Socrates Almanac
2013-2014
ISSN 2053-4736.(Print)
Socrates Almanac Publisher: Europe Business Assembly
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ISSN 2053-4736.(Print)
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Socrates Almanac
UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION
The United Nations Organization for Education, Science and Culture (UNESCO) was founded on 16 November 1945. UNESCO has 195 Members and 8 Associate Members. It is governed by the General Conference and the Executive Board. The Secretariat, headed by the Director-General, implements the decisions of these two bodies. The Organisation has over 50 field offices globally. Its headquarters are located at Place de Fontenoy in Paris (France), in an outstanding modernist building. Inaugurated in 1958, the building has recently been renovated.
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Afghanistan
Bangladesh
Burkina Faso
Albania
Barbados
Burundi
Algeria
Belarus
Cambodia
Andorra
Belgium
Cameroon
Angola
Belize
Canada
Antigua and Barbuda
Benin
Cape Verde
Argentina
Bhutan
Central African Republic
Armenia
Bolivia (Plurinational State of)
Chad
Australia
Bosnia and Herzegovina
Chile
Austria
Botswana
China
Azerbaijan
Brazil
Colombia
Bahamas
Brunei Darussalam
Comoros
Bahrain
Bulgaria
Congo
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United Nations Educational, Scientific and Cultural Organization
Cook Islands
Grenada
Libya
Costa Rica
Guatemala
Lithuania
Côte d’Ivoire
Guinea
Luxembourg
Croatia
Guinea-Bissau
Madagascar
Cuba
Guyana
Malawi
Cyprus
Haiti
Malaysia
Czech Republic
Honduras
Maldives
Democratic People’s Republic of Korea
Hungary
Mali
Democratic Republic of the Congo
Iceland
Malta
Denmark
India
Marshall Islands
Djibouti
Indonesia
Mauritania
Dominica
Iran, Islamic Republic of
Mauritius
Dominican Republic
Iraq
Mexico
Ecuador
Ireland
Micronesia (Federated States of)
Egypt
Israel
Monaco
El Salvador
Italy
Mongolia
Equatorial Guinea
Jamaica
Montenegro
Eritrea
Japan
Morocco
Estonia
Jordan
Mozambique
Ethiopia
Kazakhstan
Myanmar
Fiji
Kenya
Namibia
Finland
Kiribati
Nauru
France
Kuwait
Nepal
Gabon
Kyrgyzstan
Netherlands
Gambia
Lao People’s Democratic Republic
New Zealand
Georgia
Latvia
Nicaragua
Germany
Lebanon
Niger
Ghana
Lesotho
Nigeria
Greece
Liberia
Niue
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United Nations Educational, Scientific and Cultural Organization
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Norway
Saint Lucia
Sudan
Oman
Saint Vincent and the Grenadines
Suriname
Pakistan
Samoa
Swaziland
Palau
San Marino
Sweden
Palestine
Sao Tome and Principe
Switzerland
Panama
Saudi Arabia
Syrian Arab Republic
Papua New Guinea
Senegal
Tajikistan
Paraguay
Serbia
Thailand
Peru
Seychelles
The former Yugoslav Republic of Macedonia
Philippines
Sierra Leone
Timor-Leste
Poland
Singapore
Togo
Portugal
Slovakia
Tonga
Qatar
Slovenia
Trinidad and Tobago
Republic of Korea
Solomon Islands
Tunisia
Republic of Moldova
Somalia
Turkey
Romania
South Africa
Turkmenistan
Russian Federation
South Sudan
Tuvalu
Rwanda
Spain
Uganda
Saint Kitts and Nevis
Sri Lanka
Ukraine
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United Nations Educational, Scientific and Cultural Organization
United Arab Emirates
Yemen
United Kingdom of Great Britain and Northern Ireland
Zambia
United Republic of Tanzania
Zimbabwe
United States of America Uruguay Uzbekistan Vanuatu Venezuela (Bolivarian Republic of) Viet Nam
BOLOGNA PROCESS
The Bologna Process currently has 47 participating countries. While the European Commission is an important contributor to the Bologna Process, the Lisbon Recognition Convention was prepared by the Council of Europe and members of the Europe Region of UNESCO.
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Albania
Germany
Norway
Andorra
Greece
Poland
Armenia
Hungary
Portugal
Austria
Iceland
Romania
Azerbaijan
Ireland
Russia
Belgium
Italy
Serbia
Bosnia and Herzegovina
Kazakhstan
Slovakia
Bulgaria
Latvia
Slovenia
Croatia
Liechtenstein
Spain
Cyprus
Lithuania
Sweden
Czech Republic
Luxembourg
Switzerland
Denmark
Macedonia
Turkey
Estonia
Malta
Ukraine
Finland
Moldova
United Kingdom
France
Montenegro
England
Georgia
Netherlands
Vatican City
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United Nations Educational, Scientific and Cultural Organization
ARTICLES ON PIONEERING FIGURES IN THE FIELD OF SCIENCE AND EDUCATION
Confucius [551–479 BC, Zou, Lu state]
Socrates [c. 469 / 470 BC – 399 BC, Athens, Greece]
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By three methods we may learn wisdom: First, by reflection, which is noblest; second, by imitation, which is the easiest; and third by experience, which is the bitterest.
There is only one good, knowledge, and one evil, ignorance.
Entire ignorance is not so terrible or extreme an evil, and is far from being the greatest of all; accumulation of poorly assimilated knowledge is even worse. The really bad person is not the one who doesn’t know anything, but the one who doesn’t want to know. Because two vices combine in him.
Education is an ornament in prosperity and a refuge in adversity. Educating the mind without educating the heart is no education at all. The educated differ from the uneducated as much as the living differ from the dead.
Plato [c. 428-427 BC – c. 348-347 BC, Athens, Greece]
Aristotle [384 BC – 322 BC, Stagira, Chalcidice]
Cultivation to the mind is as necessary Marcus Tullius as food to the body. Studies are a spur to the young, a delight Cicero to the old, an ornament in prosperity, a consoling refuge in adversity, they are [106 BC – 43 BC, pleasure for us at home, and no burden abroad, they stay up with us at night, they Arpinum, Roman Republic] accompany us when we travel, they are with us in our country visits.
Leisure without books is death, and burial of a man alive.
Lucius Annaeus Seneca [c. 4 BC – 65 AD, Cordoba in Hispania]
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Articles on pioneering figures in the field of science and education
Gaius Petronius Arbiter
Education is a treasure and culture never dies.
[c. 27 – 66 AD, ancient Marseille]
Gaius Plinius Caecilius Secundus
Joy and consolation are both in education.
[61 / 62 – 113, Como]
Kai Kaus
Education is the face of the mind .
[11th century]
Leonardo di ser Piero da Vinci [1452 – 1519, Republic of Florence]
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Wisdom is the daughter of experience. Intellectual passion drives our sensuality.
Everything that comes is transient and only science is eternal.
Sebastian Brant [1458 – 1521, Strasbourg, France]
Education is the best way to make human’s spirit to be heroic.
Giordano Bruno [1548 – 1600, Nola, Kingdom of Naples, Italy]
Education is nothing but a reflection of reality.
Sir Francis Bacon [1561 – 1626, London, England]
All the sciences are connected with each other in such a way that it is easier to study all of them at once than only one of them individually.
Rene Descartes [1596 – 1650, La Haye en Touraine, Kingdom of France]
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Articles on pioneering figures in the field of science and education
Blaise Pascal [1623 – 1662, Paris, France]
Mikhail Vasilyevich Lomonosov
Accidental discoveries are made only by trained minds. All our dignity then consists in thought. But we must elevate ourselves, and not by space and time which we cannot fill. Let us endeavour then, to think well, this is the principle of morality. To foreknow is to rule.
Unsleeping work overcomes all the obstacles. Science is a clear knowledge of truth, enlightenment of intellect.
[1711 – 1765, Denisovka, Archangelgorod Governorate, Russian Empire]
Denis Diderot [1713 – 1784, Langres, France]
Immanuel Kant [1724 – 1804, Konigsberg, Kingdom of Prussia].
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Education gives a person dignity and even the slave begins to realise that he wasn’t born for slavery.
Each natural science has as much truth as much mathematics.Enlightenment is a way out for a person of the state of minority in which he was, through his own fault. Minority is incapacity to use one’s own mind without the guidance of someone else. Minority though one’s own fault isn’t because of a lack of intelligence but due to the lack of determination and courage to use it without somebody’s guidance. Be wise! Have courage to use your own brains! This is the motto of Enlightenment!
A person is immortal thanks to his perception. Perception and thinking are the root of his life, his immortality.
Georg Wilhelm Friedrich Hegel [1770 – 1831, Stuttgart, Wurttemberg]
Learning decorates a person in his happiness and is a refuge in his misfortune. This ideal and rational middle term is speech, the tool of reason, the child of intelligent beings.
The lecturer should give the audience full reason to believe that all his powers have been exerted for their pleasure and instruction. The five essential entrepreneurial skills for success are concentration, discrimination, organisation, innovation and communication.
To follow the thoughts of a great person is a very interesting work. Education reduces our experiences of fleeting life.
Alexander Vasilyevich Suvorov [1730 – 1800, Moscow, Russian Empire]
Michael Faraday [1791 – 1867, London, England]
Alexander Sergeyevich Pushkin [1799 – 1837, Moscow, Russian Empire]
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Articles on pioneering figures in the field of science and education
Kozma Petrovich Prutkov [1803 – 1863, (a fictional author invented by Aleksey Konstantinovich Tolstoy and his cousins)]
Fyodor Ivanovich Tyutchev [1803 – 1873, Ovstug near Bryansk, Russian Empire]
Ludwig Andreas von Feuerbach
Science sharpens the mind, education sharpens the memory. Live and learn! And you will finally reach the state when you, like a wise man, will have the right to say that you know nothing.
Every weakening of intellectual life in society inevitably involves the hardening of material bents and abominably selfish instincts.
Love of science is love of truth, that is why honesty is the main virtue of the scientist.
[1804 – 1872, Landshut, Bavaria]
Herbert Spencer [1820 – 1903, Derby, Derbyshire, England]
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Science is organised knowledge.
First among all nations will always be that one which surpasses others in the field of thought and mental activity.
Louis Pasteur
It is not enough that enlightenment brings to people both welfare and power; it also brings to a person such a sincere delight with which nothing can be compared. Every educated person feels it and will always say that without education his life would be empty.
Nikolay Gavrilovich Chernyshevsky
It is about time that science takes the lead over imagination.
[1822 – 1895, Dole, France]
[1828 – 1889, Saratov, Imperial Russia]
Jules Gabriel Verne [1828 – 1905, Amiens, France]
Work, look for peace and calm in work: you will find it nowhere else. Science is a common heritage, but because justice demands the greatest scientific glory to be given not to the one who first expressed the well-known truth, but to the one who was able to convince others of it, the one who has shown its validity and made it applicable in science. Science starts when people start to measure. Exact science is inconceivable without measures.
Dmitry Ivanovich Mendeleev [1834 – 1907, Verkhnie Aremzyani, Russian Empire] Socrates Almanac ‘Science and Education. Oxford Review’
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Articles on pioneering figures in the field of science and education
Vasily Osipovich Klyuchevsky [1841 – 1911, Penza Governorate, Russia]
Oscar Fingal O’Flahertie Wills Wilde
Science is often confused with knowledge. This is a profound misunderstanding. Science is not only knowledge, but also perception; i.e. it is the ability to use knowledge.
You can never be overdressed or overeducated.
[1854 – 1900, Dublin, Ireland]
Anton Pavlovici Chekhov [1860 – 1904, Taganrog, Russian Empire]
Rabindranath Thakur [1861 – 1941, Calcutta, Bengal Presidency, British India]
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Science is the most important, the most beautiful and the most necessary thing in life, it has always been and it will be the highest expression of love, only with the help of science will man win over nature and over himself. There is no national science as there is no national multiplication table.
Wise men, men of science, break through the thickness of knowledge reaching eternal glory with the help of permanency and daring.
Science is a great beauty. A scientist is not just a technician in his laboratory, he is a child who faces the phenomena of nature that are acting on him like a fairy tale.
To be able to be caught up into the world of thought – that is being educated.
Marie Sklodowska Curie [1867 – 1934, Warsaw, Kingdom of Poland]
Edith Hamilton [1867 – 1963, Dresden, Germany]
Education is what remains after one has forgotten everything he learned in school. Most of the fundamental ideas of science are essentially simple, and may, as a rule, be expressed in a language comprehensible to everyone. Science is not and will never be a completed book. Science is the incessant centuries-old work of the thinking which brings together all knowable phenomena of our world by means of a system. Real progress of humanity depends not so much on the inventiveness of the mind, but on the consciousness. Science is the main element that unites the thoughts of people scattered across the globe, and it is one of the highest of its purposes. In my opinion, there is no other human activity where agreement between people could be more obvious. Science opens enormous opportunities to those who serve it. Science is necessary for people. The country which doesn’t develop it turns inevitably into a colony. The further an experiment is from the theory, the closer it is to a Nobel Prize.
Albert Einstein [1879 – 1955, Kingdom of Wurttemberg, German Empire]
Jean Frederic Joliot-Curie [1900 – 1958, Paris, France]
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Articles on pioneering figures in the field of science and education
Lev Davidovich Landau [1908 – 1968, Moscow, Russia]
Kahlil Gibran
The Chief Justice of any physical theory is experience. Without experimenters, theorists become sick. The sciences are divided into natural and unnatural ones. A new theory begins to predominate when the followers of the old one are dead.
Education sows not seeds in you, but makes your seeds grow.
[1883 – 1931, Bsharri, Northern Lebanon]
Nelson Mandela
Education is the most powerful weapon you can use to change the world.
[1918, Mvezo, South Africa]
Stephen King [1947, Portland, Maine]
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The brain is a muscle that can move the world.
NEWS. NEW IDEAS, DISCOVERIES AND DEVELOPMENTS IN 2013
The following list briefly describes scientific discoveries of 2013 and is taken from the Wikipedia page on the subject A number of significant scientific events have occurred in 2013, including the discovery of numerous Earthlike exoplanets, the development of viable lab-grown ears, teeth, livers and blood vessels and the atmospheric entry of the most destructive meteor since 1908. The year has also seen successful new treatments for diseases such as HIV, Usher syndrome and leukodystrophy, and a major expansion in the use and capabilities of technologies such as 3D printing and autonomous cars. · Britain’s first hand transplantation operation is successfully conducted. · Remarkably well-preserved zinc pills are discovered aboard a 2,000-year-old Roman shipwreck, giving a rare insight into Roman medicine. · Scientists develop a breathalyzer-like breath test that could be used to quickly and accurately diagnose lung infections. · An international team of scientists develops a functional lightbased ‘tractor beam’, which allows individual cells to be selected and moved at will. The invention could have broad applications in medicine and microbiology. · Scientists design an evolution-inspired organic solar cell with a novel geometric pattern that increases its energy-harvesting efficiency. · Medical researchers develop a new method of efficiently detecting cancer using bioelectric signals. In addition, they were able to manipulate cellular electric charge levels to prevent certain cells from developing cancer. · American researchers develop a new molecular therapy which can cross the blood-brain barrier to deliver medicines to the 22
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brain, potentially helping to treat neurological diseases such as Parkinson’s disease. · A study finds common genetic links between five major psychiatric disorders: autism, ADHD, bipolar disorder, depression, and schizophrenia. · British dental researchers grow viable teeth from a combination of gingival cells and stem cells, potentially allowing future patients to receive living teeth to replace diseased or damaged ones. · Stanford University researchers develop ‘CLARITY’, a method of making brain tissue transparent using acrylamide, allowing brain structures to be studied in unprecedented detail without requiring extensive biopsies. · In a study published in Nature, Oregon Health & Science University researchers describe the first creation of human embryonic stem cells by cloning. · American and Swiss researchers develop a new form of telescopic contact lens designed to improve the vision of sufferers of age-related macular degeneration, which previously could not be ameliorated with contact lenses. · Italian scientists successfully treat the symptoms of leukodystrophy in six young children using gene therapy. · Physicists create a potassium-based quantum gas which can be manipulated by lasers and magnetic fields to reach negative temperatures. At such temperatures, matter begins to exhibit previously unknown qualities. · Scientists prove that quadruple-helix DNA is present in human cells.
· Scientists discover live bacteria in the subglacial Antarctic Lake Whillans.
images with greater definition than conventional LCD and plasma screens.
· Chinese scientists develop a carbon-based aerogel which they claim is the lightest material yet produced, with a density only slightly greater than that of air.
· Toyota demonstrates an autonomous car capable of sensing and reacting to its surroundings, monitoring its driver and communicating with other vehicles.
· Russian scientists announce the discovery of mammoth blood and well-preserved muscle tissue on an adult female specimen in Siberia.
· British and Canadian researchers create a tablet computer which is as thin as paper and also flexible.
· American and German scientists develop a simple and efficient new method for desalinating seawater, using a small electric field to separate salt from water without needing complex filter membranes.
· Scientists at Scotland’s Heriot-Watt University develop a 3D printer that can produce clusters of living stem cells, potentially allowing complete organs to be printed on demand in future.
· Astronomers at the Harvard-Smithsonian Centre for Astrophysics (CfA) report that ‘at least 17 billion’ Earth-sized exoplanets are estimated to reside in the Milky Way Galaxy.
· In a series of separate developments, American and Japanese engineers create 3D printers that can produce edible meals with a range of flavours and textures on demand. These could both replace conventional ready meals and allow astronauts to enjoy a far more varied diet.
· American astronomers announce the discovery of seven new exocomets – more than double the previously known number of such objects. The exocomets were discovered using the McDonald Observatory in Texas, which imaged the chemical signatures of the comets’ tails.
· Internet entrepreneurs Sergey Brin and Mark Zuckerberg announce a new global prize for excellence in the life sciences, offering US$3 million to each recipient.
· NASA reports the discovery of Kepler-37b, the smallest exoplanet yet known, around the size of Earth’s Moon. · At the 44th annual Lunar and Planetary Science Conference, scientists announce the discovery of the first known meteorite to originate from Mercury. The green rock, known as NWA 7325, is thought to be 4.56 billion years old. · LG Electronics releases the first commercial OLED television. OLED screens are thinner, more efficient and capable of displaying
· NEC and Corning Inc. develop a multi-core fibre optic cable that can transfer a record-breaking petabit of data per second. · American engineers develop a wirelessly charged flexible battery that can continue to function even if stretched to three times its usual size. With further development, the invention could be used to power flexible smartphones, tablets and medical electronics. · Researchers develop smart self-healing circuits that can rapidly restore themselves to a fully functional state by detecting and neutralising electronic faults.
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News. NEW IDEAS, DISCOVERIES AND DEVELOPMENTS IN 2013
·· Scientists create a robotic ant colony that behaves like a real one. The tiny machines can be programmed to avoid obstacles and find the quickest route through a network or maze. ·· Philips demonstrates a new type of LED lighting that is reportedly twice as energy-efficient as any previous electric light bulb. ·· Scientists develop a new form of lithium-ion battery which is thousands of times more powerful than current battery technologies, while also charging much faster. The battery uses a compact 3D design, intertwining its electrodes to maximize its surface area while reducing its volume. ·· IBM develops a robot which combines telepresence and augmented reality technologies to assist engineers working on complex projects in remote areas. ·· American and Chinese scientists develop a sensor array which is as sensitive to touch and pressure as the human fingertip. The invention may pave the way for new robotic sensors, electronic interfaces and types of artificial skin. ·· Researchers develop a thermal invisibility device, measuring 5 cm wide, able to ‘cloak’ objects from heat. ·· Microsoft develops a 3D touch screen that uses force sensors and a robotic arm to allow users to ‘feel’ objects that it displays. ·· Michigan State University reports that climate change is fuelling larger and more destructive wildfires in the United States, a trend that is set to continue.
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·· Efficient chemical synthesis of ingenol mebutate is achieved for the first time. This compound - found in the Euphorbia genus of plants - is of great interest to drug developers for its anticarcinogenic properties. ·· The American Meteorological Society releases its peer-reviewed ‘State of the Climate’ report, showing how the impacts of global warming are worsening. ·· A new ‘super-glass’ coating produced by Harvard University researchers could lead to self-cleaning, scratch-resistant windows and other surfaces. ·· The world’s first hamburger made entirely of lab-grown in-vitro meat is eaten in London. ·· A Japanese company develops a reusable skin patch which can treat chronic high blood pressure by constantly releasing bisoprololinto the bloodstream. It is reported to be safer than conventional blood pressure medication, and is easier to use for patients with swallowing problems. ·· Full-colour, 3D infrared images have been created by researchers, giving molecular-level chemical information of specimens in unprecedented detail. ·· A new study of the cosmic microwave background has looked back to within 100,000 years of the Big Bang, the furthest that has yet been observed. ·· A new deep brain stimulation device can simultaneously record brain activity while delivering therapy. It is hoped the automated
system could reveal major insights into a range of neurological and psychological diseases. ·· In its latest trial, a new malaria vaccine has been shown to be 100 percent effective. ·· A breakthrough in tissue engineering has allowed scientists to ‘grow’ the first true cartilage. The researchers believe entire organs may be possible by 2025. ·· A gene linked to idiopathic focal epilepsy (IFE) has been identified by MedUni Vienna researchers. ·· In the largest-ever analysis of cancer genomes, researchers have discovered the genetic imprints and signatures left by DNAdamaging processes that lead to cancer. ·· Scientists have built a fully functional mouse heart from human tissues. ·· Seagrass is 35 times more efficient at absorbing carbon than rainforests, according to research by the University of Technology, Sydney. ·· For the first time in 35 years, a new carnivorous mammal species the Olinguito - has been discovered in the Western Hemisphere. ·· NASA announces that the failing Kepler space observatory may never fully recover. New missions are being considered. ·· Extreme heat waves are likely to quadruple by 2040, according to new research.
·· Biologists from Tel Aviv University publish the first study on homosexual behaviour among insect species. ·· In an unprecedented effort by ETH Zurich Laboratories, computational quantum teleportation has been achieved in solidstate circuit. Using quantum entanglement methods, researchers have teleported approximately 10,000 qubits (quantum bits) per second on a specially designed chip. ·· The lowest temperature at which single-celled organisms can live and grow is -20°C, according to new research. ·· A study has found more evidence that toxic nanoparticles may be entering the human food supply, with potentially harmful effects. ·· A study has found that urban environments may cause increased brain size in animals. ·· NASA has released new images and a video of its planned asteroid capture mission. ·· The previous discovery of a new chemical element with atomic number 115 (temporarily named Ununpentium, symbol Uup) has been confirmed at GSI by researchers from Lund University in Sweden. ·· NASA reports that the Mars Curiosity rover used an Autonomous Navigation System (or ‘autonav’ - the ability of the rover to decide for itself how to drive safely) over unknown ground for the first time.
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News. NEW IDEAS, DISCOVERIES AND DEVELOPMENTS IN 2013
·· University of Washington researchers have performed what they believe is the first non-invasive human-to-human brain interface, with one researcher able to send a brain signal via the internet to control the hand motions of a fellow researcher. ·· Miniature, pea-sized human brains have been grown in the laboratory from stem cells. ·· Cooling waters in the tropical Pacific Ocean appear to be a major factor in dampening global warming in recent years, scientists say. ·· UK researchers have created the world’s fastest spinning manmade object, achieving 600 million revolutions per minute.
·· A NASA mission has revealed a new canyon, 460 miles (750 km) long and 2,600 feet (800 meters) deep in places, hidden below Greenland’s ice sheet. This is longer than the Grand Canyon. ·· Rising global temperatures are driving crop pests to higher and lower latitudes at nearly 3 kilometres per year, threatening global food security. ·· A team of international scientists has achieved a major breakthrough in nanosensing. ·· A new analysis indicates the amount of raw materials used to produce goods is far higher than previously thought.
·· By reducing the action of a single gene, mTor, researchers have increased the average lifespan of mice by 20 percent. Their research also shows that the effects of aging are not uniform.
·· Phase I clinical trials of SAV001 - the first and only preventative HIV vaccine - have been successfully completed with no adverse effects in all patients. Antibody production was greatly boosted after vaccination.
·· The East Antarctic Ice Sheet could be more vulnerable to climate change than previously thought, based on a new analysis of satellite imagery going back 50 years.
·· It has been confirmed that an undersea volcano in the northern Pacific is not a group of several volcanoes. This makes it the largest confirmed volcano on Earth. ·· Stanford researchers use DNA to assemble a transistor from graphene. ·· Two leading neurology researchers claim that prion-like proteins that mis-fold and aggregate into harmful ‘seeds’ are responsible for brain diseases associated with aging.
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·· The Lunar Atmosphere and Dust Environment Explorer (LADEE) is launched by NASA. It will measure the extremely thin atmosphere that surrounds the Moon.
·· Rapidly melting sea ice is causing ocean acidification in the Arctic to occur at faster rates than previously forecast, with serious implications for the food web, according to new research.
·· Researchers have developed a new method for improving the connections between stacked solar cells. It allows them to operate at concentrations of 70,000 suns worth of energy without losing much voltage as ‘wasted energy’ or heat.
·· NASA announces that Voyager I has officially left the Solar System, having travelled since 1977.
·· Phase 1 clinical trials of an implantable vaccine to treat melanoma have been initiated. ·· The National Institutes of Health has awarded grants of $17 million to eight research teams, with a focus on nanopore technology aimed at more accurate and efficient DNA sequencing. ·· Three ancient rivers may once have crossed the Sahara, allowing early humans to cross from Africa into the Mediterranean about 100,000 years ago, based on a new study. ·· Huge new reserves of groundwater have been found in Turkana County, northern Kenya. ·· Trees are speeding up their life cycles in response to climate change, backing up the results of an earlier study.
·· Americans are living longer and more healthily than ever before, according to one of the most comprehensive studies of its kind. There was a 3.8 year increase in average life expectancy during the previous two decades, with quality-adjusted life expectancy (QALE) also increasing. However, there was a notable rise in anxiety among young and middle-aged people beginning in 2001. ·· The Japan Aerospace Exploration Agency (JAXA) has launched its first Epsilon rocket, a new generation of smaller and cheaper launch vehicles. ·· Orbital Sciences launches the first Cygnus spacecraft. It is designed to transport supplies to the International Space Station (ISS). ·· Scientists working with the Curiosity rover on the planet Mars report ‘no detection of atmospheric methane with a measured value of 0.18±0.67 ppbv corresponding to an upper limit of only 1.3 ppbv (95% confidence limit)’ and, as a result, conclude that the probability of ‘current methanogenic microbial activity on Mars’ is reduced. en.wikipedia.org/wiki/2013_in_science
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News. NEW IDEAS, DISCOVERIES AND DEVELOPMENTS IN 2013
The following list of discoveries is taken from the SciTech Daily website Physicists Create Coherent Beams of Twisted Light By using a beam of electrons, a team of accelerator physicists has found a new method to create coherent beams of twisted light. Scientists at SLAC have found a new method to create coherent beams of twisted light - light that spirals around a central axis as it travels.
Researchers Demonstrate High Temperature Superconductivity in a Topological Insulator An international team of researchers has reported the first demonstration of high-temperature superconductivity in the surface of a topological insulator. Reliable quantum computing would make it possible to solve certain types of extremely complex technological problems millions of times faster than today’s most powerful supercomputers.
Scientists Estimate Earth’s Remaining Habitable Lifetime, Examine Habitability of Exoplanets By using habitable zone and stellar evolution models, astrobiologists from the University of East Anglia have estimated that habitable conditions on Earth will be possible for at least another 1.75 billion years. Findings published today in the journal Astrobiology reveal the habitable lifetime of planet Earth - based on our distance from the sun and temperatures at which it is possible for the planet to have liquid water.
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Microraptor Wind Tunnel Test Provides Insight into the Evolution of Bird Flight Scientists at the University of Southampton are examining the aerodynamic performance of feathered, non-avian dinosaurs, providing new insight into the evolution of bird flight. In recent years, new fossil discoveries have changed our view of the early evolution of birds and, more critically, their powers of flight.
Scientists Link Earth’s Westward Drift of Magnetic Field and Superrotation of Inner Core In a newly published study, researchers from the University of Leeds detail how they solved a 300-year-old riddle about which direction in which the centre of the Earth spins, linking the observed westward drift of the magnetic field and superrotation of the inner core.
Researchers Use Graphene in Photodetectors A newly published study details how graphene can be used in photodetectors to convert optical signals to electrical signals in integrated optoelectronic computer chips. Graphene - which consists of atom-thick sheets of carbon atoms arranged hexagonally - is the new wonder material: Flexible, lightweight and incredibly conductive electrically, it’s also the strongest material known to man.
Scientists Confirm that Life Really Could Have Come from Out of this World
ISS ‘Firestation’ Experiment to Explore the Tops of Thunderstorms
A newly published study shows that the basic building blocks of life as we know it can be assembled anywhere in the Solar System, confirming that life on Earth really could have come from out of this world. Scientists have discovered a ‘cosmic factory’ for producing the building blocks of life, amino acids, according to research.
A new four minute ScienceCast video explores the strange phenomena coming from the tops of thunderstorms and details the new ISS experiment called ‘Firestation’ that is set to explore the links between Terrestrial Gamma-ray Flashes, ordinary lightning, and sprites.
Could Life on Earth Have Originated from Somewhere Else?
Scientists Discover Life in the Sediments of an Antarctic Subglacial Lake
New research presented at the European Planetary Science Congress at UCL examines whether life forms would be able to survive an impact with the surface of the Earth, opening the door to the possibility that life did not originate on Earth but came from elsewhere in the universe.
Scientists from the British Antarctic Survey have discovered evidence of diverse life forms in the sediments of an Antarctic subglacial lake for the first time. Evidence of diverse life forms dating back nearly a hundred thousand years has been found in subglacial lake sediments by a group of British scientists.
Spitzer Reveals that Asteroid ‘Don Quixote’ is a Comet
http://scitechdaily.com/
Data from NASA’s Spitzer Space Telescope helped astronomers discover that the large asteroid called Don Quixote is in fact a comet. For 30 years, a large near-Earth asteroid wandered its lone, intrepid path, passing before the scrutinizing eyes of scientists armed with telescopes while keeping something to itself.
Neurobiologists Create New Memories by Directly Altering the Brain In a newly published study, neurobiologists demonstrate the ability to create specific memories by directly altering brain cells in the cerebral cortex. By studying how memories are made, UC Irvine neurobiologists created new, specific memories by direct manipulation of the brain, which could prove key to understanding and potentially resolving learning and memory disorders.
RANKINGS. RATINGS OF NATIONAL AND INTERNATIONAL UNIVERSITIES
Education is a service for the transmission of knowledge and skills.
The quality of education in any country is determined by the positions of its leading universities in international rankings. The calling card of a university is a place in the most popular international university rankings. University rankings are a mark of the quality of education provided and a guide for entrants and investors. Nowadays, the most trustworthy global ratings are the Academic Ranking of World Universities, the Times Higher Education World University Rankings and the QS World University Rankings. We present here several international university ranking systems which provide quality ratings for studies, starting with each ranking system’s stated aims and goals in evaluating quality of teaching and studyin
QS links high achievers from the graduate, MBA and executive communities around the world with leading business schools, postgraduate departments at universities and with employers, through websites, events, e-guides and technical solutions. QS organises the largest business education events in the world, the QS World MBA Tour, the QS World Executive MBA Tour and the leading postgraduate studies information event, the QS World Grad School Tour, amongst an extensive product range including print and online publications and software solutions.
QS is the leading global career and education network for ambitious professionals looking to further both their personal and professional development. With extensive contacts in the field of higher education, our industry expertise and experience gives us the flexibility to adapt to the needs of our prospective clients. Criteria: Research Teaching Employability Facilities Internationalization Innovation Engagement Access This area looks at the accessibility of the university to students. It looks at areas such as scholarships and bursaries, disability access and gender balance. http://www.topuniversities.com
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The Centre for Science and Technology Studies (CWTS) of Leiden University investigates the development of science, technology, and science-related innovation – often by using large-scale databases of scientific publications and patents. CWTS is a leading provider of science and technology indicators and of performance and benchmark studies of scientific groups and institutes, including bibliometric mapping and network analysis of science. CWTS has developed longstanding relationships with prestigious universities and is a recognized international leader in the field of bibliometrics, scientometrics, and informetrics. The CWTS information system offers full and unrestricted access to various in-house databases such as Web of Science, Scopus, and PATSTAT.
· PP (UI collab) (proportion of collaborative publications with industry). The proportion of the publications of a university that have been coauthored with one or more industrial partners. For more details, see University-Industry Research Connections 2013 here: http://www.socialsciences.leiden.edu/cwts/ research/uirc-scoreboard-2013.html
· MGCD (mean geographical collaboration distance). The average geographical collaboration distance (in km) of the publications of a university, where the geographical collaboration distance of a publication equals the largest geographical distance between two addresses mentioned in the publication’s address list. Special types of journals
Indicators: Impact indicators · The Leiden Ranking offers the following indicators of the scientific impact of a university: · MCS (mean citation score). The average number of citations of the publications of a university. · MNCS (mean normalised citation score). The average number of citations of the publications of a university, normalized for field differences and publication year. An MNCS value of two for instance means that the publications of a university have been cited twice above world average. PP(top 10%) (proportion of top 10% publications). The proportion of the publications of a university that, compared with other publications in the same field and in the same year, belong to the top 10% most frequently cited. Citations are counted until the end of 2012 in the above indicators. Author self citations are excluded. The PP(top 10%) indicator is more stable than the MNCS indicator, and we therefore regard the PP(top 10%) indicator as the most important impact indicator of the Leiden Ranking.
A journal is considered special if it meets at least one of the following two conditions: · The journal does not publish in English or it does publish in English but authors are concentrated in one or a few countries, indicating that the journal does not have a strong international scope. · The journal has only a small number of references to other journals in the Web of Science database, indicating that in terms of citation traffic the journal is only weakly connected to these other journals. This is the case for many journals in the humanities, but also for trade journals and popular magazines. The Leiden Ranking offers the possibility of excluding publications in special types of journals from the calculation of the indicators. The MNCS and PP (top 10%) indicators become significantly more accurate by excluding publications in special types of journals. By default, publications in special types of journals are excluded. The list of these journals is available at http://www.leidenranking.com/Content/special_ journals.txt http://www.leidenranking.com/ranking
Collaboration indicators The following indicators of scientific collaboration are provided in the Leiden Ranking: · PP (collab) (proportion of interinstitutional collaborative publications). The proportion of the publications of a university that have been co-authored with one or more other organizations. · PP (int collab) (proportion of international collaborative publications. The proportion of the publications of a university that have been co-authored by two or more countries. Socrates Almanac ‘Science and Education. Oxford Review’
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Rankings. Ratings of national and international universities
The ‘Webometrics Ranking of World Universities’ is an initiative of the Cybermetrics Lab, a research group belonging to the Consejo Superior de Investigaciones Científicas (CSIC), the largest public research body in Spain. CSIC is among the first basic research organisations in Europe. The CSIC consisted in 2006 of 126 centres and institutes distributed throughout Spain. CSIC is attached to the Ministry of Education and its main objective is to promote scientific research to improve the progress of the scientific and technological level of the country which will contribute to increasing the welfare of the citizens.
The Ranking Web or Webometrics is the largest academic ranking of Higher Education Institutions. Since 2004 every six months an independent, objective, free, open scientific exercise is performed by the Cybermetrics Lab (Spanish National Research Council, CSIC) to provide reliable, multidimensional, updated and useful information about the performance of universities from all over the world, based on their web presence and impact. · History
CSIC also plays an important role in the formation of new researchers and technicians in the different aspects of science and technology.
· Objectives and motivation
The organisation collaborates with other institutions of the Spanish R&D system (universities, autonomous governments, other public and private research organisations) and with social, economic, national or foreign agents to which it contributes with its research capacity and human and material resources in the development of research projects or in the form of consultancy and scientific and technical support. CSIC was founded in 1939 from a previous
· Composite indicators and Web Impact Factor
CWUR: WORLD UNIVERSITY RANKINGS 2013
· Influence, measured by the number of research papers appearing in highly-influential journals
In addition to providing consultation for governments and universities, the Center for World University Rankings aims to provide the most comprehensive university rankings available, which are trusted by students, academics, university administrators, and government officials from around the world.
· Philosophy and justification
· Design and Weighting of Indicators
http://www.webometrics.info/en/world
· Citations, measured by the number of highly-cited research papers · Patents, measured by the number of international patent filings
The Center for World University Rankings (CWUR) publishes the only global university performance tables that measure the quality of education and training of students as well as the prestige of the faculty members and the quality of their research without relying on surveys and university data submissions. CWUR uses seven objective and robust indicators to rank the world’s top 100 universities:
· Alumni employment, measured by the number of a university’s alumni who currently hold CEO positions at the world’s top 2000 public companies relative to the university’s size
· Quality of faculty members, measured by the number of academics who have won major international awards, prizes, and medals
The complete list of the world’s top 100 universities and a preprint describing the methodology can be found at the CWUR website
· Publications, measured by the number of research papers appearing in reputable international journals
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body, the Junta para la Ampliación de Estudios e Investigaciones Científicas created in 1907 under the leadership of the Spanish Nobel Prize Prof. Ramón y Cajal.
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· Quality of education, measured by the number of a university’s alumni who have won major international awards, prizes, and medals relative to the university’s size
w w w . c w u r. o r g
The first Ranking of National Higher Education Systems was published in May 2012 by Universitas 21. The rankings met a longstanding need to shift discussion from the existing rankings of the world’s best universities to the standing of the whole higher education system in each country. Universitas 21 developed the ranking as a benchmark for governments, education institutions and individuals. It aims to highlight the importance of creating a strong environment for higher education institutions to contribute to economic and cultural development, provide a high-quality experience for students and help institutions compete for overseas applicants. Research authors at the Melbourne Institute of Applied Economic and Social Research, University of Melbourne, looked at data from 48 countries and territories across 20 different measures.
