М. А. Фёдорова, канд филол наук, доцент кафедры Иностранные языки Омгту я язык науки и техники в современном мире
 Скачать 6.65 Mb.
|
|
73,2 74,84 77,42 81,68 2013 2014 Результаты ЕНТ, язык обучения Казахский язык Русский язык 190 В процедуре ЕНТ-2015 приняли участие 66,9% от общего количества выпускников школ республики (124 382 человек, что ниже контингента 2014 года (-2%). Выпускники с государственным языком обучения составили превалирующую долю участников тестирования – 72,2%, тогда как с русским языком – лишь 27,8% выпускников (Рис) Рис. 2. Число участников ЕНТ в 2014-2015 г. Именно по результатам ЕНТ-2015 года в разрезе языка обучения отмечается факт существенного повышения среднего балла в школах с государственным языком обучения, благодаря которому разрыв между выпускниками школ с казахскими русским языками обучения сократился до 1,2 балла, в сравнении с 2014 – 6,84 балла. При этом в сравнении с 2014 годом учащиеся, тестируемые на русском языке, продемонстрировали более слабые результаты (-1,38 балла) Рис. 3). Рис. 3. Результаты ЕНТ 2014-2015 г. Язык обучения в % 73,2 74,84 77,42 81,68 Результаты ЕНТ, язык обучения Казахский язык Русский язык ВСЕГО УЧАСТНИКОВ ИЗ ГОРОДСКОЙ МЕСТНОСТИ ИЗ СЕЛЬСКОЙ МЕСТНОСТИ С КАЗАХСКИМ ЯЗЫКОМ ОБУЧЕНИЯ С РУССКИМ ЯЗЫКОМ ОБУЧЕНИЯ 87654 43675 43886 61654 25910 83262 42521 40741 60128 23134 Участники ЕНТ/человек 2014 2015 191 Данную тенденцию роста доли учащихся, обучающихся на государственном языке, также подтверждает Комитет по статистике Министерства национальной экономики РК. Так, если в 2012/2013 учебном году удельный вес получающих техническое и профессиональное образование на казахском языке составляла в 2013/2014 – 56,3%, тов году этот показатель вырос до 57,5 (Рис 4.). Рис. 4. Результаты ЕНТ 2014-2015 в % На основе результатов сравнительного анализа при диахроническом подходе) доказано, что в данный момент внедрения образовательных реформ фактор выбора языка обучения влияет на успешность в достижении студентами результатов в сравнении с другими языками обучения. Следовательно, дополнительные образовательные факторы языкового влияния выбора обучения должны быть учтены в улучшении образовательной политики, те. языковая политика оказывает свое собственное влияние на представление имиджа страны на мировой арене на основе образовательных реформ. Выводы Таким образом, количественный метод и статистическое описание воздействия языка обучения на прогресс Республики Казахстан демонстрируют дифференцирование в современном образовательном подходе к основе эксплицит- ных и имплицитных средств выражения интернационализации как лингвистического фактора, которые являются данными для описания успеха молодых людей в контексте Казахстана. Поэтому доминирующие особенности языкового выбора отражены в образовательных дискурсах. Результаты сравнительного анализа, в зависимости от дифференцирования в аспектах лингвистики, позволяют нам утверждать, что усиление дифференцирования прогресса казахстанских студентов может быть объяснено улучшением обучения и методологиче- С КАЗАХСКИМ ЯЗЫКОМ ОБУЧЕНИЯ С РУСКИМ ЯЗЫКОМ ОБУЧЕНИЯ 74,84 81,68 79,09 80,3 Результаты ЕНТ-2015 язык обучения 2014 2015 192 ских ресурсов, а также обучения учителей на государственном языке вследствие введения политики трехъязычия. Таким образом, гипотеза данной статьи подтверждена тем, что существует прямая корреляция между выбором языка обучения и успешностью казахстанского общества, а результаты данного исследования могут служить средством улучшения процесса интернационализации в образовании и для процесса локализации в целом. Список литературы 1. Выступление президента Республики Казахстан НА. Назарбаева на XIX сессии Ассамблеи народа Казахстана 27.04.2012.URL: http://old.kazembassy.ru /ru/posol/oficialnayaastana/vistupleniaprezidentark/57-visprrk12 2. Чайковская Н.Н., Осенмук Л.П. О некоторых тенденциях влияния казахского языка на русский язык в Казахстане//Русский язык как язык межкультурного и делового сотрудничества в полилингвальном контексте Евразии. Астана, 2009. С. 153–157. 3. Fierman W. Language and education in post-soviet Kazakhstan: Kazakh- medium instruction in urban school // The Russian Review. 2006. Vol. 65. pp. 98–116. 4. Nysanbayeva М language policy development in Kazakhstan.// Kazakhstaniethnopolicy model / Kazakh institute of strategic researches under the Presi- dent of RK. Almaty, 2002. pp. 123–124. 5. Tazhibaeva S.Zh., Kozyrev T.A. Interlingual Coordination in Modern Kazakh- stan //Siberian philological journal. 2015. № 2. pp. 124–133. УДК 811.111 CristianSpada, T.V. Aleynikova Polytechnic of Milan, Milano, Italia SOME ASPECTS OF EDUCATIONAL SYSTEM IN ITALY Abstract. The article describes the organization of the Italian school system (Childhood education, primary education, secondary education and university), espe- cially as regards the English language. The organization, the structure and the courses of the Polytechnic of Milan will then be described very briefly, providing some use- ful information on one of the top 30 universities worldwide. Subsequently, the aero- nautic engineering course will then be presented in order to introduce the topic of the thesis in question. The latter focuses on the solution to the problem of space debris by identifying an innovative methodology to use the residual energy, in the form of un- used propellant in the tanks of an upper stage of a spacecraft once the mission has been completed. The energy thus obtained through a gasification process will then be used in a gas engine to make corrections on the return trajectory and thus prevent the increase of the debris around the Earth's orbit. There will also be a brief digression in which my relationship with the English and Russian languages will be presented. 