flow entering an expanding axisymmetric nozzle with a coaxial central body is numerically studied. Calculations are based on a reduced kinetic model of combustion, which includes 68 reactions for 44 components. Enthalpy and entropy of components are determined using approximating polynomials from the NASA database. A hydrodynamic model is based on two-dimensional unsteady Euler equations for an axisymmetric flow of a multicomponent reacting gas. Calculations are performed using the Godunov finite-difference scheme and its -modification of improved accuracy on smooth solutions. The flow parameters that ensure the steady detonation combustion of kerosene vapor in the nozzle under consideration are determined. The detonation combustion of kerosene has a stronger thrust than hydrogen combustion, but is noticeably inferior with regard to specific thrust. The calculations are performed on the “Lomonosov” supercomputer at the Lomonosov Moscow State Universit.

The gas detonation of ethylene- and propylene-oxygen explosive mixtures in a wide range of equivalence ratio was studied. Detonation parameters were calculated using the DETON code. The experiments were conducted on an improved detonation bench in which the flow feed of the components of the explosive mixture and the intensification of the deflagration-to-detonation transition due to stratification of charges was implemented in an extended cylindrical channel using the CCDS2000 computerized detonation complex. Experimental data on the detonation velocity and size of the detonation front cell were obtained. The concentration limits of steady detonation in a cylindrical channel 26 mm in diameter were established. Using propylene and ethylene as fuel for detonation spraying, coatings of tungsten carbide with a cobalt binder and alumina were obtained and their properties are investigated. Coatings based on propylene with stratification of the explosive mixture charge, are comparable in properties and performance to coatings sprayed by dual-fuel (acetylene/propane) technology, which allows propylene to be considered as an acceptable fuel for detonation spraying.

To measure the temperature of the shaped-charge jet, three-layer copper-copper-Constantan liners consisting of a solid copper conical shell with an apex angle of 45 ^oC, a wall thickness of 1.5 mm and a pressed-in shell folded from a 1.0 mm thick copper sheet explosively cladded on the inside with a Constantan layer 0.5 mm thick. Then the Constantan layer was partially removed so that only the upper third of the inner surface of the shells remained coated with Constantan. The thickness of the Constantan layer was chosen so that the nose of the shaped-charge jet consisted only of Constantan, and the jet tail of copper, which was determined from a microsection of the recovered slug. As a result, a copper-Constantan thermocouple was formed. At the moment of collision of the bimetallic jet with a target, an oscilloscope measured a thermo-EMF signal. The obtained thermo-EMF corresponds to a temperature of 800 ± 80 ^oC.

The change in the structure of welds obtained using a new welding wire and subjected to high-velocity impact was investigated by optical and scanning electron microscopy and X-ray diffraction analysis. It is shown that after welding, a structure of martensite,  ferrite, and a metastable austenite is formed in the weld metal. Subsequent intense exposure leads to hardening of the weld metal due to the transformation of metastable austenite into strain-induced martensite. Kinetic microindentation of the welds was performed.

The paper discusses the methodological principles of constructing a model for the formation of intellectual capital of a regional university. Intellectual capital is considered as a resource in building the potential of a regional university in the context of increasing competition and transformation of the educational space of Russia, as well as a mechanism for overcoming regional inequality in the development of the educational environment. Methodology and methods of the research. The concept of «intellectual capital» is analyzed, the principles of constructing a model of intellectual capital of a regional university as a specific type of organization are determined. The analysis is based on institutional, structural-functional and statistical approaches. Methodological developments of the theory of human capital by P. Altbach, P. Bourdieu, P. J. Gumport, D. Rogero, B. Clarks, S. Slaughter, J. Coleman, R. Putnam and others, as well as a number of domestic researchers are considered. An important part of the paper is the determination of the factors of transformation of regional universities, which are aimed at overcoming the extensiveness of their development and strengthening competitiveness by improving the quality of management. The results of the research. An overview of the main methodological approaches to the definition of the concepts of «intellectual capital» and «intellectual capital of a regional university» is given, the external and internal factor indicators necessary for constructing a structural model of intellectual capital are determined. The role of the subjective factor of the intellectual community of a regional university and the increasing role of this factor in increasing the competitiveness of regional universities are proved. As a determining factor, employee engagement is analyzed, which, as an important HR trend, determines the formation of the university’s competitive capabilities «from the inside». Conclusion. Conclusions are drawn that modern regional universities are in a situation of «unstable choice». This situation, on one hand, is determined by their dependence on centralized funding, which makes them non-autonomous and minimizes academic freedom. On the other hand, these processes are exacerbated by the departmental fragmentation of regional universities and the inequality in both the social and economic aspects between the regions. The internal actors that determine the «unstable choice» are the quality of management and the weak involvement of the academic community in the processes of formation of a university development strategy. The concepts of an entrepreneurial university, academic capitalism, the innovative cycle of interaction «university - business - production» can now be implemented for a very limited number of Russian universities. Some ways to overcome these limitations are suggested.

