Assimilation Of New Knowledge Research Articles

Механизмы ассимиляции нового знания в науке

The article considers the mechanisms of assimilation of new knowledge in science - scientific communication (in particular, scientific discussion), justification, understanding. Scientific communication gives the results of individual cognitive acts a universal and necessary character. In scientific discussions, arguments are accumu-lated for the scientific community to choose more promising knowledge, and prerequisites for the recognition of new knowledge are formalized. Justification acts as a mechanism for giving knowledge an intersubjective character. As a result of establishing the conformity of new knowledge to those elements of science, the truth of which has already been proved, and checking the new knowledge for compliance with the criteria of truth and methodological regulators, the characteristics of the foundation – the truth and effectiveness of established knowledge, the characteristics of scientificity – are transferred to the new, justifiable knowledge. nderstanding is the mechanism of assimilation, which ensures the harmonization, conformity of new and old knowledge. Representation of the meaning of knowledge objects in content coincides with its introduction into already exist-ing more general scientific systems, for example, in a discipline, branch of knowledge, which ensures the har-monization of new and old knowledge.

Innovative Technologies for Healthcare and Medical Education in Higher Universities in Bulgaria

The article presents the possibility of significantly increasing the quality of the learning process by using innovative tools in the students' curriculum. Modern technologies have the potential to help create quality lasting knowledge in learners. An entrance test was made to establish the knowledge the students had before the training. The group of student volunteers was then randomly divided into two groups: a control group that was trained using traditional methods (giving a lecture) and an experimental group that was trained using the innovative training methodology created. A study of the acquired knowledge of the two studied groups was carried out according to a previously prepared test and knowledge assessment methodology. The degree of assimilation of new knowledge was assessed by absorption rate and a comparison was made between the studied groups of students. The study shows a significantly better acquisition of the learning material by the students whose education included innovative means of the studied subject. The obtained results show that modern innovative interactive technologies can be used in the educational process of health care students, as a supplement and continuation of classical pedagogical methods.

TUBB1, TUBA4A and MAPK as Indicators of Die-Back Degenerative Central Nervous System Disease in Patients Sickened by Specific Exposure to the Interior Environment of Water- Damaged Buildings

Beginning with Possible Estuarine Associated Syndrome (PEAS) in 1998 and followed by numerous studies on similar types of exposures, patients with illness associated with biotoxin exposure routinely have had symptom rosters dominated by executive cognitive dysfunction, including recent memory deficits, difficulty in concentration, difficulty with word finding, decreased assimilation of new knowledge, confusion and disorientation, tremors, headaches, vertigo, and unusual pains. In addition, tremors, headaches, vertigo, unusual pains and metallic taste. Toxins involved variously have included those found in toxin-forming dinoflagellates, including Pfiesteria and ciguatera; cyanobacteria, including Microcystis, Cylindrospermopsis and Lyngbya wollei; post Lyme syndrome and Babesia; as well as organisms found in damp buildings, including Aspergillus versicolor and A. penicillioides, Stachybotrys chartarum, Chaetomium globosum, Wallemia sebi, Actinobacteria species, especially Corynebacteria tuberculostearicum and Propionibacterium acnes; as well as bacterial endotoxins and beta-glucans. These illnesses have been called chronic inflammatory response syndromes (CIRS). The mechanism of neurologic findings has remained elusive despite studies showing successful treatment with intranasal vasoactive intestinal polypeptide (VIP). Neurocognitive testing has only been performed in PEAS patients, showing profound deficits in learning and higher cognitive functioning. These CIRS patients have had brain imaging without consistent findings, including MRI, EEG, and CT of the brain. NeuroQuant has shown findings that fit a “fingerprint” found in patients with specific causation and confirmed exposure to Actinobacteria and endotoxins. Fungal exposure shows disproportionate enlargement due to interstitial edema in the forebrain parenchyma and cortical grey, with a diminished caudate nucleus size. These findings have not been found in controls. The recent inclusion of transcriptomic studies using GENIE has confirmed that specific causation can be identified for Actinobacteria (48% of total confirmed cases), bacterial endotoxins (28%) and fungi (7%) in CIRS patients. The combination of NeuroQuant and GENIE has implicated excessive production of cytoskeletal tubulin genes TUBA4A and TUBB1 as risk factors for specific fingerprints for die-back degenerative central nervous system (CNS) injury in patients with illnesses associated variously with exposure to Actinobacteria, fungi and endotoxins. This study seeks to implicate a causal abnormality of excessive expression of tubulin genes TUBA4A and TUBB1. Given the role of these genes in die-back CNS degenerative diseases, such as Alzheimer’s, amyotrophic lateral sclerosis and Parkinson’s disease, and anecdotal successful treatment of CIRS patients with elevated TUBA4A and TUBB1, we suggest the possibility of treatment of tubulin excess may have a role in clinical improvement seen in die-back CNS degenerative diseases. Elevated levels of MAPK are also risk factors when combined with elevated levels of TUBA4A and TUBBI.

