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Файл:Concept of Interdisciplinary Training for Master and PhDstudents in Human Security
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Concept
of Interdisciplinary Training
for Master and PhD students
in Human Security
Ural University press
2016
УДК 378.1(07)
ББК Ч448я7
C75
Compiled by
YuriDekhtyar(Latvia)andElenaMaestri(Italy)
C75 Concept of Interdisciplinary Training for Master and PhD
students inHumanSecurity.— Ekaterinburg : Ural University Press,
2016.—48p.
ISBN978-5-7996-1798-1
Abstract
ThebookdeliverstheConceptofInterdisciplinaryTraining(CIT)
for Master and PhD students in Human Security that has been developed
in frame of the TEMPUS project “Human Security (environment,
qualityoffood,publichealthandsociety)onTerritoriesContaminated
byRadioactiveAgents”.
The material presented is aimed to university teachers and students
that are active in the areas of environment, quality of food, public health
and societytoenhancethehumansafety.theideasandapproachescould
beofthewidepublicinterests,too.
This project has been funded with support from the European
Commission within the framework of the Tempus Project “Human
Security (environment, quality of food, public health and society) on
theTerritoriesContaminatedbyRadioactiveAgents”.Thispublication
reectstheviewsonly of the authors, andtheCommissioncannotbe
held responsible for any use which may be made of the information
containedtherein.
УДК378.1(07)
ББКЧ448я7
©UralUniversitypress,2016ISBN978-5-7996-1798-1
CONTENTS
ABOUT THE TEMPUS PROJECT........................................................................... 4
CONTRIBUTORS....................................................................................................... 5
GENERALITY............................................................................................................. 6
The aim.................................................................................................................... 6
The outcome............................................................................................................6
CONCEPT OF THE INTERDISCIPLINARY TRAINING....................................7
CIT for MSc.............................................................................................................7
General approach.............................................................................................7
The topics for CP............................................................................................ 11
Skill improvement.......................................................................................... 11
Modularization............................................................................................... 12
CITspecicapproachesandmodules............................................................ 12
CIT for PhD........................................................................................................... 18
RECOMMENDATIONS TO IMPLEMENT CIT.................................................. 19
The guidelines for the Belarus universities...........................................................19
MSc students’ training.................................................................................... 19
PhDstudents’trainingintheeldofthehumansecurity(HS)..................... 24
The guidelines for the universities of Russia.........................................................25
The background for CIT in Russia................................................................. 25
CIT for universities of Russia........................................................................ 26
PhD training................................................................................................... 28
The recommendations for the Ural Federal University
as the typical example......................................................................... 28
The guidelines for the universities of Ukraine......................................................29
The background for CIT in Ukraine...............................................................29
The recommendations for the Zhytomyr State
Technological University and Sevastopol National
UniversityofNuclearEnergyandIndustry........................................ 31
The recommendations for the Kyiv International
University and Vinnitsya National Medical University...................... 32
IMPLEMENTATION OF CIT................................................................................. 34
ABOUT THE TEMPUS PROJECT
TheTempusProject*isfundedbytheEuropeanCommission.The
objectivesoftheProjectarethefollowing:
—to support the modernization of Higher Education in Partner
CountriesofthesurroundingareaoftheEUandCentralAsia;
—to establish an area of cooperation between the EU and the
PartnerCountries;
—tofavourvoluntaryconvergencewiththeEUdevelopmentsin
theeldofHigherEducation.
“Human Security (environment, quality of food, public health
andsociety)ontheTerritoriesContaminatedbyRadioactiveAgents”
isajoint project ofseveralorganizations-consortiummemberswhich
areUniversityofCordoba(Spain)beingthecoordinatoroftheProject,
University of Parma (Italy), Swedish University of Agriculture Sciences(Sweden),UniversityofFlorence(Italy),RigaTechnicalUniversity (Latvia), Voronezh State University (Russia), Chelyabinsk State
University (Russia), Tyumen State MedicalAcademy (Russia), Ural
FederalUniversitynamedaftertherstPresidentofRussiaB.N.Yeltsin (Russia), Nuclear Cities Educational Information Center (Russia), Sevastopol National University ofNuclear Energy and Industry
(Ukraine), Zhytomyr State Technological University (Ukraine), VinnytsyaNationalPirogovMemorialMedicalUniversity(Ukraine),
KyivInternationalUniversity(Ukraine),PolissyaBranchofUkrainian Research Institute of F&FM (Ukraine), International Sakharov
EnvironmentalUniversity(Belarus),GrodnoStateAgrarianUniversity
(Belarus),GrodnoStateMedicalUniversity(Belarus),BelarusianState
University(Belarus).
*
“HumanSecurity(environment,qualityoffood,publichealthandsociety)onthe
TerritoriesContaminatedbyRadioactiveAgents”ThenumberoftheGrantAgreement.
530644-TEMPUS-1-2012-1-ES-TEMPUS-JPCR.
CONTRIBUTORS
Majorcontributiontothetextandconceptualdevelopmentofthis
publication was made by the representatives of Riga Technical University(Latvia)andUniversityofParma(Italy)YuriDekhtyarandElena
Maestrirespectively.