The range of measures is grouped under four headings: · resources (investment by government and private sector), · output (research and its impact, as well as the production of an educated workforce which meets labour market needs), · connectivity (international networks and collaboration which protects a system against insularity) · environment (government policy and regulation, diversity and participation opportunities). Population size is accounted for in the calculations. Overall, in the 2012 Universitas 21 Ranking of Higher Education Systems, the top five were found to be the United States, Sweden, Canada, Finland and Denmark. Further details can be found in the full report
http://www.universitas21.com/article/projects/details/190/2012-rankings
Methodology: The ranking compares: The Academic Ranking of World Universities (ARWU), commonly known as the Shanghai Ranking, is a publication that was founded and compiled by the Shanghai Jiao Tong University to rank universities globally. The rankings have been conducted since 2003 and updated annually. Since 2009, the rankings have been published by the Shanghai Ranking Consultancy. ARWU is the first global ranking of universities to be published. Originally, the purpose of ARWU was to benchmark the performance of top Chinese universities but it is now used as a reference for universities worldwide in international academic standings. AWRU ranks more than 1,200 universities worldwide each year and publishes the top 500. It also publishes separate subject fields and subjects rankings. The Academic Ranking of World Universities is regarded to be one of the three most influential and widely observed international university rankings, along with the QS World University Rankings and the Times Higher Education World University Rankings. Its consistent and objective methodology is praised when compared with other rankings. However, it has also been criticised for its heavier focus on the natural sciences over the social sciences or humanities, and on research over the quality of instruction.
· 1200 higher education institutions worldwide according to a formula that took into account alumni winning Nobel Prizes and Fields Medals (10 percent), · staff winning Nobel Prizes and Fields Medals (20 percent), highlycited researchers in 21 broad subject categories (20 percent), · articles published in the journals Nature and Science (20 percent), · the Science Citation Index and Social Sciences Citation Index (20 percent) · the per capita academic performance (on the indicators above) of an institution (10 percent). The methodology is set out in an academic article by its originators, N.C. Liu and Y. Cheng. The methodology used by the Shanghai Rankings is entirely academic and research oriented. Further details concerning ranking list can be found on the website. http://www.shanghairanking.com
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Rankings. Ratings of national and international universities
U.S. News & World Report is a multi-platform, publisher of news and information, which includes www.usnews.com and www. rankingsandreviews.com, as well as the digital-only U.S. News Weekly magazine. U.S. News publishes annual print and e-book versions of its authoritative rankings of Best Colleges, Best Graduate Schools and Best Hospitals. In 2012 U.S. News launched a conference division focusing on important national conversations and solutions in STEM Education and Hospitals of Tomorrow.
·· Faculty student ratio – 20% ·· Citations per faculty (from SciVerse Scopus) – 20% ·· Proportion of International students – 5% ·· Proportion of International faculty – 5% In addition, rankings in five broad faculty areas are produced:
U.S. News has earned a reputation as the leading provider of service news and information that improves the quality of life of its readers by focusing on health, personal finance, education, travel, cars, news and opinion. The U.S. News World’s Best Universities rankings, based on the QS World University Rankings, evaluated schools in countries such as the United Kingdom, Australia, China, and more, and identified these to be the world’s top universities.
·· Arts & Humanities ·· Engineering & Technology ·· Life Sciences & Medicine ·· Natural Sciences ·· Social Sciences & Management.
Methodology: Further details concerning ranking list can be found on the website
·· Academic reputation (from global survey) – 40% ·· Employer reputation (from global survey) – 10%
http://www.usnews.com/education/worlds-best-universities-rankings
4 International Colleges & Universities is an international higher education search engine and directory reviewing accredited Universities and Colleges in the world. 4icu.org includes 11,160 Colleges and Universities, ranked by web popularity, in 200 countries. Methodology: Universities and Colleges are ranked by our exclusive 4icu.org University Web Ranking. The ranking has been published since May 2005. Since then the ranking methodology has been periodically fine-tuned in order to provide better results. The current ranking is based upon an algorithm including five unbiased and independent web metrics extracted from three different search engines: ·· Google Page Rank ·· Alexa Traffic Rank ·· Majestic Seo Referring Domains ·· Majestic Seo Citation Flow ·· Majestic Seo Trust Flow Web metrics data are collected on the same day to minimise temporal fluctuations and maximise comparibility. A precomputational filter is adopted to detect outliers in the raw data. 34
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Further investigation and a review of Alexa Traffic Rank data is carried out for universities adopting a subdomain (highly not recommended) as their official institutional home page. Once filtered (outliers) and reviewed (subdomains), web metrics data are normalised to a scale of 0 to 100 taking into consideration the logarithmic nature in which both the Google Page Rank and the Alexa Traffic Rank are expressed. The three normalised values are aggregated based on a weighted average algorithm which generates the final score and web ranking. The exact formula adopted to aggregate the three web metrics is not disclosed for copyright reasons and to minimise attempts of manipulation from university webmasters in order to achieve better rankings. The same philosophy is adopted by Google with regards to their search engine ranking algorithm. As the 4icu.org University Web Ranking is a non-academic ranking, the need for ranking methodology transparency and the ability of testing and reproducing the results, as suggested by the Berlin Principles on Ranking of Higher Education Institutions, is less stringent than for academic rankings. The aim of this website is to provide an approximate popularity ranking of world Universities and Colleges based upon the popularity of their websites. This is intended to help international students and academic staff to understand how popular a specific University/College is in a foreign country. Further details concerning ranking list can be found on the website http://www.4icu.org/top200/
The Times Higher Education World University
Our 13 performance indicators are grouped into five areas:
Rankings 2012-2013, powered by Thomson Reuters, are the only global university performance tables to judge world class universities across all of their core missions – teaching, research, knowledge transfer and international outlook. The top universities rankings employ 13 carefully calibrated performance indicators to provide the most comprehensive and balanced comparisons available, which are trusted by students, academics, university leaders, industry and governments.
· Teaching: the learning environment (worth 30 per cent of the overall ranking score) · Research: volume, income and reputation (worth 30 per cent) · Citations: research influence (worth 30 per cent) · Industry income: innovation (worth 2.5 per cent) · International outlook: staff, students and research (worth 7.5 per cent).
http://www.timeshighereducation.co.uk/world-university-rankings/
Youth Incorporated, a leading youth magazine in Mumbai, India is owned by Splash Publication Pvt. Ltd., a publishing house with a young team that gets serious when it comes to career deciding choices. We strongly believe that today’s students are ambitious, confident, gogetters, who will become the fearless leaders of tomorrow. A decade ago, an average teen may have conceded with his or her destiny and chosen any conventional profession from the few options available. That is no longer so. Today’s youth firmly believe in the axiom ‘It’s choice, not chance, that determines your destiny.’
Over 6,500 recruiters were sent emails with the survey link. The recruiter list was prepared from the responses of the institutes and also included internationally well-known recruiters. Below are the factors we considered and the overall weight assigned to them: · Careers, recruitment and industry viability of students – 55% · Diversity and international outlook – 10% · Innovation – 10%
Methodology: Youth Inc’s research unit calibrated extensive data from a variety of sources, which was then analysed to ascertain the top performing institutes of 2013. They chose institutes across the world after having discussions with thousands of students, recruiters and faculty. Youth Inc’s Research Unit (YRU) also studied domestic rankings in various countries to find the best institutes. We sent survey links to 1,100 institutes and provided them with unique codes so that they could submit their responses online. Current students of the institutes were asked to specify the stream they were studying and then rate specific statements pertaining to the factors considered in this ranking. Several institutes directly contacted their current students and recruiters and asked them to take part in our survey.
· Campus, extracurricular activities, exchange programmes – 15% · Money, student satisfaction – 10% Further details concerning the ranking list can be found on the website
http://www.youthincmag.com/wp-content/ uploads/2013/03/Global-University-Rankings-2013. pdf
UNITED KINGDOM
The Complete University Guide has been publishing league tables online since 2007, the league tables are compiled by Mayfield University Consultants.
The Complete University Guide site is managed by Robinson Digital Publishing in collaboration with Mayfield University Consultants.
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The Academic Ranking of World Universities (ARWU) is conducted by researchers at the Center for World-Class Universities of Shanghai Jiao Tong University (CWCU). CWCU has been focusing on the study of world-class universities for many years, published the first Chinese-language book titled world-class universities and co-published the first English book titled world-class universities with the European Centre for Higher Education of UNESCO. CWCU initiated the ‘First International Conference on World-Class Universities’ (WCU-1) in 2005 and organises the conference every second year, which attracts a large number of participants from all major countries. CWCU endeavours to build databases of major research universities in the world and be a clearinghouse for literature on world-class universities, and provide consultation for governments and universities. The Academic Ranking of World Universities (ARWU) is published and copyrighted by Shanghai Ranking Consultancy. Shanghai Ranking Consultancy is a fully independent organisation supplying higher education information and not legally subordinated to any universities or government agencies. For complete information on national rankings you may follow the links given below.
USA http://www.shanghairanking.com/World-UniversityRankings-2013/USA.html
FRANCE http://www.shanghairanking.com/World-UniversityRankings-2013/France.html
GERMANY http://www.shanghairanking.com/World-UniversityRankings-2013/Germany.html
CHINA http://www.shanghairanking.com/World-UniversityRankings-2013/China.html
JAPAN http://www.shanghairanking.com/World-UniversityRankings-2013/Japan.html
BRAZIL http://www.shanghairanking.com/World-UniversityRankings-2013/Brazil.html
SWITZERLAND http://www.shanghairanking.com/World-UniversityRankings-2013/Switzerland.html
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BELGIUM http://www.shanghairanking.com/World-UniversityRankings-2013/Belgium.html
CANADA http://www.shanghairanking.com/World-UniversityRankings-2013/Canada.html
SWEDEN http://www.shanghairanking.com/World-UniversityRankings-2013/Sweden.html
ITALY http://www.shanghairanking.com/World-UniversityRankings-2013/Italy.html
DENMARK http://www.shanghairanking.com/World-UniversityRankings-2013/Denmark.html
FINLAND http://www.shanghairanking.com/World-UniversityRankings-2013/Finland.html
NETHERLANDS http://www.shanghairanking.com/World-UniversityRankings-2013/Netherlands.html
ISRAEL http://www.shanghairanking.com/World-UniversityRankings-2013/Israel.html
RUSSIA http://www.shanghairanking.com/World-UniversityRankings-2013/Russia.html
This is the ranking of top-500 best regional Universities*. It is still in progress, and the results of the ranking will be represented at Oxford Summit of Leaders ‘Science and Education’.
· technical equipment level;
While drafting this list, experts-analysts of the EBA exercised the following criteria**:
· diversity of applying methods and programmes;
· involvement in international educational and exchange projects;
· regular implementation of new courses and subjects; · affordability of education in the University (price of education, conditions for applying);
· accessibility for foreigners;
· professors and staff qualifications;
· quality of education;
· University accreditation and certification;
· opportunities for international cooperation.
· alumni and students’ opinion;
http://www.summitofleaders.co.uk
*This ranking includes Universities of the fastdeveloping countries of Eastern Europe, Latin America, Asia, Africa and Arab World. **When compiling this list, such sources as The Times Higher Education, TopUniversities, Academic ranking of World Universities, Webometrics, 4International Colleges and Universities and other open sources were used.
INNOVATION
Innovation is the application of new solutions that meet new requirements, inarticulate needs, or existing market needs. This is accomplished through more effective products, processes, services, technologies, or ideas that are readily available to markets, governments and society. The term innovation can be defined as something original and new that ‘breaks into’ the market or into society. One usually associates it with new phenomena that are important in some way. A definition of the term, in line with these aspects, would be the following: ‘an innovation is something original, new, and important - in whatever field - that breaks into (or obtains a foothold in) a market or a society’. While something novel is often described as an innovation, in economics, management science and other fields of practice and analysis it is generally considered a process that brings together various novel ideas in a way that they have an impact on society. Innovation differs from invention in that innovation refers to the use of a better and, as a result novel, idea or method, whereas invention refers more directly to the creation of the idea or method itself. Innovation differs from improvement in that innovation refers to the notion of doing something different rather than doing the same thing better.
The world’s foremost innovative companies in education:
Coursera
Udacity and edX
Coursera is an education company that partners with the top universities and organisations in the world to offer courses online for anyone to take, for free. Our technology enables our partners to teach millions of students rather than hundreds.
For blowing open the online education market with the backing of seasoned entrepreneurs. Sebastian Thrun, founder of Udacity, is an award-winning professor at Stanford; Anant Agarwal, founding president of EdX, is an acclaimed former professor at MIT. Each has created online platforms offering courses for students at reduced or no charge, pioneering the format known as the massive open online course, or MOOC. The classes are from acclaimed institutions Stanford, MIT, Harvard, and UC Berkeley among them - and function as laboratories to test the internet as an education platform.
We envision a future where everyone has access to a world-class education that has so far been available to a select few. We aim to empower people with education that will improve their lives, the lives of their families, and the communities they live in. 38
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Rio Salado Community College
Duolingo
For creating a customised course-management and student-services system to keep track of at-risk students on its Arizona campus and online. It’s the fastest-growing community college in the nation, with 70,000 students in Arizona and online nationwide - mostly poor, Hispanic, and first-generation. The RioLearn system alerts faculty when a student’s attendance slips or if anyone misses an assignment and also sends students text message reminders. Within the first eight days of class, the data can predict which students are likely to drop out so that teachers can focus their attention on them. This year the system began to offer news, alerts, social networking features, and a single sign-on for all campus systems.
For crowdsourcing web translation by turning it into a free language-learning program. Developed at Carnegie Mellon, the program is both easy and addictive; pick the language you want to learn, sign up and start translating. Duolingo serves up a sentence for you to translate. If you don’t know a word, hover over it, and the site will define it for you in English. Advance through the levels and earn reward points. And never, ever pay. That’s because what you’re actually translating is internet content; essentially, you’re performing a service for the world wide web - a service Duolingo can sell, making it economically sustainable.
Amplify
InsideTrack
For charging into the new field of learning analytics. NewsCorp first dipped its toe into educational technology late in 2010 when it acquired Wireless Generation, a data systems engineering firm that built software to track student progress. The acquisition was announced just days after it was revealed that Joel Klein, the former superintendent of New York City Public Schools, would be joining the conglomerate as well. Last July it launched Amplify, an education technology unit led by Klein, which will produce open-source, tablet-based classroom assessment tools that will help teachers use classroom and student data to their advantage. NewsCorp also secured the support of AT&T, which will provide hardware during the program’s pilot phase.
For motivating 350,000 students nationally, from undergraduates to adults, to complete their education through intensive, individual counselling. Three hundred coaches work for InsideTrack, a 12-year-old San Francisco company that is the biggest player in the growing field of providing hourly counselling services for college students. InsideTrack has racked up good results; at the colleges it serves, it has boosted graduation rates by an average of 15%.
GameDesk
FunDza
For building STEM concepts into games that both engage and entertain. GameDesk is the product of seven years research at the University of Southern California to test the power of games as educational tools. The result has been some of the most exciting games in the field - both in playability and power to educate. A $3.8 million donation from AT&T early last year was the largest grant of any kind in the telecom giant’s history and will help the group develop its learning software - with, for instance, a version of Angry Birds that teaches kids the mathematics of a parabola.
For publishing a series of addictive YA novels that deal with racial and social issues while teaching South African high school students to read. A project of socially conscious publisher Cover2Cover Books, FunDza has three prongs: the Harmony High series, like the Sweet Valley High of the South African literary market, written for and appealing to everyday teens; a mobile site that hosts serialized short fiction and non-fiction narratives; and a mobile feature that lets students publish their own work. FunDza also provides free reading materials to schools that pledge to push literacy with their students.
www.insidetrack.com
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Innovation
Innovations in education awards - british council ClassDojo
EnglishAgenda
For giving teachers an app to help them solve their biggest problemclassroom management-through real-time feedback and online rewards. The cofounders are Sam Chaudhary, a former teacher and education analyst, and Liam Don, a game developer who turned down a recording contract to pursue a PhD in education technology. In its first year of beta testing, the site attracted more than 3.5 million teachers and students in 30 countries and raised $1.6 million in seed funding from investors including Learn Capital and Paul Graham of Y Combinator. The best part is that most of the growth has been viralword of mouth among teachers over Twitter and Facebook-showing that the program has real traction with its target audience.
The ELTons, sponsored by Cambridge English, are the only international awards that recognise and celebrate innovation in English language teaching (ELT). They reward educational resources that help English language learners and teachers to achieve their goals.
www.fastcompany.com/most-innovativecompanies/2013/industry/education
Project Olympus
Project Olympus, a Carnegie Mellon innovation centre, operates at the earliest stages of the value creation chain. It aims to augment and accelerate the process of moving cutting-edge research and great ideas to development and business stages through licensing, creating start-ups and through corporate collaboration and strategic partnerships. Olympus provides start-up advice, micro-grants, incubator space, connections for faculty and students across campus and with the wider regional, national and global business communities. A main goal is to create a climate, culture and community to enable talent and ideas to grow, creating a dynamic commercialisation eco-system. An initiative of the School of Computer Science, Project Olympus works collaboratively with all members of the university’s Innovation Eco-system. Based within the university’s academic sector, Olympus can easily tap into promising innovations that build on the wealth of university research and student ingenuity. Fostering collaborations, both on and off campus, Olympus leverages considerable community expertise and resources. Olympus PROBE projects (PRoblem-Oriented Business Explorations) are the centrepiece of the enterprise. Here teams of faculty and students from across campus explore the commercial potential of their research and ideas. Guidance is provided at every stage by the Olympus in-house Entrepreneurs-in-Residence and a network of economic development partners. Visit our Student and Faculty project pages to learn more. www.cmu.edu/olympus
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Applications are submitted online by the end of November and they are judged by an independent panel of ELT experts, using the Delphi Technique. The nominees are announced in March and the winners are announced at the awards ceremony in central London in May. Mary Glasgow Scholastic - ELTons 2013 winner of the award for innovation in learner resources British TV comes straight to the classroom with the Scholastic DVD Readers series! TheScholastic DVD Readers are a new innovative form of graded reader, blending non-fiction content area topics with episodes from top British TV series. Y.L. Teresa Ting - ELTons 2013 winner of the Macmillan Education Award for innovative writing Can EFL teachers deal with science content at upper-secondary level? What if science teachers master ‘only’ elementary-level English?’ CLIL - Biology Towards IGCSE is a product that answers these challenges in a pragmatic way. Helbling Languages - ELTons 2013 winner of the award for excellence in course innovation Hooray! Let’s play! is a brand new innovative course for teaching English to 3 to 5-year-olds. The course has a unique multisensory approach that develops young childrens’ core thinking and motor neuron skills. Kieran Donaghy - ELTons 2013 winner of the award for innovation in teacher resources Film English is a website which seeks to explore the possibilities which moving images, especially short films, offer to both language teachers and language learners. Speech in Action/Firsty Group - ELTons 2013 winner of the award for digital innovation Cool Speech: Hot Listening, Cool Pronunciation is an iPad application - a course in listening and pronunciation for upperintermediate and advanced learners.
English in Action, Bangladesh - ELTons 2013 winner of the award for local innovation English in Action is a professional development programme, which helps teachers in Bangladesh teach English more effectively. Teachers are provided with a low-cost mobile phone, pre-loaded with resources. Brita Haycraſt: ELTons 2013 winner of the British Council lifetime achievement award Described at the ceremony as ‘having total commitment to the school, its teachers and students’. Brita and her husband John started International House. englishagenda.britishcouncil.org/eltons
Microsoſt Executive Briefing Centre Located at the heart of the European Institutions in Brussels, the Microsoft Executive Briefing Centre for European Innovation offers a platform to engage in executive and structural ways with European Government Officials, Public Sector & Education customers and industry partners. At the Executive Briefing Centre (EBC), Microsoft and its European partners showcase innovative technology solutions that enable governments and the education community in Europe to create richer and more effective information technology infrastructures and services to the benefit of businesses, educators and citizens. The Microsoft Executive Briefing Centre for European Innovation includes three competence centres:
Innovation centres
· Centre of Excellence for Public Services and eGovernment Solutions which demonstrates strategies and solutions and shares best practices to help governments develop strong, sustainable information technology infrastructures that deliver ease of use, value through innovative technology and a clear roadmap for future. · School Technology Innovation Centre which provides a handson demonstration and learning laboratory for educators where innovative teaching practices can be shared and where information, training and equipment is provided to enhance the use of information and communications technologies in classrooms and curricula.
The Innovation Centre for Community and Youth Development The Innovation Centre for Community and Youth Development unleashes the potential of youth, adults, organisations, and communities to engage together in creating a just and equitable society. We have succeeded in our mission when: Community organisations are stronger, more willing, and able to pursue and share innovative solutions to age-old problems.
· Cloud and Interoperability Centre which demonstrates strategies and solutions and shares best practices to help governments understand the concept of Cloud Services and Interoperability and implement cloud services solutions. The Centre also provides a platform for discussion on key policy issues related to both Cloud computing and interoperability. www.microsoft.com/ebc/brussels.mspx
· people of all ethnic, racial, gender, class, educational, and geographic backgrounds gain recognition and sufficient support to contribute to community and youth development and youth civic engagement. · the field of community and youth development is more diverse and responsive to the courage, competence, and dedication of underrepresented youth. · young people are viewed as valued resources and partners in every community, and they respond to their respected status by devoting their tremendous energy and focus to the pursuit of social and economic justice. Socrates Almanac ‘Science and Education. Oxford Review’
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Innovation
Skolkovo Innovation Centre
Food Innovation Centre
The Skolkovo Innovation Centre is a planned high technology business area being built atSkolkovo near Moscow, Russia. The site aims to be a highly modern complex created to encourage science and technology companies. Although historically Russia has been successful with development of science and technology, its lack of entrepreneurial spirit led to government intervention with patents and the non-proliferation of Russian tech companies beyond the scope of regional service. This site is tasked with not only the development of technology start-ups but also marketing them properly. As corporations and individuals become ‘residents’ of the city, proposed projects and ideas receive financial assistance. Skolkovo was announced on 12 November 2009 by then Russian president Dmitry Medvedev. The complex is headed by Russian oligarch Viktor Vekselberg and co-chaired by former Intel CEO Craig Barrett.
The Food Innovation Centre (FIC) Agricultural Experiment Station is located in Portland, OR. The FIC is a resource for client based product and process development, packaging engineering and shelf life studies, and consumer sensory testing. Research work is conducted to develop innovative processing and packaging technologies. The FIC also engages in scholarly research in agricultural economics and marketing. The Agricultural Development and Marketing division of the Oregon Department of Agriculture (ODA) located at the FIC provides local, national, and international marketing access and development.
community.sk.ru
We partner with: the Department of Food Science and Technology (FST) to provide educational programs and subject matter expertise, the Small Business Development Centre (SBDC) to provide startup business development education for entrepreneurs, Portland Development Commission(PDC) for grant funding opportunities, Oregon Micro-enterprise Network (OMEN) working with small enterprises in both rural and urban locations.
Kuzbass Sorbents Company
Our clients include producers, processors, marketers, and entrepreneurs. We are committed to taking food products to market and advancing foods in and from the north-west USA.
The collaborative work at the FIC provides many opportunities for producers, processors, marketers, and entrepreneurs to actualise their food-to-market goals. Food Innovation Centre 1207 NW Naito Parkway, Suite 154 Portland, OR 97209 P: 503-872-6680 I F: 503 872-6648 fic.oregonstate.edu
Director Berveno Alexander Kuzbass Sorbents is innovative project for establishing in Russia production of new nanoporous carbon sorbents and fibers for separation and purification gases. Among other purposes, sorbents are used in lithium-ion batteries and supercapacitors. The use of sorbents will reduce emissions of greenhouse gases. In the estimation of the Freedonia Group, Russia’s market for nanoporous sorbents more to 20000 tons a year (1-1,5 mlrd.), world’s market - $2,5 mlrd. Russia has no manufacturers of this product. The potential customers are Air Products, Active Solar, Provita, Geliymash, Roskhimzashchita, Grasis, Koks, Elitech, Kamaz, etc. Kemerovo Russian Federation E-mail: sorbkuz@mail.ru www.sorbkuz.ru
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Scientix
European Institute of Innovation and Technology
Spice: creating a science pedagogy innovation centre for Europe.
The EIT is a body of the European Union. Our mission is to increase European sustainable growth and competitiveness by reinforcing the innovation capacity of the EU. We facilitate transitions: from idea to product, from lab to market, from student to entrepreneur.
The primary objective of the SPICE project is to collect, analyse, validate and share innovative pedagogical practices, particularly those using inquiry-based learning, whilst enhancing pupils’ interest in the sciences. Following the lessons learnt from the Inspire project regarding the use of resources in Maths, Science and Technology classes, as well as the insights gained from the Travel well projects, in December 2009 European Schoolnet (EUN, Belgium), Dum zahranicnich sluzeb MSMT (DZS, Czech Republic) and Direcção Geral de Inovação e Desenvo (DGIDC, Portugal) launched SPICE, a 2-year project funded under the European Commission’s Lifelong Learning Programme (DG Education and Culture), with the aim of establishing a Science Pedagogy Innovation Centre for Europe. SPICE supports this objective by singling out, analysing and validating good practice pedagogies and practices in maths, science and technology, which nowadays are mostly ICT-based, and disseminating them across Europe. The good practice criteria allow new projects to have guidelines to ensure their innovation and quality. SPICE involves teachers and experts from 16 participating countries. In each country one maths and/or science teacher has been selected to be part of the SPICE teacher panel. The teacher panel, along with a science expert panel, has helped the SPICE partners in defining 24 good practices (GPs) and characterising them correctly, so that the GPs can be transposed and tried out in schools in other countries. Each GP is tested in more than one country. Results of the trials are shared at a summer school organised by DZS in the Czech Republic. www.scientix.eu
To do so, we integrate higher education, research and business in areas of high societal need through our Knowledge and Innovation Communities (KICs), focused on the following topics: climate change mitigation (Climate-KIC), information and communication technologies (EIT ICT Labs) and sustainable energy (KIC InnoEnergy). The EIT headquarters are based in Budapest, Hungary. Knowledge and Innovation Communities gather hundreds of partners in 17 colocation centres across Europe. eit.europa.eu
German Centre for Research and Innovation The German Centre for Research and Innovation (GCRI) provides information and support for the realisation of cooperative and collaborative projects between North America and Germany. From Aspirin to the Z3, the first programmable calculator and forerunner of present-day computers, Germany is a land of ideas, inventions, and innovations. Ever since Johannes Gutenberg invented the printing press in 1440, the successful history of ‘Made in Germany’ continues unfalteringly. For centuries, German innovations have significantly shaped today’s world and promoted scientific, cultural, and economic progress in myriad ways. A trademark for know-how and originality, Germany shares a top spot among Europe’s innovation leaders. Based on the OECD’s 2009 Science, Technology and Industry Scoreboard, ‘Germany is the most inventive country in terms of patents after the United States and Japan.’ Every month innovations are selected, from suggestions by readers, to be featured in E-NNOVATION GERMANY, the GCRI’s newsletter. If you have a suggestion for a ‘German Innovation of the Month’ please write to: info@germaninnovation.org. www.germaninnovation.org/research-and-innovation/ german-innovations
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Innovation
Programmes of cooperation
Objectives KITENPI strengthens competitiveness of the involved regions in the area of ICT for increasingly global markets, and promotes competence in cross-border collaboration.
Aurora – Towards Modern and Innovative Higher Education The project aims at promoting university-to-business cooperation in consortia. Aurora builds on an agenda of higher education institutions and business benefiting from working together. In this context, universities need to develop partnerships with enterprises in order to be able to respond better to the demands of markets. Aurora develops the management capacity of Partner Universities, e.g. sharing good practices on mobility and mobility administration; creating transparent, democratic and open administration processes that enhance mutual responsibility and accountability in the decision-making processes; and improving transparency and recognition of studies and qualifications. For participating institutions Aurora will increase capacity for international cooperation and modernisation; transfer and sharing of knowledge and innovations between education institutions and business; foster a universities’ role in the regional economy; long-term partnerships and profitable opportunities. www.utu.fi/sivustot/em-aurora/project
КITENPI: Kolarctic It The northern regions of Norway, Sweden, Finland and NorthWestern Russia are characterized by a sparsely distributed population and an enormous potential for development. These regions have therefore been given special funding from the countries and the European Union. In today’s society ICT services are widely used at work and in personal life, and the Nordic countries are world leaders in ICT. The potential for new business is therefore very good, and deployment of ICT services in the Kolarctic region is increasing rapidly. Demand for ICT professionals is increasing, and their skills can be a basis for development and growth in the region. Regional employers require higher technical education, industrial experience, knowledge of the latest technologies and proficiency in English. ICT professionals with these competencies are however a scarce resource in the region. The Nordic countries experience low levels of student admission to ICT education. On the other hand recent studies show that lack of qualified ICT professionals will become a major problem within a decade if nothing is done. 44
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KITENPI has three specific cross-border objectives: · academic integration, to create a common pool of jobs and highly-trained ICT professionals, and tapping into the potential of recruiting more female students into ICT education, · innovation facilitation that increases industry involvement in education and exchange of best practice among the involved ICT regions, infrastructure improvements with an extended open IP network, and ICT tools that make distance education and collaboration easy. www.kitenpi.eu
European union programmes
Leonardo da Vinci programme The Leonardo da Vinci Programme funds practical projects in the field of vocational education and training. Initiatives range from those giving individuals work-related training abroad to large-scale co-operation efforts. Part of the European Commission’s Lifelong Learning Programme, this programme funds many different types of activities of varying scales. These include ‘mobility’ initiatives enabling people to train in another country, cooperation projects to transfer or develop innovative practices and networks focusing on topical themes in the sector. The people able to benefit from the programme range from trainees in initial vocational training, to people who have already graduated, as well as VET professionals and anyone from organisations active in this field. Leonardo da Vinci enables organisations in the vocational education sector to work with partners from across Europe, exchange best practices, and increase their staff’s expertise. It should make vocational education more attractive to young people and, by helping people to gain new skills, knowledge and qualifications, the programme also boosts the overall competitiveness of the European labour market. Innovation projects are key to the programme. They aim to improve the quality of training systems by developing and transferring innovative policies, courses, teaching methods, materials and procedures.
The ERASMUS Programme – studying in Europe and more ERASMUS is the most successful student exchange programme in the world. Each year, more than 230,000 students study abroad thanks to the Erasmus programme. It also offers the opportunity for student placements in enterprises, university staff teaching and training, and it funds cooperation projects between higher education institutions across Europe. Erasmus became part of the EU’s Lifelong Learning Programme in 2007, covering new areas such as student placements in enterprises (transferred from the Leonardo da Vinci Programme), university staff training and teaching for business staff. Erasmus is the perfect example of a European success story: close to 3 million students have participated since it started in 1987, as well as over 300,000 higher education teachers and other staff since 1997 (this type of exchange was also expanded further in 2007). The annual budget is in excess of 450 million euro; more than 4,000 higher education institutions in 33 countries participate and more are willing to join. Socrates Almanac ‘Science and Education. Oxford Review’
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Innovation
EUROGUIDANCE Euroguidance supports internationalisation of guidance and counselling Euroguidance is a European network of national resource and information centres for guidance. Euroguidance centres operate in about 34 countries. All Euroguidance centres share two common goals: · to promote the European dimension in guidance, · to provide quality information on lifelong guidance and mobility for learning purposes.
It also aims to promote voluntary convergence of the higher education systems in the Partner Countries with EU developments in the field of higher education. With regard to the Western Balkans, Tempus contributes to preparing candidate and potential candidate countries for participation in the integrated Life Long Learning Programme. In addition to promoting cooperation between institutions, Tempus also promotes a people-to-people approach. Tempus provides support to consortia of institutions composed mainly of universities or university associations. Non-academic partners can also be part of a consortium. The Tempus programme is implemented in close coordination with the Erasmus Mundus programme, which provides scholarships to third country students allowing them to participate in top-level Master courses and Doctorate programmes outside the EU. eacea.ec.europa.eu/tempus
The main target group of Euroguidance is guidance practitioners and policy makers from both the educational and employment sectors, in all European countries.
EURAXESS - Researchers in Motion EU programmes for education and training If you are a researcher planning your next move in Europe, look here for career opportunities and find relevant information and assistance. This link gives access to the web pages of the European Commission dedicated to Community programmes and actions in education and training. ec.europa.eu/euraxess
EUROPASS Europass comprises five documents to make your skills and qualifications clearly and easily understood in Europe: Two documents freely accessible, completed by European citizens: · the Curriculum Vitae helps you present your skills and qualifications effectively and clearly. You can create your CV online using tutorials or download the template, examples and instructions; · the Language Passport is a self-assessment tool for language skills and qualifications. You can create your Language Passport online using tutorials or download the template, examples and instructions. Three documents issued by education and training authorities:
TEMPUS PROGRAMME TEMPUS is the European Union’s programme that supports the modernisation of higher education in the EU’s surrounding area. Tempus promotes institutional cooperation that involves the European Union and Partner Countries and focuses on the reform and modernisation of higher education systems in the Partner Countries of Eastern Europe, Central Asia, the Western Balkans and the Mediterranean region. 46
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· the Europass Mobility records knowledge and skills acquired in another European country; · the Certificate Supplement describes knowledge and skills acquired by holders of vocational education and training certificates; · the Diploma Supplement describes knowledge and skills acquired by holders of higher education degrees.
A network of National Europass Centres is the first point of contact if you want to learn more about Europass. Objectives: 路 to help citizens communicate their skills and qualifications effectively when looking for a job or training; 路 to help employers understand the skills and qualifications of the workforce; 路 to help education and training authorities define and communicate the content of curricula. europass.cedefop.europa.eu/en/about
INNOVATIVE PROJECTS IN EDUCATION AND SCIENCE 2013
INSTITUTE FOR INNOVATION IN SCIENCE & MATHEMATICS EDUCATION (IISME) http://sydney.edu.au
IISME is a joint venture between the Faculty of Education & Social Work, and the Faculty of Science. IISME was officially launched on 26 February, 2010. IISME’s Director, Manjula Sharma (Science) and Deputy Director, Michael Jacobson (Education) help to bring together the collaborative and individual efforts of the researchers and units that make up IISME, and that have established portfolios in major research, professional practice and outreach at all levels within science and mathematics education.
and inquiry skills’ is lead by IISME’s deputy director, Michael Jacobson and will see researchers and school teachers work together to understand and develop ways of facilitating the learning of complex science using inquiry based methods in virtual environments.
RESEARCH PROJECTS
Professor Scott Kable has been steering research and innovation in learning in chemistry laboratories at a national level. The project is expanding into physics and biology with a national workshop scheduled for April 2010. The project has the support of the Australian Council of Deans of Science and is funded by ALTC.
IISME encompasses a broad range of research projects originating in different units and disciplines but falling within the area of science and mathematics education. Just a few of these projects are listed below. Science inquiry in schools IISME is steering an initiative to improve our understanding of teacher experiences and beliefs of science inquiry in the classroom. This work is a critical contribution to teacher professional development initiatives and to implementation of the Australian curriculum in the area of science learning. Virtual environments for learning scientific knowledge This ARC Discovery project entitled ‘Multi-user virtual environments and research into the learning and transfer of scientific knowledge 48
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Advancing science by enhancing learning in the laboratory (ASELL)
Innovations in primary science education Increasingly, Master of Teaching and Bachelor of Education students work with science students in a range of activities run by the Faculty of Science. The MyScience program is being adapted to MyScience@Sydney to provide scaffolded classroom experiences to primary education students. Pre-service teachers will collaborate with classroom teachers and scientists to plan and implement lessons where primary school students are introduced and guided to conduct first-hand investigations.
UNIVERSITY OF WISCONSIN-MADISON www.news.wisc.edu/21788
The projects are:
Partnerships
‘Chemical Engineering Online: Blended Learning in Foundation Courses,’ project lead, Professor Dan Klingenberg, Department of Chemical and Biological Engineering
‘Interactive Virtual Simulation in Human Anatomy: Applications of Clinically Relevant Integrated Advanced Imaging Modules in Anatomy Education,’ project lead, Professor Lonie Salkowski, Department of Radiology, Neuroscience, Medical Physics and Medical Education
‘Creating a Virtual Center for Advanced Nutrition in Techniques and Tools to Enhance the Well-being of Dairy Cows and Calves,’ project lead, Associate Professor Nigel B. Cook, Department of Medical Sciences ‘Geodesign Capstone Certificate Program,’ project lead, Professor Janet Silbernagel, Department of Landscape Architecture
‘Creating an Online Laboratory for Environmental Chemistry: Water Analysis through Educational Innovation,’ project lead, Associate Professor James Hurley, Department of Civil and Environmental Engineering, Environmental Chemistry Program
‘Video Course Development for Large Lecture Chemistry Courses,’ project lead, Senior Instructional Specialist Jim Maynard, Department of Chemistry
‘Interprofessional Education for Health Profession Students Utilizing the Case Scenario/Critical Reader Builder to Create a Shared Virtual Interactions with Patients,’ project lead, Clinical Assistant Professor Steven G. Oakes, School of Pharmacy
‘Case Scenario & Critical Reader Builder,’ project lead, Senior Instructional Design Consultant Les Howles, DoIt Academic Technology
‘Interprofessionalism Simulation-Based Team Training for Health Professional Students,’ project lead, Associate Dean Elizabeth M. Petty, School of Medicine and Public Health
‘Post-professional Occupational Therapy Doctorate,’ project lead, Associate Professor Ruth E. Benedict, Department of Kinesiology, Occupational Therapy Program
‘’Flipping’ PS 566: Contemporary American Political Thought,’ project lead, Professor John Zumbrunnen, Political Science
‘Yiddish Song and the Jewish Experience: A Blended Learning and Online Course,’ project lead, Professor Pamela Potter, Department of Jewish Studies, School of Music
‘Computational Social Scientific and Data Visualization Tools for Journalists and Communication Researchers,’ project lead, Assistant Professor Christopher Wells, School of Library and Information Studies, Journalism and Mass Communication
‘Web Computational Geometry,’ project lead, Professor Vadim Shapiro, Department of Mechanical Engineering, Computer Science, Industrial Engineering
‘Innovation in Education: Enhancing and Expanding the University of Wisconsin’s Prevention and Intervention Sciences Program,’ project lead, Associate Professor Craig A. Albers, Educational Psychology
‘Masters in Special Education - Uonline Model,’ project lead, Professor Kimber Wilkerson, Department of Rehabilitation Psychology and Special Education
‘Flexible Physics Mobile,’ project lead, Professor Duncan Carlsmith, Physics
‘Big Data Analytics Professional Certificate and Masters,’ project lead, Professor Brian Yandell, Department of Statistics and Computer Science ‘eLearning Innovations: Tools to Support Online Teaching and Learning,’ project lead, Dr. Kathleen A. O’Connell, Center for Patient
‘A New Curriculum Model for Selectives during the DVM Program,’ project lead, Interim Associate Dean for Academic Affairs Lynn Maki, School-wide, including all four academic departments ‘The Wisconsin Information and Communication Initiative,’ project lead, Kristin Eschenfelder, School of Library and Information Studies, Communication Arts Socrates Almanac ‘Science and Education. Oxford Review’
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PUBLICATIONS AND RESEARCH. SCIENTIFIC ARTICLES AND PUBLICATIONS (ANNOTATIONS)
Ramsden, Paul
Learning to Teach in Higher Education. Routledge
2013, p. 304 The completion behaviour of registered apprentices in Canada: who continues, who quits, and who completes programs? Empirical Research in Vocational Education and Training 5,
(2013): 30.