The Galperin-Talyzina Method of Psychological Investigation of the Genesis of Cognitive Processes.

Piotr Ya. Galperin and his collaborator Nina F. Talyzina performed solid experimental work which led them to propose the theory of stage-by-stage formation of mental actions and concepts, as well as a method to investigate cognitive processes, whose conceptual and procedural streamlining demands analysis and systematization. To investigate the formative experiment of P.Ya. Galperin and N.F. Talyzina, with the aim of analyzing their contributions to the method of psychological investigation of cognitive processes. The article is part of a theoretical research project on developmental didactics systems, of which the Galperin-Talyzina system is one. Russian works by the two authors and their translations into English, Spanish, and Portuguese, as well as works by other psychologists and educators from the Galperin-Talyzina school, were sources of the work. The experiments of P.Ya. Galperin and N.F. Talyzina studied, promoted, and analyzed the assimilation of new knowledge and mental actions, by introducing different conditions. The article systematizes the stages and procedures of such experiments, as well as the series and steps of diagnosis of the developmental level and the formation of mental actions and concepts, in relation to the type of Orienting Basis of an Action (OBA). The theory was built on the basis of simultaneous production of a method to study the genesis of the cognitive processes and the theory of stage-by-stage formation of mental actions and concepts; it led us to define the method of P.Ya. Galperin and N.F. Talyzina as a gradual formation experiment.

UKRAINIAN AND CANADIAN EXPERIENCE OF IMPLEMENTATING HEALTH CARE INTO THE PROFESSIONAL TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS

The article analyzes the problem of the need to train highly qualified specialists in pedagogical specialties in the field of health care, who are able to act at the level of the requirements of international professional standards for the formation of a healthy lifestyle.
 The article highlights that the regular process of health care for future primary school teachers contributes to the assimilation of new knowledge and skills of both future teachers and primary school students, helps to avoid psychological injuries and professional challenges and to comply with the rules that exist in higher education institutions of Ukraine and Canada.
 It was determined that a professional future teacher who works in an elementary school and is engaged in health care activities is a subject of professional activity with a high level of professionalism, self-efficacy, has a professional and social status, is constantly aimed at self-development, personal and professional achievements in the formation of a healthy lifestyle of primary school students.
 The purpose of the article is to theoretically analyze the Ukrainian and Canadian experience of introducing health care into the system of professional training of future primary school teachers.
 In the result of the analysis of scientific literature dedicated to the problem, we can state that in the process of professional training of future primary school teachers both in Ukraine and in Canada, universities follow directions that have a positive effect on the formation of a healthy lifestyle in general and health care in particular. There is a need to create a platform for the active involvement of educators (students of higher pedagogical institutions and teachers) in the formation of a healthy lifestyle during university studies. It has been proven that there are specific components of healthy lifestyle formation of Ukrainian youth studying at higher education institutions. This field of activity is given attention to in Canadian universities that train primary school teachers.