Introduction. The purpose of the paper is to identify national ontologies of education in the texts of education laws and other program documents of Russia, the USA, France, Great Britain, Finland, Japan and China. The national doctrine of education is called upon to formulate the provisions of the ontology of education and even the social ontology of the nation, in order to then become the conceptual basis of legislation in the field of education and the basis for its strategy of development. Currently, there are trends in globalization and unification of educational policy in a number of countries, including the Russian Federation. In order to decide on the appropriateness of approving the National Doctrine of Education under the current conditions, it is necessary to establish whether it is possible to fully reflect the education ontology in the law on education and other legal acts, and the development strategy of national policy. Methodology and methods of the research. The author used a high-quality content analysis of the texts constituting the legal framework for educational policy in Russia, the USA, the European Union, Great Britain, France, Finland, Japan and China, and a comparative and axiological approach to research. The results of the research. The ontology of education is a part of the social ontology and is indicative of it. The national doctrine of education, designed to most fully reflect the ontology of education serving the social ontology of a particular society, is a conceptual basis for the implementation of educational policy. We failed to find a document that is essentially a doctrine in any of the countries under study. Nevertheless, the provisions of the ontology of education are present in the first chapter of each of the laws on education considered or, in one way or another, are expressed in other program documents formulating the goals and objectives of education in a particular country. The most comprehensive social ontology through the ontology of education is found in France, Japan and China. Accordingly, the law on education of these countries clearly spells out the values transmitted by the national education system. The most difficult thing is to fix the ontology of education in the countries where there is no single law on education, and this area is regulated by many laws and acts (the USA and Great Britain). The axiosphere of education of these two countries is not clearly defined. Implicitly, however, all the foreign countries examined share the value of equal access to education and lifelong education. This is partly explained by the globalization of educational policy. Another consequence of the activities of supranational organizations is the countries’ concern about the internationalization of higher education and the inclusion in the rankings of countries with high quality education, which poses a potential threat to the country’s national security, as it replaces the internal goals of educational policy with external ones. Conclusion. In order to avoid these trends and in the absence of a clearly defined ontology of education (and further - social ontology) in the text of the law on education, the adoption of the National Doctrine of Education, substantiating the mission, value, goals and objectives of education in the name of building a society of the future, is required.