193 Keywords: School, English, Polytechnic of Milan, aeronautic engineering, gasi- fication system, mitigation technology, gas engine. Education in Italy Education in Italy is regulated by the Ministry of Education, University and Re- search in different ways depending on the legal form (public schools, private schools, private schools). The compulsory school lasts 10 years and covers the age group between 6 and 16 years. The system is divided as follows: • Nursery school for children aged 3 months to 3 years, not obligatory; • Kindergarten for children aged 3 to 6 years, not obligatory; • Primary school for children aged 6 to 11, obligatory; • Secondary school of first degree for children aged 11 to 14, obligatory; • Secondary school of second degree obligatory for children aged 14 to 16, not obligatory for children aged 16 to 19; • University From the age of 11 you start learning English. The latter is obligatory studied until the end of the scholastic path that precedes the university. The total number of years of study (starting from the age of 3 years) is 15, to which must be added the years of university study and those of doctorate. In secondary school, there are different study addresses (scientific, classical, lin- guistic, artistic, humanities and music), so it is possible to learn several foreign lan- guages such as Spanish, German and French, but the English language is always pre- sent. Without the knowledge of English, it is difficult to undertake a university course because, as we will see later, there are some entrance tests especially in the faculties of engineering and of course in the faculties with linguistic addresses. My opinion I believe that once the secondary school of second degree has been completed, the English language is somewhat abandoned. In my opinion it would be much more interesting and instructive to continue to study the language not only to take the ad- mission test or the single exam, but through compulsory supplementary courses to be followed during the academic year. In this way the preparation for the English lan- guage would be much more complete and established. A second point on which I would like to focus is about foreign languages. As far as my personal experience is concerned, I think that my linguistic preparation, even if based only on the knowledge of English, proves to be of a good level as it has al- lowed me to travel around Europe and beyond. It would probably be much more in- teresting to take advantage of supplementary courses for learning other languages outside the English language. Perhaps knowing that university is able to support for- eign projects, for example in the Russian Federation, it would be interesting to have additional courses of Russian for students who have to undertake a journey of several months. 194 In conclusion, here in Russia for me language is a problem, why not many peo- ple outside the school understand English and for me it is really very difficult to learn Russian in such a short time. The Polytechnic University of Milan The Polytechnic of Milan was found- ed in 1863 and takes its logo from the School of Athens, by Raffaello. Is the largest school of architecture, design and engineering in Italy, with three main cam- puses located in Milan, the heart of fashion and design industries, and five more prem- ises around the Lombardy region. Accord- ing to the QS ranking by subject 2018, it is ranked 20 th in the world, 7 th in Europe and 1 st in Italy among technical universities. Many important scientist and archi- tects studied and taught here; among them Achille Castiglioni, Gio Ponti, Renzo Pi- ano, and Aldo Rossi, both Pritzker Prize in 1990 and 1998 respectively, and Giulio Natta, Nobel Prize in chemistry in 1963 [1]. To date, there are about 37,000 stu- dents (60% engineers, 25% architects and 15% design), 7,000 freshmen, 900 PhD students, 1400 tenured professors and 1200 administrative technical staff [1]. The division of the departments is as follows [2]: • Design • Architecture and Urban Studies • Architecture, Construction Engineering and Built Environment • Chemistry, Materials and Chemical Engineering "Giulio Natta" • Electronics, Information and Bioengineering • Energy • Physics • Civil and Environmental Engineering • Management Engineering • Mathematics • Mechanics • Aerospace Sciences and Technologies – DAER Aerodynamics and fluid dynamics Dynamics and structural active control Atmospheric and spatial flight mechanics Aeronautics and space propulsion 195 Space missions Structures, materials and technologies Vibration and noise The Polytechnic of Milan provides training at different levels: basic, ad- vanced/specialist and research support for advanced applications. As far as the aero- space engineering branch is concerned, the training offer is divided as follows: Lectures and exercises in the class- room, numerical and experimental la- boratories. Frequency: not mandatory but strongly recommended especially for what concerns laboratory activities. Internships in the company: possi- bility of carrying out qualified train- eeships in aerospace and non-aerospace