Identification of Misconceptions in Chemical Bonding Materials Using Three Tier Diagnostic Test

Chemistry learning focuses on understanding concepts, thus students who get difficulty understanding the concepts of chemistry learning will experience conceptual mistakes, especially abstract concepts such as chemical bonds. Students' difficulty understanding the material of chemical bonds can occur due to misconceptions. The misconceptions will hinder the construction and assimilation of new knowledge in students and thus students will experience difficulties in learning chemistry. To address such issue, an instrument for detecting misconceptions in chemistry is necessary to find out the misconceptions that occur among learners. The identification of such emerging misconceptions in understanding the subject matter can be analyzed using a three-tier multiple-choice diagnostic test. The present study was carried out to determine the presence or absence, and the percentage of misconceptions regarding chemical bonding material using the Three Tier Test diagnostic test. Conducted through purposive sampling technique, this research-based paper is a type of qualitative research with a descriptive approach. The research instrument uses a three-tier test objective test. The data obtained was analyzed descriptively for each student's response by using students' level of understanding list. In general, the results obtained in this line of research showed that; (1) Indicator 1, student misconceptions were 91.17% (2) Indicator 2, student misconceptions were 64.14%, (3) Indicator 3, student misconceptions were 67.64%, (4) Indicator 4, student misconceptions were 76.47%. (5) Indicator 5, students' misconceptions were 63.23%. By way of conclusion, the present project argues that there were misconceptions that occured in students of SMA Negeri 1 Class X Teluk Kuantan on the chemical bonding material, with the percentage 72.53% students experiencing misconceptions, 14, 98% students do not understand the concept, and the rest 12.48% students understand the concept of chemical bonding.Keywords: misconception, diagnostic test, three tier test

Специфика использования визуализации в образовательном процессе вуза

Visualization is a method of visual presentation of information that affects the effectiveness of students' assimilation of new knowledge, the formation of the ability to critically comprehend the study material, and the ability to independently create schematic maps. We consider the essence of visualization, its functions and features, the influence on the student's mental and cognitive activity. The use of visualization is possible due to specifics of the perception of visual information by the student. The difference between visualization and visibility is revealed. We consider the indicators for the successful and effective use of visualization tools in the educational process of the university. The practical experience of using visualization during the learning process is analyzed. Despite the need to use visualization, there are certain difficulties in introducing its means into the educational process of higher education, but if we approach this issue competently, considering all the features, nuances and risks, the result of this activity will improve the quality of the educational process and increase the level of formation of universal competencies of students.

Motivation of students in online education

Within the framework of this work, an attempt is made to scientifically comprehend the principles of student motivation, in particular its features in the framework of online education. The authors consider the educational process as a communication between a teacher and a student and argue that online education radically changes the process of communication between the subjects of the educational process and translates it into a mediated and asynchronous format. To identify factors that determine the degree of motivation of students studying in the online format, the scientific work of foreign researchers with experience in the use of online technologies and the skills of scientific understanding of how the online format affects the assimilation of new knowledge by students was considered. The paradigm basis of the study is the cognitive approach, and the consideration of the process of mastering knowledge is based on the theory of MOA (motivation, opportunity, ability) and the probability model of conscious information processing. It has been established that the main advantage of online education is the reliance on independent work of students, and the use of project-based learning is the best way to overcome the obstacles facing online education and unleash its full potential. The external and internal factors influencing motivation are identified, the main problems of the Russian education system, which is attempting to enter the online format, are identified, and recommendations are given for optimizing this process aimed at increasing the motivation of Russian students.

The role of a competency-based approach in teaching a foreign language in Kazakh universities

In the process of globalization taking place in a modern dynamically developing society, the subjects meeting the needs of the labor market are active, prone to changing working conditions, prone to self-education and improvement, especially business people with full professional competencies. Their peculiarity is the ability to actively think, critical thinking, independent assimilation of new knowledge. The competence-based approach is one of the most important methodological means of bringing the education system of Kazakhstan closer to foreign educational systems within the framework of the Bologna process. In this regard, the goal of foreign language teachers in Kazakh universities is to form genuine "competence" among students, the universality of competencies, even so that they can become "competitive". The article considers the competence approach primarily as an approach based on learning outcomes.