Introduction. Emerging new paradigms and concepts of education, in which educational reality is reflected using new methods of philosophical theorizing, in most cases oblige to evaluate them from the perspective of axiological imperatives. In order to bring education to the measure of its time, that is, education meeting modern social and individual needs and meeting the current value guidelines of the world community, we must realize that the self-evolving individual is the main value for society. Therefore, the scientific concept of the modern philosophy of education includes new concepts of «ontology of education», «epistemology of education», «axiology of education», «praxiology of education», etc. Their purpose is to emphasize not only intellectual evolution as the main mission of education, but also to determine its axiological orientation in the proportion of individual and social forms of being based on the identification of the laws of their functioning and the significant phenomenological constants of the axiology of education. Methodology and methods of the research. Applying philosophical and axiological approach to the discussion that accompanies the formation of phenomena (logo and antilogos, freedom in education and free education, mechanisms of value institutionalization, technologies for raising goals and values of education) that work in the logic of the dialectical laws of development, we strive to determine the axiological foundations of the system of Russian education. The existing dialectical methodology for the transition from abstract to concrete, from general to special in the understanding that more and more is based on the accumulation of small, creates opportunities for clarification and coordination of the axiological foundations of education and the laws of their interaction. The results of the research of a new section of the philosophy of education are considered by us as a necessary basis for the education system. In order to determine the axiological orientation in the ratio of individual and social forms of being in the article: the value-educational guidelines enshrined in declarative laws on education, which are cardinal and subcardinal, are considered; definitions of basic and superstructure values of the education system are given; some methods have been worked out to study the emerging new axiology of education based on the laws of its functioning. It is recognized that as the most significant phenomenological constants in the axiology of education there should be considered «logos» and «antilogos», which have a decisive influence on the formation of social and educational reality, as well as a mental-semantic understanding of «freedom in education» and «free education». To overcome the crisis state of public consciousness, it is proposed to introduce into educational practice technologies and mechanisms of independent value institutionalization of an individual. Conclusion. A review of the axiological reality of education suggests that sociocultural values are key to the organization of the educational system. Studying and at the same time developing an understanding of the laws governing the development of value-based socially-individual consciousness will help orient education towards the formation of the methodological content of its own basic and superstructure values.

Introduction. This paper is aimed at finding a solution to the problem of understanding education as an object of research interests of various scientific and disciplinary fields. The situation of knowledge of the object of the study is burdened not so much by the existence of the current and constantly replenished body of theoretical ideas about education, generated by disciplinary areas, but by their disorderly, diverse and heterogeneous applied scientific approaches. It is assumed that each disciplinary scientific field recreates, i.e. designs its inherent «disciplinary theoretical image of education». It is seen that the design of the latter is based on disciplinary research traditions related to the applied disciplinary methods and knowledge designs. It is argued that the constant production of theoretical ideas about education exclusively within a mono-discipline framework, not only does not clarify the ontology of such a complex social phenomenon as education, but also makes it difficult to understand the connections, properties, patterns and relations of educational realities as such. It is proposed to refer as a novelty of knowledge to one of the possible research strategies for solving the emerging kind of disciplinary dominance in education knowledge - to the idea of transdisciplinary design. It is disclosed that the transition to transdisciplinarity in case of solving the problem of theoretical understanding of education, will enable to cross the disciplinary «boundaries» and foundations, to transfer knowledge schemes from different disciplines, to go to the meta-framework of research and to acquire a holistic view of the problem. It is stated that the result of the reference to transdisciplinary design will be a synthesized product of disciplinary research - a transdisciplinary theoretical image of the phenomenon of education. Methodology and methods of the research. Theoretical analysis of literary sources in terms of disciplinary research on education allows highlighting the promising direction of his knowledge - transdisciplinary design of his theoretical images. The concept of transdisciplinary construction of theoretical images of the object of study is based on an appeal to one of the leading paradigm in the theory of cognition - constructivism (in particular, social constructionism), as well as the introduction of the author’s ideal-typical design of «theoretical image of the phenomenon of education». The ideal-typical design of «theoretical image of the phenomenon of education» is intended to act as an idealized design, integrating all attribution signs of disciplinary theoretical images of education, not excluding their substantive self-sufficiency. The results of the research. Increasing attention to the issue of education as a complex and multilevel phenomenon in its multidisciplinary research attraction is primarily related to the reflection of disciplinary heuristic possibilities. Numerous studies show that scientific fields and areas such as pedagogy, psychology of education, sociology of education and finally philosophy of education have a decisive influence on the emergence of an array of theoretical ideas about education. It should be noted that the theoretical judgements on education expressed by them are analytical and do not exclude other disciplinary views on it. It should be noted that these scientific mono-disciplinary studies, with seemingly extensive scope, demonstrate a narrow penetration into ontology of such a complex phenomenon as education. A fundamentally new solution to the declared problem of understanding the phenomenon of education is seen in the transdisciplinary focus of view. In this regard, the new field of research in terms of knowledge of the phenomenon of education is presented by us in the form of the following aspects: 1) reliance on the author’s ideal-typical design of «theoretical image of the phenomenon of education»; 2) implementation of transdisciplinary design of theoretical image of the education phenomenon by formation of disciplinary prototypes that are put in its foundation. The transdisciplinary theoretical image of the phenomenon of education, which is a synthesized version of disciplinary views on education, will allow not only to solve the above-mentioned problem of diversity of theoretical ideas about it, but also, most probably, to build a holistic vision on it. Conclusion. In understanding the ways of cognition of the phenomenon of education, disciplinary sciences and practices have gone a rather long and difficult way. Paying tribute to what they have done, it should be noted that in the context of complexity of the social phenomenon we are studying, which is the phenomenon of education, the search for other strategies to study it remains an urgent need. The circumstances identified by us, which allowed us to argue that disciplinary sciences design their own disciplinary theoretical study of education, served as a guide to changing the focus of the study of the phenomenon of education in its theoretical representations. At the heart of our research is the fact that the appeal to a transdisciplinary approach in designing and obtaining from it a theoretical image of the phenomenon of education, which in our opinion acts as a synthesized format of its disciplinary «predecessors», is very relevant and heuristically productive.