This bestselling book is a unique introduction to the practice of university teaching and its underlying theory. This new edition has been fully revised and updated in view of the extensive changes which have taken place in higher education over the last decade. The first part of the book provides an outline of the experience of teaching and learning from the student’s point of view. Part two shows how these ideas can enhance educational standards. The final part of the book looks in more detail at appraisal, performance indicators, accountability and educational development and training.
Christine Laporte, Richard E Mueller This study utilises a series of multinomial probit models and the 2007 National Apprenticeship Survey (NAS) to investigate the completion behaviour of individuals enrolled in apprenticeship programmes. These behaviours include continuing, discontinuing (or quitting), and completing programmes. The NAS contains detailed demographic information regarding respondents’ backgrounds and the characteristics of apprenticeship programs.
W. (Tony) Bates, Albert Sangra Managing Technology in Higher Education: Strategies for Transforming Teaching and Learning.
2011, p. 228. 50
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This book argues for a radical approach to the management of technology in higher education. It offers recommendations for improving governance, strategic planning, integration of administrative and teaching services, management of digital resources, and training of technology managers and administrators. The book is written for anyone wanting to ensure technology is integrated as effectively and efficiently as possible.
Norman E. Wallen, Jack R. Fraenkel ‘Educational Research: A Guide to the Process’ is a different kind of research text. It emphasises the ‘process’ of research, that is, what researchers actually do as they go about designing and carrying out their research activities. It promotes content mastery using a three-step pedagogical model that involves: a manageable chunk of text, a comprehension or application exercise, and author feedback on the exercise. The text contains approximately 150 of these exercise-feedback units.
Educational Research: A Guide to the Process. Taylor & Francis 2013, p. 568.
Roy Killen This is an easily understandable and practical guide to effective teaching for teachers and trainers in all instructional settings: school, further education and training, and higher education. It is particularly useful for students, both as a text for their theoretical studies and as a reference during their practical teaching experiences and their later teaching careers. This second edition has been extensively revised and now includes introductory chapters that provide a strong theoretical base as well as a chapter on outcomes-based assessment.
Teaching Strategies for Outcomes-based Education. Juta and Company Ltd
2013, p. 402.
Tom Nesbit, Michael Welton UNESCO’s 1997 CONFINTEA V conference in Hamburg has been described as the high-water mark of international adult education policy-making. It produced one of the most utopian statements about adult education and learning of the past 25 years: the Hamburg Declaration on Adult Learning and Agenda for the Future. In this volume, North American and international scholars critically assess how far the visionary statements of the Hamburg Declaration have been advanced and implemented.
Adult Education and Learning in a Precarious Age: The Hamburg Declaration Revisited. John Wiley & Sons
2013, p. 112.
Bowen, W. Higher Two of the most visible and important trends in higher education today are exploding costs and the rapid expansion of online learning. Could the growth in online courses slow the rising cost of college and help solve the crisis of affordability? In this short and incisive book William G. Bowen argues that new technology-based teaching and learning initiatives, including the highly publicised emergence of ‘massive open online courses’ (MOOCs) could transform traditional higher education - allowing it at last to curb rising costs by increasing productivity.
Education in the Digital Age. Princeton NJ: Princeton University Press
2013, p. 192. Socrates Almanac ‘Science and Education. Oxford Review’
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Publications and research. Scientific articles and publications (annotations)
Philip Altbach
The International Imperative in Higher Education. Sense Publishers
7 June 2013, р. 212.
21st century higher education faces immense changes from the broad impact of globalisation to the implications of massification and the growth of enrolments worldwide. The International Imperative in Higher Education focuses on most of the central elements affecting universities worldwide. This book consists of 40 concise essays analysing key aspects of global higher education. They bring together broad analysis and an underlying concern for the public good aspects of higher education in a comparative and international framework.
International Association of Universities World Higher Education Database Single User 2013. London: Palgrave Macmillan
2013.
The most comprehensive reference tool available in the field of higher education, the World Higher Education Database 2013 incorporates the IAU database in a cross-referenced, fully searchable CD-ROM. Over 18,000 universities in over 180 countries.
Jorge Balan Latin America’s New Knowledge Economy: Higher Education, Government, and International Collaboration. Institute of International Education 2013, p.154.
The last few decades have been a time of impressive growth and change for higher education in Latin America. Latin America’s New Knowledge Economy reviews the policies, institutions, and programmes that helped bring about these changes, as well as their outcomes in terms of access, workforce training, and research. In the book, leading scholars from Latin America in the U.S. explore key issues, including higher education’s role in advanced workforce development, trends in academic mobility and outcomes for brain circulation, and investment in the region by U.S. universities and corporations.
Xianlin Song, Kate Cadman Bridging Transcultural Divides: Asian Languages and Cultures in Global Higher Education. University of Adelaide Press
2012, p. 286. 52
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This volume presents the diverse approaches and achievements of scholars of Asian cultures and languages in today’s global academy. Recent vast increases in student numbers and ethnic diversity have created pressing challenges for a higher education which engages with contemporary concerns for Asian societies as well as for Asian students involved in Western education. This collection of scholarly analyses demonstrates the centrality and significance of Asian Studies and languages for these globalising academic communities.
Susan R. Jones, Vasti Torres, Jan Arminio Negotiating the Complexities of Qualitative Research in Higher Education illuminates the complex nature of qualitative research, while attending to issues of application. This text addresses the fundamentals of research through discussion of strategies, ethical issues, and challenges in higher education. Seasoned researchers Jones, Torres, and Arminio combine high-level theory with practical applications and examples, showing how research in higher education can produce improved learning outcomes for students, especially those who have been historically marginalised
Negotiating the Complexities of Qualitative Research in Higher Education Fundamental Elements and Issues. 2nd. Routledge
2013, p. 238.
The New Media Consortium The Technology Outlook Australian Tertiary Education 2013-2018 reflects a collaborative research effort between the New Media Consortium (NMC) and Open Universities Australia to help inform Australian educational leaders about significant developments in technologies supporting teaching, learning, and creative inquiry in tertiary education. The Technology Outlook for Australian Tertiary Education 2013-2018 was produced to explore emerging technologies and forecast their potential impact expressly in a tertiary education context.
Technology Outlook for Australian Tertiary Education 2013-2018 An NMC Horizon Project Regional Analysis.
2013, р. 23.
Rena M. Palloff, Keith Pratt Rena Palloff and Keith Pratt, the most trusted online teaching experts, have completely updated and revised this classic to reflect changes in technology and advances in online teaching made in the last decade, in order to meet today’s online learning challenges. The book continues to offer helpful suggestions for dealing with such critical issues as evaluating effective tools, working with online classroom dynamics, addressing the special needs of online students, making the transition to online teaching, and promoting the development of the learning community.
Lessons from the Virtual Classroom: The Realities of Online Teaching, 2nd. Jossey-Bass
2013, p. 272.
David Parsons Continuous advances in education technology have provided the mobile learning community with inquiries on how innovative devices may be used for teaching. Innovations in Mobile Educational Technologies and Applications presents a collection of knowledge on the developments and approaches of mobile educational technology. Bringing together points of view from both technological and pedagogical practices, this book aims to enhance interest in non-traditional approaches to learning.
Innovations in Mobile Educational Technologies and Applications
2012, p. 483. Socrates Almanac ‘Science and Education. Oxford Review’
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Publications and research. Scientific articles and publications (annotations)
Tom O’Donoghue, Keith Punch
Qualitative Educational Research in Action: Doing and Reflecting. Routledge
2013, p. 224.
Qualitative Educational Research in Action: Doing and Reflecting is a collection of ten first-hand accounts by educational researchers of qualitative inquiries they carried out. The subjects are diverse, taking in school restructuring, policy analysis, critical literacy, phenomenology and the student-teacher relationship. Each chapter outlines the research question investigated and provides an overview of the project’s findings, before going on to describe how each researcher approached the challenges of their particular inquiry.
Carmen Argondizzo
Creativity and Innovation in Language Education Linguistic Insights. Studies in Language and Communication. 154: Linguistic insights
2013, p. 357.
This volume sheds light on Creativity and Innovation in Language Education as key issues for the development of personal, professional and social competences and aims at highlighting the relevance of such concepts which education at any level, in any sector and at any time should continuously stimulate and enhance. The prefaces and the interrelated sections explore the concept of creativity linked with issues such as cultures and language use, language teaching, business settings, technology. The volume reflects on strategies for achieving these objectives.
Larisa V. Shavinina
The Routledge International Handbook of Innovation Education. Routledge
2013, p. 664.
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The Routledge International Handbook of Innovation Education is the international reference work on innovation education and potentially opens an entirely new direction in education. The overall goal of the handbook is to address the question of how to develop innovators in general and how to develop the innovative potential of today’s young people with exceptional talents in science, technology, engineering, and maths .This handbook provides the first and most comprehensive account available of what should be done in order to develop innovators and how to do it successfully.
Open Book Publishers The essays in this collection offer a timely intervention in digital humanities scholarship. The first section offers views on the practical realities of teaching digital humanities at undergraduate and graduate levels. The next section proposes strategies for teaching foundational digital humanities methods across a variety of scholarly disciplines, and the book concludes with wider debates about the place of digital humanities in the academy. Digital Humanities Pedagogy broadens the ways in which both scholars and practitioners can think about this emerging discipline.
Digital Humanities Pedagogy: Practices, Principles and Politics.
2012, p. 448.
Primary Research Group This report looks closely at how 35 colleges and universities are handling their technology transfer and licensing practices. The study provides crucial benchmarking data for higher education technology transfer offices, including highly detailed data on budgets, staffing, employee tenure, salaries, legal costs both in-house and outsourced, legal disputes, research and library use, internal and external marketing and public relations, strategies for patent maintenance, cooperative partnerships with industry, trends in the initiation of invention disclosure reports, and much more. cooperative partnerships with industry, trends in the initiation of invention disclosure reports, and much more.
Global Higher Education Technology Transfer Benchmarks.
2013, p. 114.
OECD Publishing What does the OECD have to say about the state of education today? What are the main OECD messages on early childhood education, teacher policies and tertiary education? What about student performance, educational spending and equity in education? OECD work on these important education topics and others has been brought together in a single accessible source updating the first edition of Education Today which came out in March 2009.
Education Today 2013 The OECD Perspective: The OECD Perspective.
2012, p. 132.
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Vivien Stewart A World-class Education: Learning from International Models of Excellence and Innovation. ASCD
2012, p. 191.
Designed to promote conversation about how to educate students for a rapidly changing, innovation-based world, this comprehensive and illuminating book from international education expert Vivien Stewart focuses on understanding what the world’s best school systems are doing right for the purpose of identifying what U.S. schools at the national, state, and local level might do differently and better.
Russell Carpenter
Cases on Higher Education Spaces: Innovation, Collaboration, and Technology. Information Science Reference
2012, p. 377.
Higher education spaces are undergoing radical transformations in an attempt to respond to the needs of 21st-century learners and a renewed interest in collaboration that spans beyond the walls of departments. Cases on Higher Education Spaces: Innovation, Collaboration, and Technology highlights key innovations and collaborative ventures in space design from across campuses and institutions, writing and communication centres, studios, libraries, digital media labs and academic learning spaces. This collection is ideally suited for university and professional administrators.
Steve Bartlett, Diana Burton
Introduction to Education Studies. SAGE,
2012, p. 400.
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The new edition includes: a new chapter on globalisation and international comparative education; a new companion website featuring online journal articles relating to each chapter; more guidance on how to critique research; more ‘Reader Reflection’ boxes, encouraging students to reflect on their own practice throughout; a new framework for analysing policy; new sections within the curriculum and the history of schooling chapters reflecting the latest UK developments; complete update of education policy issues.
Manuel Muller For half a century, the European Union has delivered peace, prosperity and stability. Fostering economic cooperation has been one of its main incentives. As a result, the conflicts among economically independent countries have reduced. In terms of competition, the only aim is to be more productive and generate more added values. Within international cooperation, every participant can benefit from knowledge or expertise exchange and learn more about cultural diversity.
Crossing Borders: European Cooperation for Success. Diplomica Verlag
2013, p. 84.
J. Michael Spector, M. David Merrill, Jan Elen, M. J. Bishop A well-known issue of Educational Technology Research & Development in 1994 addressed the question of whether and to what extent media influence learning. Two opposing perspectives were presented in that issue by Richard Clark and Robert Kozma. One way to think about this Handbook is to recall that media debate and think about how research and practice have since evolved. We dedicate this Handbook to all the scholars who have contributed so much to explorations and investigations of how technology has and continues to influence the practice of learning and instruction. We are deeply indebted to the contributions that so many have made to what we know and have yet to learn about how best to support and facilitate learning.
Handbook of Research on Educational Communications and Technology,
2014, p. 256.
Rachel Brooks, Alison Fuller, Johanna Waters This volume proffers a unique perspective on the transformation of education in the 21st century. This collection of essays: examines the changing and diverse spaces and concepts of education (occurring simultaneously in different parts of the world); explores where education and learning take place; discusses how spaces of education vary at different stages (compulsory schooling, tertiary and higher education, adult education and workplace learning); inspects the ways in which the meanings attached to education and learning change in different national and regional contexts.
Changing Spaces of Education: New Perspectives on the Nature of Learning. Routledge,
2012, p. 266.
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Design in Educational Technology Educational Communications and Technology: Issues and Innovations. Springer International Publishing Switzerland,
2014, p. 271.
De-colonising international collaboration: The University of KwaZuluNatal-Mauritius Institute of Education Cohort PhD programme. Compare: A Journal of Comparative and International Education.
2013, p. 12.
A scientometric analysis of the effectiveness of Taiwan’s educational research projects. Scientometrics 95,
№ 3 (2013): 1141-1166.
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The new edition includes: a new chapter on globalisation and international comparative education; a new companion website featuring online journal articles relating to each chapter; more guidance on how to critique research; more ‘Reader Reflection’ boxes, encouraging students to reflect on their own practice throughout; a new framework for analysing policy; new sections within the curriculum and the history of schooling chapters reflecting the latest UK developments; complete update of education policy issues.
Michael Anthony Samuela, Hyleen Mariaye This paper explores the setting up of the partnership across the Mauritian and South African higher education contexts with respect to the development of a postgraduate PhD doctoral studies programme. This paper highlights the features of the setting up of the UKZN-MIE PhD programme across international boundaries. Adapting the UKZN cohort model for the international context is the subject of this paper. The paper explores what drives this form of international collaboration for both contracting partners in the context of shifting conceptions of a teacher education institution.
Yuen-Hsien Tseng, Chun-Yen Chang, M. Shane Tutwiler, Ming-Chao Lin, James P. Barufaldi
publication records over the years 1990–2011 from Web of Science were downloaded and analyzed. The overview analysis by data aggregation and country ranking shows that Taiwan has significantly improved its publication productivity and citation impact over the last decade.
Yin-Leng Theng, Paye Aung The paper describes a follow-up study applying the OCC, a well-referenced, cognitive theory of emotions, to investigate learners’ emotional experiences and motivations while using a learning package designed for primary school children. Specifically, the study aims to examine whether the expressions of avatars have an influence on these young children’s emotional responses and motivation towards learning. The paper concludes that avatars implemented with appropriate underlying pedagogical considerations and purposes can be beneficial to learners in virtual learning environments.
Journal on Multimodal User Interfaces 5,
№ 1-2 (2012): 45-52.
M. D. Roblyer, Aaron H. Doering This volume proffers a unique perspective on the transformation of education in the 21st century. This collection of essays: examines the changing and diverse spaces and concepts of education (occurring simultaneously in different parts of the world); explores where education and learning take place; discusses how spaces of education vary at different stages (compulsory schooling, tertiary and higher education, adult education and workplace learning); inspects the ways in which the meanings attached to education and learning change in different national and regional contexts.
Yu-Hui Tao
Several studies have investigated the adoption of information technology by teachers in the educational setting. The goal of this research is to explore specific missing links to address the gap between research findings and observed practice in reality. Several findings are critically analysed in this paper for the future enhancement of theoretical models and empirical research related to the acceptance of educational technologies by college teachers.
Changing Spaces of Education: New Perspectives on the Nature of Learning. Routledge
2012, p. 266.
Short Review of the Missing Links in Teacher Research Models for Educational Technology Acceptance in Literature. The 2nd International Workshop on Learning Technology for Education in Cloud):
115-123. Springer Proceedings in Complexity, 2014.
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Hercules Panoutsopoulos, Demetrios G. Sampson, Tassos Mikropoulos Digital Games as Tools for Designing and Implementing Pedagogical Innovations: A Review of Literature. Curriculum Models for the 21st Century,
279-293. 2014.
Digital games constitute an example of a technological facilitator that can be exploited for the design and implementation of pedagogical innovations. The lack of appropriate game-based assessment methods makes imperative the need for further research that will allow for establishing evidence-based conclusions about the learning effectiveness of digital games. The aim of this book is to provide an overview of research issues related to digital game-based learning with an emphasis on its application in formal education settings identifying differences between school and higher education.
Shin, J.C.; Arimoto, A.; Cummings, W.K.; Teichler, U.
Teichler, U. Teaching and Research in Contemporary Higher Education
XXII 2014, p. 410.
This book discusses how teaching and research have been weighted differently in academia in 18 countries and one region, Hong Kong SAR, based on an international comparative study entitled the Changing Academic Profession. It addresses these issues using empirical evidence, the CAP data. Since the publication of Scholarship Reconsidered in 1990, higher education scholars and policymakers began to pay attention to the details of teaching and research activities, a kind of 'black box' because only individual academics know how they conduct teaching and research in their own contexts
Knight, Jane
International Education Hubs. Student, Talent, Knowledge-Innovation Models
VIII 2014, 251 p.
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The first systematic study completed on the new development of International Education Hubs. This book tries to answer the question through a systematic and comparative analysis of the rationales, actors, policies, plans and accomplishments for six serious country level education hubs — United Arab Emirates, Qatar, Malaysia, Hong Kong, Singapore and Botswana. Scholars, policy makers, professionals, students and senior decision makers from education, economics, migration will find that this book challenges some assumptions about cross-border education.
‘Higher Education in America’ by Derek Bok
Michael S. Roth
American higher education is the envy of the world. Students flock to this country from all over, and the most highly ranked schools tend to be here. We should be proud! American higher education is a mess. With high costs, low graduation rates, unhappy faculty members and coddled students, our universities are about to be radically disrupted by massive, technologically driven change. A good thing, too! How to reconcile these opposing views? At a time when ambitious business-school professors and salivating entrepreneurs predict the end of the university as we know it, and at a time when we have never been more in need of an educated workforce and citizenry, the task of understanding the evolving mission and performance of American higher education has never been more urgent. Thank goodness Derek Bok, a two-time president of Harvard and a judicious, learned analyst of education, has taken on this undertaking. His book is too long to be called a report card, but it is a detailed progress report on the challenges and opportunities facing our nation’s colleges and universities. One of the first things to note about higher ed in the United States is its heterogeneity. The problems of Harvard are not the same as the problems of the University of Texas or those of Scripps College in California or of LaGuardia Community College in New York. Bok tries to address schools in all their multiplicity, and his book suffers somewhat from the clunkiness that also characterizes higher ed. The book’s five sections discuss instruction from undergraduate to graduate and professional schools, as well as the market forces at work at each level. After the introduction, there are five forewords and four afterwords — not including the short final chapter called ‘The Last Word.’ Yet one forgives redundancies because of the thoroughness of the research and the measured judgment consistently applied.
After noting the variety in higher ed, Bok acknowledges the extraordinary inequalities in the sector. Public discussion of education often focuses on the schools most difficult to get into, but ‘no more than two hundred colleges regularly reject more students than they admit.’ At most highly selective schools (such as the one at which I am president), students receive some subsidy from the institution — even those paying full tuition. Students enrolled at less-selective schools get a small fraction of that support. Public institutions have seen dramatic reductions in state support for universities, and many flagship campuses are scrambling for donations and out-of-state, full-tuition-paying students. Community colleges enroll dramatically more people than other parts of the sector, but most of these students will never earn a degree. Bok shows that the current quip that universities haven’t changed their teaching styles since the Middle Ages is just an empty canard. Universities have adapted surprisingly well to massive changes in technology, in demography and in developing streams of support. But Bok is no Pollyana, emphasizing that ‘universities have been especially slow to act . . . in improving the quality of undergraduate education.’ Professors often confuse their desire to teach what interests them the most with what undergrads need to learn, and students in recent years are spending far less time on their studies than in past generations. Bok shows how schools cater to students in order to attract more of them, often with little attention to how campus amenities provide distractions from studying. Bok knows the governance structures of universities as well as anyone, and he realizes that true curricular reform has to be led by the faculty. The challenge, from his perspective, is to make the faculty (at least its leadership) more aware of the empirical work on student learning that has been done over the past decade. Professors may be focused on their research and distracted by committee work, but the evidence shows that they care deeply about teaching effectiveness. ‘The key to educational reform,’ Bok writes, ‘lies in gathering evidence that will convince faculty that current teaching methods are not accomplishing the results that the professors assume are taking place.’ Once the teachers understand the need for change, they will rise to the occasion and create classes that are more effective at developing the capacities that most agree are essential in college graduates. They have done so in the past, and they will do so again. http://articles.washingtonpost.com/2013-08-30/ opinions/41616883_1_selective-schools-studentsflock-universities
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Rapid growth in online & distance education in Europe
Michael Steinmann
Rapid growth in online & distance education in Europe - Part I When thinking of higher education, online and distance education is typically not top-of-mind. Nevertheless, distance education has a great potential to contributing to the European objectives on mobility, lifelong learning and equality – while ultimately supporting universities to reach out to even more students and thus benefitting the individuals. Following the revolutionary developments in online learning in the US such as Massive Open and Online Courses (MOOCs), online and distance education is now also getting increasingly popular in Europe. This article provides an insight into distance education, its advantages as well as recent trends in Europe. Part I - Benefits of online and distance learning Compared to traditional on-campus learning, distance education has several advantages. Many students are nowadays choosing for distance education because of its accessibility: It enables learners to be less bound by time and location and thus gives flexibility to people who are not able to follow a strict schedule due to personal circumstances, family or work obligations. Distance education is often less expensive than traditional education. Like this it can open up learning opportunities to those who would otherwise not be able to study and facilitates the social inclusion of people with disadvantaged backgrounds (such as economic situation, development regions, disability and so forth). With way less restrictions on capacity limits, online and distance education also benefits the universities as it allows the institutions to expand their offer - and to reach those who usually would not be able to enrol with them. Typical distance learners are regular students as we all know them, but also parents, physically challenged people, and business men who are looking for ways to enhance their skills next to their busy schedule. Allowing any institution across the world to target anyone interested in their subject while reducing additional obstacles to international studies such as visa requirements, travel
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costs and travel time, makes online and distance education the next step to a truly globalized world of education. Rapid growth in online and distance education in Europe - Part II Part II - Perception on distance education has shifted It is for these reasons that the distance learning offer is expanding both in volume as in type: online, open and blended learning; degree or credit programmes; offered by specialist distance learning institutes but also increasingly by (consortia of) traditional universities. With technology getting more affordable and available, the interest of both learners and institutions in this special mode of education is on the rise: While in 2012 student enrolment increased 15-20%, the offer grew with 40% as reported by universities across Europe. These rapid developments in the field are accompanied by an increasing shift in perception. Today online and distance education has found its way into the agenda of international media. The advent of the MOOCs for instance placed online and distance education in the centre of media attention across the globe. All this fosters public awareness, tackles general misconceptions on online and distance education and makes it an increasingly appreciated option. As the Secretary General of the European Association of Distance Teaching Universities (EADTU) Piet Henderikx puts it ‘Open and distance learning has become an important answer to the current educational challenges and will significantly impact our educational landscape’. http://www.mastersportal.eu/articles/392/rapidgrowth-in-online-distance-education-in-europepart-i.html http://www.mastersportal.eu/articles/393/rapidgrowth-in-online-and-distance-education-in-europepart-ii.html
The European Higher Education System
Ruth Leger
The Bologna Process and Its Impact in Europe: It’s So Much More than Degree Changes
Laurel Terry
The Bologna Process In 1999 Europe started the Bologna Process, named after the university where it was proposed. The aim of this process was, and still is, to create an European Higher Education Area (EHEA) based on international cooperation and academic exchange that is attractive to students and staff from all over the world. It facilitates mobility of students, graduates and higher education staff. The EHEA prepares students for their future careers and most importantly, it offers broad access to high-quality higher education all over Europe. What is the Bologna Process for? The intention of the Bologna Process is to allow the diversity of the national systems (46 countries participated in the major reform) and universities to be maintained while the EHEA improves transparency between the higher education systems. The aim is to facilitate recognition of degrees and academic qualifications, mobility and exchanges between the institutions and the different countries. The participating countries have agreed on a comparable three cycle degree system for undergraduates (Bachelor degree) and graduates (Master and PhD degrees). European Credit Transfer and accumulation System (ECTS) The three cycle degree system is used with common tools. For example the European Credit Transfer and accumulation System (ECTS) which allows students to study abroad and get the full accreditation for the courses followed at another university. The recognition of qualifications is essential to allow student to study at different institutions in different countries. It also creates the opportunity for joint degrees; degree programmes where you study at multiple institutions. To summarise, within the EHEA it became easy to move from one country to the other for the purpose of further study or employment, the attractiveness of European education has increased and people from non-European countries are coming to Europe to study and/ or work. Europe has a broad, high quality advanced knowledge base to ensure that the community is benefitting from the European Research Area. http://www.mastersportal.eu/articles/451/theeuropean-higher-education-system.html
ABSTRACT The Bologna Process is a massive, multi-year project designed to create the ‘European Higher Education Area’ by the year 2010. It began ten years ago, when four European Union (EU) countries signed a relatively vague declaration. It has grown to include fortysix countries, including all of the EU Member States and nineteen non-EU countries. The Bologna Process countries have agreed on ten ‘action lines’ for restructuring European higher education. These action lines are nothing short of revolutionary—they address everything from a three-cycle degree system (e.g., bachelormaster’sdoctorate degrees), European-wide quality assurance efforts, mobility of higher education students and staff, ‘recognition’ in one European country of studies undertaken in another European country, and the suitability of education for the marketplace. Because of the number of countries participating in the Bologna Process, its ambitious goals, and its demonstrated commitment to achieving those goals, the Bologna Process is an extremely significant development that will be important not only in Europe but elsewhere in the world. This Article is designed to provide ‘one-stop shopping’ for understanding the Bologna Process, which will allow the reader to learn about all of its initiatives and action lines, and to understand and place in context future developments. This Article covers developments through the May 2007 London Ministerial meeting. It concludes with an examination of the impact of the Bologna Process on European higher education, including legal education. http://www.vanderbilt.edu/jotl/manage/wp-content/ uploads/Terry-after-author-revisions-correct-final. pdf
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Capabilities and Pedagogical Risks - Multicultural Education in Russia N. Sinyagina
Doctor of of Psychology, Professor and Director of the The Federal Child Development Research Centre (Research Centre for upbringing problems, the formation of a healthy lifestyle, prevention of drug addiction, and the sociopedagogical support of children and youth), Moscow, Russia cipv@yandex.ru Abstract. The ability of the educational process to help students successfully adapt and become effective in a multicultural society is becoming increasingly recognised as an important element of education quality in Russia. This paper will provide an overview of the current state of multicultural education in Russia and make projections into the future. The analysis is based on a multicultural education programme in North Ossetia, Russia, which was designed by Dr. Natalia Sinyagina. Key words: multicultural education, programme evaluation, tolerance, constructive dialogue, inter-ethnic relations. One of the pressing challenges in modern-day Russia, where people from more than 130 nationalities reside, is the question of nationality. The significant influx of migrants in recent years makes this issue urgent. According to the Committee of the State Duma of the Russian Federation for Constitutional Legislation and State, more than 3 million immigrants enter the country every year. Half of them cannot independently fill out any official documentation in the Russian language. One fifth do not even speak Russian. Less than 2 percent of immigrants desire to make Russia their new home. Most come to Russia simply to earn money to send back to their families. The situation is such that migrants come to Russia with their traditions and culture, without the desire to adapt to the customs and culture of the Russian nation. There are no guidelines or laws that would encourage people to adapt and integrate into Russian culture. The study I would like to tell you about was conducted under my direction by a research team in 2008–2011 in seven federal districts of the Russian Federation. The goal of this study was to obtain a better understanding of contemporary interethnic interactions in the student environment. Our sample was made up of 2,500 students, grades 7–11, 360 parents and 216 teachers. 64
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The sample was composed of 34 different nationalities. The results showed that ‘alienating’ feelings, such as resentment, anger and jealousy prevailed among students in relation to people of other nationalities. In response to the question, ‘Is there a nationality, to which you have an aversion?’ 83% of the students answered ‘yes’ 40% of respondents divided nationalities into ‘good’ (showing as examples, the French and Italian) and ‘bad’ (showing as examples, Tajiks, Uzbeks, Ukrainians, Georgians, Azeris), while almost 57% believe that this division cannot be made. A distinctive feature of adolescents is their need to communicate. However, one in five adolescents avoids any kind of interethnic communication. 32% do not avoid interethnic communication, but do not seek to establish trusting relationships with people from different nationalities. They provided reasons to explain their attitude, with 36% saying that they ‘reject either the lifestyle or behaviours of other nationalities’, 30% saying that they ‘lack understanding of the others’ language’, 20% explaining it as an ‘inexplicable feeling of hostility’ and the rest giving other explanations. We also discovered that the opinion of the contemporary teenager, to a large extent, reflects the state of consciousness of adults (the data correlates with the results of a similar study conducted with the adult population by experts of the Levada Centre). For example, more than 25% of both groups find interethnic marriage an impossibility for them. One of the major obstacles to the formation of constructive inter-ethnic relations in the educational environment is the lack of positive images of ethnic relations in the minds of pupils. Meanwhile, images play a significant role in multi-ethnic and multicultural societies. In a survey, 45% of respondents said that the main characteristic that defines for them a person of another culture is the colour of their skin, eyes, hair, 14% said nuances of their spoken language, 10% character traits, etc. In general, the responses indicate that children judge other people through their looks and external features, rather than by their culture and traditions. Over 60% of students surveyed do not know the ethnic traditions of others or the oral traditions of neighbouring nations and are not interested in their history and culture. The prevention of ethnic strife would seem possible through education. However, teachers are also characterised by a high level of xenophobia (up to 54.3%) and a negative attitude toward a number of ethnic groups (65%). Moreover, more than half of the teachers expressed opposition to the introduction of courses in the educational process that would integrate teaching courses on ‘constructive inter-ethnic interaction’. Multicultural education assumes that we take into account ageappropriateness. In preschool and elementary school, we have found it effective to use methods aimed at exploring the sensory perception of life and raising awareness of cultural values and empathy. For example, with 4 to 7 year olds, it is effective to speak of ‘good and bad behaviour’, ‘what is good and evil’, ‘friendship’, ‘honesty’, etc.
Effective methods for adolescents include helping them form moral principles and choose appropriate goals and behaviours. The programme focuses on helping them become socially mature, active in civil life and able to evaluate their own behaviours and actions. The multicultural component is used to enrich the educational disciplines with multicultural themes, through special courses that reflect the diverse culture and history of the various ethnic groups.
Many of the societal ills we encounter today happen because people have not yet learned to interact constructively, to compromise, or to raise their children in the spirit of peace and tolerance. To teach these skills and instil these values - that is the goal of the education system and I hope that we all realise this and do our part to effect a positive change!
For older students, it is recommended to focus on raising awareness of students’ ability to analyse perspectives, situations, and behaviours on the level of systems and processes. This can be done through teaching, ‘History of people’, ‘Language of nations’, ‘Literature of nations’ and ‘Arts of nations’. The goal here is to help students develop the ability to analyse and compare various perspectives on social processes and phenomena and improve the skills needed to have constructive interethnic dialogue and cooperation.
·· Sinyagina N.Y. Essence, the causes and prevention of ethnic conflict // Acmeology. 2007. No. 3. p.131–135.
References:
·· Sinyagina N.Y. Multicultural education programme. Moscow, 2012. ·· Tishkov V.A. Cultural mosaic and ethnic politics in Russia // Intercultural dialogue: Lectures on inter-ethnic and interconfessional cooperation / Ed. Martynova M.Y., V.A. Tishkov, N.M. Lebedeva. M., 2003.
It is important not to forget that one of the key factors of a successful programme is the inclusion and support of parents, guardians and grandparents. However, this will not be a focus of this paper. The aforementioned programme was tested in schools in North Ossetia (Alania). In the study there were 12 schools, more than 750 students and 27 teachers. After the pilot study, we found that 57.4% of teachers, 62.2% of parents and 75% of students had a positive experience with the programme, desired to continue their participation in the programme, saw the benefit of the programme and recommended it for other schools. In addition, through the study we discovered several pedagogical risks. By the term ‘risk’ we mean the uncertainty that is associated with the possible adverse events and effects that may occur through the implementation of the programme. The most significant risks were classified as personnel risks. They were associated with the willingness of teachers and school administrators to implement the programme, as well as their level of competence and professionalism. To minimise this risk and address these needs, a teacher development programme was developed and is currently being implemented. The other risks found were related to the materials, content, and methods related. Specifically, these included the availability of knowledge resources and methods needed to implement the programme; and the readiness of parents and teachers to participate in the programme. As of now, the programme improvement recommendations have been published and a series of seminars have been conducted with pedagogues. In addition, the multicultural education programme has been discussed in the research community and received positive reviews from all researchers and experts in the field who participated in the discussion. Furthermore, the Russian Ministry of Education and Science recommended the programme to educational practice. It is now being implemented in several regions in Russia. This programme aims to help students successfully adapt to the grownup world, to help them become confident, active, independent, competitive and effective - goals by which the Russian federal education standards assess the quality of its education system.
Control Powers of the Parliament of Kazakhstan Nikolay Turetskiy PhD in legal science, Secretary of the Union of Lawyers of Kazakhstan, Director General, Gairat Sapargaliev Research Institute of State and Law 23/1 Alpamys Batyr Street Astana Esil District Chubary Micro District Republic of Kazakhstan According to Constitution of the Republic of Kazakhstan ‘The Parliament is the Supreme representative body of the Republic performing legislative functions’. Parliament controls the compliance by the executive bodies and their officials with legislation, makes sure that budget funds are spent in a targeted and efficient manner, supports the stability of state structure, and improves the efficiency of public regulation. The issues of parliamentary control are paid sufficient attention in legal science. However comparing the theoretical studies of the issue with the real application of the control functions of the Parliament of Kazakhstan it can be seen that the institution of parliamentary control is still at its development stage. The Head of the state has repeatedly drawn special attention to the need and significance of control functions and activities of the legislative power in his speeches. In particular here is just one citation from the President of the Republic N.Nazarbayev: ‘We should find most optimal solutions for expansion of authorities of the Parliament and accountability of the Government’. Socrates Almanac ‘Science and Education. Oxford Review’
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It is well-known that the control function is directly caused by the representative nature of Parliament and that the people are entitled to control the activities of government agencies via Parliament. One should refer to the existing legislation to fully understand the content of parliamentary control of the Republic of Kazakhstan and carry out a comparative analysis of some laws, in particular: Constitution, Constitutional Law ‘On the Parliament of the Republic of Kazakhstan and status of parliamentarians’, Law ‘On committees and commissions within the Parliament of the Republic of Kazakhstan’, Law ‘On the Government of the Republic of Kazakhstan’ and others. The Constitution of the Republic of Kazakhstan has no separate provisions setting up the control powers of the supreme legislative body of Kazakhstan. As the status of Parliament as a control body is not provided for by the Constitution, its chambers are entitled to carry out corresponding functions within the powers stipulated by the law. The powers of the Parliament of the Republic of Kazakhstan related to control are stipulated by various provision of 1995 Constitution and corresponding legislation regulating the functions of Parliament. However the control functions of Parliament are difficult to separate from other functions. Still the key objective of some powers is to ensure controls by Parliament. In our view the key controls that are executed by Parliament can be classified into two groups: 1) caused by the Constitution of the Republic of Kazakhstan; 2) provided for in the constitutional laws of Kazakhstan and other enactments. The first group includes: ·· impeachment; ·· adoption of laws; ·· approval of national budget and reports of the Government and Accounts Committee on control of national budget execution;
Further enhancement of the control powers of Parliament needs an effective mechanism to execute the control function, requiring good assessment of the constitutional principle of power separation into legislative, executive and judicial branches and interaction between them using a system of checks and balances. The real position of Parliament in the system of state power in Kazakhstan depends on the existence of effective control powers. Speech of the leader of the nation, Nursultan Nazarbayev, at inauguration ceremony of the President of the Republic of Kazakhstan. 09.04.2011. www.kazpravda.kz/c/1302320327
Curing of trophic ulcers with a physiotherapeutic method. I. Tarshynov, D. Zaitsev Institut of Curing technologies ‘New in medicine’ Medical centre ‘Bioregulator’ Kiev, 235-83-77, E-mail: iv@itohealth.com.ua Nowadays there is no fully successful cure for trophic ulcers. Both conservative (pharmacotherapy, physical therapy) and surgical methods have been used. Ulcers occur mostly when there is mechanical injuring of the skin. Generally they develop because of insufficient skin blood flow. An acceleration of local blood flow improves ulcer healing. In a normal state the blood flow through skeletal muscles and the cutaneous covering amounts to 18-26% of total blood circulation. The forced acceleration of microcircular processes, particularly using volumetric pneumopressure with help of the ‘Bioregulator004М’ apparatus allows an increase of the blood flow though muscles and skin by up to 80-85%. At this level the active removal of metabolic products occurs, stem cells are delivered to the injured area, nutrients, warmth and oxygen are delivered to cells and tissue regeneration is accelerated.