Talking in Circles: Undergraduate Biochemistry Student Conceptions About Biochemical Pathway Regulation

For many undergraduate students, introductory biochemistry courses are difficult because they involve novel abstract concepts that require assimilation of new knowledge with pre-existing notions from biology and chemistry courses. According to cognitive load theory, students use pre-existing schemas to fit this new knowledge onto the framework of what they already know. Extraneous cognitive load can interrupt this process by overwhelming working memory. Misconceptions increase cognitive load and interrupt the mental framework, making it difficult for students to master course material. In the field of biochemistry, little research exists on how students understand and learn about the threshold concept of Biochemical pathway dynamics and regulation. Initially a non-empirical pilot study was conducted with students who had completed an undergraduate biochemistry I course. These participants were interviewed using the three-phase single interview technique (3-PSIT), which probes the student's knowledge by creating cognitive dissonance using visual representations. Preliminary inductive content analysis of the transcribed text from this pilot study identified patterns and categories of (mis)conceptions among students. From this, student responses were collected from assessments informed by the pilot study. These responses were used to further identify patterns of (mis)understanding with regards to pathway regulation. The information gathered here enables development of learning assessments and pedagogical techniques to better teach the complex concepts surrounding biochemical pathway regulation.

How to Support Start-Ups in Developing a Sustainable Business Model: The Case of an European Social Impact Accelerator

Sustainability-oriented start-ups are fundamental to developing solutions for, and to fostering, a societal transition towards a low carbon society. In this context, social impact accelerators (SIAs) are organizations specializing in accelerating the progress of sustainability-oriented start-ups. In order to design their accelerator elements (e.g., training, coaching, and funding) effectively, SIAs must be aware of the knowledge needs of start-ups to support them in developing a sustainable business model (SBM). Using a case study approach, we present one of the largest cleantech accelerator programs in Europe, the EIT Climate-KIC RIS Accelerator. Based on the program’s curriculum and manual in 2019, we analyze from the perspective of the program how cleantech start-ups could be supported in the development of their SBMs by presenting accelerator elements that are intended to support start-ups in reducing their knowledge needs by (1) providing new knowledge to start-ups (e.g., trainings, workshops, and e-learning), (2) supporting start-ups’ assimilation of new knowledge (e.g., coaching), and (3) supporting start-ups’ application of new knowledge (e.g., documentation of planning and reporting as part of the program’s contract design). Further, we discuss the knowledge needs of 63 European start-ups before and their progress as a result of accelerator participation in developing a SBM based on qualitative and quantitative data. All 63 start-ups participated in the same batch of the accelerator in 2019. Regarding the development of a SBM, knowledge needs are described considering the triple bottom line including the economic, ecological, and social layer of a business model. Based on the start-ups’ evaluation, we reflect—with a focus on the environmental layer—about the most promising content and support elements of our SIA case to address the different layers, discuss their combination, and present improvement potentials to reduce start-ups’ knowledge needs. With our findings, we claim to contribute to theory development in the emerging literature on SIAs and give practitioners working with sustainability-oriented start-ups insights into the usefulness of start-up support programs and different accelerator elements for developing a SBM.

РЕАЛИЗАЦИЯ ИССЛЕДОВАТЕЛЬСКОГО ПРОЕКТА «ЛИНГВОКУЛЬТУРНОЕ ФУНКЦИОНИРОВАНИЕ МОСКОВСКИХ ПАМЯТНИКОВ АРХИТЕКТУРЫ»

Objective: the forming of a linguocultural competence of future engineers and architects in the conditions of the Federal State Educational Standard, the development of skills to correlate value-significant and professionally-oriented foreign language material; development of skills to analyze, compare, generalize, classify selected lexical units according to thematic characteristics. Applied methods: General scientific logical-deductive method, empirical research method, descriptive method with its main components (observation, interpretation and generalization). Results . The implementation of the research project "Linguocultural functioning of Moscow architectural monuments" contributes to the development of motivation and linguocultural competence of future building engineers and architects, the desire for self-improvement through the conscious and active acquisition of new social experience and knowledge. A detailed description of the cultural and historical development of ancient buildings in Moscow has been compiled, a thematic analysis of the used words and concepts, including their English equivalents, has been carried out. Conclusions: The article emphasizes the importance of using project activities in mastering linguocultural competence by future specialists in the field of "Construction", in developing students' ability and interest in self-development, assimilation of new knowledge and research skills.