Introduction. The problems of implementing strategic projects of the development of Russian education in the context of global trends are updated in connection with the decline in the quality of education in Russia, which is confirmed by the results of PISA (2018). Despite the fact that the quality of education is declining in many countries of the world, the current state of the educational policy of the Russian Federation is aimed at radically changing the situation, taking into account the changing conditions. Methodology and methods of the research. The research is based on a comparative analysis of Russian and foreign educational phenomena, taking into account global and socio-cultural trends. The paper presents comparative characteristics of modern pedagogical terminology that denotes new phenomena that have emerged in education under the influence of world trends of the XXI century. The author reveals similarities and differences in Russian and foreign education at all levels of its realization: general education; professional education; higher education; additional education. A critical analysis of strategic projects of the development of education in Russia with the determination of negative conditions for their implementation is given. The results of the research. The analysis of the implementation of strategic projects for the development of education in the Russian Federation has shown their low effectiveness in relation to the target indicators. The lack of high results is due to the relatively low status of education in relation to other state projects in the Russian Federation. At the same time, modern education in Russia undoubtedly takes into account the influence of global trends and reflects all the leading trends in the development of education in the world. However, state education policy lags behind world standards, resulting in excessive centralization of education, a large gap between the center and the regions in terms of development and effectiveness of education and underestimation of the educational experience of the Soviet Union. Conclusion. The projects for the development of Russian education cannot replace a systematic state educational policy aimed at the sustainable development of all levels of education. Projects are implemented situationally, in the interests of a minority (inclusive education, gifted children, etc.), they do not affect the improvement of the quality of education of the majority of its subjects.

Introduction. The relevance of the paper is related to the need to improve the quality of modern engineering education for the Russian construction industry. The aim of the study is to identify the main problems and find the ways of addressing them in this educational area, taking into account existing traditions and modern challenges. The methodology and methods of the research. The object of the study is the system of training engineering personnel for the construction region of Russia. The subject of the study is modeling the development of systemic training of civil engineers and architects in modern domestic universities. General theoretical methods are used as research methods: analysis of theoretical and scientific and practical sources, generalization of practical experience and analytical data, design of various models, including in the field of training. The results of the research. As a basic problem in the training system under consideration, the author cites: lack of forecasting the need for personnel in the construction sector; not meeting the needs of the labor market for content and technology training of civil engineers; weak focus of construction training programs on global trends (Massive use of digital technologies, creation of «smart» cities, etc.). Conclusion. These problems can be solved through a number of comprehensive measures. As such activities can be: comprehensive analysis of the training system for the construction industry including related areas and specialties of secondary vocational and higher education; the formation of a system for forecasting the personnel needs of the industry taking into account the regional specifics, as well as the specifics of other industries assigned to the Russian Ministry of Construction; improving the mechanism of targeted training and admission to targeted training in terms of determining the quota of admission satiated in the relevant areas and specialties of training, as well as the list of organizations - customers, determining a set of possible measures to support the student; improving the quality and level of education training for graduates; improving the scientific support for the development of the construction industry.