·· vote of censure; ·· agreement to appointments; ·· Parliamentary hearings; The second group includes: ·· inquiries and questions of deputies; ·· ‘Government hour’; ·· right of deputies for the immediate reception by the officials; ·· meeting of deputies with voters. 66
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A full recovery from a trophic ulcer is achieved within 10-15 onehour sessions each day. A pneumocuff transformer consisting of 10 elastic hermetic modules is applied to an injured limb like a boot. Compressed air is inflated into modules selected by a therapist’s programme. If pain develops the module located above the ulcerated area may be excluded for some sessions so that it does not press on the ulcer. After a few sessions, depending on the condition of the ulcer, the module can be reintroduced into the programme. The curing of a trophic limb ulcer can also influence the backbone, improving tissue trophics and encouraging more active production of stem cells.
Here are some examples of the efficiency of the volumetric pneumopressure method: ·· Patient Sam. Primary visit with trophic ulcer was on 17.07.99. For 10 sessions ulcer was completely cicatrized. One year afterward patient injured her leg with bicycle pedal. Ulcer formed in another place (up to 5 cm in diameter). Secondary visit was on 21.07.00. Recovery of new ulcer was faster despite infection. Primary ulcer did not re-open. ·· Patient I.P. visited with lymphostasis, developed big (up to 8cm diameter) permanently bleeding trophic ulcer. Volumetric pneumopressure used in 12 sessions without medicine. Ulcer recovered in 8th session and did not disturb patient agian. Sessions repeated after one year. ·· Patient Bon. Visited with diagnosis of diabetes mellitus, diabetic angiopathy and self-amputation of toes of left foot. Left leg in plaster of Paris and before its removal nobody worked with leg. Volumetric pneumopressure used on right leg, back, stomach and head. Injured area has been treated with ‘Chaga’ cream. Before treatment wound had not been covered for 7 months, had been bleeding and festering. On 6th day of treatment puffiness went, plaster of Paris removed which lifted pressure on vessels, allowing fresh blood to ulcer, which became accessible. On 7th session sensitivity returned to left leg while pressing, without pain. Simultaneously blood flow in right leg also improved and toenail on a big toe of right foot bottomed out. Cutaneous covering on wound placed on left leg completely recovered in 1.5 months. Summary. More than 20 years of experience using volumetric pneumopressure with the complex ‘Bioregulator’ apparatus proved to be highly efficient in the curing of skin defects. Patients were not confined to bed nor were any medicines, irradiation or surgical procedures used with this method.
Ethnic and Cultural Socialisation of Youth in Kazakhstan: Poles of Snap Alexandr Teslenko
permitting one to orient oneself within the various ethnosocialisation and socio-cultural dynamics of Kazakhstani society were defined in the Kazakhstani social groupings. The culturalcivilisation typology of socialisation models suggested by the author is a logical abstraction, but an abstraction which permits specification of the socialisation of Kazakhstani youth, to orient it scientifically within the various ranges of inter-cultural differences of its agents and participants. Key words: young people, youth socialisation, cultural models of socialisation, life style, strategies of personal self-realisation INTRODUCTION The transformation of modern society entailed changes in social and cultural values and the social characteristics of various social groups, including youth. In general, socialised standards themselves have changed, i.e. the formalised ideas of the qualities a person should possess and what socialisation institutes can and must do to ensure the integration of an individual and society. In modern conditions we should distinguish the following basic peculiarities of the socialisation of youth: ·· transformation of the basic institutes of socialisation institutions; ·· deformation of values and the standard mechanism of social regulation, and establishing a new system of social control; ·· imbalance of organised and spontaneous processes of socialisation towards the latter; ·· changing of correlations between social and personal interests towards expanding the autonomy of a forming personality. ·· The present study aims at investigating the following hypotheses: 1. The modernisation and sharply growing polarisation of Kazakhstan society's influence on the process of youth socialisation, which may be described by its cultural models. 2. Cultural models of youth socialisation are forming a special life style and the self-realisation strategies of young personalities. 3. Youth socialisation as a process of accession in society will be successful if society provides adequate conditions for the self-organisation and self-actualisation of a young person on the basis of recognition by society of the revocable priority of a personality as a subject of social relations. METHOD
Center of Youth Researches, Astana, Kazakhstan Abstract This study of Prof. A. Teslenko is focused on a social and cultural analysis of the process of Kazakhstani youth socialisation. The poles (absolute centres) of euro-centralism and pan-Turkism,
Sample The sample consisted of 2002 young people in the 14-29 ages (1004 male, 998 female) from four regions of Kazakhstan, students (47%), working youth (53%). In the present sample there are the following main ethnic groups: Kazakh (57.2%), Russian (25.4%), others (15.8%). Respondents living in the capital - Astana - (11.9%), large regional centres (31.5%), small towns (26.5%), villages/aul Socrates Almanac ‘Science and Education. Oxford Review’
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(28.8%). This correlates with the proportions of all people living in these territories. Measures & Analyses Collection of primary sociological data was conducted by survey. Empirical data was processed using a statistical software package for social sciences - SPSS. RESULTS Cross-cultural irreconcilable contradictions tear Kazakhstan into social and cultural sides: those of eurocentrism and pan-Turkism. The Euro-oriented pole of cultural development focuses on industrial and urban civilisation values. Here all the natural relations bending a young man and integrating him into a local community with its close personal (natural and kin) dependencies disintegrate; the ties of a person and society gain an anonymous market character mediated with money. This allows an individual to become directly or indirectly an independent subject of socialisation. The pan-Turkish pole is based on the traditions of an agrarian nomadic civilisation and the dominance of patriarchal core (zhuz) and a paternal way of thinking from the auyl (village) environment. The parameters of a socialisation model are specified by intercultural antagonisms between the social and cultural sides of society. They are determined by the correlation of the opportunities to harmonise and satisfy basic social and spiritual demands of youth regarding the civilisation-historical vertical line, or regarding ‘auyl - town’ opposition. Taking into consideration the peculiarities of the historical and cultural progress of civilisation of the country’s population we can differentiate the following types of socialisation models. First of all, there is a traditional socialisation model intrinsic to numerous auyl youth and town migrants, whose first generation was born in a Kazakh (or mixed) auyl with its traditional patriarchal culture, authority of the elders, priority of the core, zhuz and finally the priority of the state over an individual. The next socialisation model of Kazakhstani youth may be called a mobilisation one. It is characteristic of the Russian-speaking youth from villages and for some of the Kazakh youth who find themselves at the junction of the two cultures - Kazakh and Russian-European, between auyl and urban culture. The development (that of society and its relevant socialisation) in this case is led by personal development, aimed at the achievement of contingency goals by exceeding means and ad hoc regulations. Its distinctive feature is that it is going on under the influence of extreme external factors, first of all, an unequal start in socialisation in comparison with urban youth. They are half Kazakh, half Russian and characterised by two main determinants - their rural origin (ethnic-cultural component) and Russian education (civilisation component). And finally, there is a modernisation socialisation model characteristic to urban Russian-speaking youth, among whom there 68
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may be singled out a scanty group (less than 3-5%) of those who come from families of Kazakh intellectuals of the second and third generation. Russian-European culture seems to have been their native environment since childhood and the Russian language is the only native one for them. Being the product of an urban civilisation, they are more receptive to an individual market world view resting on the person himself, but not on core community collective or state priorities. DISCUSSION Youth is a product of history and certain culture, at the same time it is a motive force and factor for change; its social value. Contemporary life demands a new understanding of youth as a selfvalued stage of age, spiritual and social development. Youth ages aren’t a preparatory stage of personal development as people have considered it recently, they are a main source of modern change. The socialisation of Kazakhstani youth in modern conditions represents an acute struggle between tradition and modernisation in the process of socialisation. According to urbanisation and globalisation tendencies, the mobilisation model becomes the main model of socialisation at this moment of social development, which is more adequate than a transitive society. Contemporary youth is oriented by Western social and cultural standards. From the point of view of social innovations it produces mobility within young people and an increase in their readiness to learn from cultural, territorial, professional, scientific and technological surroundings. But it creates perceptible disharmony in the social education and socialisation of the young generation as a whole. An ability to innovate damages the learning of long standing social and cultural rules and values, an ability to orientate well within a technological environment damages multi-cultural integration. Socialisation of young personalities in Kazakhstan determines social and cultural differentiation. Cultural differentiation appears when the variety of cultural choices provides the background for a conflict of mental values between tradition and innovation, Eastern authority and Western democracy, collectivisation and individualisation. The limits of traditional culture are washed away by a new youth group identification. So the general factors of cultural socialisation are: gender, age, territory, education and profession. Socialisation of the young generation must become specialised and a professional activity, because spontaneous socialisation cannot now ensure the necessary parameters for self-preservation and the reproduction of modern society. On the whole, the idea of socialisation will be widely used in social engineering and social management. A new model of Kazakhstani youth socialisation is possible; it will be built on the social technologies of organisation and self-organisation applied to the youth socialisation process. The author is sure that the theoretical thesis about forming ‘order through chaotic stability’ allows us to more exactly formulate the complicated interaction between society and socialised youth.
REFERENCES Demidov A.M. (1998) Social-cultural style in Central and Eastern Europe. COSIS, # 4, p 16-28 Genov N. (2001) Transition to Democracy and Nation-State in Eastern Europe. The Annals of the International Institute of sociology. Vol. 7 / Ed. E. Scheuch, D. Schulli: Brill Publ. Omelchenko E. (2002) Style strategies of occupation and their peculiarities. COSIS, #11 Teslenko A.N. (2007) Youth Socialisation in Kazakhstan. Astana: Publ. CSTI, 2007
Environmental Characteristics of Various Methods of Electric Power Generation Vladimir Grachev
Corresponding member of the Russian Academy of Sciences, Doctor of Technical Sciences, Professor Energetics, being one of the integral and most important components of a human civilization, at the same time, is also the most powerful factor of an adverse effect on the environment at all stages of the fuel cycle from the fuel production to energy use.The Russian fuel and energy complex has been the greatest contaminator of the environment.It produces over 30% of polluted wastewater discharge, approximately 50% of hazardous substances emission into the atmosphere, over 30% of solid waste and up to 70% of the total amount of the greenhouse gases emission. There was a significant growth in consumption of primary energy resources and electric power over the last 30 years. Current annual consumption of natural resources is 0.0005 from fossil fuel resources (oil, gas and coal altogether) or 0.0003 from uranium resources. However, these exhaustible energy resources in total don`t make up even the fifth part of the annual solar energy flux to the Earth, which generates wind energy, hydropower and energy of photosynthesis. After all, there is also enormous geothermal energy of the Earth, large-scale development of which has just begun [1, 2].
Oil, coal and gas, along with the nuclear power,are going to remain main sources of energy within the next few decades.Moreover, the share of the energy production, based on use of hydrocarbons, will remain the largest one. Nevertheless, it is obvious that oil and gas reserves are limited. The prospect of their active use is clear only for a few decades. Power-generating capacities, which use oil and gas, must be replaced by othersduring this time. There are only two alternatives of the replacement – to use capabilities of either coal power or nuclear power. Up-to-dated technologies of the use of both raw materials will allow to meet the mankind’s energy demand for the next hundreds of years. Compared to coal power, nuclear power is much more attractive in respect of its anthropogenic impact on the environment. Mankind has already exceeded the limit of industrial development capability forthe preservation of biological systems sustainability and is on the verge of biosphere’s self-destruction [3]. Such environmental threats as the greenhouse effect and irreversible climate change, the ozone layer depletion, acid rains, biodiversity loss and theincrease of toxic substances content in the environment require a new development strategy, which will provide coordinated functioning of the economy and ecosystem. Production, transportation and use of oil, natural gas and coal on the present scale are inevitably associated with a tremendous negative impact on the environment, considering the scope, depth (both in literal and figurative senses) and scale ofconsequences.Hydropower construction projects almost inevitably causeone or another environmental problem. Even lines of energeticsdevelopment on the basis ofthe renewable sources, which are vindicated by the majority of environmentalists, are criticized by other ‘greens’ as being related to one or another negative impact on environment: wind turbines harm birds, affect landscapeviews and the like; production of solar panels and their disposal at the end of the operating period arescienter environmentally hazardous; the ecological compatibility of biofuel, especially of thatproduced from crop production and forestry, is put in doubt; etc.). Attempts to overcome the ecological crisis looming large are presented in the UN global program, known as sustainable development program. Asustainable development is the development, which doesn`t cause destruction of natural basis of existence and functioning of the entire economy.Environmental impact should not exceed the assimilation potential of the milieu, and regulatory capabilities of the biosphere should not be suppressed.In other words,the transition to the sustainable developmentmeans a balanced solutionof socio-economic development`s issues, meeting the needs of present and future generations,while reducing impacts on the biosphere down to the ecologically permissible limit, which is determined by the adaptive and regulatory capabilities of the biosphere. Under the circumstances, environmentally friendly sources of energy are the basis of such development. Undoubtedly, nuclear energy is one of these sources. Besides the fact that NPPs (nuclear power plants) do not consume oxygen, do not emit hazardous chemicals into the atmosphere and water, they can save Socrates Almanac ‘Science and Education. Oxford Review’
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significant amounts of fossil fuels, reserves of which are rather scant. Particularly, in five most developed countries of the world nuclear power saves up to 440 million tons of coal annually (in Russia – 65.3 million tons), 350 million tons of oil (in Russia – 40.3 million tons), up to 280 milliardcbm of gas (in Russia – 36.8 milliardcbm), preventscombustion of over 450 million tons of oxygen (in Russia – 36 million tons), saves landscapes on the territory of 70 thousand hectares (in Russia – 11 thousand hectares). France is said to be the pollution-free region of Europe, where nuclear power generation exceeds 70% of the total power generation.
gas has certain disadvantages. We will not linger round them, since they are widely known. Let us enlarge upon such a source as shale gas, which is produced in the United States on an industrial scale. There are 5 main environmental problems, related to the shale gas production: 1. Pollution of the aquifers by the highly-toxic substances and of the surface water bythe waste water. 2. Methane emissions into the atmosphere. 3. Increase in the radioactive background in the areas of extraction. 4. Probability of causing the earthquakes. 5. Withdrawal of considerable land and water resources from circulation.
Figure 1. World electric power generation by energy source Source: BP Statistical Review of World Energy, June 2012
Let us compare the environmental aspects of a number of energy sources. Coal. Atmospheric emissions from coal-fired power plantscause the so-called acid rains that damageflora, soil, water reservoirs and, first of all, human health. To estimate the amount of thefalling acid rain,imagine one TPP (thermal power plant) with a capacity of 1000 MW, consuming coal with a sulfur content of approximately 3.5 % (despite the use of cleaning agents) and emitting 140 thousand tons of sulfur dioxide into the atmosphereannually; thusabout 280 thousand tons of sulfuric acid is beingproduced. Nitrogen dioxide may cause pulmonary edema. Sulfur dioxide affects the upper air passages.A whole bunch of carcinogens and mutagenic substances is produced as a result of the coal combustion. Nowadays, the annual amount of ash and slag waste from TPPs of the CIS exceeds 120 million tons.Wind raises ashfrom the surface of the ash disposal area, thus causing dust storms.
Wind energy. Wind energetics,as any other kind of the human activity, has a negative impact on the environment: ·· Alienation of the vastterritories (in France,current level of electricity production with the use of wind energy will require 20 thousand km2, or 4% of the country) ·· Uncontrollability of wind energetics as a source of energy ·· Noise pollution (one wind power generator with a capacity of 2-3 MW makes such a noise, that it is necessary to disable it in the night time) ·· Interference in air communication, broad- and telecasting, violation of the migration routes of birds (a wind power generator with a capacity of 2-3 MW must have 100 m in rotor diameter) ·· Local climate change because of the violation of the natural air circulation ·· Posing a hazard to migratory birds and insects ·· Alteration of conventionalshipping, marine lifeaffection (wind power plants are installed in the aqueous mediumin order to save land resources) ·· Landscape incompatibility, unattractiveness, visual aversion, discomfort
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The process of the coal combustion results in the radioactive contamination of the environment. Radionuclides, contained in coal (uranium, thorium, radium, polonium-210, lead-210, etc.), are concentrated in the ash during the coal combustion.
Solar energy. ASPP (solar power plant) operation stage is a nonpolluting stage. But there are certain challenges, related to the SPP operation:
The environmental impact of TPPsdepends heavily on the type of fuel. The most ‘clean’ fuel for TTPs is natural gas. However, natural
·· Solar radiation intensity for the midland of the European part is 150 W/m2, which is 1000 times less than the heat flux from TPP boilers;
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Object
Atmosphere
Hydrosphere
Lithosphere
Fossil fuel TPP
·· Oxygen consumption
·· Pure water consumption
·· Alienation of the territory
·· Emissions of chemical ·· Discharges of polluted water compounds, solid particles, radioactive ·· Thermal pollution substances, aerosols, etc.
·· Waste pollution ·· Landscape changes
·· Thermal pollution NPP
HPP
Power transmission lines and substations
·· Emissions of gaseous radioactive waste (in case of accident)
·· Evaporation of water from the surface of water storage reservoir
·· Pure water consumption
·· Alienation of the territory
·· Possible discharges of radioactive waste
·· Burial of waste
·· Thermal pollution
·· Landscape changes
·· Change of qualitative and quantitative composition of the river runoff
·· Alienation of the territory ·· Change of seismicity
·· Change of fishery conditions
1. Formation of zones 1. Formation of zones with heightened tension of magnetic with heightened tension field of electromagnetic fields
1. Alienation of the territory 2. Disafforestation 3. Stray currents emergence 4. Landscape changes
Table 1. Main environmental effects, caused by power plants
·· Alienation of the vast territories and their eventual degradation: a SPP with a capacity of 1 GW and 10% efficiency factor, being located in the midland of European part, requires an area of 67 km2, not taking into account the lands under manufacturing enterprises, which produce materials, used for the SPP construction and operation;
Biomass. Adverse effects of the bioenergetics on the environment include:
·· Dim-out of the vast territories because of the solar concentrators;
·· Heat emission, change of the heat balance;
·· High material consumption (time and human resources costs are 500 times more than for the conventional energetics);
·· Loss of the soil organic matter, soil depletion and erosion: production of 1000 MW from biogas will require manure from 80 million pigs or 800 million birds and a territory of 80-100 sq.km;
·· Eventual leakage of the working fluids, containing chlorates and nitrites; ·· Overheating and inflammation of the systems, contamination of the production by the toxic chemicals when using solar systems for the agriculture;
·· Emissions of the solid particles, carcinogens, toxic chemicals, carbon oxide, biogas and bioalcohol;
·· Explosibility: biogas plants must be verified and kept in order according to the instruction manual ·· Great amount of wastes as a by-product (flushing water, distillation residues).
·· Change of the heat balance, humidity and wind rose within the SPP’s site; ·· Climatic effect, provided by the cosmic SPPs; transmission of the power from the space to the Earth in the form of microwave radiation, unsafe for the living organisms and the human being.
Hydroenergetics. Nowadays, among all the types of the renewable energy,the hydropower is the only one to make a significant contribution to the worldwide electric power production (17 %). In most highly industrialized countriesthere arescarce untapped hydropower resources.
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Figure 4. Alienation of the vast territory for SPP
2. Technical advance in the sphere of the renewable energy sources has achieved rather high growth rates of the green power production (17-19% annually). However, wind, solar, geothermal and other renewable energy sourcesas yet provide less than 2% of commercial energy supply and are concentrated in a few countries because of the high initial capital intensity. Half of the world renewable energy sources’capacity is owned by four countries –the USA, Germany, China and Spain. 3. The increase in the renewable energy sources consumptionis the cold reality of the contemporary world, reflecting the bearing of the leading countries of the world. Figure 3. Real waste of solar panels production
Adverse impact of hydropower on the environment mainly comes to: ·· Flooding of the agricultural lands and settlements; ·· Water imbalance, whichalters flora and fauna; ·· Climatic impact (changeof the heat balance, increase inthe rainfall, wind velocity and cloudiness, etc.); ·· Reservoir siltation and shore erosion, deterioration of flow watersself-purification and reduction of the oxygen concentration hinder the free passage of fish; ·· Hydropower constructions may potentially cause large-scale catastrophes. E.g., the accident at the Morvidam (India) took about 15 thousand lives in 1979,another accident at the Vajontdam (Italy) caused death of 3 thousand people in 1963, and recent accident at the Sayano-Shushenskaya HPP took 75 lives in 2009. In the view of the above, several general conclusions may be drawn: 1. Oil remains the dominant source of energy on the contemporarystage of the world economy, providing more than 1/3 of the total energy demand, first of all, of the transport sector, although world production of this energy source has increased at a rather low rate (less than 1% a year)in the 21stcentury;the complexity of the technological exertion (and financial expenditure)for oilproductionis growingin the new decade. 72
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4. Global environmental challengesare the CLIMATE, WASTE, PURITY of the AIR and of the GLOBAL OCEAN. Their impact and their amountare increasing, and the compensatory capabilities are impairing. Solution of these global issues requires a tremendous amount of energy, and the energy itself turns into a challenge due to the depletion of energy reserves and its growing threat. 5. Natural gas will remain the main technology for many years during the transition to the full-scale use of environmentally sound renewable energy sources. 6. Development of the renewable energy sources will be based on the innovation, not on the technology of yesterday. In the near future (current century prospect)renewable energy will remain the auxiliary energy source for solution of the local problems. 7. Use of new types of energy createsnew environmental impacts, whichmay alter the environment on both regional and global scale.
Literature 1. Scientific-technological forecast for energetics development in Russia. Science and Technology. http://neftegaz.ru/. 2. National petroleum council, 2007. After Craig, Cunningham and Saigo. 3. Nuclear Energy Bulletin, 2004. V. 3-4.
Evaluation and Improvement of Education Quality: PsychoAcmeological Approach Y. Sinyagin
Doctor of Psychology, Professor and Director of the Centre for Planning and Forecasting Career at The Russian Presidential Academy of National Economy and Public Administration, Moscow, Russia; yvsin1@yandex.ru Abstract. The author addresses the issues faced by Russia in the transition to the evaluation of the quality of education on standardised systems. The focus is on the process by which ‘acmeological’ support is provided to students at the Russian Academy of Public Administration - the implementation, monitoring, evaluation and improvement of the educational process. Key words: educational system, quality of education, psychoacmeological approach, standards, personal and professional potential, the potential for development. The Centre of Planning and Forecasting Career was established in June 2008 and is part of the International Institute of Public Administration and Management of the Russian Academy of National Economy and Public Administration under the President of the Russian Federation. The Academy under the President of the Russian Federation (RANEPA) is the largest socio-economics and humanities university in Europe and Russia, holding top spots in all national rankings. The Centre annually conducts applied research aimed at improving the state and municipal services system and the optimisation of management systems. In 2003, Russia joined the Bologna process. Several months ago the President of the Russian Federation signed a new law on education, adopted by the State Duma, which reflects the trend toward further integration of the Russian education system into the global educational system. In the new edition of the ‘On Education’ law education quality is defined by how well the educational activities and results comply with federal state standards and meet the needs of the stakeholders of the education system. It is clear that the introduction of standards is important and promising. The Russian education system is becoming integrated into the global educational system. People are becoming more empowered to choose from more possible educational paths. However, along the way there will be and are many serious challenges.
Some of these challenges are associated with standardisation. Others with the possible loss of individualisation and differentiation within the educational system, which reflect the mentality of the culture and responds to the needs of specific society. When we talk about education quality and its measurement, as a rule, there are two aspects: external how well the educational process complies with the societal standards, and internal - how well the educational process fulfils personal standards and the needs and interests of the students as the subjects of the educational process. We think that there should be less focus on the evaluation of acquired knowledge and competence in training and more on identifying one’s practical personal and professional growth potential. We are talking about a shift of emphasis in the evaluation of achievements to the assessment of development potential, formed as a result of completing the educational process. Accordingly, the measurement of quality of the educational process must include an assessment of the dynamics of this potential in the learning process. Directly related to the improvement of educational quality is, also, the challenge of individualisation. This problem relates more to the internal evaluation of education quality. Our studies have shown that the satisfaction of students depends not only on educational content and the quality of its implementation, but also on their own personal and professional expectations and interests. To improve the quality of the educational process in the Russian Academy of Public Administration under the President of the Russian Federation, we developed and integrated acmeological techniques that accompany the educational process. The organisation and implementation of the work was conducted by the Department of Acmeological and Occupational Psychology. The psycho-acmeological approach is a very fast-developing field in the Russian Federation. There are two organically related elements in the short-term psycho-acmeological support programme: 1) the lectures, practical trainings and experiential activities through which the psychological aspects of the professional work come to the surface; 2) psychodiagnostic support in the educational process. Psycho-diagnostic software included in the training is composed of two key elements: the ‘input’ (in the beginning of the programme) and ‘output’ (end of programme) diagnostics. The main principles of evolving diagnostics are: positivity (the assessment identifies features from the standpoint of potential personal growth), duration/follow-up (holds at least two diagnostic sessions), integrity/holistic (considers the various manifestations of one’s personality and their interactions), feedback (includes discussions of the outcomes with the subjects). The main goals accomplished through the psychological diagnostic support during the training are: 1) to identify the subject’s personal and professional profile in order to determine his/her potential and help in determining the most productive ways to improve the professionalism of civil servants, while taking into consideration the individuality of each student; 2) to raise awareness and motivate productivity of students within their discipline of study (economic, legal, etc.) and the psychological development of professional civil servants; 3) to carry out ‘prompt’ remedial and developmental work based on issues found during the analysis that may hinder the productivity of the students; 4) further our understanding of the dynamics of personal and professional development based on the results of the training. Socrates Almanac ‘Science and Education. Oxford Review’
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The ‘input’ diagnostics are meant to prepare the subjects for learning management and psycho-acmeological techniques. Instead of taking the information shared through the training as something unrelated to them and theoretical, the subjects begin to view the information from a practical standpoint as it relates to them and their personal development. Based on the results of the ‘input’ diagnostics, an analysis is conducted. This analysis reflects the psychological and professional traits of the subject, contains the subject’s expectations of the training and the main challenges/ issues that the subjects sees in the training thus far. The suite of tools used in the psychological assessment throughout the training is: comprehensive (able to assess various aspects of the subject’s personality) and comparable (able to monitor the dynamics of personal and professional development during the training). Thus, ‘input’ and ‘output’ diagnostics use similar indicators and methods as well as some that differ. ‘Input’ diagnostics uses a combination of methods - some classical psychology approaches to professional diagnostics, and some that were developed by us (psychobiographical method assessment, evaluation of organisational behaviour test, human resources test, etc.).
References: 1. Sinyagin Y.V. Kompleksnaya diagnostika i otsenka upravlencheskogo personala: Monografiya. M., 2009. 2. Аkmeologicheskaya diagnostika / Pod obsh. red. А.А. Derkacha, Y.V. Sinyagina. M., 2007. 3. Sinyagin Y.V., Mel’nichuk А.S., Yablokova E.А. Problemy psikhologo-akmeologicheskogo obespecheniya sovremennogo obrazovaniya. // Modernizatsiya rossijskogo obshhestva i sotsial’noe obrazovanie (Materialy 5-go Vse-rossijskogo sotsial’no-pedagogicheskogo kongressa, g. Moskva, 6-7 iyunya 2005 g. / Pod obshhej red. V.I. Zhukova. M., 2005. S.127-131.
Modern Pedagogy in Multimeasured Space Gheorghe Rudic
Based on the results of the ‘input’ testing, discussions are conducted in groups of individuals with similar psychological and professional characteristics. The teacher gives advice on how to optimise the use of their personal resources. If the need arises, the student is given the opportunity to go through corrective, rehabilitative, and developmental activities, as well as more indepth psychological assessment and consultation. The ‘output’ diagnosis and discussions are aimed at analysing the dynamics of the students’ personal and professional development, disclosing the potential causes of these dynamics, discussing the role of the training in this process, and taking into account the wishes of the student in improving the learning process. An important task in this diagnosis is to assist students in determining the future direction of their individual potential growth as well as collect additional information needed to produce a professionalpsychological portrait of the student. Thus the acmeological-psychological support method within the education process, presents itself as a tool to improving the quality of education (though input diagnostics, customising the programme to the individuals in the group, identifying potentially strong leaders, etc.), and as a means of assessing the quality of education (the input and output of the self and professional development diagnosis). This programme was integrated into the education process within the academy from 2000–2008. During that period more than 10,000 students participated in the programme. In recent years the programme has not been so widely used. One of the main reasons for this is, again, the standardisation of education. Standardisation does not allow for such careful attention to the individual, individual nuances, and the individualisation of education. Psycho-acmeological support now only exists outside of the formal educational process. Let us hope that it does take its rightful place in the system of modern education truly helping to improve its quality. 74
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Center of Moderne Pedagogy ‘Learning Wiutht Doardes’ The pedagogical process is realized in space and time in its many elements simultaneously and consistently. The process includes diverse actions in their forms and nature, they depend on a variety of phenomena. All movements are naturally integrated into holistic organized actions that are managed by the teacher and which are the complex composition of the intellectual, emotional and motor resource of the learner, his energy complex – biological, bio-space and space areas. Bertrand Russell said: ‘What we call thoughts… depend on the organization of pathways in the brain, in much the same way that travelling depends on roads and railway lines.’ (Bertrand Russell. Philosophical Dictionary. 1996 S. 159) Organization of the ways of thinking in the brain is determined by their spatial orientation, and they are formed by mathematical canons: point – starting position - 0D, cut – one coordinate space – 1D, surface – two coordinate space – 2D, volume – three coordinate space – 3D space. 3D space is a holistid completed education, with the following characteristic features: ·· All points in the space and the environment are material (the principle of unity of space and matter.
·· The spaces do not exist in isolation from each other, spaces with more subtle matter of the space are filled with a dense matter (the principle of nesting). ·· All spaces and points themselves are three-dimensional, as they relate to each other – are multi-dimensional (principle of relativity).