Application of a Four-Tier Diagnosis Test for Evaluating Student's Misconception about Blood Classification

Background: A misconception is a form of error in scientific knowledge that is believed to be accurate. As a result, someone who has a misconception of something will reject scientific truth and will hinder the assimilation of new knowledge. The purpose of this study was to identify misconceptions that occur in students regarding the topic of blood classification. Methods: The survey method research was conducted on 97 students scattered in Malang and Tulungagung, Indonesia. The data analysis technique uses coding for categorization into four categories: conceptual understanding, partial understanding, misconception, and not understanding the concept. Results: The results showed that misconceptions occurred in all sub-topics of blood classification. Misconceptions were found in the concept of blood plasma (2.1%), white blood cells (6.2%), thrombocytes (17.5%), and blood classification system (8.2%). Misconceptions occur due to several misunderstandings of students such as red blood cells that play a role in transporting nutrients, haemoglobin only binds oxygen, and difficulty distinguishing between antigens and antibodies in determining blood groups, blood donation, and the impact arising from donations. Conclusion: The existence of misconceptions causes students' mastery of blood classification material to be hampered.
 
 
 

La topología y algunas características clave de la Red de Conocimiento de la acuicultura de camarón desarrollada en Ahome, Sinaloa.

Objetivo: conocer la conformación y características principales de las redes sociales de conocimiento de la acuicultura de camarón en el norte de Sinaloa, a partir del caso del municipio líder en la producción. Metodología: la información se obtuvo mediante una encuesta propia aplicada a una muestra de 58 camaronicultores ubicados en el municipio de Ahome, Sinaloa; esta información fue procesada mediante las herramientas propias del análisis de redes sociales (ARS) para la elaboración de grafos y la estimación de medidas globales de la red. Resultados: el estudio logra representar gráficamente la red de conocimiento de los cultivadores de camarón de Ahome y apreciar que posee una estructura tipo estrella, donde casi todos los productores están conectados principal y directamente a dos puntos centrales, una dependencia gubernamental de sanidad y una asociación civil que promueve la transferencia de tecnología. Limitaciones: la reconstrucción de la red, en su estructura u composición, se realiza con base en una muestra de tamaño limitada. Conclusiones: la centralización de la red de conocimiento tiene implicaciones importantes en términos de aprendizaje tecnológico, de asimilación de nuevo conocimiento y tecnologías, adopción y difusión de las innovaciones tecnológicas; el posicionamiento de los actores individuales y la manera como están conectados a otros actores de la red tienen también importantes implicaciones en términos de innovación y adopción tecnológica.

Scientific and Methodological Support of Self-Educational Activities of Teachers in Preschool Education Institutions

The relevance of the research is associated with the accelerated development of innovative processes in the field of educational activities, including the need for a deeper analysis of technologies for organising the development of teacher’s professional competencies. In particular, it is quite important in modern educational conditions to use educational and cognitive methods that help strengthen the motivation of young teachers to pedagogically appropriate behaviour or weaken the incentive to undesirable, unprofessional behaviour. The study used theoretical methods (analysis, generalisation) to clarify the features of the form, methods and techniques of organizing self-educational activities; empirical (survey) – to identify teachers’ interest in the problems of organisation and thematic direction. Based on the results of the study conducted by the author, the most effective forms and methods of organising the development of professional competencies of teachers were established, the use of which ensures the assimilation of new knowledge, including monitoring the educational achievements of teachers to obtain useful professional experience. Such technologies and techniques of scientific and methodological support were also considered, which allow obtaining information remotely, ensure the efficiency and speed of their assimilation, including accessibility. The article substantiates the features of scientific and methodological support of self-educational activities of teachers in preschool educational institutions, identifies the features of scientific and methodological support of self-educational activities of teaching staff, and also systematises the tasks of scientific and methodological support of teachers’ professional self-development. The practical value of the article lies in the fact that the materials of the work can be used in the educational process of future teachers of preschool educational institutions to improve their professional and scientific-methodological training, enrich technological potential, accelerate the process of transformation of promising pedagogical experience into practical activities