Introduction. The fundamental goals and values in the field of education, formulated by the UN in the framework of ensuring fair quality education for all, and lifelong learning opportunities, today contradict the unstoppable competition in the labor market and the requirements of modern business. The educational problem of the continuous preparation of the «human resource», which can ensure economic success for the state, business and individual well-being, requires a revision of views on the functions of education and on the social roles of all participants in the educational process. Methodology and methods of the research. A new vector of education development is based on the study of futurological views on the development of Russian education, a content analysis of globalizing education under the influence of a spontaneous market on it. The empirical base was information on large-scale work in all areas of the National Projects «Education» and «Science» in the Novosibirsk Region. The analysis of the study of goals and strategic objectives in the context of the Education and Science Project gives an idea of what education will be in the XXI century in the Novosibirsk region. The results of the research. Based on an analysis of the goals and strategic objectives of the Novosibirsk National Project «Education» and «Science», we forecast the main value-oriented guidelines of Russian education in the 21st century. It is especially noted that for the formation of the future, the values embodied in the cultural experience of mankind in its specific national forms are of great importance. Globalization processes today already contribute to the development of multicultural cognitive interest, contributing to the introduction of civilizational socio-educational methodology. Trying to avoid excessive conservatism, we propose to integrate the European educational methodology (Matura) in order to qualitatively improve the preparation of foreign applicants for education in leading universities in Novosibirsk. In the course of the discussion of numerous educational problems related to distance methodology, questions are raised of understanding the role and importance of robotics and artificial intelligence in Russian conditions. The idea of non-formal education based on free, wide access to educational resources and the possibility of its legitimacy is put forward and discussed. Conclusion. Numerous problems and lessons in the transformation of the Russian education system indicate that traditional education should be completely rethought and replaced with a system that will develop creativity and shape an individual who is able to navigate and adapt in a changing sociocultural reality.

Introduction. The purpose of the paper is to carry out philosophical reflection about modern education and its ability to solve crisis of personal identity. The relevance of the topic of the paper is caused by the contradiction that exists in the theory and practice of modern education. The problem situation is summarized as follows: the strategy of modern education contradicts its traditional role, which has always been focused on the personality formation. It means that it loses its traditional status. The status consists in performing the role of a leading social institution, which design ways of cultural development of society and each individual person. The paper raises the next problem. Can it be ahead of social and cultural processes? Can it develop relevant educational strategies? The paper raises the issue about possibilities of modern education to fulfill this implicit educational function. It is the problem question of the paper. Methodology and methods of the research. The constructivist methodology of solving the problem is used, when education is considered as a social institution, constructed by the socio-cultural background of the epoch and the style of thinking that philosophy offers in a specific historical time. The research method is a comparative analysis of the strategic attitudes of classical and modern education. The results of the research, are summarized as follows: today the education has its own strategic task to satisfy requirements of the employer. It seems that the modern educational strategies satisfy the leading trends of commodification, economization, marketization etc. This allows drawing conclusion about the transformations of the cultural and anthropological portrait (picture) of the subject of the education. These changes do not promote solving the problem of overcoming the crisis of personal identity. This conclusion is a consequence of the fact that modern education has adopted economic characteristics for its essence. Therefore education is transformed into an economic institute. Conclusion. The conclusions are drawn and the some predictions are considered about future of society. There is a question regarding the formation of a pure commodification educational strategy. Economic transformations are a threat to modern education.

Introduction. The goal of the paper is to study the impact of digitization of education on the person from the position of theory of safety and to justify the necessity of creation of a safe communicative learning environment in the emerging system of digital education in Russia. Methodology and methods of the research is based on the principles of the value approach, the theory of «risk society» by W. Beck, as well as the theory of electronic culture, developed by the author in recent years. The results of the research. Possible risk-related trends related to the digital transformation of the communication environment are revealed and characterized. They relate to ethical, cognitive, anthropological, and psychological aspects that should be taken into account when implementing digital learning as the main form. Based on the study of possible risks, the components of a safe communication and educational environment aimed at countering the main threats and a system of preventive actions are proposed. They are aimed at solving the problems of diagnostics and monitoring of risk-related processes (psychological, communicative, motivational, etc.), ensuring the protection of personal data, personal rights and freedoms in the digital environment, and forming social skills, patriotic, morally-oriented behavior, and the ability to work in a social environment (both traditional and digital). Conclusion. Assessment of the impact of digitalization of communication on a person and assessment of emerging risks leads to the need to create a system of communication and educational environment for digital education, which involves both countering possible negative and forming an information culture and ethics.