Focused Shock Wave Therapy in the Treatment of the Spine Maximilian Kravchik
·· The smaller the atoms are, the thinner the matter is, the smaller is the size of the dots of the space, the higher is their dimension (the principle of inverse dependence on the size dimension). ·· The minimum dimension of the space is equal to that of the atoms of the physical world. Space with dimension less than 3 do not exist. The maximum dimension of the space is equal to the dimension of absolute space atoms (the principle of a finite number of spaces and measurements). 3D space is viewed as a augmented reality, i.e. the system that (R.Azuma, A Survey of Augmented Reality Presence: Teleoperators and Virtual Environments, pp.355-385, August 1997); combines virtuality and reality, interacts in real-time and works in 3D. Thus, the additional reality is the adding to the incoming realworld sensations of imaginary objects usually are characterized by auxiliary-informative features. Taking into consideration that reality is more synonymous with the name ‘augmented reality’, ‘enhanced reality’ that at the beginning of 21st century is the age of World Education Forum (http.//www. ifap.ru/library/book242.pdf) ‘expands the reality’ of pedagogy, delegating schools one more function – to ‘teach how to live’, i.e. – Social coordinate (I). And so, the way of thinking in pedagogy organization moved from two to three coordinate consideration. An era of new thinking in teaching-thinking in 3D space begins. Considering the 3D space through the lens of digital threedimensional data, we have to deal with tetrahedron, i.e. a closed space with tetraedge bounded by four vertices, six edges and three faces. In this space the problem is not seen from the outside, but from within. In this case, the person must ‘escape’ from the closed space. Thus, the student-oriented-active approach in the organization of thinking is retrieved. The main thing in this case is that it should be guided by the synthesis of the cognitive and valuable (interpretive) reflection of the fact that in the This is due to the fact that we are accustomed to think in the terms of two-dimensional logic. Our minds are accustomed to clear, distinctive concepts (black-white, evil-good, left-right, true-false, and so on). Only three coordinate system determines a close relationship in the structure of systems and their dynamics. Three coordinate events provides minimal information about the factors of tangible and intangible events. 6 5 6 s t r J o s e p h Va i i l a n c o u r t Terribonne Quebec J6V1P6 Canada www.pedagogiemoderne.com 1 514 560 53 35 info@pedagogiemoderne.com
Professor, М.D, Ph.D, doctor-neurosurgeon at ‘The International Medical Centre - MMC ODA’ Ltd. (Moscow), head of the department of rehabilitation at the ‘Pain Clinic’ medical centre (Israel). Non-invasive treatment of herniated discs by focused shockwave therapy (F-SWT) In orthopaedic practice a number of pathologies result in surgical treatment, which is necessary because of the inefficiency of traditional conservative therapy. This is particularly true of diseases of the spine such as protrusion, herniated disc, low back pain, osteoporosis and spondylitis. At present, there are non-surgical treatments for these diseases - manual therapy, skeletal traction, epidural blockade, physiotherapy etc. The disadvantages of these methods is that their application eliminates only symptoms (soft tissue swelling, inflammatory and infiltrative reaction and pain), but the problem (actually a herniated disc) remains unchanged and continues to progress. The technical results achieved with focused shock wave therapy (F-SWT) have shown that this is a highly efficient treatment, allowing outpatient treatment, no scarring, no postoperative complications and a low likelihood of a recurrence of the herniated disc. The technical results claimed are achieved by implementing a method of treating morphological and anatomical abnormalities of the intervertebral discs in three stages. The first stage of treatment is at least one course of adjuvant therapy, aimed at maximising the softening of the herniated disc (determined by MRI), suppressing inflammation and relieving pain. The combined therapies at the first stage involve microwave heating of muscles and ligaments in the affected area, phonophoresis, electrical muscle stimulation and anti-inflammatory drug therapy. Microwaves are electromagnetic radiation between radio waves and infrared, between 1m and 1cm, at a frequency of 30 MHz 300 MHz. In medicine three microwave frequencies are used: 2450 MHz (12.245 cm), 915 MHz (32.79 cm) and 433.9 MHz (69.14 cm). In Europe all three are used in frequency microwave therapy, in the U.S. only the Socrates Almanac ‘Science and Education. Oxford Review’
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first two. The physiological effects of microwave exposure therapy in a living organism are to improve the metabolic activity of cells, reducing the viscosity of fluids, increase the extensibility of collagen and increase blood flow. The therapeutic effect of microwave radiation is shown as an anaesthetic (due to directly effecting the pain gate, rapid removal of irritants and increasing blood flow, reduced muscle spasms, sedation), the reduction of muscle spasms, the acceleration of recovery by increasing metabolic activity, which has an impact on post-traumatic process, and for a chronic infectious process, the softening of the collagen tissue, scar tissue and other fibrosis and treatment of muscle tissue by increasing intramuscular blood flow. Drug phonophoresis is based on a combination of the physiological effect of direct current in combination with drugs. In general, this mechanism can be represented as follows: pain gates have an effect on A-delta (fast) and C (slow) pain fibres in the posterior horns of the spinal cord by the stimulation of mechanoreceptors (A-beta). A highfibre low-intensity electric shock in combination with selected drugs produces a morphine effect on the C-fibre system for the production of stimulation A-delta fibre pain receptors, resulting in changes around the ionic balance of cells, accelerating the healing of skin wounds and bone, fibrous tissue is restored, cellular metabolism increases and cell membrane potential is restored, increasing microcirculation. Interferential current therapy passes two different mid-field pulses simultaneously through the same thing. As a result, the tissues form a new current. The amplitude of the new current is composed of two amplitudes of the electric current flows. If the amplitude of the currents is directed in opposite directions the new current is formed. As both frequencies and the current flow combined, so if the frequency of one of the threads 4000 Hz, and the other is 4100 Hz the frequency of the new current will be 4050 Hz. Midrange currents are much easier to pass through the skin and have less resistance to the use of short pulses. At a frequency of 4000 Hz each individual phase lasts 0.125 ms, which corresponds to a very high intensity stimulation of the nerves. This increases the effect which is never reached by low-frequency therapy and stimulation. This thread is much easier to pass through the flesh as it is midrange and nerve stimulation provides modulation amplitudes. The analgesic effect of interferential current is provided: the activation mechanism of the gate pain is due to the stimulation of large diameter, low threshold excitability nerve fibres by high frequency - about 100 Hz, the activation threshold of A-delta and C fibres. Activation of their production takes place below a current frequency of 10-25 Hz; high frequency (50 Hz) causes a block in the endings of fibres and the local increase of current fluid output and tissue fluid as a result of moderate muscle contraction and stimulation of the autonomic nervous system, these contribute to the exit of the nerve chemicals that block pain impulses conduct. Anti-inflammatory therapy performs a paravertebral blockade of the affected disk using analgesics and/or homeopathic drugs - Discus compositum, Traumeel, Placenta compositum etc. If necessary, in the case of acute inflammatory response, the intramuscular treatment of non-steroidal anti-inflammatory drugs (Voltaren 75mg) is increased to once a week. In exceptional cases, we can recommend the application of small doses of corticosteroids (5 mg Diprospan) at 0.25-0.5 mg for paravertebral blockades on the condition that the total quantity of the substance does not exceed 1.5 mg (1\3 ampoules) per 76
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week. In the treatment of the thoracic spine doses of medication can increase by 25-30% compared to the above and in treatment of the cervical and lumbar spine the dosage is increased by 10-15%. The success of the first phase of treatment is determined by examining repeated magnetic resonance imaging (MRI) images of the affected disk, looking at the dynamics of the consistency of the disc hernia. In some cases, you may need to enhance the contrast of the MRI images. In the second phase at least one session of F-SWT is applied directly to the area of pathological focus - the hernia (protrusion) of the intervertebral disc. The number of sessions depends on the anatomical and physiological characteristics of the herniated disc A short (0.1-0.3 sec) burst of F-SWT applies focused high-impact low-frequency sound waves, which improve local blood circulation, loosening the calcium deposits and fibrotic lesions which cause inflammation and pain. One of the major effects of the shock waves is to stimulate the development of a new microvascular subject area. A theoretical aspect of F-SWT is based on creating a shock wave with a high flux density, which focuses on a limited target area. This is to ensure that the shock wave will develop full energy only in the selected treatment area, without harming surrounding tissues. The hyperbaric effect of F-SWT is based on the ability of acoustic vibrations to form cavitations in the tissues as the liquid changes into a gas and leaves. This component of F-SWT treatment is crucial in the treatment of the protrusion and hernia of intervertebral discs. Stabilisation of the microcirculation around the cavities: F-SWT produces massage, which is very important in the treatment of oedema. In acute inflammation, shock waves help to remove histamine from the tissues and prevent the formation of other risk factors in the cells, which is associated with an increase in the diffusion of calcium ions across the cell membrane. The outcome of this process is to reduce the intensity of inflammation in the tissues. In the granulation phase of the inflammatory process the formation of fibroblasts for a new vascular network is stimulated, as well as collagen and a new capillary system of the vascular network. Thus, the different effects produced in the tissue may lead, for example, to the reversible deformation of cell membranes due to mechanical impact or shock waves stimulating the healing process through the intensification of metabolic processes, such as in the cases observed in the orthopaedic practice in the treatment of inflammatory degenerative changes of intervertebral discs. The parameters that determine the success of extracorporeal therapies are mostly energy and energy flux density. These parameters depend on the characteristics of the disc hernia and are determined individually for each patient. The mechanical or acoustic energy of the shock wave is determined by pressure amplitude and duration, the acoustic properties of the medium (density and acoustic velocity) and the spatial distribution of the shock wave. In order to achieve a noticeable effect in the tissue, the energy of the shock wave should focus on just a limited target area, where it
Surgical treatment
F-SWT
1. In-patient treatment (from 4 to 45 days), requiring hospitalisation for a period of treatment*
1. Outpatient treatment allows the patient to maintain their lifestyle for the duration of treatment
2. Scarring of the operated tissues, leading in the long-term to compression of the nerve plexus
2. No scarring, no postoperative complications
3. Relatively high rate of relapse (38%) *
3. Relatively low rate of relapse (less than 4%) *
4. High levels of postoperative complications (8%), including complications from anaesthesia*
4. Absence of postoperative complications
5. The outcome of invasive intervention is relatively less dependent on compliance with post-operative mode
5. The outcome of therapy is largely determined
* According to statistics obtained ‘Pain Clinic Unique methods of medical treatment’
exceeds the threshold value and produces a therapeutic effect. It is believed that shock waves are effective when the pressure reaches 50 bar (5 MPa) or more. This zone corresponds to the so-called 5 MPa focus. This takes into account only the positive component of the amplitude of the shock wave and the negative component (stretching waves) is neglected. Extracorporeal shock wave therapy is performed at threshold energy, selected from a range of 3-12 MPa. The best time to perform a course of focused extracorporeal shock wave therapy is when the hernia is reduced by 0.2-0.3 mm. As shown by studies a similar effect in the treatment of the cervical spine disc hernia can be achieved with an optimal threshold value of energy at the focus of 3-5mPa, with the thoracic spine the threshold is increased to 6-8 MPa, and for the lumbosacral spine it is increased to 10-12 MPa. The energy settings and the pulse frequency (from 2 to 8 Hz) during the F-SWT session is determined by the doctor, depending on the dynamics of the effectiveness of the therapy. If the patient begins to experience pain even with a properly focused stream of shock waves, it is necessary to reduce the energy to 1.01.4 MPa. You can also reduce the frequency of the pulses to 1-2 Hz. Practice shows that in most cases this is enough for a relatively small decrease in the effectiveness of the therapy. For maximum penetration of waves through the tissues of the body it is desirable to use the gel agents, such as conductive gel used for ultrasound therapy/diagnosis. At the same time the head of the F-SWT emitter should be tightly pressed against the surface of the body, slowly moving across the surface so as to focus the radiation in the area of the damaged disc. As mentioned above, the rate of F-SWT consists of a large number of sessions. To reduce the size of a herniated disc by 1mm, from 3 to 6 treatments are required. It is absolutely necessary to perform control magnetic resonance imaging (MRI) of the spine to be treated every 10-15 sessions to manage the process of regression. Completion of the second phase must also be accompanied by a final MRI study. The third stage is the final treatment and serves to consolidate the results and restore the damaged nerves, which includes electrical muscle stimulation, massage and exercise. Experience shows that the number of procedures in the third stage is determined by the degree of pre-compression of the nerve and can be 3-15 sessions. In the third phase intramuscular injections of vitamin B12 and of
homeopathic remedies, such as Neurology 1.0 and 2.0 of 1 ml, can be introduced 2-3 times a week. The table below compares the traditional invasive methods of treatment for hernias of intervertebral discs (disc prosthesis, endoscopic aspiration or coagulation) and the focused shock wave therapy method: Thus, the advantages of focused shock wave therapy compared with invasive treatment are high efficiency, physiology and a smaller number of complications (including long-term). These conclusions were based on 15-years of experience with 27,000 patients with different pathologies concerning intervertebral discs. Some of the patients underwent surgery in different hospitals in Israel. Another part of the course was focused extracorporeal shock wave therapy. By a combination of factors - the effectiveness of treatment, number of complications, the presence of the indications and contraindications - the effectiveness of F-SWT was 97% compared with surgical treatment - 42% - and endoscopic intervention - 83%. Thus, the above examples demonstrate the high efficiency of the proposed method of non-invasive treatment for pathologies of intervertebral discs, allowing its use in cases where previously invasive intervention would have been performed.
Modern Economic Growth: Theory and Regression Analysis N. Goridko. R. Nizhegorodtsev Novocherkassk: NOK Publishers, 2011. 343 p. The book contains tri-factored (capital, labour and information) regression models for GDP in the Ukrainian economy. We invent power-law and power-exponential models with positive and negative lags (growth by expectation). We provide estimations of average and marginal propensities to consume and to save. www.mtas.ru/search/search_results.php?publication_ id=18796
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History has to be Truthful T. Rysbekov
To study history - the profession of historians. It is necessary to be limited to this simple maxim in expectations of times when society, at last, addresses historians for knowledge instead of arguments in political disputes and contentions. From us historians, readers wait not only for new facts, but also new thoughts and ideas, not retelling, and reasoning.
Hiv Epidemic in the Educational System of the Russian Federation: The Search for Solutions T. Rayfshnayder Doctor of Historical Sciences, Professor (Kazakhstan) Today is the time of comprehensive, intelligent revision of historical concepts, revaluation of the whole historical era, but it is necessary to remember that this is only admissible when it corresponds to the historical truth. Always it is necessary to be guided by the fact that history can be ennobled only by truth, be blackened only by lies. A properly scientific, objective and dialectic approach to history means also a truthful assessment of the people who have had an impact on a course of events. Impartial studying of historiographic sources, refusal to believe scheming and tactical stratifications and priority to facts move us towards to reliable reconstructions of the past. Here professional historians shouldn’t forget that it is impossible to define a proper course for the future, escaping from the past, up hill and down dale. Therefore destruction of the old isn’t always justified. It is known that intensive and purposeful processing of public creation leads to planting of new stereotypes, emergence of nihilistic relations to the past. On this wave historical science, its representatives who haven’t shown sufficient ‘activity’ in disclosing ‘whitewash’ stories, automatically turn into a convenient target for general criticism. Therefore today’s task for historians is not in instilling love of history, but in disclosure and replenishment by true, faithful knowledge of national history. We have to write in contrast to boring textbooks’ approach to historical truth. Therefore neutralising the negative consequences of negative processes would deliver: a love of history, to study and love not just history which represents countries and eras ‘in a good light’, in twilight of the class analysis, but also history which gives a chance to comprehend communication of changes, the reasons for the events which changed the life of peoples. To achieve this purpose it isn’t necessary to present ready conclusions, to squeeze the thought of readers in one direction. It is necessary to teach them to think, to compare, to investigate the facts. Only then we can lead people to critically and analytically perceiving the world. Such a goal can be reached with mutual frankness, mutual respect. The knowledge of true history affords the ability to judge and is measured, without excess emotion, but is uncompromising - about leaders, about their role in society, about revolution, Bolshevism, about historical stages; not to idealise present democracy and ironically treat the phraseology of other figures, etc. 78
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Candidate of psychological sciences, Deputy Director for Scientific Work of the Federal Child Development Research Centre (Research Centre for upbringing problems, the formation of a healthy lifestyle, prevention of drug addiction, and the socio-pedagogical support of children and youth), Moscow, Russia; cipv@yandex.ru Abstract. Under UNESCO’s ‘Education for All’ initiative, we conducted research on how to best improve the quality of education for children affected by the HIV epidemic and to provide support for educators and school staff with HIV. This paper will describe the work led by our Centre under the support of the UNESCO office in Moscow, including the ‘Recommendations for the implementation of the policy regarding HIV infection in the educational system of the Russian Federation’ and the regional ‘Practical recommendations for the implementation of the policy regarding the educational system of Eastern Europe and central Asia countries’. Key words: HIV, AIDS, education system, education policies, UNESCO, education for all, programme evaluation. The problem of HIV infection is significant in Russia. Today thousands of adults and children, who are living with or are affected by HIV, work and study in the educational system of the Russian Federation. Special legal and regulatory framework has been developed to regulate HIV prevention field work and to avoid any discrimination towards people living with HIV (PLH). Nevertheless, negative attitudes and stigma towards such people is still a present-day issue. Children form the most vulnerable group. The attitude of school administration, teachers, and parents towards children with HIV is ambiguous. Such children can be denied admission to educational institutions, forced to be expelled, etc.
Our Centre ran a number of studies between 2008 and 2010. During this period more than 8500 pedagogues, approximately 180,000 students, and more than 80,000 parents participated in the research. The studies took place in educational institutions at the primary and secondary level. In 2012 we studied the attitude of students, their parents, and teachers towards HIV prevention work in the education system. The students were asked to express their opinion on PLH and to evaluate the possibility of their individual contact with such people in public places. 100% of the students expressed their sympathy for such people, 91% expressed pity, and 96% expressed compassion. However, only 9% of students agreed to eat in the same cafeteria as HIV-positive people. Though 85% of parents stated they could communicate or work with a person who has HIV, 95% would prohibit their children from communicating with classmates whose parents have HIV. The majority of teachers interviewed believe that it would be helpful to make the HIV status of people publicly known. 32.7% of these teachers thought that it would help them not to get infected, 29% thought it will help to make interpersonal relationships more genuine, 23.6% thought it would help them understand how to behave in such circumstances. Meanwhile, 18.3% of teachers were against the idea of making HIV status public information because of the possible panic in the institution and because of potential conflicts that may arise between PLH and other members of the group (10.9%). The teachers also stated that there are no HIV infected children that they know of or children whose family members have HIV in their schools. 83% of interviewed pedagogues believe that HIV-positive students can learn together in a normal class. Therefore, the study has shown that the teachers are more tolerant towards PLH than students and their parents. In 2011-2012, with the support of the UNESCO Moscow office, we developed recommendations for the implementation of policy concerning HIV infection in the educational system of Russia for the UNESCO programme ‘Education for All’. The programme aims to provide equal access to education for socially vulnerable children. We also participated in the development of ‘Practical Recommendations for the Implementation of Policies Concerning HIV in Education in Eastern Europe and Central Asia’. In 2012, with the support of the Russian Ministry of Health and the Ministry of Education and Science, we conducted a school-based HIV prevention programme. One of the goals of the project was to create tolerant attitude towards PLH and people around them. 4564 educational institutions situated in all 83 federal subjects of Russia participated in the project: 8699 teachers, 169044 students and 88082 parents. The HIV epidemic is becoming one of the most urgent health issues in Russia and in the world. Taking into consideration the special needs of HIV-positive staff and students allows the educational system to become adaptive and accessible for all categories of people, especially those with special needs. References: 1. International Guidelines on HIV/AIDS and Human Rights, 2006 Consolidated Version - Office of the United Nations, High Commissioner for Human Rights and the Joint United Nations Programme on HIV/AIDS, 2006.
2. Training, Supporting and Defending Students and Educators Living with HIV or Otherwise Concerned by the HIV Epidemic: Practical Recommendations for Implementation of Policy Concerning HIV in Education in Eastern Europe and Central Asia. / L. Glazyrina, A. Zagaynova, T. Yepoyan, ed. by A. Zagaynova, - Moscow, 2011. 3. 3. Rayfshnayder T., Zayceva N. Training, Supporting and Defending Students and Educators Living with HIV or Otherwise Concerned by the HIV Epidemic: Recommendations for Implementation of Policy Concerning HIV in Education in Russia. Methodical guidelines. cipv.ru/images/all1/pdf_2012/HIV_Russia_2013.pdf
Informational Goods and Network Effects Robert Nizhegorodtsev Doctor of Economics, Laboratory Chief in the Institute for Control Studies RAS The agents’ choice of some routines and behaviour patterns evokes positive or negative externalities for other economic agents. Economic agents following the same institutions often form a stable group. A network is a group of economic agents generating positive mutual externalities due to following the same institutions (routines, behaviour patterns) or technologies. Informational products and services are network goods. Expansion of informational goods arouses positive externalities for agents who started to use them a while ago. The more rampant the goods are, the less their average costs are, and the more utility they have for every user. In the information society the most useful goods are free of charge. So, the informational paradigm in economics must assume that an agent lives in a plentiful universe, where everything you need is abundant, and a real problem is to receive it correctly and to use it in a proper way. The assumption foils the Pareto optimum conception that becomes useless either for theoretical conclusions or for practical decisions. The informational paradigm ruins many wellknown economic laws which seemed to be unshakeable. The time of industrial paradigm in economics is over. The most difficult thing about the past is to realise it is the past. The Lord has settled our world non-economically: the most useful goods - air and sunlight - are free, and no one has to toil in order to earn and consume them. A marginalist conception rearranged the core idea and impelled us to see the value of goods in their scarcity, inaccessibility for agents. The coming information age restores the original state when the most important goods are widely current and free. That conclusion is a base for elaborating win-win strategies in information production, and government support for different forms of public-private partnership. Socrates Almanac ‘Science and Education. Oxford Review’
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Noospheric Worldview And Sustainable Development V. Grachev
President of the V.I.Vernadsky Nongovernmental Ecological Foundation, DSc, Member of the Russian Academy of Sciences, Professor, Honorary member of the Parliamentary Assembly of the Council of Europe Classical understanding of worldview [1] (as a set of views, judgments, principles and figurative notions, defining the most general vision, comprehension of the world and the place of a human being in it)and life philosophy, programs of behaviour, human actions and the concept of noosphere are closely related V.I.Vernadsky wrote: ‘Moreover, we are approaching a new era of life of mankind and life on our planet in the whole, when the precise scientific thought as a planetary power is in the foreground, penetrating into and altering the whole spiritual environment of human societies, when the technique of life, economic creativity, philosophical idea and religious life are being embraced and changed by it. This is, for the first time on our planet, an inevitable consequenceof the all-embracing capture by brain’ [1]. Noosphere is close to the concept of the ‘Ether of the Universal Brain’. In this case it can be established that the noosphere spreads out into the cosmic space, and ‘noocosmos’, a space of Brain, emerges. Thus, the noosphere is part of noocosmos, i.e. of the Universal Brain or God in religious comprehension. Subsequent development of the noosphere may lead to anoospheric worldview or again to religion, as a matter of fact, to the faith in the Universal Brain. Paying attention to the fact that evolution tends to generate brain, an idea of active evolution,i.e. necessity of new conscious phase of the world evolution, when mankind directs it the way, dictated by brain and moral sense,is put forward; i.e. Human Being takes the wheel of evolution. This is, as I see it, the noospheric worldview. For evolutionary thinkers the Human Being is still an intermediate creature in the process of growth, far from perfect, but at the same time consciously-creative, designed to change the external world and human nature. This refers to the expansion of the rights of conscious-spiritual forces, to the spiritual management of matter, the spiritualization of the worldand human being. Cosmic expansion 80
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is one part of this grandiose program. Cosmists managed to combine the care ofthe great whole – the Earth, biosphere, cosmos – with profound requirements of the supreme value – certain person. Issues, related to overcome illness and death and achievement of immortality, take an important place here. The noospheric worldview let a thinking person choose areligion to his liking and believe in power of science and might of the Universal Brain without isolation oneself in blind faith. Russian Gods lived on the edge of the forest, right near the settlement; Greek Gods were elevated to Olympus. Then God had moved to the sky, but his ‘dealerships’ were organized on the earth and preachers have become proactive. People`s thirst for God and their need in the commonality of society is obvious, and the noospheric worldview let them be believers and believe in the power of science and the Great role of theUniversal Brain, from which – through intuition– we get new ideas, solutions and discover new spheres of implementation of ideas and knowledge – these wonderful products of the Universal Brain. In 1910, V.I.Vernadsky predicted the significant role of nuclear energy. We are the witnesses of this wonder`s implementation, on which energy and defense force of the great powers is based. In his speech about radium, made during the General meeting of the Academy of Sciences on December 26, 1910, Vernadsky noted: ‘Through the phenomenon of radioactivity we discover nuclear power sources, which exceed all the power sources, drawn by human imagination, a million times’.He stated, there is no a country, that calls itself civilized, that canremain indifferent to new sources of power, provided by science. Nowadays mankind has approached the discovery of Higgs boson – a particle of God, starting the era of practical implementation of genius ideas, interrelating the mass and energy. 1 kg mass may be transformed into energy, equal to half of SayanoShushenskayaHPP`s annual production (E=mc2). Higgs boson is the golden key to mass-to-energy transformation, and this greatest discovery confirms the soundness of noospheric ideas and strengthens our faith in the power of the Universal Brain. The noospheric worldview will be developed along with further scientific discoveries. It is advisable not to repeat the mistakes of the past. The noospheric worldview should be in each of us: in our souls, brain and spiritual sphere. The evolution of the noospheric worldview is closely connected tothe evolution of science and education. There won`t be further development of the noospheric worldview until the role of scientific and technological advance for economics is at the proper level. The new noospheric civilization is coming on substitution of the post-industrial society. The role of science and education for the contemporary world is extremely important. Unfortunately, contemporary market-oriented economists have withdrawn the scientific and technological advance
from factors of production, having left only the labour and capital (labour for common people, capital for themselves). It may work for some time, and scientific and technological advance won`t stop. But the beneficiaries will be the countries and peoples that will place the achievements of scientific and technological advance at the service of the whole society, not at the service of certain tycoons and parties, serving them, and dealerships, whoever they represent.
and by its composition from a worker to a capitalist.Both, workers and capitalists, canenjoy and do usually enjoy the results of its creativity. Both can exploit it as a third power, equivalent to them.’
At the beginning of the past century V.I.Vernadsky, while being on board the ship between Pavlograd and Omsk, wrote a short 7-page memorandum. Quote [2]:
Science and scientific and technological advancecan`t be developed without use of intuition, which comes through the’Ether of theUniversal Brain’ and development of the noospheric worldview, facilitating appearance of many ideas.We must believe thatV.I.Vernadsky`s theory of noosphere will facilitate the emergence and development of new ideas here, in Russia – his motherland.
‘Value is being created not only bylabour andcapital. For creation of value the creativity is equally necessary. This element of creativity may either coincide with the capital holder, i.e. a capitalist may be its bearer, or with the work holder, i.e. a worker may be its bearer, or not coincide with any of them. It may be contributed by the third category of individuals,different by its participation in the matter
Surplus value is being created not only and mostly not bythe labour, but also the creativity. The contribution of creativity may be much more significant comparing to labour [3, 4].
In 1910, V.I.Vernadsky predicted the highest role of nuclear energy; and we are soon to be the witnesses,that it`ll be replaced
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by thebosonic level. Today we can get 7 kWh when combusting 1 kg of fossil fuels, and we can get 7 000 000 000 000 kW (E=mc2=1kg×299 792 4582 m/s) due to the bosonic level, which is 1012 times more. Nuclear energy gives us 120 000 kWh/kg on thermal reactors, 24×106 kWh/kg on fast reactors, which is 200 times more effective. But we arestillnot able to cope with not only thebosonic level but even the with thermonuclear level (6×107 kWh/kg).
management. On this way of evolution it is necessary to change the worldview.
Great discoveries are going to creategreat opportunities inachieving the noospheric worldview, and then, as considered by V.I.Vernadsky, mankind will forget about wars, inter-group conflicts and feuds, and life will be principally different – the way it was predicted by V.I.Vernadsky, whose 150th birth anniversary has been world-wide celebrated in 2013.
Scientific thought provides mankind with such energy and material opportunities, which let humanity not only take wealth from biosphere, but also reasonably transform Earth`s biosphere with the purpose to save and increase these resources and convert them intorenewable ones.
It should be noted, that the doctrine of noosphere is being embraced by our leaders. During the APEC Summit 2010, V.V.Putin stated: ‘At the beginning of the 20thcentury our compatriot Vladimir Vernadsky created the doctrine of space, uniting mankind, – the Noosphere. The doctrine combines interests of countries, nations, nature and society, scientific knowledge and national policy. It is exactly this doctrine that serves a basis for the sustainable development concept’. This important idea should be promoted within the frameworks of the whole sustainable development policy, which is based on the three pillars: economics, ecology and social sphere as well as on their efficiency. Whereas, the efficiency of all of these spheres of life is connected with the creativity`s achievements: economy without innovations and inventions can`t be effective; ecology can`t be good withoutapplication of scientific and technological advance; and even social sphere won`t progress without recent achievements of scientific and technological advance, development of modern medicine and solution of immortality issues. The classical scheme of sustainable development is closely related to V.I.Vernadsky`s scientific ideas. Living nature – biosphere – takes one of the central places in V.I.Vernadsky`s doctrine. Noosphere unites living rational nature and the social sphere. The comprehensive coverage of sustainable development by the noosphere of the human brain (the noospheric worldview) is an element of the Universal Brain.
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For further existence, mankind should take care of environmental preservation; therefore the objective to create noosphere is the present-day task. To pursue this task, wide knowledge in the sphere of ecology and its wide application in all spheres of human activityare necessary.
Human brain, as a spiritual component of Noosphere, has to choose the paradigm of solution of global environmental challenges. I`m surethat achievements of scientific and technological advance will give the opportunity to solve any global environmental problem: from global climate change to radioactive wastes. This is referred not only to global environmental issues. V.I.Vernadsky has shown us the proper way of positioning Human Being in the State; andthe economicsof noospheric type is the economics of knowledge, the economics of creative ideas` realization. The noospheric worldview gives us an opportunity to correctly comprehend the whole image of the world, to sense oneself as an individual in society, in the World, and sense own Spirit in the Ether of the Universal Brain; this let Human Being be a believer and believe in own power and the power of the Comprehensive Brain. That will be the real SUSTAINABLE DEVELOPMENT, based on the contemporary economics, the efficiency of which is provided by the production of science intensive products and high labour productivity. Creativity`s contribution to such economics is determinative. Global environmental challenges as well will be solved due to scientific achievements. Andsocial sphere, based on scientific achievements, acquires absolutely new features: people will live much longer, happily, full life in the harmonic noospheric civilized world. Literature
Noospheric thinking outlines thewaysof natural forces` use and development for the sake of human being, increase of social production`sproductivity, rational nature management, national health maintenance and improvement. Thus, mankind`s interests are closely related to Vernadsky`s scientific concept.
1. Vernadsky V.I. Scientific thought as a planetary phenomenon. Executive editor A.L.Yanshin.: M., Nauka, 1991.
Nowadays Vernadsky`s theory of biosphere`s transition to noosphere has become a matter of special importance. This may serve as a basis for fundamental researches of environmental problems and practical search for their solution. Cognition of the regularity of biosphere`s evolution is the lead to the rational natural
3. Aksenov G.P.Shooting of the third whale. Otkrytayapolitika, October, 1997.
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2. Aksenov G.P. Vernadsky. ZhZL.: M., ‘MolodayaGvardia’, 2010: 302-303 p.
4. Grachev V.A. Theory and practice of personal success. M., Sovremennygumanitarnyuniversitet, 2002: 279 p.
Relations of Kazakhstan with the Post - Soviet States. B. Shyntemirova
Doctor of Historical Sciences Professor of West Kazakhstan Engineering University of Humanities Kazakhstan Kazakhstan gained independence on 16 December 1991, and became a full-fledged subject of international cooperation in all arenas. It has great potential for economic development, occupies an important political and strategic position between Europe and Asia, and is a member of various unions and state blocks. Therefore, the international relations of the Republic of Kazakhstan, in particular relations with post-Soviet and neighbouring countries, are of great importance for general security and impact on peace and stability in Asia and the world. One of the priorities of the state policy of Kazakhstan is to promote integration processes in the post-Soviet space.
build a system of mutually beneficial political, economic and cultural interaction with near and far neighbours. As emphasised by the President of RK, N.A. Nazarbayev, liberalisation and openness of Kazakhstan to global peace is our strategic priority and informed choice, reflecting the vital national interests of the country. Globalisation has made us all more free and at the same time interdependent. It is through focussing on understanding this that key tasks for further accelerated modernisation of the country were identified in the message of the President to the people of Kazakhstan on March 1st 2006. For all post-Soviet countries there is a very acute problem of self-identification, as they have a largely common heritage, but at the same time there is great potential for mutually advantageous solutions to many problems for the benefit of our peoples. This community creates a favourable basis for cooperation and integration on a new basis, taking into account global, geopolitical and regional development parameters, and features of the modern era. On the other hand, the acuteness of the problems of self-identification, the transitional nature of the conditions of the economic, political and legal systems of post-Soviet countries, different dynamics, direction and depth of the modernisation processes conducted in their part of the reform, determine the difficulty of the process of establishing this vital integration.
Social Modernisation of Traditional Societies S. Rysbekova
In the framework of the general world of political processes Kazakhstan needs to realise its own interests, to maintain stable, steady growth of economic power, a stable political system, to provide the solution for social problems, given the rapid growth of interdependence of states and various political organisations, economies and societies of country-members of the international community. In this context, global awareness of global problems is gradually emerging. Globalisation is presented as an inevitable part of historical dynamics and is expressed as an enormous complication of the surrounding world, the blurring of the distinction between internal and foreign policy, economy. It also acts as a management tool for international processes, reformatting the established international system and this process is not completed; its development is uneven and very contradictory. The new post-industrial era is different; a complication of technogenic civilisation, social structures and relations, increasing permeability and flexibility of processes. The role and capacity of isolated states, even the most powerful, is reducing, and the role of civilisations, supranational associations and global ‘network’ structures is growing. The role of Kazakhstan, as any other state in the current conditions, depends on how it will cope successfully with the problems of safety, will be able to fit in the new wave of technological change,
Doctor of Historical Sciences, Professor (Kazakhstan) In present times, with Kazakhstan going through socio-economic and political modernisation, providing for the creation of an open society, democratic and peaceful state, significantly increases interest in the social history of the twentieth century. In the Soviet period, the creation of a qualitatively new social structure, purposeful based on fundamentally different ideologies of the economy, political system and culture, was accompanied by the ambiguous effects of changes on an unprecedented scale to traditional ways, social relations and the mentality of the Kazakh society. This is an appeal for the study of this unique and lasting influence of experience and the need to understand the overall trends in the social transformation of the Eurasian multicultural environment, the relationship of general and special modernisation and tradition. Socrates Almanac ‘Science and Education. Oxford Review’
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The scientific novelty of the study is as follows: By summarising the major historiographical results systematised traditional and new theoretical and methodological approaches can propose new ideas and conclusions for conceptual and source understanding of selected issues; The creative use of theoretical science, especially the concept of modernisation, for the first time presents a complex and systematic analysis of the transformation of ethno-social, political, legal and cultural dimensions of the Kazakh society in the period of the Soviet state (1920-1936). The studying of a large number of different representative sources established the basic typological features and mechanisms of managing the formation of new types of Soviet identity and solidarity for the social and political activity of the masses through new mass organisations; The evolution of the system of public organisations in Kazakhstan in the 1920s and 1930s, analysed in the context of the administrative command system and the mobilisation of the economy, has establishes and demonstrated its role as a major instrument of social consolidation of the national mass; Established and analysed the conflicting results of social and political engineering and the formation of the Soviet type of citizenship that led to the original interweaving of tradition and modernity in the Kazakh society by the middle of the twentieth century; Qualitatively the new role of institutions of enlightenment and education and the spiritual culture transformation of gender relations are shown for the first time through the focus on social modernisation of the Kazakh society; It was found that the deliberate and large-scale multi-dimensional socio-cultural politics of power in the years 1920-1936 provided controversial civic and nation building restructuring of social relations in Kazakh society, and growth of the social activity of the masses, while at the same time, the archetype of ethno-national culture discovered stability and high adaptability.
The Condition and Prospects of a Raw-Material Development in a Coal Branch of the Tyva Republic V. Lebedev, N. Lebedev, M. Lebedeva Doctor of Historical Sciences, Professor (Kazakhstan) On the basis of the given geologo-film-making, search-estimated, prospecting and research works the information on degree of a level of scrutiny, features of a structure, coal-minings, the reconnoitered stocks and prognathous resources of coal deposits and the perspective carboniferous areas which have received an industrial estimation is generalised. The basic attention gives 84
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concrete deposits and the perspective carboniferous areas representing essential geologo-economic interest, qualitative and quantitative characteristics of coals on such areas are resulted. For separate most perspective deposits of potential wildlife management economic prospects of their development are analysed. The report is prepared for the purpose of acquaintance interested in development of coal branch of managers of regional and federal level, experts of coal branch, science officers, and also the potential investors making the decision on participation in natural resources development of region. Economic development of the Tyva Republic becomes complicated its geographical disconnexion, considerable remoteness from large industrial centres, inaccessibility and badly developed transport system. The distance from Kyzyl to the nearest railway station (in Minusinsk) makes 402 km, a transport principal view - automobile by which it is carried out more than 99 % of all cargo- and passengerconveyances. The general extent of highways in Tuva 2843,55 km, including with a firm covering - 2312,8 km, with soil - 521,75 km. Road of federal value is the main line ‘Yenisei’ (М-54) from Krasnoyarsk, through the cities of Abakans, Minusinsk and Kyzyl to Frontier with Mongolia (customs terminal Tsagan-TologojAr-Sur). Line А-161 concerns a category of roads of strategic value from Abakan through railway station of the Abaze and Ak-Dovurak to Frontier with Mongolia (the customs terminal the Handagajtypine forest-shoo) and line А-162 Chadan-Kyzyl-Saryg-Sep. In a number of kept away koguuns <http://www.tuva.ru/tuva/abaut/ adm_del.htm> constant roads are absent. Air transport transports on external (Moscow, Krasnoyarsk, Novosibirsk, Irkutsk, Abakan) and local air airlines. The airport of Kyzyl is capable to accept planes of type Yak-42, Il-76, etc. In all koguuning the centres and Ak-Dovurake there are soil landing strips for reception of planes and helicopters of small load-carrying capacity. Regular flights of helicopter MI-8 are carried out in remote settlements Todzhinsky and Tere-Holsky koguuns. River transport carries out transportation of cargoes and passengers on the rivers Bij-Hem and Kaa-Hem. Through waterways in adjacent regions of Russia and Mongolia are absent. Power maintenance of the republic is carried out within the limits of the Integrated power grid of Siberia from the south of Krasnoyarsk region on 220kv powerlines laid along roads from Abakan and Minusinsk on Ak-Dovurak and Kyzyl. In Kyzyl and Ak-Dovurake there are the thermal power stations having auxiliary value for power supply of the republic. The Koguuns centres are connected 100kv powerlines to Kyzyl and Ak-Dovurakom. In all koguuns the centres there are regional boiler-houses. In the geologo-economic relation the considerable part of territory of republic (~70 %) concerns the category unassimilatize. Industrial targets are small. The basic industries - fuel (coal), nonferrous metallurgy (gold mining), wood and woodworking. The largest industrial enterprises are coal-mining Kaa-Hemsky, Chadansky and Elegestsky cuts, combine ‘TUVAASBEST’, gold mining artel ‘OINA’, mining companies ‘LUNSIN’ and ‘GOLEVSKY’, Kyzylsky thermal power station of joint-stock company ‘KRASNOIARSKENERGO’, ES Open Society ‘TYVAENERGO’.
Bowels of Tuva are rich with the most various minerals. It possesses the big stocks of high-quality coal, suitable both for power, and for the technological purposes. Here it is known about ten isolated areas of mesozoic and Paleozoic carboniferous adjournment, five of which are revealed industrial coalfielding. The Great bulk of the reconnoitered stocks (to 94 %) and the estimated resources (to 88 %) is concentrated in limits the Ulug-Hemsky coal field. Except Ulughemsky pool, industrial carboniferous it is established within the Chadansky area with in details reconnoitered sites of Chadansky and Changyz-Hadynsky deposits. Jugo-to the west Ulug-Hemsky pool search works estimate three perspective carboniferous areas: Aktalsky and Onkazhinsky with Paleozoic (Carboniferous) and mesozoic (Jurassic) coals, and also the Initalsky (Iji-Talsky) area юрских coals. Within the Aktalsky area (on deposit Odegeldei) preliminary and detailed investigations of one of coal layers (layer-1) are spent. By geologo-film-making works coalfielding it is revealed and in other areas of republic: Arguzunsky, Ishtihemsky and Karachatsky deposits in Ulug-Hemsky koguuns and Karginsky in MongunTajginsky, studied at a stage of search-film-making works. For some sites of these deposits the estimation of resources is made preliminary prognostic. Separate coal layers of these sites were developed by local population for a long time. Besides it, carboniferous adjournment are known on site Sagly (Ovjursky koguun) and in remote mountain areas of East Tuva (Serlighemsky carboniferous area in Todzhinsky koguns). Coals of the deposits located out of Ulug-Hemsky pool, are also characterised by high quality and big enough reconnoitered stocks and resources. The general stocks and pool resources are estimated by authors of the monography ‘Coal base of Russia’ in quantity about 19,5 billion t. Balance stocks of industrial categories А+В+С1+2 on Republic Tyva make (‘the State balance of stocks …’, for 1.01.2005) 1129 million t, of them categories А+В+С1 - 1112,3 million t, including coked especially valuable marks (and GJ) - 936,7 million t.
of air weights and air clarification. Low winter temperatures (to45-55C°) and absence of intensive circulation in a ground layer lead to strong pollution of atmospheric air by products of incomplete combustion of coals. Concentration of polluting substances during the winter period in overwhelming majority of areas of Kyzyl are caused, first of all, by private sector emissions. Decrease in degree of a damage to environment from coal power can be reached for the transition account to use ecologically more safe kinds of fuel of a coal origin at introduction of perspective technologies complex energychemical processings of coals of Tuva. The main obstacle for effective development and use, both coals, and other natural resources of the republic, is remoteness of the region from the basic transport highways of Russia. The question of building of the railway with an exit on industrially mastered areas of the south of Siberia is the main actual problem of the decision of questions of lifting and development of economy of republic and, undoubtedly, will be of great importance as a whole for economic development of Siberia and Russia as a whole. The further escalating of coal resource potential of republic, development of the reconnoitered deposits and existing possibilities of deep processing of firm fuel with reception of a commodity output of high quality and economic value allow to trust with optimism in the future of this branch. References 1. Dabiev D.F., Sojan M. K, Lebedev V. I. A cost estimation of coalfields of Republic Tyva /Coal, № 10, 2009. - p.50-52. 2. Lebedev N.I. Coal of Tuva of Tuva: the Condition and prospects of development of a raw-material base / Editor: doctor geol.-miner. of sciences V.I.Lebedev. - Kyzyl: TuvIKOPR the Siberian Branch of the Russian Academy of Science, 2007. - 180 p. 3. Lebedev V. I, Lebedev M. F, Lebedev N.I. Mineral-resarches potential of Republic Tyva and prospect of its development / Economic revival of Russia, 2009. - p. 66-73.
Now working out by open way of Kaahemsky, Chadansky and Elegestsky deposits with total volume of extraction about 900 thousand t coal in a year is conducted. Coals within republic are used basically as power fuel while quality indicators and technological properties characterise coals of Ulughemsky pool as gas the highest quality in Russia which can be used in quality clinker bases charge at layer coking. Besides, available technological workings out of use of these coals for reception smokeless fuel (briquetting), and also projects of deep processing of coals in liquid motor fuel, reception likuefied gas and other chemical products, testify to considerable possibilities of this kind of the mineral raw materials, capable to become basic for republic industrial development.