Digital Technologies, Social Processes, Modernization of Law and Possible Future of Russian Legal Education

The article deals with a number of problems associated with the transition to a new technological order has acquired the name of the 4th technological revolution in modern literature. The author focuses on changes that are take place in the organization of production and exchange of values. An attempt is made to forecast the development of the modern Russian society in the most important areas: economic, social, and spiritual. The author highlights the role of digital technologies in the modernization of the system of social regulation. There is a peculiar tendency of “technologization” of law, its transformation in the conditions of development of modern technologies. It is necessary to revise the recently established approaches to legal education. It is stated that rapid quantitative and qualitative changes that characterize the modern era, require a reorientation of education, which should be aimed at the extraction and assimilation of new knowledge that can be secured on the ground of a firm academic basis.

УПРАВЛІННЯ ПРОЦЕСОМ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАГІСТІВ

У статті пропонується модель управління професійним становленням магістрів галузі «Охорона праці». Розглянуто параметри управління на основі когнітивної складової освітнього процесу у проекції на діяльності студента і викладача. Виділено основні компоненти системи управління з аналізом формування компетенцій майбутнього магістра з «Охорони праці». Найбільш раціональними шляхами управління пізнавальною діяльністю студентів в процесі їх фахового становлення є розробка оптимального змісту курсу і методики навчання, структуризацію змісту і розгортання у вигляді навчальних модулів для формування у студентів діалектичного і теоретичного стилю мислення; генералізація системи знань і навчальної діяльності студентів в повному об’ємі її елементарної та функціональної структури; модульна організація процесу навчання; регулювання пізнавальної діяльності в процесі засвоєння нових знань. Пропонований підхід до управління процесом підготовки магістра з охорони праці як викладача закладу освіти сприяє досягненню більш високих результатів в навчально-освітнього процесу.В статье предлагается модель управления профессиональным становлением магистров отрасли «Охрана труда». Рассмотрены параметры управления на основе когнитивной составляющей образовательного процесса в проекции на деятельности студента и преподавателя. Выделены основные компоненты системы управления с анализом формирования компетенций будущего магистра «Охраны труда». Наиболее рациональными путями управления познавательной деятельностью студентов в процессе их профессионального становления является разработка оптимального содержания курса и методики обучения, структурирование содержания и развертывания в виде учебных модулей для формирования у студентов диалектического и теоретического стиля мышления; генерализация системы знаний и учебной деятельности студентов в полном объеме ее элементарной и функциональной структуры; модульная организация процесса обучения; регулирования познавательной деятельности в процессе усвоения новых знаний. Предлагаемый подход к управлению процессом подготовки магистра по охране труда как преподавателя учебного заведения способствует достижению более высоких результатов в учебно-образовательного процесса.In the article the model of management of professional formation of masters of the branch “Labor protection” is off ered. The control parameters on the basis of the cognitive component of the educational process in the projection of the activities of the student and the teacher are considered. The main components of the management system with the analysis of forming the competences of the future master’s degree from the “Labor Protection” are highlighted. The most rational ways of managing cognitive activity of students in the process of their profes sional formation is to develop the optimal content of the course and teaching methods, structuring content and deployment in the form of educational modules for the formation of students of the dialectical and theoretical style of thinking; generalization of the system of knowledge and educational activity of students in the full extent of its elemental and functional structure; modular organization of the learning process; regulation of cognitive activity in the process of assimilation of new knowledge. The proposed approach to managing the master’s degree in labor protection as a teacher of an educational institution contributes to the achievement of higher results in the educational process.