industries. To register for a course in Poly- technic of Milan it is necessary to take an admission test that includes a part in English. For the Academic Year 2018- 2019 for the Aerospace Engineering Course, a programmed number of 450 matriculations has been defined. In addition to a minimum average, a proficiency in English is required at advanced level (C1) [2]. The costs related to enrollment at the university are proportional to the so-called Equivalent Economic Situation Indicator (ISEE) that varies from family to family based on the number of people, the patrimony and the number of workers who form the family unit. Through this method it is possible to adapt the costs of the fees ac- cording to the economic availability of individual students. Additional cash prizes can be requested for academic merits (weighted average above 27/30), sporting mer- its or voluntary activities at the university [2]. Objectives of the Degree in Aerospace Engineering: Training according to the continuation of studies in one Master's Degree (Aeronautics and Space, but not only ...) Training in function of specific professional outlets Professional figure characterized by: Knowledge in basic engineering disciplines that can be used in similar in- dustries Skills for operating in aeronautics and space design and production sectors Specific skills to operate in the areas of airport management or management and maintenance of the air fleet 196 The Polytechnic University of Milan has also signed agreements all over the world, one of them with the Airbus group, for educational purposes and for inclusion in the company for new graduates. My path of study As a student of the Polytechnic of Milan in the master's degree in aeronautical engineering with spe- cialization in atmospheric and space flight mechan- ics, after having studied every single aspect of an air- plane and having spaced in different fields including the space one, I decided to add a new experience in my cultural baggage undertaking a career as a re- searcher at the Omsk State Technical University. Since human space activities began, debris gen- erated by these activities started to accumulate orbit- ing around Earth. At present, main space agencies and societies have started to highly concern about looking for means to reduce the amount of debris in the Low Earth Orbit and Geostationary Earth Orbit, as well as trying to find means to avoid the generation of new debris from future launches (remediation techniques). Fig. 2. Evolution of the number of space debris over the years This thesis will present the solution under study at Omsk State Technical Uni- versity [3], to de-orbit separating parts in an autonomous way using an Active Onboard De-orbiting System (AODS) [4]. The procedure will use the residual energy, under the form of unused propellant present inside the tanks of the Soyuz 2.1B launcher. This propellant (about 3% of the initial mass) that remains after a Space Launching Vehicle releases its load into orbit, it will be gasified through the use of an ultrasonic system through the agitation of the molecules that make up the fluid present in the propellant tanks. As a result, gasified propellants will be used in a vortex gas engine to develop the thrust needed to de- orbit the upper stage in a safe way back to Earth [5]. Fig. 1. Orbital distribution of space debris [3] 197 Fig. 3. Schematic representation of the problem References 1. Top Universities. "Politecnico di Milano." 16 Jul. 2015. Web. 1 Apr. 2018. 2. Politecnico di Milano. URL: https://www.polimi.it/. 3. Trushlyakov V., Lesnyak I. Y., Galfetti L. An experimental investigation of convective heat transfer at evaporation of kerosene and water in the close volume. 2017. 14 February. 4. Trushlyakov V., Kudentsov J., Makarov J., Shatrov Y., Baranov D. Ra- tionale for use of active onboard de-orbiting systems of the separating parts of the space launch vehicles. November 2014. 5. Trushlyakov V.I., Lempert D.B. Gasification of residues of liquid propellant compounds in fuel tanks of space launch vehicles. July 2014. УДК 811.111 Snigdha Sharma Graduate School of Management, Saint Petersburg State University, Russia HOW DO LINGUISTIC BARRIERS AFFECT BUSINESS EXPANSION IN RUSSIA? Abstract. The article describes how language barrier affects the possibility of business expansion of various multinational companies in Russia. With Hofstede Analysis a conclusion about negative impacts of only 10% Russian Population hav- ing the knowledge of “common global languages” create an adherence in the possi- bility of increased Foreign Direct Investment. 198 Keywords: linguistic exclusion, international expansion, Foreign Direct In- vestment (FDI), Gross Domestic Product (GDP), Hofstede Analysis, Business, Man- agement, strategy, Commonwealth of Independent States (CIS). Introduction Russia in a nutshell has an upper-middle economy transitioned to a capitalist na- tion just a decade ago. Ranked at 25 in the 2018 Bloomberg Innovation Index, Russia is known to be uprising [1]. As the British Empire expanded their respective colonies around the world the number English speakers multiplied exponentially as well. The ever evolving of globalization processes certainly successfully made an impact on the most different aspects of life on once a contemporary world. Approximately 1.75 bil- lion people speak English around the world and there are more than 50 English