Introduction. The paper analyzes the works of specialists who study the socio-cultural transformations of education at the international level from the 70s of the twentieth century to the present time. Particular attention is paid to the problem of the global crisis in education. Purpose of the paper: to consider the global crisis of education from the standpoint of social philosophy and education sciences. Methodology and methods of the research. The work uses a systemic and dialectical methodology; applied comparative and socio-cultural approaches; methods of analysis and integration of socio-cultural data on the transformations of education in modern society. The results of the research. The specificity of the correlation between the real state of education at the turn of the XX-XXI centuries and the declared state of the crisis in education in different countries and socio-cultural traditions is traced. The paradox established by a number of experts that the statement by F. Coombs and UNESCO of the world crisis in education was made just at a time when the potential for education accumulated by social systems was the highest was noted. The task of designating the crisis state of education at the world level then required restructuring and transformation of the entire world education system on some new grounds. Following this, the question naturally arose about the appropriate ways of these transformations-modernizations. A more detailed study showed that in the Western tradition, where the world crisis of transformation was proclaimed, a plan for global modernization of education was developed on the basis of a total transition to an elite-mass global society (globalism) with an appropriate system of education. This is a global transition to elite education for the elite and mass education for the bulk of the world’s population with a low level of knowledge and the formed controlled behavior of the masses in the global consumer society. A fundamentally different approach to understanding the crisis state in the Russian tradition as a low level of human education and lack of education is shown. The way out of such a crisis can only be a comprehensive rise in the level of education with the aim of forming a comprehensively developed personality, capable of self-development, self-government, conciliar and ecologically balanced existence in the coming noospheric civilization. Conclusion. Thus, a fundamentally different approach to understanding the planetary crisis in education in the Western and Russian traditions is established. Different sociocultural goals, methods, ways and results of overcoming the crisis in education in different sociocultural traditions naturally follow from this. This is building: either a fragmented conflict of an elite-mass society, consisting of degraded post-people, or a friendly whole noosphere society with a socio-natural balance of life of a creator person.

Introduction. This paper is devoted to the consideration of the specifics of social adaptation as a factor in social and pedagogical support in the training of junior specialists. Methodology and methods of the research is based on a theoretical analysis of foreign and domestic scientific sources. The results of the research. The content of the social adaptation of the military personnel and its relationship with a number of psychological parameters has been revealed. The characteristics of the social adaptation of military personnel are considered. The stages of the social adaptation of military personnel to the military professional environment are described. The criteria for the adaptability of junior specialists to professional and military activities are established. The specifics of social and pedagogical support as a direction of work, which allows optimizing the indicators of social adaptation of military personnel, is determined. The main components of the social and pedagogical support of the professional training of military personnel are disclosed, which include the following: dissemination of information among military personnel on the phenomenon of social adaptation to military professional activity, behavior in the military-social environment; the formation of positive professional motivation for military professional activity; supporting military personnel in the process of mastering a new professional role by them; training military personnel in the skills of interaction in a military team, methods of resolving interpersonal conflicts in the military environment; assistance to military personnel in the recognition of their personal characteristics, which play an important role in adapting to the military professional environment, etc. The novelty of the research topic is to describe the specifics of social adaptation as a factor in social and pedagogical support in the training of junior specialists based on the integration of foreign and domestic work experience. Conclusion. According to foreign researchers, the military team is a concept with common goals and rules, which exists in the minds of the participants, but is not always fully represented in a cognitive form. The rules used in the social-military environment are a set of variables that, when combined, create the structure of the situation of the military. Accordingly, the implementation of the rules adopted in the military team is an important component of the social adaptation of military personnel, which determines the specifics of their activities. In domestic studies, the specifics of creating pedagogical conditions for operational social adaptation to the military environment, the formation of psychological readiness and patriotism among military personnel as part of training centers in military schools of the Russian Federation by organizing social and pedagogical support are presented. This area of work is understood as a system of measures aimed at socio-psychological and psychophysiological examination of military personnel, providing them with psychological assistance in the process of military professional activity, as well as correcting manifestations of maladaptation taking into account the state of physical and psychological health.