Distance Learning Systems and thei Development Using the Cognitive Mechanisms

The aim of the study is electronic learning systems. They refer to organizational and technical systems and use different approaches and technologies to solve learning problems. In modern conditions, education is becoming one of the main factors for the successful development of countries with the developed economies. Knowledge is beginning to occupy key positions in the life of these countries. Specialists, who have received professional education and want to improve their level of knowledge, are the key resource of the economy. Lifelong education has become a necessary and increasingly dominant element of modern educational systems. Modern distance learning systems are used to solve these problems. The paper deals with electronic distance learning systems and explores the possibility of using cognitive mechanisms for the development of educational technologies.Materials and methods. Ongoing education requires new approaches and technologies that fit well into distance learning systems. These systems use the following approaches and technologies: service-oriented architectures, cloud technologies and virtualization, intelligent dynamic systems, multi-agent systems, ontologies, evolving knowledge. The authors use machine learning technologies and agent-oriented approach to apply cognitive mechanisms. Integrated methods of knowledge representation are used to describe the reality. Using these approaches and methods, the authors consider the development and construction of modules of intelligent learning systems with the integration of computer paradigm and cognitive mechanisms.Results.The article presents an example of the development and use of educational resources for learning a foreign language in a technical University. The electronic course is created in the distance learning system Moodle. The result of testing students after studying the definite topic is shown. The article considers the structure of hardware and software modules for the formation of concepts from the sensual images of objects and phenomena of reality. Hardware-software modules are presented, which are necessary for the formation of concepts-representations from a variety of sensory mappings of control actions. A demo example of the formation of the concept scenarios and a fragment of the knowledge base containing the generated concept scenario are given.Conclusion.The use of distance learning system Moodle allows students to work out the current material of the course. This material can be worked out by students independently and repeatedly, till their full understanding and achievements of skill. Testing after each studied topic allows assessing the level of knowledge and the success of the current training of the definite course units. The considered approaches for the formation of concepts-representations and concepts-scenarios open up opportunities for the use of cognitive mechanisms. These approaches make it possible to use generalized knowledge in intelligent systems for the formation of new solutions for targeted behavior. Such approaches can be used both in training systems for the assimilation of new knowledge and in simulators of advanced systems for the formation of skills. Cognitive technologies can be used in social communities of agents.

Методические аспекты функционирования единой системы аттестации руководителей и специалистов строительного комплекса Российской Федерации

The article considers the components of the Unifi ed Certifi cation System for managers and specialists of the construction complex of the Russian Federation, as well as the principles of its functioning, technical and methodological assessment tools. The objectives of the fi nal certifi cation, which are established by the legislation on education (control of the assimilation of new knowledge) and qualifi cation and job certifi cation, established by labor legislation (confi rmation of compliance with the position held) are not aimed at achieving the self-regulation goals in construction defi ned by the Town Planning Code of the Russian Federation. A Unifi ed system of attestation, developed by the All-Russian branch association of employers “National Association of Self-Regulating Organizations Based on the Membership of Building Persons” (NOSTROY), aims to confi rm the qualifi cation of a specialist in terms of knowledge of the norms of technical regulation of works in the fi eld of construction — norms that provide a safe execution of the kind of construction work on which this specialist is declared upon obtaining a certifi cate of admission to work aff ecting safety of objects of capital construction in Russia.

THEORETICAL BASES OF DEVELOPMENT OF CREATIVE THINKING AND SPEECH PATHOLOGISTS STUDENTS

The article describes the methods and means by which students develop in thought processes, formed skills, abilities and ways of knowing. In order to really become critically-minded people, students should try to think critically. The author claims, critical thinking is not formed as a result of the transfer of ready knowledge. Critical thinking - this is the result, students can challenge, integrate, restructure, adapt or not to take into account information. The development of students' cognitive sphere includes a three-phase: Call - activation of prior learning; Understanding - the assimilation of new knowledge; Thinking - consolidation of new knowledge. In the early twentieth century educator psychologist and philosopher John Dewey proposed a new educational program based on the fact that the main task of education is teaching students to think independently, critically and intelligently. His ideas led to a movement that has been called education. It puts higher understanding than rote memorization, critical thinking, higher than blind acceptance and the experience gained from the real world, based on the desires and needs of students is higher than the abstract knowledge. But then, during the American Depression, the rise of fascism and the consolidation of the Soviet totalitarian regime progressive education's