4. Lebedev N.I. Mineral Resources of Tuva: overvien and analysis of Mineral Resources / Editor-in-chif Doctor of Geologo-mineralogical Sciences V.I. Lebedev. – Kyzyl: TuvIENR SB RAS. 2012. – 284 p.
Because of the big maintenance of flying components (not condensed gases, coal pitch) and propensity to sintering stratifikation burning of the Tuva coals in boilers is accompanied high chemical underburning. All settlements of republic including capital, settle down in intermountain hollows in which, owing to sharply continental climate and geographical conditions, during the winter period in atmosphere the ‘inversion cover’ is formed original inversion, interfering hashing
A knowledge based economy requires an exchange of a good ‘information for money’ reputation. The paper identifies the institutional filters driving the agents’ behaviour and principles of government adjustment for an educational services market.
The Educational Services Market in Tertiary Education: Institutional Filters and Traps R. Nizhegorodtsev Proceedings of Ural Economic State University. 2013. No. 1. PP. 5-12.
science.usue.ru/attachments/806_ Izvestiya_1%2845%29-2013.pdf
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Cobalt-Bearing Structures of Tuva Vladimir Lebedev
Professor of Geology, Tuvinian Institute for Exploration of Natural Resources of Siberian Branch of RAS (ERAS TuvIENR SB RAS) 117-a Internatsionalnaya Street, 667000 Kyzyl, Republic of Tuva, Russia Tel. Fax 8-39422–66214; mobtel. 8–9232614588 ; Email: vil@mail.ru; vil@tikopr.sbras.ru Abstract. The paper considers structures, which are spatially coincident with deep fault zones and limit fold-block structures of different age consolidation. They are characterized by high permeability of the Earth’s upper mantle derivatives and distinctively fixed by gravity steps of the field; they control distribution of cobalt occurrences and manifestations of various formations. Each formational type has its specific set of ore-controlling factors, which are maximum developed in ore clusters and fields. An analysis of cluster and local ore-controlling factors influence on distribution and location of proper cobalt deposits along with established age levels of intensive manifestation of arsenide nickelcobalt and sulfoarsenide mineralization has permitted revelation of lateral rows of ore formations with relatively close ages. Keywords. cobalt-bearing structures, ore controlling faults, ore clusters, genetic types, mineral parageneses, hydrothermal solutions. Introduction Cobalt manifestations on the territory of Tuva (fig. 1) are related (Unksov, 1954; Krutov, 1978; Ore associations of Tuva, 1981; Lebedev, 1986; 2003) mainly to two genetic types: hydrothermal and less frequent contact-metasomatic. The first is represented by nickel-cobalt arsenide, copper-cobalt sulfoarsenide, cobalt-copper sulfoarsenidefahlore veined ore association; the second — by cobalt sulfoarsenide skarn, sulfoarsenide-magnetite cobalt-bearing skarn and sulfoarsenide cobalt-bearing listwanite-beresite ore associations. As a rule, deposits of cobalt ores are confined to interblock zones which fix activated zones of deep faults, or to basement fractures of rigid blocks. And rich arsenide nickel-cobalt ores of commercial interest are concentrated in ore clusters and fields in intersections of deep and large regional faults with long history of geological development, differentiated intrusive magmatism and intensive hydrothermalmetasomatic transformations (Distanov and Obolenskii, 1986). 86
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Uvs-Nuur – Khovu-Aksy cobalt-bearing zone This ore-magmatic system, in the Late Paleozoic – Early Mesozoic resulted in formation of a deposit of complex silver-gold-bismuthcopper-nickel-cobalt arsenide and sulfoarsenide-sulfosalt ores, spatially coincides with junction area of the East-Tannuola anticlinorium and West-Tannuola synclinorium along the Uvs-Nuur–Bayankol deep fault zone. This metallogenic structure of the northeastern strike is nearly 20 km width and 180 km length. It controls distribution of the KhovuAksy (fig. 1–A) and Ulatai-Choza (fig. 1–B) ore clusters, which include Khovu-Aksy, Uzunoi, Boshtag, Kendei, Kara-Khem, Torgun, Teeli, Ulatai and other deposits and ore manifestations. The Uvs-Nuur – Khovu-Aksy deposit controls separate small intrusions presented by the two-phase Torgalyk intrusion complex (gabbro, gabbro-diabases, granophyres, granosyenite-porphyres) and dikes of basic, intermediate, and acidic composition and of relatively different ages (Lebedev, 1986, 2003). The zone is clearly noted in the gravitational fields in the 3–80 km depth interval. This zone is shared by two essentially different structural-facies zones — East-Tannu-Ola and West-Tannu-Ola. The East-Tannu-Ola part is characterized by occurrence of Early-Middle Cambrian formations of the basalt and rhyolite raw and terrigene-carbonate formations and by lesser completeness and thickness of Silurian deposits of the marine terrigene-carbonate formation and Devonian-Carboniferous continental variegated formation. The West-Tannu-Ola part is distinguished by the presence of deposits of the terrigene-carbonate and molassic rudaceous formations of the Ordovician, most completeness of stratigraphic section of Silurian, Devonian, Carboniferous, and Jurassic deposits. The cobalt-bearing zone can be treated as a peculiar kind of metallogenic structure with indicators typical of conjugated regions (Kuznetsov, 1975). Contact-metasomatic, hydrothermally-altered rocks and faults occupy a significant place in the history of formation of ore clusters and fields within the zone. The postmagmatic wall rock alterations, associated with intrusion of the granodiorite-plagiogranite magma in the Middle Cambrian, are manifested as wide fields of hornfels of the biotite-feldspar, quartz-feldspar, and amphibole-pyroxenefeldspar composition. Contact-metasomatic formations, originated from replacement of terrigenous-tuffaceous-carbonate rocks by magnetite-andradite-epidote skarns, are of significant occurrence. The hydrothermal alterations are generally placed locally along faults and are presented by fields of secondary quartzites, sericite- and chloritecontaining rocks in the southern part of the zone and by vein-like zones of silicification and carbonatization in the central and northern parts. The commercial cobalt concentrations, related with the Salairian tectono-magmatic cycle, have not been established and there are no prerequisites for their revealing. The Silurian and Devonian periods are characterized by alternating-sign movements of tectogenes of the Tannuola-Ondum island-arc system consolidated in the Late Cambrian–Ordovician. In the marginal part of the horst-anticlinorium East-Tannu-Ola rifting protrusion, in the zone of its conjugation with West-Tannu-Ola rifting trough structure, in the Early Devonian and Eifelian, intense volcanic eruptions of basalt, andesite-dacite, and trachyliparite lavas from volcanoes of the central type presumably occurred. In the endocontacts of subvolcanic piles of labradoritebytownite porphyrites and gabbro-diabases hydrothermal alterations are locally noted. Chloritizatized and prehnitized extrusive rocks and tuffs of the basic-intermediate composition present the alterations. In the areas of development of quartz-ankerite stockworks and separated veins with the sulfide-sulfosalt mineralization, the amygdules in plagiophyres
and melanophyres intensely prehnitized contain an impregnation of native copper. At the end of the Upper Devonian epoch, the intense volcanic activity has been damped out. In the Eifelian, salt-bearing piles have been accumulated in the southwestern and central parts of the zone. Later on (up to the Frasnian), stable submergence was evident within the zone and terrigenous strata were formed in the conditions of intermountain trough. At the end of the Devonian and in the Early Carboniferous tectono-magmatic processes were activated, causing intruding basaltoid magma along zones of a deep fault. The formation of small differentiated gabbro-syenite intrusions of the Torgalyk complex in the Uvs-Nuur-Bayankol zone of faults leaded to activation of supersaturated chloride and sulfate solutions buried in the post-Eifelian. In Silurian and Lower Devonian terrigenous-carbonate rocks in the areas of intense jointing, fracture, and layer-by-layer movements, in the conditions of elevated temperatures, resulted from Hercynian intrusion of subalkaline granites-granophyres, contact-metasomatic chloritecontaining rocks (scapolite-containing garnet-pyroxene-amphibole skarns and pyroxene-prehnite-feldspar aposkarns) were formed by the action of these solutions (Shishkin, 1973; Lebedev, 2003). At this stage, the hydrothermal alterations of the host rocks were manifested as intense chloritization and carbonatization of basic rocks and as silicification and partial baritization of Lower Devonian volcanogenic rocks. Within the ore fields, in local areas along fault zones, the many times repeated hydrothermal alterations caused formation stages and in some cases zonation in localization of hydrothermal rocks and ore mineralization. The cobalt mineralization of the considered zone is clearly associated with this step. The arsenide nickel-cobalt mineralization is controlled by a system of faults in the area of intersection of the UvsNuur–Bayankol –Ungesh and Uvs-Nuur–Bayankol–Ulatai-Choza deep fault zones. Besides the Khovu-Aksy and Ulatai ore fields, the cobaltnickel mineralization is present in ores of the Uzun-Oi deposit, Boshtag, Yush-Karasug, Kara-Khem and Mednyi ore manifestations. North-Tannuola cobalt-bearing zone This metallogenic structure is of regional fragmentary type; it is confined to conjunction of Salairian-Caledonian Khemchik block with Chingekat uplift and Hercynian West-Tannuola trough. Geotectonic development of this zone is characterized by differently directed movement of separate blocks of the basement of its west, central and east parts with relative consolidation of the central block and high mobility of the east and west blocks. Mobility of marginal blocks seems to be conditioned by influence of tectonic movements along shear systems of Shapshal and Chazadyr-Karasug deep faults which control distribution of VendianCambrian ophiolite association including massifs of chromite-bearing ultrabasites. Within the zone, stratified series are represented by metamorphic schists of the Late Proterozoic, ophiolite association of the Vendian, terrigene-carbonate deposits of the Silurian, andesitedacites and their tuffs of the Low Devonian, tuffogenic-salt deposits of the Eifelian, and locally — by siltstone black-schist series of the Middle Devonian and coal molasse of the Jurassic. Pre-Cambrian and LowPaleozoic formations underwent an intensive dynamometamorphism; they are folded, intruded by magmatites of different composition, broken by multiple shears and thrust faults. Hercynian step of tectonomagmatic activation are manifested all around the zone. It is manifested in formation of a belt of small separate intrusions of gabbro-syenite association, multiple dykes of basic composition, and imbricated thrust faults, zones of crumpling, layering and jointing. Spatially coincidental
cobalt-bearing ore manifestations and occurrences are concentrated in clusters, outlining fragmental character of the zone. End-to-end fault systems, which traverse the North-Tannuola zone across the strike, had an important role in distribution of ore clusters. They are traced by chains of Late Paleozoic gabbroid intrusions. The Chergak, Akkhem and Ishtikhem ore clusters are confined to intersection areas. In general, the zone is characterized by the following peculiarities: many-acted interrupting manifestation of tectono-magmatic processes; distinct influence of deep-seated tectonic structures and end-to-end transverse faults of the basement, coincidental with the zone; close spatial connection of mineralization with Vendian – Low Cambrian ultrabasites and Late Paleozoic gabbro-monzonitoid intrusions of tectono-magmatic activation stage; fragmental character of manifestations mercury and copper-cobalt-antimony-arsenic mineralization. Khemchik- Kurtushibinskaya cobalt-bearing zone Rather extensive (more than 300 km) metallogenic structures comprises a band 10–25 km width and spatially coincides with the Sayan-Tuvinian deep fault zone which separates West-Sayan synclinorium and Kurtushibinskii uplift from Khemchik-SystygKhem trough. Within the zone, there are Akol, Baitaiga, Shugur, Ezim and Upper Saianyk occurrences and manifestations of arsenide and sulfoarsenide ores. The zone is a eugeosyncline trough with Vendian – Early Cambrian ophiolite association. It is characterized by a compound linear feathered structure which is clearly manifested in magnet field by a narrow line of intensive maxima and gravity steps. The peculiarity of the Khemchik-Kurtushibinskaya zone is expressed in its formation on the boundary of regions with different history of geotectonic development in Caledonian and Hercynian tectono-magmatic periods. The zone is a natural geotectonic boundary between BaikalianSalairian-Caledonian West-Sayan trough and Tuvinian Episalairian massif of the early consolidation. It is characterized alternating-sign movements with relatively different ages. It resulted in formation of thick spilite-diabase series in the Low Cambrian, and amagmatic flyschoid-molassoid deposits – in the Upper Cambrian. The formation of Vendian – Low Cambrian ultrabasites with synchronous chromite and imposed chrysotile-asbestos mineralization was connected with initial stage of Salairides development , and the formation of Upper Cambrian gabbro-anaortozites, plagiogranites, granodiorites with synchronous iron ore mineralization, titano-magnetite and polymetallic mineralization — with its final stage. The coastal-continental Ordovician-Silurian molasse formed in the Caledonian. The Late stage of the Caledonian is characterized by accumulation of relatively thin series of Silurian terrigene-carbonate coastal-marine association. Low Devonian orogenic stage is expressed in formation of volcano-plutonic complexes of mainly acid composition and associated greisens and skarnoids with rare-earth mineralization. The sequential manifestations of subplatform fracture-type magmatism along deep fault zones were conditioned by Hercyninian and supposedly Mesozoic activation periods spatially and temporally coincidental with development stages of Gorny Altai palaeo-oceanic system. Hydrothermal and metasomatic transformations of host rocks and faults play an important role in history in formation of structures of ore clusters and fields of the Khemchik-Kurtushibinskaya cobalt-bearing zone. Autometasomatic transformations of ophiolite association rocks are connected with the Salairian stage. They have regional distribution and manifested by serpentinization of ultrabasites and spilites, chloritization, hematitization Socrates Almanac ‘Science and Education. Oxford Review’
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and pyritization of effusives of basic-intermediate composition and their tuffs. The geochemical elements basis was formed in this stage; it could serve in the following as one of sources for ore components of cobalt deposits. The formation of wide fields of quartz veins in series of Cambrian-Ordovician flysch is connected with the period of West-Sayan anticlinorium zone forming. The significant intensity and wide range characterize post-magmatic transformations of host rocks under influence of intrusions of alkaline-granite magma of the Caledonian late stage. They are manifested as wide fields of hornfels of the biotitefeldspar and quartz-feldspar composition in Cambrian volcanogenic units and Cambrian-Ordovician terrigene deposits. Silurian sedimentary terrigene-carbonate rocks in exocontacts of these intrusions were transformed in epidote-garnet-pyroxene and garnet-epidote skarns of high-temperature facies. Local distribution of hydrothermalites along faults which traverse all complex of stratified and intrusive bodies including Eifelian rocks and Carboniferous gabbroids points to the connection of the most frequent hydrothermalites with the period of post-orogenic tectonomagmatic activation. Within the zone, hydrothermally altered rocks are represented by: aposerpentinite listwanites in Vendian – Low Cambrian ophiolites with gold, cobalt, nickel manifestations; listwanites-like quartz-dolomite-calcite lodes in Silurian and Eifelian terrigene deposits with mercury and polymetals manifestations; silicification, chalcedonization and argillization zones in volcanogene units of the Low Cambrian, Low Devonian and Eifelian; carbonatization, berestization and argillization zones in deposits of the Ordovician, Silurian and Low Devonian, in stocks of the Devonian, Carboniferous and Permian. Ore cluster with similar intensity and completeness of hydrothermal and metasomatic alteration are characterized by manifestation of ore objects with similar mineral composition. In general, the cobalt-bearing zone is characterized by the many-step directional tectono-magmatic development, similar metasomatic and hydrothermal alterations of host rocks in areas
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of conjunction with feathering fault zones, a repeating geochemical complex of ore components in separate clusters with leading goldnickel-arsenic specialization. The directional character of tectonomagmatic development is fixed by sequence of three stages: Salairian which founded and formed an eugeosyncline trough with typical Vendian-Cambrian ophiolite complex that includes basic mass of cobalt as accessory sulfides, arsenides and admixture elements in rock-forming minerals; Caledonian which formed flyschoid complexes and sequential intrusion of granitoids accompanied by oxide, sulfide and sulfoarsenide mineralization in skarns and quartz veins; Late Paleozoic – Mesozoic which formed imposed basins during activation period of the deep fault zone with formation of a belt of basite intrusions of subalkaline row and fields of rocks of hydrothermal and metasomatic alteration with imposed arsenide nickel-cobalt veined and coppercobalt sulfoarsenide-fahlore mineralization. CONCLUSIONS The considered cobalt-bearing zones enclose deposits with similar mineral composition and physicochemical conditions of hydrothermal ore formation. 1. Post-Devonian lowest age limit of mineralization has been established for the most of cobalt deposits; the upper age limit can be defined by early Mesozoic dykes of dolerites intersected by arsenide veins. 2. Within cobalt-bearing zones, ore fields are characterized by: ·· distribution on areas of intersection of regional deep faults characterized by long pulsational development with distinct cobalt-arsenic geochemical mineralization;
·· location near areas of accumulation of salt deposits and control of their distribution by intervals of deep fault zones which were activated in the Late Paleozoic and Mesozoic; ·· the fact that they confined to relatively rigid structural blocks 15-20 km2 in area; within them, intensity of folded forms is conditioned by influence of fault tectonics; ·· close spatial-structural connection of ore deposition zones with small separate intrusions of subalkaline granitoids of elevated basicity and fields of development of dykes of variegated composition: dolerites, lamprophyres, gabbro-diabases, plagioporphyries, andesites, trachysyenites, syenite-porphyries, and granophyres. Acknowledgements The work is executed with the financial of RFBR by the projects №№ 10-05-00444, 11-05-10023, 12-05-10018. References Borisenko A.S., Lebedev V.I., Tyulkin V.G. Forming conditions of hydrothermal cobalt deposits. Novosibirsk: Nauka, 1984. -198 р. Borisenko A.S., Obolenskiy A.A., Lebedev V.I., Obolenskaya R.V., Pavlova G.G., Goverdovskiy V.A. Silver-antimony ore formation. Novosibirsk: Nauka, 1992. – 204 р.
Krutov G.A. Deposits of cobalt // Ore deposits of the USSR. – Moscow, 1978. – V. 2. – P. 77–99. – (in Russian). Kuznetsov V.A. Central-Asian belt of Mesozoic tectono-magmatic activity and ore mineralization // Regularity of localization of mineral resources. – Moscow, 1975. – Vol. XI. – P. 190–199. – (in Russian). Lebedev V.I. Ore-formation analysis, conditions of formation, and regularities of situation of cobalt deposits of Central Asia: PhD thesis. – Novosibirsk, 1986. – 35 p.– (in Russian) Lebedev V.I. 2003. Ore-magmatic systems of arsenide-cobalt deposits. TuvIENR SB RAS, Kyzyl. – 172 р. Ore associations of Tuva / V.V. Zaikov, V.I. Lebedev, V.G. Tyul’kin, et al. – Novosibirsk, 1981. – 200 p. – (in Russian). Shcheglov A.D. Metallogeny of regions of autonomous activation. – Leningrad, 1968. – 180 p. – (in Russian). Shishkin N.N. Cobalt in ores of USSA. – Moscow, 1973. – 320 p. – (in Russian). Unksov V.A. Some features of metallogeny and geochemistry of cobalt // ZVMO. – 1954. – Issue 4, Part. 83. – P. 23–30. – (in Russian).
Distanov E.G. and Obolenskii A.A. Metallogenic development of Central-Asian mobile belt in association with its geodynamic evolution // Geologia i Geofizika. – 1994. – Vol. 35, № 7–8. – P. 252–269. – (in Russian).
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Publications and research. Scientific articles and publications (annotations)
‘Bioregulator’ in Therapeutic Curing of Thrombosis D. Zaitsev, I. Tarshynov ITO ‘New in medicine’, Medical center ‘Bioregulator’ Kiev, 235-83-77, E-mail: iv@itohealth.com.ua Nowadays we have balloon angioplasty and thrombolysis as well known ways to cure thromboses. Balloon angioplasty is provided in high specialised institutions and needs accurate detection of place and size of thromboses and also x-ray control for efficient manipulation. This may be complicated if vessels are fragile or they have small lumen. Use of thrombolysis is limited in the postsurgical period because of the risk of bleeding. We offer a physiotherapeutic method combining both mechanisms which suffers none of the complaints above. The proposed method of volumetric pneumopressure is carried out in conjunction with the complex ‘Bioregulator-004М’ apparatus which does not need additional diagnostic analysis or consumables. There is no need for qualified personnel or accurate detection of place and number of clots to execute manipulation. The risk of damaging vessels or bleeding meets physiological limits and the allergic reaction to drugs is absent. The method is cheap and easy to use.
Lung Combined Pathology and Bronchial Patency Status in School-Age Children with Bronchial Asthma V. Zhernosek www.vnauke.by A method for broncholithic individual choice in patients with asthma, associated with structural pathology of the lung, as well as a method to find the therapeutic failure reason to control asthma effort in school-age children with asthma, moderate to severe, were developed by Dr. Iryna Nenartovich (paediatrician-neonatologist; post-graduated student of Belarusian Medical Academy of PostGraduate Education) who is conducting research work.
Environmental Characteristics of Different Ways of Electric Power Generation V. Grachev
A multi-sectional pneumatic cuff is worn on the problematic limb. Its modules are inflated according to certain algorithms to press on soft tissues and vessels. The resulting waves drive blood, lymph and tissular liquid. Ascending shifts of tension on endothelium helps to produce and activate thrombolysis factors. The work of the vasomotoric muscles is recreated, angiospasm cuts off and laminarity of blood flow is regenerated. The external mechanical pressure acts on the clot, not stretching but clenching the walls of vessels (so that soft issues absorb the pinch) and this excludes the probability of rupture. The width of the pneumatic cuff enables it to occupy any damaged area without having to detect the accurate location of thromboses, their size and number. The ‘Bioregulator-004М’ and the ways of using it in therapeutic curing of deaf and parietal thromboses are protected by Ukraine Patents No 26028, 6501А, 52011А. The methods are tested at the Research Institute of Vessel Surgery and Transplantology of the AMS of Ukraine. So applying volumetric pneumopressure in combination with the complex ‘Bioregulator-004М’ apparatus results in a non-invasive cure that solves many problems for patients in a quicker, cheaper and more accessible way.
The article, written by Prof. Vladimir A. Grachev, presents ecological indicators of different sources of energy, including oil, gas, coal, shale gas, nuclear power, hydropower, wind and solar energy. The contribution of different types of energy in power generation and their prospects are reflected. The article also singles out the most environmentally and economically feasible energy sources for sustainable development.
From Symmetries to the Laws of Evolution. I. Chirality as a Means of Active Media Stratification. V. Tverdislov, A. Sidorova, L. Iakovenko A hypothesis is proposed concerning evolution of hierarchy of chiral objects formed by an active medium: an evolving system can repeatedly expand the range of symmetry types of its elements within one level of organization and increase its complexity but in the transition to a higher level the sign of chirality is changed. Levels of the hierarchy of macromolecular structures demarcated by the chirality sign predetermined the possibility of the modular nature of biological evolution.
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Congenital heart disease of infant children in Kazakhstan
New Discipline of Comparative Castellology
T. Seisembekov, G. Sermanizova
Mariana Slapac
Department of Internal Medicine N2, Medical University ‘Astana’, Kazakhstan In Kazakhstan for 2003 - 2012 years frequency of congenital heart disease (CHD) has increased from 4.4 to 8.9 per 1000 children in the first year of life. In a study of 7084 newborns and infants are diagnosed with CHD 454 of them pale in type 369 (81.3%). Among the CHD pale in type prevailed Ventricular Septal Defects (39.64%) and Atrial Septal Defects (15%), followed by the Patent Ductus Arteriosus (14.3%). Among the complex CHD - Tetralogy of Fallot (6.2%), Anomalous Pulmonary Venous Drainage(2.9%), and Transposition of the Great Arteries (2.2%). Children with CHD are more common in pregnant women with CHD(17.7%) than among mothers with valvular heart disease (12.5%).
Disequilibrial Dynamics of Macrosystems and Mechanisms of a Global Crisis Overcoming R. Nizhegorodtsev Novocherkassk: NOK Publishers, 2011. 100 p. The book lays the groundwork of a macroeconomic disequilibrium paradigm. It discusses some features and scenarios of macrosystems in a recession gap and an inflation gap. We reveal some secrets of a planned economy and mechanisms of the causes of the global crisis and its overcoming. www.mtas.ru/search/search_results.php?publication_ id=18797
Doctor Habilitat in Arts, corresponding member of the Academy of Sciences of Moldova The subject of comparative castellology is the study of the evolution of defensive architecture, examined by focusing on sources, direct and indirect influences, historical and extra-historical parallels, resistant to influences and creative replicas. In comparative castellology it is possible to model functional decisions, compositional principles, constructive systems, morphological aspects etc. Comparative castellology can exist and develop independently, having as the main model the global heritage of the architectura militaris. CURRICULUM-VITAE of Mariana Slapac: Born in Tiraspol (Republic of Moldova) at 10.12.1955 in the family of University lecturers. Until now - principal scientific researcher at the Institute of Cultural Heritage of the Academy of Sciences of Moldova.
Pentahelix as a Concept of Knowledge Production in an Innovative Economy
The Paradigm of the Eternal Cycle of Matter
M. Fyodorov, E. Peshina O. Gredina, P. Avdeev
Prof., Correspondent-member of Azerbaijan National Academy of Sciences (ANAS)
Upravlenets.2012. No. 3-4 (31-32). P. 4-12 The paper examines the positive and negative sides of the three modern concepts of knowledge production: traditional disciplinebased knowledge (Mode 1), the ‘second type’ of knowledge (double helix) (Mode 2), and the ‘triple helix’ by Professor H. Etzkowitz (Mode 3). The fourth concept of knowledge production - Pentahelix (Mode 5) - is suggested and justified. upravlenets.usue.ru
Hatam Guliyev Head of Tectonophysics and Geomechanics Department Institute of Geology of ANAS Tel.: +994 12 510 56 17 Fax: +994 12 497 58 52 This paradigm of the universe has been proposed. It’s considered that matter that consists of physical, biological and information forms, substantial and energy aggregate states, exists in the form of an eternal cycle of its aggregate states. The cycles are supported by motions caused by the ‘struggle’ between substance and energy. The notions of the directivity and ubiquity of time and space have been determined. www.gia.az/view.php?lang=en&menu=29
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Become a part of EBA!
EBA World â&#x20AC;&#x201C; The world of successful people
A WORLD OF SUCCESS, RECOGNITION, AND PERFECTION!
John W.A. Netting Director General Europe Business Assembly
Dear colleagues, we welcome leaders from the worlds of business, the sciences and the arts. I will be proud to greet representatives from many countries gathered to share experiences, in the above key areas of endeavour and influence, from across a wide spectrum of human endeavour. Not only, of course, will we be sharing experiences but we shall also be recognising and celebrating the success of individuals of high achievement during our International Socrates Award Ceremony. Over the past recent years events organised by Europe Business Assembly have become famous for the value realised during conference activities, the recognition accorded to outstanding achievers, and the good times enjoyed by all participants.
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he European Business Assembly (EBA) is an independent corporation for the development and management of economic, social and humanitarian collaboration. As a non-government organisation, EBA promotes best economic practices, the establishment of economic, educational, cultural and scientific ties and the creation of national groups of highly-skilled business people. The creation of positive images for dynamic developing regions, companies and individuals in the European and global business communities is the main mission of the EBA’s institutions, representative offices and strategic partners: The British Business Alliance, UK; the European Market Research Centre (EMRC), Belgium; the International Congress of Industrialists and Entrepreneurs (ICIE), Russia; and many others. The intellectual, organisational and legal structure of EBA is based on the leadership of national elites integrated into influential international public institutions: · ICL (the International Club of Leaders, President: Paul Briggs, UK. ICL is an association of top managers from the world’s leading enterprises). · CRE (The Club of the Rectors of Europe, President - Wil Goodheer, Austria. CRE - is an association of rectors, professors and academics from the major university and academic centres of Europe, Central Asia, the Middle East and Africa). · OGMV (Knight Order of Grand Master La Valette, Grand Master Professor John W.A. Netting, UK. OGMV - is a chapter of leaders from different spheres of public life that advocate for the triumph of universal human values, humanism and patronage). The EBA’s informal public institutions play an important role in the development of Euro-Atlantic economic integration, in technology and know-how transfer, in the democratisation of rapidly developing regions and are guided in their activities by guidelines from the European Union ‘Good-Neighbourliness’ and ‘Eastern Partnership’ programmes. The EBA organises worldwide specialised forums, conferences, business meetings and exhibitions on a regular basis, publishes reference catalogues and makes efficient use of other information resources, forming an all-European register of companies leaders. Based on statistical data, the recommendations of analytical, sociological, information and advertising agencies,
rating and PR agencies and the results of international and national contests of professional achievements, business entities are selected to receive consulting, marketing and legal support from leading companies of Europe. The EBA is an organiser of the annual Socrates ceremonies and a founder of prestigious European prizes and awards that are well-known and enjoy the trust of members of the highest levels of national business communities. Among them are: ‘Socrates International Award’, ‘Queen Victoria’, ‘United Europe’, ‘European Quality’, ‘Best Enterprise’. The following world-famous companies are among EBA prize and award winners: ‘Rusneft Oil Company’, ‘Interribflot’ (Russian Federation); KRKA d.d. (Slovenia); the joint-venture company Aluminium of Kazakhstan (Republic of Kazakhstan); the public corporation ‘Belshina’ (Republic of Belarus); ‘Banca de Economii S.A.’ (Republic of Moldova Republic); ‘Azer-Ilme Company Ltd.’ (Republic of Azerbaijan); ‘Effat College’ (Saudi Arabia); ‘Union Tobacco & Cigarette Industries Company’ (Jordan); ‘Benzochem Lifesciences Pvt Ltd.’ (India); ‘Tajik Post’ and ‘Tajik Railway’ (Republic of Tajikistan); Tbilisi Public University ‘Metekhi’ (Georgia); ‘Airсompany Armavia’ (Republic of Armenia); ‘Moi University’ (Kenya); ‘R& M Industrial Services’ (Poland) and others. At different times EBA prizes have been awarded to well-known statesmen, public and religious figures and businessmen for their outstanding merits. Among them: Presidents Viktor Yushchenko (Ukraine) and Alexander Lukashenko (Belarus); Prime-Ministers Viktor Chernomyrdin (Russia), Akil Akilov (Tajikistan) and Adrian Nastase (Rumania); Minister for Foreign Affairs of Turkey Abdullah Gul, Speaker of State Duma of Russia Gennadiy Seleznyov, Ambassadors Extraordinary and Plenipotentiary for the United Kingdom Akin Alptuna (Turkey), Indulis Berzins (Latvia), Ian Winkler (Czech Republic), Member of European Parliament Barbara Kudrycka (Poland), Patriarch Cyril, Chief Executive Officer of UNIDO Carlos Magaranos, President of the Russian Union of Industrialists and Entrepreneurs Arkady Volsky, President of the Ukrainian Union of Industrialists and Entrepreneurs Anatoly Kinakh, President of the Lithuanian Confederation of Industrialists Bronislovas Lubis. The EBA, as an interactive platform for business cooperation, is open for collaboration. Socrates Almanac ‘Science and Education. Oxford Review’
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ORGANISERS
Organisational and legal structure ICL
CRE
KGMV
THE SOCRATES COMITEE EBA
Office in
Office in
Office in
Office in
Office in
Ukraine
Russia
United Kingdom
Nigeria
Iraq
HISTORY The Summit of Leaders is a regular interactive platform for international collaboration. It has been held in the centre of the world scientific community in Oxford, United Kingdom, since 2004. Over this period more than 6000 delegates from 56 countries have taken part and hundreds of innovative projects have been presented. Special meetings to exchange experiences and make contacts have been held as well as receptions for Rectors. Well known politicians and businessmen have spoken at the summits as part of programmes of business collaboration: Lord Digby Jones, Sir Richard Needham and Sir John Michael Middlecott Banham; Lord Mayors of Oxford: Bryan Kin, Robert John Price, Jim Kempel, Ellis Bendjamin; deputies to Euro parliament: Derek Clerk, Barbara Kudricka, Katherine Berder: Heads of diplomatic missions in London: Turkey – Akin Alptuna, Latvia – Indulis Berzins, Czech Republic – Ian Winkler, Armenia – Vahe Gabrielyan, and hundreds of other authoritative people from in European business groups. 96
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Traditionally the forums take place in various different cities: Moscow and London, Vienna and Barcelona, Dublin and Montreux… The authorities and communities wholeheartedly support the initiatives of the participants of the summit – the experts, investors and scientists aiming to transfer technologies and exchange economic practices and new knowledge. Co-chairmen of the organising committee: John Nettin, General Director of Europe Business Assembly (UK), Wil Goodheer, President of European Rectors Club (Austria), Paul Briggs, President of International Leaders’ Club (UK). The address of the organising committee: 2 Wo o d i n s Wa y , O x f o r d , O X 1 1 H F, Tel: +44(0) 1865 794 362, +44(0) 1865 251 122 Fax: +44(0) 1865 251 113 E-mail: director@ebaoxford.co.uk Web-site: www.ebaoxford.co.uk
Europe Business Assembly
TIMELINE
2000
2001
2002
Foundation in Oxford of the Europe Business Assembly (EBA) - an independent corporation for economic, social and humanitarian collaboration. Signing of a memorandum of joint support with EMRC (Belgium), ICIE (Russia), British TVCC (UK) and other influential international organisations.
First summits held in Ostrava, Czech Republic, Neiredhaza, Hungary and Odessa, Ukraine.
EUROMARKET Forum -2002, Brussels, Belgium, International meeting entitled ‘Mediterranean Prospect’ held in Valletta, Malta. EUROMARKET Forum -2002 entitled ‘Ukraine – EU: strategy for entering the world market’ held in Kiev, Ukraine.
2003
2004
In honour of the Day of Russia a reception for leaders of economy, science and culture was held by G.M. Selezniov, Chairman of State Duma Federal Assembly of RF, Moscow, Russia. Economic forums for the leaders held in Belgorod, Russia; Damascus, Syria; and Antwerp, Belgium.
The Second Congress of Leaders from 26 European countries was held at the Romanian President’s palace in Bucharest. International economic forum entitled ‘New Europe in the East-West dialogue: integration and development’, held in Neiredhaza, Hungary. The first Summit of Leaders took place in Oxford (UK). Subsequently Summits of Leaders have been held in Oxford every year, in the spring and autumn. An International Forum of Leaders took place at the British Institution of Managers in London, UK.
2005
2006
International conference ‘EuroEducation 2005’ held in Oxford, UK. International business meeting around the direction of EBA and MKPP with the leaders of Russian business, education, science and culture, at the Cathedral of the Redeemer, Moscow, Russia. International business meeting ‘Investing East Europe’, held in London, UK.
International conference of the leaders of education ‘EuroEducation 2006’ held in Barcelona, Spain. International conference on oil and gas, Amman, Jordan. Congress of leaders of Slavic countries, Minsk, the Republic of Belarus. International investment business forum on realty entitled ‘EuropeEmpex – 2006’, London, UK. International scientific conference ‘From the Leading Person to the Leading Country’, Moscow, Russia. International scientific conference ‘EuroEducation 2006’ Foundation of European Rectors Club (CRE), Oxford, UK. Socrates Almanac ‘Science and Education. Oxford Review’
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2007
2008
Oxford Summit of Leaders of world business, science and arts, Oxford, UK. Meeting of business leaders, Geneva, Switzerland. Economic mission of EBA held in Akaba and Amman in Jordan ,. International scientific conference ‘EuroEducation 2007’, Barcelona, Spain.
Reception of leaders of industry, science and culture at the headquarters of ICIE, Moscow, Russia. Oxford Summit of Leaders, Oxford, UK. International investment forum of the countries of the Middle East and Central Asia and Eastern Europe ‘Eastern Gate’, Amman, Jordan. International working meeting of leaders of business from Mediterranean countries, Saint-Julian’s, Malta. Overseas session of CRE in Barcelona, Spain. Vienna’s Christmas Ball: New Year reception of leaders, Vienna, Austria.
2009
2010
Business visit to Geneva, Switzerland. Ceremonial reception devoted to celebration in honour of Anna, the daughter of Yaroslav Mudry, the queen of France in the X1 century, held in Senlis, Paris, France. Joint economic action with TPP in the Thames Valley (UK). Windsor debates held in Windsor, UK. Meeting of the President of the International Congress of the manufacturers and business owners, V.K.Gluhikh, and the General Director of the European Business Assembly, John Nettin, with leaders of business, science and culture in Moscow, Russia.
‘Medical Tourism Summit - 2010: Maltese Experience’, SaintJulian’s, Malta. The Open European Scientific Forum. CRE session: European approach, Turin, Italy. Oxford Summit of Leaders, Oxford, UK. ‘The Emperor’s Waltz’. the Christmas meeting and Leaders Club session, Vienna, Austria.
2011
2012
John Netting, the General Director of the European Business Assembly met G. Berdymuhamedov, the President of Turkmenistan, in Ashkhabad. Eliz Bendjamin, the Lord Mayor of Oxford, held a summit devoted to new models of management for a modern city. Mayors, heads of administrative regions, city managers and scientists from 27 countries of the world took part. Leaders business visit to Montreux, Switzerland.
Yearly summing up of the rating of business activity, entitled ‘Achievements-2012’, was held at the British Institution of Directors, London UK. Presentation of investment projects held in Dublin, capital of Ireland. Meeting opened by N.Murrey, Lord Mayor of Dublin and businessmen and investors from 24 countries took part in the forum. John Nettin, the General Director of the EBA, went to Islamic
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Republic of Iran for a working visit. Meetings with spiritual leaders and well known politicians and businessmen of Iran took place. The autumn Summit of the Leaders was opened by UK Member of European Parliament Derek Clerk. Participants from 32 countries greeted Lord Digby Jonesâ&#x20AC;&#x2122; speech at the summit with a storm of applause. On Christmas Eve of 2012 a Great knightly ball took place in Vienna in emperorâ&#x20AC;&#x2122;s Hofburg . The ball was opened by Johan Gabsburg Salvator, a descendant of France Josef, the emperor of Austria. Vil Goodheer, president of European Rectors Club in one of the best universities of Nigeria named by Afe Babalola opened a scientific symposium on the problems of education.