Contribution to this publication made by the following individualsrepresenting both the Partner Universities and the European ones
is acknowledged: Sergey Balashenko (Belarus), Ekaterina Mikhaylenko(Russia),MarinaBanzarakcaeva(Russia),ValeriyMikhaylenko
(Russia),PavelBaradzin(Belarus), Franco Milano (Italy),Anna Beltikova (Russia), Ihar Naumau (Belarus), Iryna Davidova (Ukraine),
Yulya Omelchuk (Ukraine), Sergey Ovchinnikov (Russia), Maria
Frolova (Ukraine), Dmitry Pobedash (Russia), Olga Galiulina (Russia),NatalyaProkopenko(Belarus),SergejGolovatij(Belarus),OlexandrPylypenko(Ukraine),Vladimir Kamynin(Russia),AlehRodzkin
(Belarus), Eduard Kashuba (Russia), Klas Rosén (Sweden), Ruslana
Kharkovenko (Ukraine), Eugenie Ryaboshtan (Ukraine), Igor Krasvin (Russia), Boris Samotokin (Ukraine), Semjon Kundas (Belarus),
ZoyaShelest(Ukraine),SemenKurolap(Russia),LudmilaSuplotova
(Russia), Sergey Likhachev (Russia), MykhailoVinichuk (Sweden),
VladimirYelishev(Russia),YauheniiMaisiayonak(Belarus),Evgeniy
Zhilyakov(Russia),VasylMamray(Ukraine),AlbertZhloba(Belarus),
SvetlanaMazurek(Belarus).
GENERALITY
The aim
Conceptof InterdisciplinaryTraining(CIT)isaimedtoassistimplementation of the EU modern methods of Master and PhD students’
trainingattheuniversitiesofBelarus,RussiaandUkraineintheelds
ofhumansecurity(HS)includingenvironment,qualityoffood,public
health and society for territories of Byelorussia, Russia and Ukraine
contaminatedbyradioactiveagents.
The outcome
CITprovides:
– the general approach to develop and implement interdisciplin-
aryeducationbasedonEUexperienceforMasterandPhDstudents’trainingintheeldofhumansecurityincludingenvironment,qualityoffood,publichealthandsociety;
– specicapproachestodevelopandintroduceEUmodernmeth-
odsofMasterandPhDstudents’trainingintheareas:
– HSandSociety;
– HSandEnvironment;
– QualityofFoodforHS;
– PublicHealthforHS.
6
CONCEPT
OF THE INTERDISCIPLINARY TRAINING
TheEUcountrieshavemostlyone scienticdegree(PhD). However,
thepartnercountrieshavetwolevelsystemofthescienticdegrees:
– candidate;
– doctor.
ThecandidateisgenerallyrecognizedlikethePhD,howeverthedoctorcorrespondstoDSc.Nevertheless,CITconsidersjustPhDthatts
thecandidatedegree.
TheCITistargetedtotheMScandPhDlevelsofeducation.thelevels
differswith:
– the MSc has to deliver the knowledge and skill to provide pro-
fessionalactivitiesinthespecicarea;
– the PhD focuses knowledge and skill for the research activities
inthespecicelds.
ThereforetheCITlooksseparatelyforbothforMScandPhD.
CIT for MSc
General approach
The competences and skills targeted to HS, society, environment,
quality of food and public health should be focused to the problems
of the radiation contaminated territories. the specic fundamental
competencesinthe single disciplineshavealsoto be considered.For
instance,afterthefundamentalsofthesinglediscipline aredelivered,
particular attention and efforts will focus on practical applications
to employ all competences related to contaminated territories and risk
7
forthepopulation.Therefore,theabove-mentionedtopicsofeducation
shouldpreferablyhaveacommonplatform(CP)ofeducationcontents
thatwillprovidescienticachievementsbasedongeneralcompetences
andskillstargetedtothe specicwiderange applicationsincontami-
natedareas. the competences and skills in thespecic topics will be
deliveredonthebaseoftheplatform(Fig.1).
So,theeducationcouldconsistoftwolevels:
– fundamentaltopicsoftheCP(LevelI);
– specictopics(LevelII).
—
Fig.1.RelationbetweentheCommonplatform,
radiationcontaminationfocus,andspecictopics
The two level structure could be provided for the trainees, too.
thetraineescouldacquirethefundamentalbasicknowledgerstand
applyittopracticalcases,asthesecond.
The CP is aimed to provide general competences and skills that should
bemultifacetedtotheradiationcontamination.
8
TheCPwilldelivergeneralcompetencesandskillsin:
– HS,
– society,
– environment,
– qualityoffood,
– publichealth,
– radiation,
– statistics.
To reach this, an education approach that employs interacting topics
shouldbeprovidedalongsidewithtraining.Typicallyaninterdisciplinaryapproachisinuse,wheneducationsuppliescompetencesbecause
ofteachingtheareasthathavejointboundaries(Fig.2).
Fig.2.Typicalinterdisciplinaryeducationapproach
Such the approach does not really bring to interdisciplinarity
in the areas of knowledge. They are touching each other and interfereminimally.theareasdonotpenetrateintoeachother.inthiscase
theeducationdoesnotpromotesignicantfusionofknowledge.
9
The alternative advanced novel approach is based on the knowledge
convergence of sciences education
*
. in this case the areas are over-
lappingandtheknowledgeeasilypenetratesamongtheeldsinaddi-
tion the novel nucleus of knowledge development is fused because
ofthemergedareas(Fig.3).
Fig.3.Convergenceeducationapproach
The topics of the fused knowledge could be created on a base of the
formula:
[X
] A [YA] + [XB] B [YB] = [XAB] AB [YAB],
A
A,B —rootsofthewordsindentifyingessencesoftopicstofusethe
newone;
AB—rootofthewordindentifyingtheessenceofthefusedtopic;
[X
],[XB],[XAB]—prexesofthewordsidentifyingtopicstofusethe
A
newoneandthefusedtopic,correspondingly;
[Y
],[YB],[YAB]—sufxesofthewords identifyingtopicsto fusethe
A
newoneandthefusedtopic,correspondingly.
*
Identication of New and Emerging Trends UsingAdvanced Science ConvergenceBased Curriculum/A.Vaseashta,E.Bramanatal.//Material ResearchSpring
meeting.USA,2011.SS1.4.
10
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