Introduction. The purpose of the study is to determine the structure of value orientations of freshmen - prospective instructors-defectologists and clinical psychologists. The interest in the problem is explained by its significance in the formation of the professional culture of future specialists. The publication aims to attract the attention of researchers to the interdisciplinary problem associated with the value orientations of young people. Methodology and research technique. The object of the study is first-year students: future defectologists and future clinical psychologists. The subject of the study is value orientations, their research was built on the basis of aspectual, scientific, pragmatic, system and empirical approaches. For diagnosis, the methodology of M. Rokich was used. The results were processed using mathematical statistics methods using the Statistica 10.0 application package. The results of the study. Addressing the problem is due to the need to form the value-semantic sphere of students yet in the early stages of studying at a university. The results of the study demonstrated the distribution of terminal and instrumental values by the degree of their significance among respondents. Considering instrumental values in both groups in aggregate, we can conclude that the prospective defectologists are characterized by a pragmatic orientation and the prospective clinical psychologists, by an altruistic. We can recommend the expansion of methodological tools aimed at studying the value orientations of students in higher education institutions and review the content of educational work with students of various specialties at the stage of pre-vocational training. Conclusion. A heterogeneous structure of values of the first-year students was revealed, indicating the absence of prerequisites for the formation of a professional culture among the prospective educators-defectologists, while among the prospective clinical psychologists the hierarchy of values is more harmonious and can serve as the basis for their professional development. The scientific novelty of the study is that its results are proof of the need to research the structure of students’ value orientations yet at the stage of pre-vocational training. The study has methodological significance, serving as a reference point for career-oriented work in school. The applied significance of the results are in their relevance for the development of variable educational programs that take into account the professional orientation of future specialists, and for corrective work with students.

Introduction. Education of children with autism is one of the most urgent and difficult tasks of both foreign and Russian education, as evidenced by numerous publications of researchers and practitioners. One of the options for ensuring the rights of children with autism spectrum disorders to inclusive education in secondary schools is the creation of resource classes (resource zones). The practice of working resource classes in the education system of the Novosibirsk region deserves not only the attention of the pedagogical and scientific community, but also special scientific research and generalization to determine the possibilities of scaling up this innovative experience. Methodology and methods of the research. The methodological basis for the work of resource classes is the theory of applied behavior analysis (ABA). But the experience of creating resource classes in foreign countries shows the possibility of using alternative scientific theories-cognitive-behavioral, emotional-level, verbal-behavioral approach and a model based on development, individualization and relationships - DIR-Floortime. To analyze and generalize the practical experience of resource classes in the education system of the Novosibirsk region, a project session was organized on the basis of the Novosibirsk state pedagogical University, which was attended by 378 people. During the discussion of methodological, technological and organizational aspects of resource classes, invited experts-speakers expressed their views on the achievements, current problems and prospects for the development of inclusive education for children with autism in the Novosibirsk region. The results of the research. In the 2019/20 academic year, there are more than 31 thousand children with disabilities in the Novosibirsk region, including about 600 children with autism spectrum disorders. At the initiative of parents of children with autism who have chosen inclusive education for their special children in accordance with their statutory right, resource classes for teaching children with this diagnosis have been created at five schools in the period from 2017 to 2019. The results of their activities allow us to see both the effects and problem areas, evaluate the requests of parents and employees of inclusive schools for psychological and pedagogical support and assistance in the education and development of children with autism spectrum disorders. Following the results of the project session, proposals were formulated and sent to the Ministry of education of the Novosibirsk region. Conclusion. During the project session, we analyzed the experience of resource classes as innovative infrastructure components of educational inclusion and identified opportunities to improve special educational conditions for teaching children with autism spectrum disorders in the educational space of the Novosibirsk region.