2013 The traditional London Summit of Leaders took place in the British Institution of Directors, in London, UK. The forum was devoted to the presentation of prospective projects with the aim of investing in them. The Third International Summit of Leaders of health protection Swiss Summit of Leaders took place in Montreux, Switzerland. The Oxford Summit of Rectors has become a highly respected event in science and education. The intellectual programme of the forum: the conferences, debates, round tables discussions and exhibitions were highly praised by attending specialists.
INTERNATIONAL CLUB OF LEADERS (ICL)
Paul Briggs President, International Club of Leaders; CEO, Thames Valley Chamber of Commerce Group, UK
In an increasingly global society, it is now universally accepted that British business leaders must work together with their counterparts from around the world if the full potential of UK plc is to be realised. It is in this spirit that the International Club of Leaders initiative operates; an ethos to which we as an organisation are completely committed. For our own part, we have invested in a platform to facilitate and encourage dialogue and support, which is exclusive to the European Business Assembly: Corporate Global. Globalisation may have become an overused term; the lesson, however, is clear: as international barriers reduce, the opportunity for competitive advantages increases for those companies that have the flexibility and innovation to respond. Let’s embrace the new world order. Let’s think corporate global.
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he International Club of Leaders (ICL) is a joint programme between the Thames Valley Chamber of Commerce Group and the EBA (United Kingdom) directed at the development of democracy, market relations and Euro-integration ties in the dynamically developing countries of Eastern Europe and Middle Asia. Membership to the ICL means: · an exclusive right of everyone to realise the potential of his/her business in EU countries; · membership of the Thames Valley Chamber of Commerce Group (United Kingdom);
Leaders come from the boardooms of leading companies from around the world: · Vladimir Afonin – Director General of the LLS ‘PhosAgro Service’, Russian Federation · Jamal Sanad Al-Suwaidi – Director General of the Emirates Center for Strategic Studies and Research, United Arab Emirates · Sergey Anpilogov – Director General of the LTD ‘Ukrainian beer group (UBG)’, Ukraine · Imre Cseke - Director of the Waterwork & Sewerage PUC, Serbia
· a right to primary service within the framework of the EBA and the Thames Valley Chamber of Commerce Group promoter programme; · discounts for training, consultations and participation in seminars held under the auspices of the Thames Valley Chamber of Commerce Group, EBA, CRE; · increasing work efficiency and effectiveness by forming a corporate image using the information resources of the TVCCG, the EBA and other international organisations; · brand positioning of corporations within the framework of prestigious international forums, summits, groups of special interest, meetings and business receptions with opportunities to present your achievements (at major events); · special nomination for international awards and honorary titles of the EBA and its international partners with the rights to use those award attributes and images in marketing and advertising (marking products, labels, etc).
· Farid –El-Tobgui - Vice Chairman Bavarian Auto Manufacturing Co (BAMC), Egypt · Manana Kirtbaia – Rector of the Tbilisi Public University ‘Metekhi’, Georgia · Valery Serov – Director General of the World Trade Center Moscow, Russian Federation
CLUB OF RECTORS OF EUROPE (CRE)
Wil Goodheer President, Club of Rectors of Europe
The Club of Rectors of Europe is a leading know-howexchange organisation in the educational field. With a membership of over 100 rectors from 23 countries we are truly unique in our geographical spread. The Club is hosting a number of events promoting innovations in education and academic experience exchange, which, we hope, you will find useful. We believe that cooperation in education is paramount in today’s rapidly changing world and promote the advancement of knowledge and strengthening of academic ties between universities, making all efforts to help universities on their way to success. We welcome you to join the club of professionals who share your passion for learning and spreading knowledge regardless of borders!
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he Club of Rectors of Europe (CRE) in the status of nongovernmental public organization was registered in the city of Oxford (Great Britain) in 2005.
The founders - rectors of European universities - considered the mission of the new international structure to be consolidation of the forces of the world’s scientific community aimed at developing provisions required to conform to the Bologna process. The strategic tasks of the Club are affiliation and coordination of higher education establishments in perfecting educational-methodical, scientific, research, cultural and educational activities. The founders of the Club are rectors and other key figures in higher education in Europe, Asia, Africa and Latin America. The realisation of the Club’s mission implies participation of its members in the following international projects: · founding of an International Centre for educational programmes in Oxford (United Kingdom) and organising around a base of educational and training programmes for students; · creation of a consulting informational-research centre (CRE) focussing on the issues of education for students and exchange of higher education specialists, scientific and educational programmes and exchange of know-how; · holding of ‘EuroEducation’ - annual scientific-practical conferences on the foundation of leading higher education establishment in Europe;
The full complement of CRE rectors includes 106 leading universities from different countries. · Viktor Andrushenko, Rector, National Pedagogical Dragomanov University, Ukraine · Afe Babalola, Pro Chancellor, University of Lagos, Nigeria · Lidia Cristea, Rector Romanian University of Science and Arts ‘Gh. Cristea’, Romania · Nikolla Dhamo , Rector, University ‘Marin Barleti’, Albania · Artush Gukasyan , Rector, Armenian State Pedagogical University named after Kh. Aboven, Armenia · Isa Akper oglu Habibbayli , Rector, Nakchivan State University, Azerbaijan · Tlektes Jespolov, Rector, Kazakh National Agrarian Universtiy, Kazakhstan · Mica Jovanovic, Rector, Megatrend University, Serbia · Plamen Legkostup Anatoliev, Rector, University of Veliko Turnovo ‘St Cyril and St Methodius’, Bulgaria · Juri Martin, Rector, Eurouniversity, Estonia · Puskas Janos, Rector, Tessedik Sámuel College, Hungary
· publication of ‘World Universities’ - an annual informationadvertising catalogue and CD;
· Bin Abdulredha Alabduwan Taqi, Dean, Gulf college, Oman
· launching of the Club website Club with links to the websites of the Club’s member higher education organisations; · representation of the interests of Club members at exhibitions, forums, symposiums and conferences devoted to higher education; · collation of recommendations, by rectors and teachers of member universities, of people deserving of decoration with the honorary awards made by the European Business Assembly. Socrates Almanac ‘Science and Education. Oxford Review’
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SOCIAL PROJECTS
Social projects of EBA is the specific support for the specific people
The ЕВА provides information, advertising, marketing and finances for leaders who develop their abilities in the following spheres:
HEALTH PROTECTION We support the hospitals of Iraq, where the civilians who have suffered from terrorists are being treated, with medicine.
SPORTS We support the female rowing team of Oxford University. Photo: EBA is an official sponsor of St Hilda’s College, Oxford University ladies boat racing team
EDUCATION We help Nigerian children to get their higher education, paying for textbooks for poorly-paid students.
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CULTURE We support talented youth: artists, musicians, writers, scientists. Thanks to sponsorship by the EBAa fund for modern art called ‘Artfenks’ in Kharkov, Ukraine can now arrange exhibitions of work by talented national artists. ‘EBA – we help to raise talents in Ukraine’ says a director of the fund; Valery Polonskiy.
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Our summits and publications are an interactive platform of corporate communication and sharing of best practices, it is a unique opportunity for international cooperation, publicity and PR initiatives.
Europe Business Assembly
SUMMITS. Barcelona London-Oxford-DublinMoscow-Valletta-Vilnius Montreux-ViennaBrussels-Kiev
SUMMIT OF LEADERS
T
he Summit of Leaders is a regular interactive platform for international collaboration. It has been held in the centre of the world scientific community in Oxford, United Kingdom, since 2004. Over this period more than 6000 delegates from 56 countries have taken part and hundreds of innovative projects have been presented. Special meetings to exchange experiences and make contacts have been held as well as receptions for Rectors. Well known politicians and businessmen have spoken at the summits as part of programmes of business collaboration: Lord Digby Jones, Sir Richard Needham and Sir John Michael Middlecott Banham; Lord Mayors of Oxford: Bryan Kin, Robert John Price, Jim Kempel, Ellis Bendjamin; deputies to Euro parliament: Derek Clerk, Barbara Kudricka, Katherine Berder: Heads of diplomatic missions in London: Turkey – Akin Alptuna, Latvia – Indulis Berzins, Czech Republic – Ian Winkler, Armenia – Vahe Gabrielyan, and hundreds of other authoritative people from in European business groups. Traditionally the forums take place in various different cities: Moscow and London, Vienna and Barcelona, Dublin and Montreux… The authorities and communities wholeheartedly support the initiatives of the participants of the summit – the experts, investors
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and scientists aiming to transfer technologies and exchange economic practices and new knowledge. Co-chairmen of the organising committee: John Nettin, General Director of European Business Assembly (UK), Wil Goodheer, President of European Rectors Club (Austria), Paul Briggs, President of International Leaders’ Club (UK)
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LONDON SUMMIT OF LEADERS
London Summits of Leaders are held in the British Institute of Directors on Pall Mall Street and gather businessmen from more than 30 countries throughout the world.
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DUTY CALLS OF LEADERS TO SWITZERLAND
Summits of Leaders led by EBA are held in Montreux every year. In 2013 specialists from 24 countries visited the summit, which was devoted to the issue of developing medical tourism.
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MALTA SUMMIT OF LEADERS
Annual business summits in Malta attract leaders of the Mediterranean states from highest levels.
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RUSSIAN SUMMIT OF LEADERS
State receptions held by the International Congress of Industrialists and Businessmen to celebrate Russian Day have become traditional and are important events in the Russian capital’s business calendar.
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IRISH SUMMIT OF LEADERS
INTERNATIONAL SUMMIT OF LEADERS ‘DUBLIN IS THE CITY OF INNOVATIONS AND INVESTMENTS’ Dublin is a city of the future well-known to the European Community as ‘a place where ideas and people meet’ and hosted an International summit of leaders for the first time. Representatives of public bodies and scientific and business institutions concerned with developing innovation in cities gathered in the Irish capital to discuss the issues of governing modern megalopolises and promoting business partnerships.
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The summit was opened by Lord-Mayor of Dublin, Mr. Naoise O’Muiri, who welcomed participants. The Minister for Trade and Development of Ireland, Joe Costello, and representatives of public administration and successful Irish companies took part in the plenary meeting. They said that position on the latest European ratings shows their country is open for business, offering effective management, a highly developed infrastructure that combines the latest innovations with a highly skilled labour force.
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Lord Mayor of Dublin Naoise Ó Muirí
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KNIGHTS’ MEETINGS
For honour, dignity and glory! The solemn investiture of the Knight Order of St. Lazarus of Jerusalem is traditionally held in the cathedral of St. Dominic, one of the oldest beneficiaries of Valette. The procession of knights in traditional dress with their flags marches nobly into the cathedral. The melodic chorus emphasises the atmosphere of the spiritual unity of the attendants with knights of all generations. Boy scouts fall into line with the knights and high-ranking Prelates knight new members of the Order. This unforgettable ancient ceremony stays in the memory for the rest of people’s lives!
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SOCIETY ROUTS
Vienna, Emperor’s Hofburg
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MEETINGS AND WORKING VISITS TO NIGERIA, IRAN, TURKMENISTAN, UKRAINE
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Awards of EBA are the peak of leadership excellence
SOCRATES COMMITTEE, CEREMONIES
SOCRATES CEREMONIES
EBA is the organiser of annual Socrates Ceremonies, the founder of prestigious European prizes and awards, is widely known and has won the trust of national elite groups and business communities. The awards are made from precious metals in the workshop of prominent London jeweller Alfred Winiecki. Legal and patent rights belong to EBA and are protected by British law. Enterprises are selected on basis of statistical data, recommendations of analytical, sociological, research, advertising, rating and PR-agencies as well as on the results of international and national competitions of professional achievement and receive consulting, marketing and legal support from leading European companies.
The Socrates Ceremonies are held in the most prestigious cities of Europe: Barcelona, Oxford, London, Valetta, Moscow, Vienna and Montreaux.
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INTERNATIONAL SOCRATES COMMITTEE
The participation and counsel of International Socrates Committee – all of whom are leaders in the business, education and science communities – have helped to establish the EBA Awards as the preeminent awards. They, their staff, and other select business leaders help to determine the winning nominations for the International EBA Awards. Professionals recruited from companies worldwide perform the preliminary judging. Committee Co-Chairs: Wil Goodheer, John Netting, Paul Briggs Armenia: Artush Gukasyan, Rector, Armenian State Pedagogical University Austria: Manfred Froschauer, Managing Partner, SERY Communications Azerbaijan: Isa Akper Oglu Habibbayli, Rector, Nakhchivan State University Bulgaria: Mickhail Stancev, Doctor, Sofia State University Czech Republic: DSB EURO s.r.o., Owner and General Director, Hlavac Milan Estonia: Juri Martin, Rector, Euro University Georgia: Manana Kirtbaia, Rector, Tbilisi Public University ‘Metekhi’ Germany: Igor Dementyev, Professor, Bonn University Ghana: Mr Isaac Dakwa, Top Brass Ltd. Malta: Hector Cassola, President, ‘Business Entrepreneurship’
Middle East: Sami Kashkool, Secretary General, Iraqi British Chamber of Commerce and Industry Nigeria: Babalola Afe, Rector of Afe Babalola University Poland: Jan Chehotski, CEO, EMPEX Russia: Evgeniy Kachalov, Director, Centre of Market Research Serbia: Mica Jovanovic, Rector of Megatrend University Switzerland: Michael Derrer, Director, Swiss Institute of Quality Tajikistan: Usmonov Nurullo, Director General, NUR Ltd. Trinidad and Tobago: Knowlson W Gift, KWG Associates Ukraine: Viktor Andrushenko, Rector of National Pedagogical Dragomanov University Vietnam: Prof. Thanh Xuan, Hanoi University of Foreign Studies
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Awards of EBA are the peak of leadership excellence
T
he main objectives of the EBA are to promote European leaders and to strengthen international economic, scientific and cultural relations as well as to promote European integration. Personalities, politicians as well as public figures, businessmen, scientists and artists are presented with EBA International Awards for their achievements in and contributions to today’s society. The awards are created by the prominent English Alfred Winiecki’s workshop in London. They are made of precious metals, covered with 24 K pure gold and encrusted with Swarowski crystals. Legal and patent rights belong to EBA and are protected by British Law.
Exclusive commemorative medal on a golden pendant ‘Queen Victoria’ (reg. # 2367599) – for maintaining traditional values of virtue, bravery and integrity
The major award – ‘Socrates International Award’ (reg. # 2349306) – is awarded for personal contribution to intellectual development of today’s society and for professional achievements
‘Name in Science’ Award – for prominent scientific research
‘United Europe’ (reg. # 2367598) – for personal contribution to the development of European integration
Honorary title ‘Knighthood Order of the Grand Master La Valette’ (reg. # 2511555)
‘European quality award’ (reg. # 2351135) – for production of competitive high-quality goods and for provision of such services
‘Best Enterprises’ (reg. # 2401351) – for professional achievements in commercial activities. The Director General of nominated company is presented with the ‘Best Manager of the Year’ Award
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INTERNATIONAL AWARD
‘The Name in Science’ in the field of scientific researches General provisions Instituted by a mutual decision of the ICL, CRE, record of proceedings No. 11.07.10, Oxford, UK. A holder of the title ‘The Name in Science’ receives the following attributes: · A memorable sign on the blue ribbon ‘For contribution to world science’. On the front side of the sign there is a bass-relief of Aristotle and an inscription ‘To the glory of science’. On the reverse side there is an inscription Socrates Committee and medal number, Oxford, UK. · A Diploma of a holder of the title ‘The Name in Science’ confirming that the nominee’s name has been recorded in the World Register of Outstanding Scientists (in the leather case). · Nomination of candidates for the International Award in the field of scientific researches ‘The Name in Science’ is given to scientific teams, scientific societies, authorities, public organisations, business structures, scientists, politicians and public figures.
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Evaluation criteria. The International Socrates Committee while making a decision on granting the Award ‘The Name in Science’ in the first place follows the following principles: · urgency of the scientific research for civil society development, democratic basis of management; cost efficiency; · a personal contribution of a candidate to scientific research, his/her personal achievements in the development of national science; · a possibility of science research transformation for solving regional and global social, political and economic problems; · ratings and reviews of scientific press and the public, recommendations of profile committees, scientific societies, scientists. · The attributes of the Award are presented at the annual Socrates ceremonies in Oxford. If attendance is difficult, a laureate can receive the attributes of the Award by courier or mail.
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THE KNIGHTS OF THE INTERNATIONAL ORDER OF GRAND MASTER LA VALLETTE
The main goal of the Order is to unite prominent politicians, businessmen, scholars and cultural figures who carry out charitable, voluntary or socially significant activities. Those who appreciate lofty human values: honour, loyalty, courage, generosity, mercy, nobility, gallantry. Those who are willing to devote themselves to restoring in society a sense of high spirituality and morality, the inner essence based on the principles of knightly honour, valour and nobility. Knighting to the international Knight Order of Grand Master La Valette is to be held in the Chateau d’Aigle (XI century), one of the most majestic castles in Switzerland, or in a similar testament to the age of chivalry.
Code of Honour of the Knight Order of Grand Master La Vallette · The Knight’s Code of Honour is mandatory for all persons of noble origin who call themselves Knights of the Order; · Each Knight has an Order, a diploma and a monogram-signet that confirm his noble origin; · Knights of the Order are noble and fair in all respects; infused by honour and truth, they will never join together against a single opponent; · Knights of the Order are strong, courageous and brave, their shields serve to defend the weak and the oppressed; · Knights of the Order never hurt anyone, value friendship and respect worthy opponents; · Knights of the Order are kind and merciful to people, always ready to pardon an offender who asks for forgiveness − the one gone astray, but repentant; · Knights of the Order are able to exercise self-control, their actions are not motivated by pride or vengeance;
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· Knights of the Order are always gallant with Dames; · Ignorance of the Knight’s Code of Honour is not a circumstance that will mitigate guilt of perfidious people who derogate from its regulations.
Events and Entertainment Members of the Order attend a wide range of cultural and social events in the course of year. Such events include business meetings, receptions, society occasions, conferences, summits, congresses, banquets with prominent people and musical gatherings, as well as the inauguration of new members of the Order in suitably historic locations.
Membership Membership of the Order is open to politicians and persons outside politics, to men and women, regardless of their faith. The Order is a society of noble people, wherein the charitable and patronly aspirations of each one will be an example for all. The Order collaborates with other Orders all over the world which encourages the generation of new ideas and projects seeking to raise social standards of life, and supports individual exponents of modern best practice. The Order is wholly sovereign and is associated with the honourable traditions of Knight Orders the world over.
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Public institutions of EBA are qualitatively new informal associations of talented professionals.
PUBLICITY – ЕВА INFORMATION AND PRESENTATION OPPORTUNITIES
LEADERS NETWORK
Is the interactive online discussion platform that provides an opportunity for academics, university chancellors, scientists and researchers, and investors from around the world to network, learn and share ideas with one another for the advancement of modern science and education.
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SOCRATES ALMANAC
Socrates Almanac – compass of the world of knowledge The Socrates Almanac 2013 is an annual edition covering the most interesting scientific research, modern teaching methods, promising industry innovations and an analysis of financial frameworks. The collection also contains ratings of universities worldwide, registers of innovative projects and educational programmes, popular scientific articles, factual and biographical material and journalistic essays on world-famous scientists
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THE INTERNATIONAL ‘SCIENCE AND EDUCATION’ COMPETITION
The Club of Rectors of Europe represents an amazing opportunity to celebrate the excellence and outstanding achievements of higher education institutions in the International ‘Science and Education’ Competition. We look forward to a wealth of strong contenders showing talent and creativity. If you believe that your institution, staff or management deserves recognition, get your entries in now and good luck!
Free for participants of the Summit! Please see the Contest terms and conditions for full details. Categories. The International ‘Science and Education’ Competition
International science and education competition
Provisions Objective: Promotion and support of new knowledge and authors. Patronage: Club of Rectors of Europe, Socrates Committee (Oxford, UK) Expert Advice: The Academic Council of the Club of the Rectors of Europe (Chairman - Prof. V. Goodheer) Frequency: Annual Summing up: Oxford Summit of Rectors Participation: Only accredited members of the EBA Network 142
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Nominations:
‘Education: excellence and innovation’ Universities, colleges, business schools and other educational institutions.
‘Best lecturer’ University teachers and the teachers of other higher educational institutions.
‘Best scientist’ Academics, graduate students, scholars, and researchers of universities and educational institutions.
‘Best student’
‘Best educational textbook’ The following materials are accepted in the competition: books, coursebooks, book set created individually or jointly by the institution’s officials.
’Best university library’ University or other institutional libraries only.
‘Best academic website’ Internet university websites where information is accessible for assessment during the competition. Websites with advertising of noneducational purposes will not be considered.
‘Best university motto’
Students from higher education institutions.
Educational institutions, business schools and colleges.
‘Best innovative project’
‘Best campus’
Projects, innovative initiatives and recent developments of university academic and research centres.
The campuses of universities, colleges and other higher education institutions.
Terms of participation: Pedagogical teams, student organisations and individuals submit applications and recommendations for the competition to the Academic Board of CRE up to 01.11.2013.
Procedure and criteria for evaluation: The winners are evaluated on the results of expert judgments, articles in the press and free interactive voting by teachers and students, as well as other interested persons on the competition organiser’s site.
Information on the results: The winners of the contest will be posted online by the organiser and in the annual almanac of Oxford Summit of Rectors. See more at: http://www.summitofleaders.co.uk/en/projects/ competitions#sthash.EEUBC35c.dpuf Socrates Almanac ‘Science and Education. Oxford Review’
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OXFORD SUMMIT OF RECTORS
EuroEducation Conferences A unique opportunity to present yourself. Every year the Club of the Rectors together with the EBA holds conferences on higher education in universities which are members of the CRE. These conferences have been held in Varna, Bulgaria, at Varna Free University, in Moscow, Russia, at the University of Moscow, in Barcelona, Spain, at academic centres of Spain and organisations working in the field of international education such as the ‘Spain Inn-Group’ and the ‘SAINT DIODOR FOUNDATION’.
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Europe Business Assembly
The participants of the conference were:
Georgi Parvanov
Vladimir Putin
Ernest Benach Pascual
In his address to participants of the Europe Business Assembly and the Club of the Rectors of Europe, the President of the Republic of Bulgaria said: ‘You have also made a substantial step towards a working interaction between the higher education institutions and the business…’
The President of the Russian Federation said ‘…Your extensive forum is the evidence of increasing attention to the problems of preservation and development of the richest cultural, historical and language heritage of our country, to that special mission, which high schools of culture and art accomplish traditionally in the life of society.’
The President of the Parliament of Catalonia said: ‘Conferences of ‘EuroEducation’ are an excellent forum for the exchange of professional experience and of the integration of the best representatives of high schools into the world of education. I wish to all the Forum’s participants first of all to conduct fruitful business dialogue, then everyday creative search, and of course significant success in their grateful creative work.’
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OXFORD OFFICE OF UNIVERSITY CHANCELLORS
Our comfort is your office!
CRE cabinet lounge The Club of the Rectors in Europe opened an office for its members in Oxford (2 Woodins Way, Oxford, OX1 1HF). The office of the club is in the centre of this historic university town on the banks of a tributary of the Thames. At the rectors’ service are: a private office, a personal secretary, high-speed Internet, scanners, printers and other administrative aids. In Oxford you can work and also receive guests, hold business meetings or just have a rest after an intense workday. While you are absent the personal secretary will can act on your behalf. The Personal Rectors’ cabinet lounge can make arrangements for you to travel to the United Kingdom, be met at the airport, make hotel or private apartment reservations and also arrange visits to Oxford University Colleges, excursions to London, Edinburgh, Cambridge and other cities of United Kingdom. The Clubman’s personal gold card allows use of the office for five working days during each calendar year. Preliminary accreditation is required.
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EBA. BEST ENTERPRISES. ACHIEVEMENTS. 2013
Analysis of current trends and databases in developing industrial sectors of leading regional companies, the results of which are to be presented to business partners at the EBA European summits in London, Moscow, Vienna, Valletta, Montreux (Switzerland) and Oxford (United Kingdom). See more at: http://www.summitofleaders.co.uk/
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The EBA community, it is almost 12 thousand politicians and public figures and leaders in business science and culture from 65 countries all over the world.
WE PRESENT THE BEST, THE BEST PRESENT THEIR COUNTRY
INTERNATIONAL PRIZES AND GRANTS IN THE SCIENCE AND EDUCATION SPHERE
International scientific prizes
Nobel Prize The Nobel Prize is a set of annual international awards bestowed in a number of categories by Scandinavian committees in recognition of cultural and/or scientific advances. The will of the Swedish philanthropist inventor Alfred Nobel established the prizes in 1895. The prizes in physics, chemistry, physiology or medicine, literature, and peace were first awarded in 1901. The related Nobel Memorial Prize in economic sciences was created in 1968. Between 1901 and 2012, the Nobel Prizes and the Prize in economic sciences were awarded 555 times to 863 people and organisations. With some receiving the Nobel Prize more than once, this makes a total of 835 individuals and 21 organisations. The Peace Prize is awarded in Oslo, Norway, while the other prizes are awarded in Stockholm, Sweden. The Nobel Prize is widely regarded as the most prestigious award available in the fields of literature, medicine, physics, chemistry, peace, and economics. The Royal Swedish Academy of Sciences awards the Nobel Prize in Physics, the Nobel Prize in Chemistry, and the Nobel Memorial Prize in Economic Sciences; the Nobel Assembly at Karolinska Institutet awards the Nobel Prize in Physiology or Medicine; the Swedish Academy grants the Nobel Prize in Literature; and the Nobel Peace Prize is not awarded by a Swedish organisation but by the Norwegian Nobel Committee. The various prizes are awarded yearly. Each recipient, or laureate, receives a gold medal, a diploma and a sum of money, which is decided by the Nobel Foundation, among more than three people. The Physics Prize has been awarded to 194 Nobel Laureates since 1901 ‘The said interest shall be divided into five equal parts, which shall be apportioned as follows: one part to the person who shall have made the most important discovery or invention within the field of physics…’ (Excerpt from the will of Alfred Nobel). Physics was the prize area which Alfred Nobel mentioned first in his will. At the end of the nineteenth century, many people considered physics as the foremost of the sciences, and perhaps Nobel saw it this way as well. His own research was also closely tied to physics. The Nobel Prize in Physics is awarded by the Royal Swedish Academy of Sciences, Stockholm, Sweden. 152
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The Nobel Prize in Physics 2013
Francois Englert
Peter W. Higgs
Born: 1932
Born: 1929
Affiliation at the time of the award: Université Libre de Bruxelles, Brussels, Belgium
Affiliation at the time of the award: University of Edinburgh, Edinburgh, United Kingdom
Prize motivation: ‘for the theoretical discovery of a mechanism that contributes to our understanding of the origin of mass of subatomic particles, and which recently was confirmed through the discovery of the predicted fundamental particle, by the ATLAS and CMS experiments at CERN’s Large Hadron Collider’
Prize motivation: ‘for the theoretical discovery of a mechanism that contributes to our understanding of the origin of mass of subatomic particles, and which recently was confirmed through the discovery of the predicted fundamental particle, by the ATLAS and CMS experiments at CERN’s Large Hadron Collider’
The Nobel Prize in Chemistry 2013
Martin Karplus
Michael Levitt
Born: 15 March 1930
Born: 9 May 1947
Vienna, Austria
Pretoria, South Africa
Affiliation at the time of the award: Université de Strasbourg, Strasbourg, France, Harvard University, Cambridge, MA, USA
Affiliation at the time of the award: Stanford University School of Medicine, Stanford, CA, USA
Prize motivation: ‘for the development of multiscale models for complex chemical systems’
Prize motivation: ‘for the development of multiscale models for complex chemical systems’
Arieh Warshel Born: 20 November 1940 Kibbutz Sde-Nahum, Israel Affiliation at the time of the award: University of Southern California, Los Angeles, CA, USA Prize motivation: ‘for the development of multiscale models for complex chemical systems’ Socrates Almanac ‘Science and Education. Oxford Review’
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International prizes and grants in the science and education sphere
UNESCO prizes related to Education The purpose of UNESCO’s Education prizes is to reward outstanding efforts in the drive to achieve quality education for all. The themes of the prizes (literacy, special needs, information and communication technologies, human rights and peace) are in conformity with UNESCO’s policies and programmes. Nominations are made by the governments of Member States, in consultation with their National Commissions, and by non-government organisations maintaining official relations with UNESCO. An international jury, appointed by the Director General chooses the prize winners.
UNESCO Emir Jaber al-Ahmad alJaber al-Sabah Prize for Research and Training in Special Needs Education for the Mentally Disabled
UNESCO King Hamad bin Isa Al Khalifa Prize for the Use of Information and Communication Technologies in Education
This prize, awarded biennially, supports special needs education for children with mental disabilities.
Awarded annually, this prize supports the creative use of information and communication technologies to enhance learning, teaching and overall education performance.
UNESCO International Literacy Prizes
UNESCO/Bilbao Prize for the Promotion of a Culture of Human Rights
These prizes are awarded annually on International Literacy Day (8 September) to promote excellence and innovation for a literate world.
UNESCO Prize for Peace Education This prize, awarded biennially, supports activities designed to increase awareness and mobilize consciences in the cause of peace.
Formerly known as the UNESCO Prize for Human Rights Education, this prize is awarded biennially to institutions, organisations or people who have contributed to the to the building of a universal culture of human rights, including through education and training.
www.unesco.org/education/en/prizes_ed
The aims of the UNESCO Natural Sciences Sector are advanced through a selection of awards, prizes, international days, weeks and years. Awards and Prizes
· MAB Young Scientists Awards
· Kalinga Prize for the Popularization of Science
· Michel Batisse Award for Biosphere Reserve Management
· Sultan Qaboos Prize for Environmental Preservation
· Mercosur Award in Science and Technology
· UNESCO/Institut Pasteur Medal for an outstanding contribution to the development of scientific knowledge that has a beneficial impact on human health
· Mondialogo Engineering Award · Research Grants for Young Scientists specialising in Great Apes of Africa
· L’Oreal-UNESCO Prize for Women in Science · ERAIFT regional postgraduate school Prize 154
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· UNESCO-Obiang Nguema Mbasogo International Prize for Research in the life sciences
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UNESCO Prizes in Social and Human Sciences
UNESCO/Bilbao Prize for the Promotion of a Culture of Human Rights
(former UNESCO Prize for Human Rights Education)
The UNESCO/Bilbao Prize, awarded every two years, carries on the UNESCO Prize for Human Rights Education, which was created in 1978 to mark the 30th anniversary of the Universal Declaration of Human Rights. The purpose of the prize is to reward the efforts of institutions, organisations and individuals that have made a particularly important and effective contribution to the promotion of a culture of human rights at regional and international levels.
UNESCO - International Simon Bolivar Prize Created in 1978, the purpose of the prize is to reward an activity of outstanding merit which, in accordance with the ideals of Simón Bolívar, has contributed to the freedom, independence and dignity of peoples and to the strengthening of a new international economic, social and cultural order. Such activity may take the form of intellectual or artistic creation, a social achievement or the mobilization of public opinion. It is awarded every two years, and funded by the Government of Venezuela.
UNESCO/Juan Bosch Prize for the Promotion of Social Science Research in Latin America and the Caribbean Created in 2009, its purpose is to reward social science research work by young researchers in Latin America and the Caribbean which has contributed to stronger research-policy linkages. The prize, awarded every two years, consists of a sum of US $10,000 which may be divided equally among a maximum of three prize winners. The Prize also provides for the publication of the prizewinning thesis from extra budgetary funds, if available, with the assistance of a publishing house and under the auspices of UNESCO. It is funded by the Government of the Dominican Republic.
Avicenna Prize for Ethics in Science This prize, awarded biennially, supports activities designed to increase awareness and mCreated in 2003 on the initiative of the Islamic Republic of Iran, the purpose of the prize, awarded every two years, is to reward the activities of individuals and groups in the field of ethics in science.
UNESCO - International Jose Marti Prize Created in 1994, the purpose of the prize, awarded every two years, is to promote and reward an activity of outstanding merit that, in accordance with the ideals and spirit of José Martí and embodying a nation’s aspiration to sovereignty and its struggle for liberty, contributes, in any region of the world, to the unity and the integration of countries in Latin America and the Caribbean and to the preservation of their identities, cultural traditions and historical values.
UNESCO-Madanjeet Singh Prize for the Promotion of Tolerance and NonViolence The purpose of the prize is to reward outstanding activities in the scientific, artistic, cultural or communication field aimed at the promotion of a spirit of tolerance and non-violence, in conformity with the Charter of the United Nations and the Constitution of UNESCO. The Prize was created in 1995 through the generous contribution of the UNESCO Goodwill Ambassador, Indian artist, writer and diplomat Madanjeet Singh. It is awarded every two years on 16 November, International Day for Tolerance and the anniversary of the foundation of UNESCO.
UNESCO - International Simon Bolivar Prize Created in 1978, the purpose of the prize is to reward an activity of outstanding merit which, in accordance with the ideals of Simón Bolívar, has contributed to the freedom, independence and dignity of peoples and to the strengthening of a new international economic, social and cultural order. Such activity may take the form of intellectual or artistic creation, a social achievement or the mobilization of public opinion. It is awarded every two years, and funded by the Government of Venezuela.
