Abstract. In this article the problem of increasing retirement age in terms of age discrimination and creating conditions encouraging elderly people to continue to work is discussed. This paper presents a study of stereotypes that affect students of management specialties in Russian institutions of higher education between the ages of 20 to 25 years old. The stereotype is investigated in the context of emotionally colored image of reality simplifying the process of perceiving it. The correlation between the students' existing stereotypes about elderly people and their perception of older employees has been conducted. As a result, 5 stereotypes that exist in young people have been defined. An analysis of the words chosen by students to describe the elderly shows little diversity in young people's perception of them. Lexical analysis shows that in the Russian language there are practically no concepts which allow creating a positive image of the elderly. The influence of the stereotypes on the perception of elderly people in terms of employment shows that older specialists are perceived as people with experience and knowledge but these experience and knowledge are irrelevant to the present.
Abstract. The development of power industry in the world today is driven by two main trends: the search for renewable energy sources and their use and the energy efficiency which require the development of smart grids. This paper brings up the issue of staff training for professional development of the Smart Grid technology and for use of its elements by customers in households. The problem of consumer readiness for the use of smart meters was studied. It was revealed that the considerable part of the respondents was not familiar with the definition of Smart Grid. That required the development of communication skills by energy engineering students and their social activity as well. The reasons mentioned make actual the following elements of engineering education: social responsibility, stress resistance, ability to forecast the future.
Abstract. This paper brings up the issue of staff training for professional development of the Smart Grid technology and for use of its elements by customers in households. It was revealed that the considerable part of the respondents was not familiar with the definition of Smart Grid. That required the development of communication skills by energy engineering students and their social activity as well. The reasons mentioned make actual the following elements of engineering education: social responsibility, stress resistance, ability to forecast the future.
The relevance of this work is caused by the fact that the technology assessment should contribute to sustainable global development, as well as help research and technology to remain socially-oriented. The interaction between science and society is extremely important for both sides: it is essential for scientists to have a motivation for their research, the final goal of emerging technologies application; and for society that consumes these technologies it should be clear how to use them efficiently and safely. Results present the first stage in the formation of social assessment of Smart-technologies, applied to the organization of challenged people life. The subject of the research is represented by challenged people, who should be fully integrated into social life. The authors pay special attention to the topic of the necessity to establish an appropriate environment in the context of realization of Smart-city concept. The main directions of the organization of Smart-city for challenged people are determined. The authors analyzed the possibilities of Smart-city formation in Tomsk (Russia) in order to establish accessible environment for challenged people. The barriers which hamper the creation of Smart-city are determined and classified according to the following criteria: Smart-Economy, Smart-technologies, Smartmanagement, and SmartGridSystems.
The article problematizes the characteristic of modern society as a Smart Society. As the evalua-tion criteria, the motives of human activity are suggested, which find their embodiment in the form of cultural objects. The consequence of the transformation of motives is presented by a change in cultural paradigm. The application of the term “paradigm” in relation to the phenomenon of culture allows focusing the attention on its components: axiological system to which the subjects of a particular cul-ture are oriented; algorithms of human behavior within the framework of culture and, accordingly, the prediction of his behavior; the formation of social mechanisms for typical problems solution. These elements of cultural paradigm present the criteria for the analysis of smart society. The analysis of various approaches to understanding the smart society allows concluding that the smart society pre-supposes continuous creation and development of new technologies, which accordingly requires continuous development and creation of knowledge, environment and infrastructure for its production and transmission. Thus, the author draws the conclusion that a smart-person is necessary for the functioning of the smart society. The comparison of philosophical concept of an intelligent person, formulated by Plato and modern social trends, makes it possible to distinguish the following characteristics of a smart per-son: a smart person makes smart decisions based on mathematical models and accurate calculations and competently uses smart devices. The formation of a smart-person is possible through an appropri-ate educational system which forms the appropriate characteristics and a cultural paradigm that trans-mits the corresponding axiological system. The contradictions within the smart paradigm are revealed: 1. Smart education aimed at the formation of open and responsible person finally creates only the skills of task performance, rather than problem statement of software products usage, without under-standing of the principles of their work; interaction with educational content, but not with a single person. 2. Absolute reliance on figures and statistical data leads to the leveling of the significance of hu-man being as imperfect against the background of the possibilities of accurate and rapid calculations and the error-free operations of artificial intelligence. The indicated contradictions are possible within axiological system formed by the smart para-digm: openness to perception of new components, continuous change, and elimination of emotional aspect. The condition for the existence of the presented values is the leveling of the transcendental component. In this context, the limitations of human existence are interpreted in a new perspective: a person is limited by his needs, which is an obstacle to economic growth; a person is limited to every-day life, as a result of which the process of self-determination is carried out only through the things and events that surround a person. This reduces the process of the formation of meanings to the pro-cess of continuous minor changes in material reality. A person does not become a goal for the world of smart technologies; he becomes a means of its existence. As a result, the conclusion is made that the actualization of human being within the framework of the smart paradigm requires the modification of some cultural landmarks, first of all, in the system of education, gender identity and religious affiliation.
This article defines the principles of the philosophical approach to the problems of engineering education. Ontological, epistemological and axiological components of the proposed approach are distinguished. Assessment criteria of engineering education models are specified. Basing on the presented principles and criteria, the analysis of Russian engineering education models is performed. The authors distinguish the following models: classical (tsarism), soviet transitional, soviet industrial, physicotechnical model, soviet mass (reproductive) and Russian transitional models. In addition among developing models it is possible to recognize the following ones: methodological (creative) and outrunning (advanced) models. On the basis of the performed analysis, positive and negative aspects of the distinguished models are determined, and, it is possible to make a conclusion that every accomplished model emergence was reasoned by particular issues raised in the state at the particular period of time. The talking point of the necessity to design a proactive model of engineering education is formulated.
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