Introduction. The paper presents a study of the history of pedagogical integration and metasubject approach in education. The interrelation of academic disciplines is a complex multidimensional problem and has its own didactic laws, the research of which is carried out in the fundamental works of domestic and foreign scientists of XX-XXI centuries. The system analysis of scientific research and pedagogical experience has shown that these concepts are often synonymous, although this is not true. The contradiction between the existing practice of general education and the new metasubject requirements of state educational standards can be resolved by the creation of integrated or interdisciplinary disciplines, which will lead to the elimination of multi-subject teaching and the formation of a holistic system of general scientific knowledge in students. Methodology and methods of the research. The methodological basis of the study is the personal-activity approach to the analysis and disclosure of the pedagogical process; a systematic approach to the construction and consideration of the studied pedagogical objects; the theory of integration of the content of education in the framework of system and level construction; interdisciplinary approach, etc. The results of the research. The difference in the content of the concepts of «metasubject», «interdisciplinary», «integration» is revealed. Meta-subjects are а new educational form, built over the traditional academic subjects. They represent a new type of subjects, the basis of which is a mental activity type of combining educational material of different subjects, as well as a reflexive attitude to the basics of thinking. Integration is a universal concept, it is a general scientific, interdisciplinary level of integration which allows to structure the educational material and combine subjects into integrated subjects or metasubjects. Conclusion. Pedagogical integration is a methodological basis for the construction of interdisciplinary integrated subjects or metasubjects. Long before the introduction into the modern education system of new Federal state educational standards, which included metasubject results, namely - in the 70-90-ies of the 20th century, there were developed integrated courses, metasubject forms of education identical to modern metasubjects. But, unfortunately, as it often happens in pedagogy, something that was already discovered is rediscovered. Metasubject in the context that offers an educational standard is interdisciplinary interaction plus general educational skills. So interdisciplinarity is one of the levels of integration.

Introduction. The problem of high-quality preparation of students for the state final certification is topical in modern education. This is due to the lack of a single textbook or manual, the content of which would reflect the theoretical material that corresponds to the tested knowledge in the tasks contained in the control and measurement materials of the state final assessment and the current Bank of tasks, with which the student could develop skills to perform tasks of control and measurement materials. Methodology and methods of the research. The object of the research is the process of education in a General educational organization, the subject is pedagogical assistance to the successful preparation of students for the state final assessment in an educational organization. When analyzing the works of T. A. Bocharova, Yu. S. Egorova, N. F. Efremova, L. Yu. Eremina, I. V. Luchina, O. D. Mishina, we have identified activity-based, psychological and content-based approaches. Analyzing the works of B. G. Ananiev, Y. K. Babanskiy, I. P. Poglazova, M. N. we came to the conclusion that the training of schoolchildren is viewed from the perspective of organizing a process aimed at effective learning. Special attention in the organization of the process of learning by schoolchildren is paid to their psychophysiological features (L. S. Vygotsky, P. Ya. Galperin, I. ya. Winter, etc.). S. M. Grombakh, Yu. a. Kornarzhevsky, V. M. Polonsky, T. I. Shamova and others were engaged in the problem of control over the process of mastering knowledge by schoolchildren. In the study, we used theoretical and empirical methods of collecting information. The results of the research. We see the solution to this problem in the systematic organization of preparation of school children for the state final certification starting from the 9th grade. The training of students should be based on the principle of continuity of tasks presented in the control and measurement materials of the main state exam and the unified state exam for students completing General education. The implementation of the considered method of preparing students for the state final certification in the schools of Barnaul showed an increase in the level of knowledge, formed skills and abilities of students when performing, both in the form of the main state exam and in the form of a unified state exam. Due to constant changes in the content of tasks of control and measuring materials, the structure of control and measuring materials, this research topic is relevant and promising. Conclusion. In the course of our research, we came to the conclusion that when organizing the educational process is based on the continuity of tasks, students develop skills that allow them to perform tasks of control and measuring materials for a higher score.