speaking countries, where English is either the official or the primary language [2]. It is the third most common primary language in the world. It is an "official" language in 35 countries where is it not the primary language. Because English is so widely spoken, it has often been referred to as a "world language" of the modern era [3]. During the last decade though Russia transferred its status from dependent and con- formable oil-and-gas supplier towards the major world energy player. It got the ad- vantage of its major reserve and geopolitical position. Hence the attitude of various nations changed for business expansion. Though various researches show that its quite pivotal while doing business abroad to adapt to national and cultural values and establish personal relationship. As practice shows, business is always done by people with a given cultural background, and in a given local environment. Russia moved to a market-based economy from a centrally a planned economy. The current Russian economy constitutes of various components of market capitalism. Statement of the problem It is though amusing that only 10% of Russian population have average knowledge of English or another “language of modern era”. This somehow leads to loss of customer, business and clients in an ideal business scenario. Learning a com- mon language or language of the customer is commendable and certainly go a long way to help a business make sales and build long term relationships. Brands are fail- ing to be fully understood in their interactions with consumers — leading to a very high possibility of losing customers as a result, according to a report. The study showed the nuances of emotion were also harder to gauge for non-native speakers with 32% of British and 31% of French agents finding it hard to recognize anger or upset in written communications [4]. It clearly showcase that if a country like the Great Britain can lose approximately 5% of its French business to language barrier, with only 10% English speakers in Russia, MNCs fear losing chunk of business pro- portion to already existing complexities of political, economic, social, technological, legal and environmental aspects of doing business in Russia. An analysis of doing business in Russia showcase that the country has the tech- nical expertise but still has not been able to increase the percentage of non-Russian MNCs in the country. According to the Global Counsel, a UK based company stated 199 that “Russia’s political economy defies simple categorization. It has always been a difficult place to do business, if sometimes a very profitable one [5].” Though the GDP of Russian Federation reached 1.283 trillion USD in 2016 falling from 2.231 trillion USD in 2013. Though the main reason was political instability, US Sanctions and unstable Oil prices. Irrespective of other factors companies have to combat the invest additionally on the translators for humans as well as machine specialist, which can add up to 12-15% of the cost. FDI flows into Russia have been declining rapidly since 2014 from 29,152 million USD to 11,858 million USD in 2015 and 37,668 mil- lion USD in 2016, due to geopolitical tensions between Russia, Ukraine and the Western countries. In 2016, FDI flows picked up again, reaching USD 37.7 billion, mainly as a result of the privatization of the Rosneft oil company. During the first nine months of 2017, FDI reached USD 24.83 billion [6]. Russia is ranked 35th (out of 190 countries) of the 2018 Doing Business ranking established by the World Bank [7], a 5-point increase compared to the previous year concentrating on the economics of ease of doing business in Russia which means that the regulatory environment is more conducive to the starting and operation of a local firm. It is expected that until 2020, the FDI which accumulates to 1.5% of the total GDP, with a steady annual growth of 1.2% [8]. This data gives quite an essential account that the reformed Rus- sian economy is booming and becoming even more attractive to foreign investors. Moreover, the fall in the oil price played a very dramatic and arguable role, though for few companies it was worth taking the risk. Russian business culture is opaquer and have influence of European living standards. Various sectors have influ- enced such growths. Concentrating mostly on service sector which composites 63% of GDP, Industrial; 32% and agriculture; about 4%. The countries that mainly invest in Russian Federation are European countries like Cyprus, the Netherlands, Luxembourg and Germany and neighboring CIS coun- tries, which have English as common language and somehow lack of Business lan- guage among Russians lead create an adherence for possibility of business and affect wit respect to time, cost and labor cost. Though the majority of issues related to un- derstanding of economics, litigation, security and tariff of international trade and in- vestment with respect to Russia have been amicably resolved, the one issue that con- tinually exhaust MNCs is the language barrier which creates problems in Russian in- vestment; both incoming and outgoing. The aspect of involving another person as a translator who has mutual understanding and knowledge with the ability to translate content into or from Russian properly, the possibility of business analysis becomes extremely painstaking, ultimately significantly diminishing the possibilities of future investment. |