UNESCO Albert Einstein Medal The UNESCO Albert Einstein Medal is awarded to outstanding scientific personalities who made a great contribution to science and international scientific cooperation. The medal was established by UNESCO to celebrate the centenary of the birth of Albert Einstein in 1979. The medal is awarded in gold, silver and bronze. http://www.unesco.org/education
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International prizes and grants in the science and education sphere
Humboldt Research Award The award is granted in recognition of a researcher’s entire achievements to date to academics whose fundamental discoveries, new theories, or insights have had a significant impact on their own discipline and who are expected to continue producing cutting-edge achievements in the future. Academics from abroad, regardless of their discipline or nationality, may be nominated for a Humboldt Research Award. The Alexander von Humboldt Foundation particularly encourages the nomination of qualified female academics. http://www.humboldt-foundation.de/web/start.html
Meneghetti Award 2014 for research on Physics, Medicine, Economics and Philosophy The Antonio Meneghetti Scientific and Humanistic Research Foundation, headquartered in Paradiso Switzerland, hereby launches an award of EUR 15,000.00 (fifteen thousand) for research in each of the following areas: physics, medicine, economics and philosophy, the sciences that can be associated with ontopsychological knowledge. www.fondazionemeneghetti.ch
The WISE Prize for Education The WISE Prize for Education was established for determining, demonstrating and promoting of innovative projects in the field of education all over the world. The Qatar Foundation for Education, Science and Community Development supports the transition of Qatar from a carbon economy to one based on the development of knowledge. It was established in 1995 by His Highness the Amir Sheikh Hamad bin Khalifa Al-Thani. Her Highness Sheikha Moza bint Nasser is Qatar Foundation’s Chairperson and driving force. Qatar Foundation structures its actions around three pillars: Education, Science and Research, and Community Development. w w w . w i s e - q a t a r. o r g
The Karpinsky International Award (A. Tepher foundation, Federal Republic of Germany) spbu.ru/files/upload/science/prem-spbu.pdf
Interbrew-Baillet Latour Award (Belgium) This annual award is intended to recognise outstanding scientific achievements in biomedical research and/or their practical applications for human health, and to encourage the laureate in the pursuit of his/her career. In exceptional circumstances the Prize may be shared between two persons who have collaborated over a long period. www.med.uzh.ch/news/inbethprize/invitation_regulations_historicalbackground.pdf
The Wolf Prize (International Award, the Wolf foundation, Israel). www.wolffund.org.il/index.php?language=eng
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Eduard Rhein Award for Informational Technologies and Science (Federal Republic of Germany) www.iiaun.ru/academy/rewards
Russian Award for Scientific Achievements (Independent Charitable Triumph Foundation Award) www.triumph-foundation.org
The Global Energy Prize The Global Energy Prize is one of the world’s most respected awards in energy science, awarding 33 million roubles (approx. US$1.17m) each year for outstanding achievements and innovations in the field of energy. www.globalenergyprize.org/en/menu/12/text
The Kyoto Prize (Inamori Foundation, Japan) The Kyoto Prize is a Japanese award similar in intent to the Nobel Prize. It recognises outstanding works in the fields of philosophy, arts, science and technology. w w w . i n a m o r i - f . o r. j p / e _ kp _ o u t _ o u t . h t m l
The Crafoord Prize (an annual science prize, Sweden) www.crafoordprize.se
EPS Edison Volta Prize The European Physical Society, the Centro di Cultura Scientifica ‘Alessandro Volta’ and Edison S.p.A. have established the ‘EPS Edison Volta Prize’ to promote excellent research and achievement in physics. The EPS Edison Volta Prize is awarded to individuals or groups of up to 3 persons on a biannual basis. The Prize consists of a cash award of Euro 10,000 for the prize winner(s), as well as a diploma and a medal. www.eps.org/?page=distinction_prize_ed
The Harvey Prize (Israel) The Harvey Prize is awarded annually in a variety of disciplines within the categories of Science & Technology and Human Health. The Harvey Prize has also been awarded for Contribution to Peace in the Middle East. harveypz.net.technion.ac.il/conditions-of-the-prize
Max Planck Research Award (the Max Planck Society, Germany)
Since 2004 the Max Planck Research Award has been conferred annually to two internationally renowned scientists, one working in Germany the other abroad. www.mpg.de/mpResearchAward
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International prizes and grants in the science and education sphere
Open Society Institute Award (the USA) www.internationalpeaceandconflict.org/forum/topics/open-society-foundation-scholarshipsgrants-and-awards?xg_source=activity#.UjBaqDhPFFo
The Blue Planet Prize (Japan) w w w . a f - i n f o . o r. j p / e n / b l u e p l a n e t / l i s t . h t m l
Guggenheim Award of the International Academy of Astronautics iaaweb.org/content/view/44/91
Abel Prize in mathematics The Abel Prize is an international prize presented by the King of Norway to one or more outstanding mathematicians. www.abelprize.no
The Fields Medal The Fields Medal, officially known as International Medal for Outstanding Discoveries in Mathematics, is a prize awarded to two, three, or four mathematicians not over 40 years of age at each International Congress of the International Mathematical Union (IMU), a meeting that takes place every four years. The Fields Medal is often viewed as the greatest honour a young mathematician can receive. www.mathunion.org/general/prizes/fields/details
The Linnean Medal The Linnean Medal (formerly referred to as the Gold Medal) of the Linnean Society of London was established in 1888, and is awarded annually to alternately a botanist or a zoologist or (as has been common since 1958) to one of each in the same year. www.linnean.org/The-Society/awards_and_grants/Medals+and+Prizes
L.D. Landau Gold Medal The L.D. Landau Gold Medal has been awarded by the Russian Academy of Sciences since 1993 for outstanding performance in the field of theoretical physics, including the physics of nuclei and elementary particles. phystech.edu/index/news/landau-gold-medal.html
Dannie Heineman Prize for Mathematical Physics The Dannie Heineman Prize for Mathematical Physics is an award given jointly by the American Physical Society and American Institute of Physics every year since 1959. aas.org/about/grants-and-prizes/dannie-heineman-prize-astrophysics
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King Faisal International Prize (Saudi Arabia) Of the many philanthropic activities of the King Faisal Foundation, the King Faisal International Prize is the most widely known. By drawing attention to important issues and rewarding gifted scientists who have made these issues a priority in their careers, it is hoped that the direct and indirect effects of the Prize will be far reaching. www.kff.com/en01/kfip/KFIPSelectionProc.html
The Dirac Prize The Dirac Prize is the name of four prominent awards in the field of theoretical physics, computational chemistry and mathematics, awarded by different organisations named in honour of Professor Paul Dirac, one of the great theoretical physicists of the 20th Century. www.ictp.it/about-ictp/prizes-awards/the-dirac-medal.aspx
The J. J. Sakurai Prize for Theoretical Particle Physics The J. J. Sakurai Prize for Theoretical Particle Physics, is presented by the American Physical Society at its annual ‘April Meeting’, and honours outstanding achievement in particle physics theory. The prize, considered one of the most prestigious in physics, consists of a monetary award, a certificate citing the contributions recognized by the award, and a travel allowance for the recipient to attend the presentation. . www.aps.org/programs/honors/prizes/sakurai.cfm
The International Prize for Biology The International Prize for Biology is an annual award for significant contributions to biology. The award was created in 1985 to recognize Emperor Hirohito of Japan’s long term interest in, and support of, the biological sciences. The selection and award of the prize is managed by the Japan Society for the Promotion of Science. www.jsps.go.jp/english/e-biol/index.html
The Elsevier Scopus Awards The Elsevier Scopus Awards, started in 2005, recognize and reward the talent, knowledge and expertise of young scientists around the globe in a variety of disciplines. info.sciencedirect.com/scopus/awards
The Draper Prize One of the world’s preeminent awards for engineering achievement, The Charles Stark Draper Prize was established by the National Academy of Engineering and endowed by Draper Laboratory in 1988 to recognise innovative engineering achievements and their reduction to practice in ways that have led to important benefits and significant improvement in the well-being and freedom of humanity. The Prize recognizes achievement in all engineering disciplines, and engineers worldwide are eligible to receive it. The Prize is awarded annually during National Engineers Week in Washington, D.C. www.draperprize.org
The Lobachevsky Prize The Lobachevsky Prize, awarded by the Russian Academy of Sciences, and the Lobachevsky Medal, awarded by the Kazan State University, are mathematical awards in honor of Nikolai Ivanovich Lobachevsky. www.ras.ru/about/awards/awdlist.aspx?awdid=62
The Isaac Newton medal The Isaac Newton medal of the Institute of Physics is awarded to any physicist, regardless of subject area, background or nationality, for outstanding contributions to physics. www.iop.org/about/international/awards/index.html
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International prizes and grants in the science and education sphere
International Grants
CANADA
Canadian Institute of Ukrainian Studies (CIUS) A primary aim of the Canadian Institute of Ukrainian Studies is to foster, develop and support Ukrainian studies in Canada and internationally. This is done in part by offering or administering a postdoctoral fellowship, graduate fellowships (to master’s and doctoral students) and scholarships to undergraduate students. Grants are also awarded to established scholars to support research work that would lead to publications or dissemination of results in other forms. www.ualberta.ca/CIUS/cius-grants.htm
The Natural Sciences and Engineering Research Council of Canada (NSERC) is the state federal institution that supports discoverers and innovators of Canada through the grants system and programmes. It also promotes the partnership among universities, government and private sector. The field of researches consists of natural and technical sciences. www.nserc-crsng.gc.ca
John Kolasky Memorial Endowment Fund provides annual scholarships to postgraduate students and research workers from Ukraine for probation at the University of Alberta. www.ualberta.ca/CIUS/cius-grants.htm
POLAND
The Queen Jadwiga Foundation, founded in 2002 at the Jagiellonian University, provides an opportunity for young scientists and graduate students from Central and Eastern Europe, the former Soviet Union and the Balkans to undertake scientific training in Krakow (Poland), for a period of 1-2 months. www.uj.edu.pl/en_GB/international/students/feesand-financial-assistance/other-scholarships
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GERMANY
The Christiane Nüsslein-Volhard Foundation (Christine NüssleinVolhard Stiftung ) was initiated in 2004 for the promotion of science and research and supports talented young women with children. It aims to enable them to have the freedom and mobility required to further their scientific careers. The Foundation wishes to help prevent science losing excellent talent. It is aimed specifically at graduate students in the fields of experimental natural sciences and medicine. www.cnv-stiftung.de/en/goals.html
Gerda Henkel Foundation (Gerda Henkel Stiftung) – is a private organisation that seeks to support research projects, scientific conferences and to provide fellowships to German and foreign graduate students who conduct their researches in the field of humanities. www.gerda-henkel-stiftung.de/foundation
Fritz Тhyssen Foundation (Fritz Тhyssen Stiftung) is one of the private foundations in Germany that aims to support young scientists from all over the world (in the form of grants) in conducting their researches in universities and public research institutions in Germany. It also upholds the bilateral scientific collaboration between universities and research centres. www.fritz-thyssen-stiftung.de
The International Visegrad Fund is an international organization based in Bratislava founded by the governments of the Visegrad Group. The purpose of the Fund is to facilitate and promote the development of closer cooperation among citizens and institutions in the region as well as between the V4 region and other countries, especially the Western Balkans and countries of the Eastern Partnership. The Fund does so through grant support of common cultural, scientific and educational projects, youth exchanges, cross-border projects and tourism promotion, and through individual mobility programs (scholarships, residencies). www.daimler-benz-stiftung.de/cms/index. php?page=home_en
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The Havighurst Centre.
USA Educational Funding and Awards The AAUW has a long and distinguished history of advancing educational and professional opportunities for women in the United States and around the globe. One of the world’s largest sources of funding for graduate women, AAUW is providing more than $3.7 million in funding for more than 245 fellowships and grants to outstanding women and nonprofit organisations in the 2013–14 academic year. Due to the longstanding, generous contributions of AAUW members, a broader community of women continues to gain access to educational and economic opportunities - breaking through barriers so that all women have a fair chance. Fellowship and grant recipients perform research in a wide range of disciplines and work to improve their schools and communities. Their intellect, dedication, imagination, and effort promise to forge new paths in scholarship, improve the quality of life for all, and tackle the educational and social barriers facing women worldwide.
The Havighurst Centre for Russian and Post-Soviet Studies was established as the result of an endowment from the late Walter Havighurst, a long time Miami University English professor and author. Professor Havighurst taught at Miami from 1928-1969. The Centre is interdisciplinary, with faculty associates in many departments throughout the University. In addition to the Centre’s Director and Staff, the Centre relies on Faculty Associates who are drawn together by their mutually held interests in exploring issues related to Russia and the post-Soviet region. www.units.muohio.edu/havighurstcenter/ opportunities/postdoctoral.html
American Councils for International Education (ACTR/ACCELS) is an international non-profit organisation that aims to support educational development all over the world. The organisation is focused on academic exchange, professional and distant learning, working out of curricula, providing of technical support, supporting of researches and institutional development w w w . a c t r. o r g
FRANCE
www.aauw.org
The Foundation of Public Researches and Development (CRDF Global) is an independent non-profit organisation that promotes international scientific and technical collaboration through grants, technical resources, training and services, provides cooperative research and development (R&D) opportunities that enable scientists and engineers to address critical security, economic, education and other societal needs, advances peace and prosperity by funding civilian research and development projects that contribute to global non-proliferation objectives, promotes the application of science and technology to economic growth through international partnerships and training that foster invention, innovation, entrepreneurship and the commercialization of technology, strengthens university research and education in science and engineering. www.crdf.org.ua
International Business Machines Corporation (IBM) is the largest multinational corporation in the world focusing on information technology.
Centre National de la Recherche Scientifique (CNRS) – is a public organisation under the responsibility of the French Ministry of Higher Education and Research, that aims to evaluate and carry out all research capable of advancing knowledge and bringing social, cultural, and economic benefits for society, to contribute to the application and promotion of research results, to develop scientific information, to support research training, to participate in the analysis of the national and international scientific climate and its potential for evolution in order to develop a national policy. www.cnrs.fr
European Science Foundation is non-profit national organisation, established in 1974 in France and that consists of 78 scientific institutions in 30 European countries. www.esf.org
IBM produces and sells hardware and software and provides scholarships to talented graduate students from all over the world who focus on the development, design and creation of information technology in scientific disciplines and fields of knowledge (which are fundamental for the development of innovations) like computer science and engineering, mathematics, electro-mechanical engineering, chemistry, materials science, physics and economics.
The Matsumae International Foundation, created in 1979, provides fellowships to scientists from different countries for conducting researches in scientific institutions of Japan.
www.ibm.com/us/en
www.mars.dti.ne.jp/~mif
JAPAN
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INTERNATIONAL SCIENCE AND EDUCATION ORGANISATIONS
United Nations Educational, Scientific and Cultural Organisation The United Nations Educational, Scientific and Cultural Organisation UNESCO; is a specialised agency of the United Nations (UN). Its purpose is to contribute to peace and security by promoting international collaboration through education, science, and culture in order to further universal respect for justice, the rule of law, and human rights along with the fundamental freedoms proclaimed in the UN Charter. It is the heir of the League of Nations’ International Commission on Intellectual Cooperation. UNESCO has 195 member States (it recently added Palestine in November 2011) and eight Associate Members. Most of the field offices are ‘cluster’ offices covering three or more countries; there are also national and regional offices. UNESCO pursues its objectives through five major programs: education, natural sciences, social and human sciences, culture, and communication and information. Projects sponsored by UNESCO include literacy, technical, and teacher-training programmes; international science programmes; the promotion of independent media and freedom; regional and cultural history projects; the promotion of cultural diversity; translations of world literature; international cooperation agreements to secure the world cultural and natural heritage (World Heritage Sites) and to preserve human rights, and attempts to bridge the worldwide digital divide. It is also a member of the United Nations Development Group.
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UNESCO’s aim is ‘to contribute to the building of peace, the eradication of poverty, sustainable development and intercultural dialogue through education, the sciences, culture, communication and information’. Other priorities of the Organisation include attaining quality education for all and lifelong learning, addressing emerging social and ethical challenges, fostering cultural diversity, a culture of peace and building inclusive knowledge societies through information and communication. The broad goals and concrete objectives of the international community - as set out in the internationally agreed development goals, including the Millennium Development Goals (MDG) underpin all UNESCO’s strategies and activities. UNESCO Headquarters is established in Paris. Offices are located in two places in the same area:
7, place de Fontenoy 75352 Paris 07 SP France 1, rue Miollis 75732 Paris Cedex 15 France www.unesco.org
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European Higher Education Area
The European Higher Education Area (EHEA) was launched along with the Bologna Process’ ten year anniversary in March 2010, during the Budapest-Vienna Ministerial Conference. As the main objective of the Bologna Process since its inception in 1999, the EHEA was meant to ensure more comparable, compatible and coherent systems of higher education in Europe. Between 1999
and 2010, all the efforts of the Bologna Process members were targeted to creating the European Higher Education Area, which became reality with the Budapest-Vienna Declaration of March, 2010. The next decade will aim to consolidate the EHEA and the current EHEA permanent website will play a key role in this process of intense internal and external communication. http://www.ehea.info
The Council of Europe
Education for Democracy and Human Rights The Council of Europe is making a difference The Council of Europe recognised that its vision of a Europe based on human rights, democracy and the rule of law could only be achieved if those values were effectively promoted in schools and through training for young people and adults. The Council of Europe’s Charter on Democratic Citizenship and Human Rights Education raises awareness of its core values and fosters the active engagement of Europe’s citizens. The Charter is already making a difference. Thanks to the work developed in the Council of Europe and to the growing awareness and commitment of its 47 Member States, democracy and human rights education is increasingly being adopted in schools and out of school as a subject, a cross-curricular topic and an approach to learning. It is included in teacher training and is covered in non-formal education, training and the workplace. It is growing in popularity and importance; more and more people see it as a defence against the rise of violence, inequality, racism, extremism, xenophobia, discrimination and intolerance in Europe and across the world.
It is particularly important for children and young people who are developing their knowledge, skills, values and attitudes towards society. They may not be old enough to vote in elections or sit on juries, but they have rights and duties and are entitled to have a say. Citizenship and human rights education helps young people to develop the skills they need for school and family life and gives them knowledge for the future. For example, it helps them sort out problems without recourse to violence and to resolve playground disputes in a fair and sensible way. It is also important for adults. Many may have lost interest in traditional politics, but remain very interested in the world around them, campaigning for local hospitals, for the environment or against animal cruelty, for example. Democracy and human rights education can help them see how they can gain influence in society and make their voice heard. Some women have no opportunity to become involved in society because they come from a background where men dominate. People with disabilities and the older generation may also find it harder to be heard. Democracy and human rights education gives them the confidence to open the eyes and ears of the rest of society. http://www.coe.int/t/dg4/education/edc/charter/ charter_EN.asp
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International science and education organisations
International programs of ES in area of higher education
Tempus
Erasmus Mundus
TEMPUS is the European Union’s programme which supports the modernisation of higher education in the EU’s surrounding area. Tempus promotes institutional cooperation that involves the European Union and Partner Countries and focuses on the reform and modernisation of higher education systems in the Partner Countries of Eastern Europe, Central Asia, the Western Balkans and the Mediterranean region.
Erasmus Mundus is a cooperation and mobility programme in the field of higher education which aims to enhance the quality of European higher education and to promote dialogue and understanding between people and cultures through cooperation with third countries. In addition, it contributes to the development of human resources and the international cooperation capacity of higher education institutions in third countries by increasing mobility between the European Union and these countries.
It also aims to promote voluntary convergence of the higher education systems in the Partner Countries with EU developments in the field of higher education. With regards to the Western Balkans, Tempus contributes to preparing the candidate and potential candidate countries for a participation in the integrated Life Long Learning Programme. In addition to promoting cooperation between institutions, Tempus also promotes a people-to-people approach. Tempus provides support to consortia of institutions composed mainly of universities or university associations. Non-academic partners can also be part of a consortium. The Tempus programme is implemented in close coordination with the Erasmus Mundus programme which provides scholarships to third country students allowing them to participate in top-level Master courses and Doctorate programmes outside the EU.
The Erasmus Mundus programme provides support to: · higher education institutions that wish to implement joint programmes at postgraduate level or to set-up inter-institutional cooperation partnerships between universities from Europe and targeted third countries · individual students, researchers and university staff who wish to spend a study / research / teaching period in the context of one of the above mentioned joint programmes or cooperation partnerships · any organisation active in the field of higher education that wishes to develop projects aimed at enhancing the attractiveness, profile, visibility and image of European higher education worldwide. http://eacea.ec.europa.eu
International associations, unions and unions in the field of science and education ISSA International Step by Step Association
The International Step by Step Association (ISSA) is a membership organisation that connects professionals and organisations working in the field of early childhood development and education. ISSA promotes equal access to quality education and care for all children, especially in the early years of their lives. Established in the Netherlands in 1999, ISSA’s network today stretches across the globe from Central and Eastern Europe to Central Asia, Asia, and the Americas. While ISSA offers general membership and information-sharing to all interested individuals and organisations, ISSA’s core members are the 31 164
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nongovernmental organisations, located primarily in Central/ Eastern Europe and Central Asia, which implement the Step by Step Program initiated by the Open Society Institute (OSI) in 1994. Within its network, ISSA supports a wide array of programs that collectively provide a comprehensive set of educational services and advocacy tools intended to influence policy reform for families and children, with a special focus on the years from birth through to primary school. www.issa.nl
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I A S P - International Association of Science Parks
IASP in a few words: our mission is to be the global network for science parks and areas of innovation, and to drive growth, internationalisation and effectiveness for our members.
· enhance new business opportunities for companies and research organisations located in these areas. · assist the development and growth of new parks and other areas of innovation.
What we do: · coordinate a very active network of professionals who manage areas of innovation and science/technology parks.
· increase the international visibility of our members and sponsors. www.iasp.ws
Global Fund for Women
Global Fund for Women invests in women’s groups that advance the human rights of women and girls. We are honoured to work in a supportive, trust-based partnership with women’s rights organisations in nearly 200 countries. The extraordinary courage, perseverance and leadership of these groups advance the international women’s movement and promote social justice worldwide. To ensure that our vision of gender equality at the individual, local, and global level is achieved, Global Fund is committed to a grant making process that is clear, user friendly, and respectful
of grantee’s time and resources. The grants we award reflect the diversity of engagement with our grantee partners. The majority of our grants are given in general support to organisations, which allows women to make decisions about how to allocate funds in ways that best address the needs of their communities. We trust and value local expertise and we are committed to grant making collaborations that advance women’s human rights. http://www.globalfundforwomen.org/what-we-do/ how-we-grant
Academic Cooperation Association (ACA)
The Academic Cooperation Association (ACA) is a dynamic think tank in the area of international cooperation in higher education. Its goal is to promote innovation and internationalisation of European higher education while maintaining a global outreach. ACA’s activities include research and analyses, evaluations, consultancy for private and public bodies, advocacy, publications, and much more.
The Academic Cooperation Association is a not-for-profit panEuropean network of major organisations responsible in their countries for the promotion of internationalisation in education and training. ACA’s Secretariat is located in Brussels - a privileged position from which to create and maintain close working relations to the European institutions. www.aca-secretariat.be
ICA - International Communication Association
ICA is an academic association for scholars interested in the study, teaching, and application of all aspects of human and mediated communication. ICA began more than 50 years ago as a small association of U.S. researchers and is now a truly international
association with more than 3,500 members in 65 countries. Since 2003, ICA has been officially associated with the United Nations as a non-governmental association (NGO). www.icahdq.org
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International science and education organisations
The Association of Language Testers in Europe
We work to promote multilingualism across Europe – and beyond – by supporting institutions which produce examinations and certification for language learners. Through our work we raise awareness of the benefits of a multilingual society, provide a forum
in which related issues can be discussed, and set quality standards for language assessment. www.alte.org
EAIE - European Association for International Education
Founded in 1989, the EAIE is the acknowledged European leadership centre for expertise, networking and resources in the internationalisation of higher education.
We equip academic and non-academic professionals with best practices and workable solutions to internationalisation challenges and provide a platform for strategic exchange.
We are a non-profit, member-led organisation serving individuals actively involved in the internationalisation of their institutions through a combination of training, conferences and knowledge acquisition and sharing.
We partner with key stakeholder organisations and institutions to promote our membership interests, and advance international higher education in Europe and the rest of the world. www.eaie.org
European Science Foundation
The European Science Foundation (ESF) is an association of 72 member organisations devoted to scientific research in 30 European countries. It is an independent, non-governmental, nonprofit organisation that facilitates cooperation and collaboration in European research and development, European science policy and science strategy. It was established in 1974. The ESF offices are in Strasbourg, France (headquarters), and in Brussels and Ostend, Belgium. The ESF Member Organisations are research-performing and research-funding organisations, academies and learned societies across Europe. Together they represent an annual funding of about €25 billion. The European Science Foundation awards the annual European Latsis Prize. With 40 years’ experience in all areas of research, the European Science Foundation (ESF) was originally set up to act as a coordinating body for Europe’s main research funding and research performing organisations. But as the research landscape has evolved, so has ESF’s role in supporting scientific endeavours. 166
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Today ESF is continuing to honour its commitments to its Member Organisations and the science community through the coordination of collaborative research programmes in all scientific domains, but we are winding down these traditional research activities to reach completion by the end of 2015. Our current role, in today’s changing climate, needs to be redefined. Europe has overcome past obstacles, but is facing new challenges; at ESF we have the experience and agility to develop solutions and services to face these new challenges and turn them into opportunities. With a new approach in the future to working with our stakeholders, as a service provider rather than a wholly memberowned organisation, we are poised to launch valuable offerings to the scientific and academic communities - such as peer review, evaluation, conferences and career tracking. We hope to support and drive the future of a globally competitive European Research Area while maintaining our strong track record of successful research programmes for our members. The future is in our hands and we are taking on this new endeavour with a commitment to high quality for our Member Organisations and the science community to provide valued services to Europe and beyond.
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Conseil Europeen pour la Recherche Nucleaire
The European Organisation for Nuclear Research is an international organisation whose purpose is to operate the world’s largest particle physics laboratory. Established in 1954, the organisation is based in the northwest suburbs of Geneva on the Franco-Swiss border, (46°14’3’N 6°3’19’E) and has 20 European member states. The term CERN is also used to refer to the laboratory, which employs just under 2,400 full-time employees, 1,500 parttime employees, and hosts some 10,000 visiting scientists and engineers, representing 608 universities and research facilities and 113 nationalities.
CERN’s main function is to provide the particle accelerators and other infrastructure needed for high-energy physics research - as a result, numerous experiments have been constructed at CERN following international collaborations. It is also the birthplace of the World Wide Web. The main site at Meyrin has a large computer centre containing powerful data-processing facilities, primarily for experimental-data analysis; because of the need to make these facilities available to researchers elsewhere, it has historically been a major wide area networking hub. http://home.web.cern
Euroguidance
Euroguidance supports internationalisation of guidance and counselling
· to provide quality information on lifelong guidance and mobility for learning purposes
Euroguidance is a European network of national resource and information centres for guidance. Euroguidance centres operate in about 34 countries. All Euroguidance centres share two common goals:
The main target group of Euroguidance is guidance practitioners and policy makers from both the educational and employment sectors in all European countries.
· to promote the European dimension in guidance
http://euroguidance.eu
EUA - European University Association
The European University Association (EUA) is the main voice of the higher education community in Europe. EUA membership is open to individual universities and national rectors’ conferences, as well as associations and networks of higher education institutions. With approximately 850 members in 47 countries, EUA is building strong universities for Europe through targeted
activities aimed at supporting their development. These activities include policy dialogue, conferences, workshops, projects, and more targeted services such as the Institutional Evaluation Programme, and an independent service dedicated to doctoral education. www.eua.be
Erasmus Student Network (‘ЕСН’)
Erasmus Student Network (ESN) is one of the biggest interdisciplinary student associations in Europe. It was created on 16th October 1989 and legally registered in 1990 for supporting and developing student exchanges. We are present in more than 430 Higher Education Institutions from 36 countries. The network is constantly developing
and expanding. We have around 12,000 active members in many sections, supported by ‘buddies’, mainly taking care of international students. In this way ESN uses around 29,000 young people offering its services to around 160,000 international students every year. www.esn.org
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International science and education organisations
EBHA - European Business History Association
The EBHA was established at the end of 1994 as the professional body for individuals interested in the development of business and management in Europe from the earliest time to the present day.
and management history. It intends to create a network of information and to encourage collaboration through shared and comparative projects and scholarships as well as the exchange of graduate students.
The Association aims to promote research, teaching and general awareness of all aspects of European business
www.ebha.org
Associations of Universities ERENET – Entrepreneurship Research and Education NETwork of Central European Universities ERENET – (Entrepreneurship Research and Education NETwork of Central European Universities) is an open-ended research and development network aiming at carrying out research on entrepreneurship and developing entrepreneurial curricula and teaching materials among the Central and Eastern European high-schools and academic universities. The network is based on a partnership relation among its members.
· Collect best practice on entrepreneurial education, detail new syllabus and curriculum on entrepreneurship
Aims of ERNET and its main fields of activities:
· Organising conferences, workshops, seminars in the field of entrepreneurship and SME-development issues, e.g. for the Organisation of the Black Sea Economic Cooperation in cooperation with Konrad Adenauer Foundation, in cooperation with European Council of Small Business and Entrepreneurship (ECSB), etc.
In order to realise its objectives the network has undertaken the following actions: · Creation of an international network of higher education on teaching and investigating entrepreneurship · Providing exchange of information, informing each other about their curriculum and research · Explanation about and implementation of common research projects
· Provide policy advice in the field of national entrepreneurship and SME policies, especially in such regions as Central and Eastern Europe, Black Sea Economic Cooperation, and South-Eastern Europe
· Promotion of exchange of their professors, researchers, and possible students · Develop an Internet-based quarterly publication called ERENET Profile which is collected in the Library of Congress as a reliable information source on enterprise development in Eastern and South Eastern Europe.
Global U8 Consortium
The Global U8 Consortium or the GU8 is an educational consortium of eight leading universities located in coastal, maritime and seaport cities in Australia, China, France, Israel, South Korea, UK and USA. U8 universities collaborate on three main objectives: · creation of a global benchmark in administrative cooperation (e.g. information sharing, a global library, etc.) 168
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· development of joint education systems with common curricula, including joint degrees, cyber-classes, etc. · conducting of joint research, with a focus in global logistics, business, marine affairs and high-tech sectors. http://gu8.inha.ac.kr/
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Global Bioinformatics Network
EMBnet, The Global Bioinformatics Network, is a world-wide organisation that brings bioinformatics professionals together to serve, support and sustain the growing field of bioinformatics in the biological and biomedical research domains.
· research institutes · national service providers
EMBnet’s mission is:
The main task of most EMBnet Nodes is to provide their national scientific community with:
· to provide education and training in bioinformatics
· access to bioinformatics databases
· to exploit network infrastructures
· specialised software
· to investigate, develop and deploy public domain software
· sufficient computing resources
· to assist biotechnology- and bioinformatics-related research
National nodes also collaborate:
· bridging between commercial and academic sectors
· to develop good practice
· promoting global cooperation through its community networks
· to develop and share capabilities and software with local communities
Currently EMBnet has 35 nodes spread over 29 countries. The Nodes include: · bioinformatics related university departments
· to offer a variety of services, including the provision of advice, training and workshops in bioinformatics, according to local capacity and needs.
Association of African Universities
The Association of African Universities (AAU) is the apex organisation and forum for consultation, exchange of information and co-operation among institutions of higher education in Africa. It represents the voice of higher education in Africa on regional and international bodies and supports networking by institutions of higher education in teaching, research, information exchange and dissemination. The AAU, whose headquarters is in Accra, Ghana, was founded in Rabat, Morocco on November 12, 1967, following recommendations made at an earlier conference organised by the United Nations Educational Scientific and Cultural Organisation (UNESCO) in Antananarivo, Madagascar in September 1962 for the formation of such an apex organisation. The Association has provided a platform for research, reflection, consultation, debates, co-operation and collaboration on issues pertaining to higher education. It has provided a range of services to its members and served African higher education in a variety of ways. It has established and increased its role in the five subregions of Africa and is thus able, at reasonable notice, to assemble teams of experts in relevant fields from the sub-regions. The Association possesses a unique capacity to convene higher education institutional leaders and policy-makers from all parts of
the continent and on key issues related to African higher education and development, as demonstrated in the WTO/GATS workshop held in Ghana in April 2004. In addition, the Association provides leadership in the identification of emerging issues and support for debating them and facilitating appropriate follow-up action by its members, partners and other stakeholders. Mission The Mission of the AAU is to raise the quality of higher education in Africa and strengthen its contribution to African development by fostering collaboration among its member institutions; by providing support to their core functions of teaching, learning, research and community engagement; and by facilitating critical reflection on, and consensus-building around, issues affecting higher education and the development of Africa. Objectives The main objectives of the Association are to promote cooperation among higher education institutions in Africa; collect, classify and disseminate information on higher education and research, particularly in Africa; facilitate cooperation between its members and the international academic world; study and publicise and advocate the educational and related needs of African higher education institutions; and facilitate the exchange of information and experience among members of the academic community, and promote best practices.
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International science and education organisations
American Association of Community Colleges
The American Association of Community Colleges (AACC), headquartered in the National Centre for Higher Education in Washington, D.C., is the primary advocacy organisation for community colleges at the national level and works closely with directors of state offices to inform and affect state policy. In addition, AACC is a member of ‘The Six’ large, presidentially based associations, and collaborates with a wide range of entities within the higher education community to monitor and influence federal policy and to collaborate on issues of common interest. The association has ongoing interaction with key federal departments and agencies including the U.S. departments of Labour, Education,
Energy, Homeland Security, and Commerce and the National Science Foundation. The association represents nearly 1,200 two-year, associate degree-granting institutions and more than 13 million students. AACC promotes community colleges through five strategic action areas: recognition and advocacy for community colleges; student access, learning, and success; community college leadership development; economic and workforce development; and global and intercultural education.
Association for the Development of Education in Africa
The Association for the Development of Education in Africa, previously known as ‘Donors to African Education’, is a ‘network and partnership’ established by a World Bank initiative in 1988. It groups Ministries of Education, international development agencies, NGO’s and education specialists. It currently focuses on helping Ministers of Education and funding agencies to coordinate their efforts to create successful education policies based on African leadership. ADEA has also become aware of the informal sector’s relevance, and thus recognised the need for increased vocational school training as a way to help the informal sector. ‘Diverse forms of learning’ ADEA has been based in Tunis at the African Development Bank (AfDB) since August 1st, 2008. ADEA publishes a newsletter ADEA newsletter to inform about its activities.
Goals ADEA maintains educational policy communications between the ministries of developing countries and financing countries, and strengthens the countries’ administrative and planning capacity. These operations cover the entire education sector, from early childhood education to higher education and adult education. ADEA operates as a discussion forum, information provider and intermediary and it promotes the sharing of good practice policies among African countries. At the same time it promotes integration on a continental level as well as regionally. ADEA has partnered with the African union and African Development Bank (AfDB) and its secretarial office is based in Tunis at an African Development Bank branch.
Association of American Universities
The Association of American Universities (AAU) is a nonprofit organisation of 62 leading public and private research universities in the United States and Canada. Founded in 1900 to advance the international standing of U.S. research universities, AAU today focuses on issues that are important to research-intensive universities, such as funding for research, research policy issues, and graduate and undergraduate education. AAU member universities are on the leading edge of innovation, scholarship, and solutions that contribute to the nation’s economy, security, and well-being. The 60 AAU universities in the United 170
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States award more than one-half of all U.S. doctoral degrees and 55 percent of those in science and engineering. AAU programs and projects address institutional issues facing its member universities, as well as government actions that affect these and other universities. AAU works to maintain the productive partnership between the nation’s research universities and the federal government. The major activities of the association include federal government relations, policy studies, and public affairs.
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1994 Group
The 1994 Group is a coalition of 11 top ‘smaller research-intensive universities’ in the United Kingdom founded in 1994 to defend their interests following the creation of the Russell Group by larger research-intensive universities earlier that year. The 1994 Group represents eleven of the UK’s leading research-intensive universities, including many of those founded in the 1960s; around half of the top twenty universities in UK national newspaper league tables are 1994 Group members.
Aims: The 1994 group’s aims are:
The 1994 Group members describe themselves as ‘internationally recognised universities in Britain, who share common aims, standards and values’.
· Maximising income to the members through teaching and research excellence
· Maximise the group’s influence in policy and decision making by increasing the visibility of the group · Attract the highest calibre of students and staff through international awareness of member institutions
· Co-operate on practices that increase student and staff experience · Collaborate to create services which allow members to adapt rapidly and flexibly with the dynamic market of higher education
Association of African Universities
About the AAU The Association of African Universities is an international nongovernmental organisation set up by universities in Africa to promote cooperation among themselves, and between them and the international academic community. The AAU, whose headquarters is in Accra, Ghana, was formed in November 1967 at a founding conference in Rabat, Morocco, attended by representatives of 34 universities who adopted the constitution of the Association.
This followed earlier consultations among executive heads of African universities at a UNESCO conference on higher education in Africa in Antananarivo, Madagascar, in 1962 and at a conference of heads of African universities in 1963 in Khartoum, Sudan. The AAU is the apex organisation and principal forum for consultation, exchange of information and cooperation among universities in Africa. www.aau.org
The Association of Arab Universities
The Association of Arab Universities is a non-governmental organisation with an independent legal charter. Its membership now consist of 240 Arab Universities. Following the approval of the AARU’s by-law by the Arab League, a temporary Secretariat General was formed. In 1969, the First General Conference was convened in
Alexandria and a resolution was adopted to designate a permanent Secretariat General. The Association also maintains close relations with many national, regional and international institutions and organisations. Its permanent headquarters is in Amman, the capital of the Hashemite Kingdom of Jordan.
CONAHEC
CONAHEC advises and connects institutions interested in establishing or strengthening academic collaborative programs in the North American region.
www.conahec.org
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International science and education organisations
Association of Pacific Rim Universities
The Association of Pacific Rim Universities (APRU), formed in 1997, is a consortium of leading research universities in the Pacific Rim. APRU aims to foster education, research and enterprise thereby contributing to economic, scientific and cultural advancement in the Pacific Rim. APRU embodies a commitment to global academic and research standards in both its objectives and guiding principles. From 2012, APRU has embarked on a new strategic framework driven by three priority areas: · Shaping Asia-Pacific Higher Education and Research APRU universities can together shape the policy environment for higher education and research, and influence social, economic, political and cultural forces that impact the future of universities. · Creating Asia-Pacific Global Leaders APRU universities will cooperate to enhance the global leadership
capabilities of faculty, administrators and students as well as those of their institutions. · Partnering on Solutions to Asia-Pacific Challenges APRU universities will work together and with partners from government and business, international organisations, other universities and community leaders on solutions to regional and global challenges. APRU recognises that its activities can be powerful catalysts for expanding educational, economic, and technological cooperation among the Pacific Rim economies. In this regard, the association seeks to promote dialogue and collaboration between academic institutions in Pacific Rim economies so that they can become effective players in the global knowledge economy. www.apru.org
Australasian Association for Institutional Research
AAIR is the professional association for institutional research practitioners in higher education and other institutions in Australasia. ‘Institutional research’ is viewed as a range of activities involving the collection, analysis and interpretation of information descriptive of an institution and its activities, including its students and staff, programs, management and operations. The findings of such ‘institutional research’ assist institutional leaders (in both academic and administrative domains) by informing their planning and decision-making. Established in late 1988, AAIR continues to draw members mainly from Australia and New Zealand, with further members from the Pacific, Southeast Asia, and the African continent. Members contribute to planning, decision making, policy formulation and analysis concerned with the management of tertiary education. The broad aim of AAIR is to benefit, assist and advance research which leads to the improved understanding, planning and operation of tertiary education institutions within Australasia. AAIR has the following principal objectives:
· to raise the level of professional competence and practice in the fields of tertiary education institutional research, planning and analysis in the Australasian region · to enhance inter-institutional cooperation in the undertaking of comparative institutional research projects · to assist the professional development of members by: organising an annual conference (the AAIR forum) developing and fostering cooperative links with the AIR and European AIR encouraging regional meetings of members to augment the annual Forum h t t p : / / w w w . a a i r. o r g . a u /
Association of East Asian Research Universities
The Association of East Asian Research Universities (AEARU) is a regional organisation founded in January 1996, with the goals of forming a forum for the presidents of leading research-oriented universities in East Asia and of carrying out mutual exchanges between the major universities in the region. Expectations are that 172
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this regional union, on the basis of common academic and cultural backgrounds among the member universities, will contribute not only to the development of higher education and research but also to the opening up of a new era leading to cultural, economic and social progress in the East Asian region.
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Association of Commonwealth Universities (ACU)
The Association of Commonwealth Universities (ACU) is the world’s first and oldest international university network, established in 1913. A UK-registered charity, the ACU has over 500 member institutions in developed and developing countries across the Commonwealth. Drawing on the collective experience and expertise of our membership, the ACU seeks to address issues in international higher education through a range of projects, networks, and events. The ACU administers scholarships, provides academic research and leadership on issues in the sector, and promotes inter-university
cooperation and the sharing of good practice - helping universities serve their communities, now and into the future. Our mission: To promote and support excellence in higher education for the benefit of individuals and societies throughout the Commonwealth and beyond.
Association of Universities and Colleges of Canada
The Association of Universities and Colleges of Canada (AUCC) is an organisation that represents Canada’s colleges and universities.
Official Development priorities, CIDA’s poverty-reduction mandate, as well as the development priorities of developing countries.
Formed in 1911, it represents 95 public and private not-for-profit Canadian Universities and University Colleges in Canada. It provides member services in public policy and advocacy, communications, research and information-sharing, and scholarships and international programs.
Financed by the Canadian International Development Agency and administered by AUCC, the University Partnerships in Cooperation and Development (UPCD) program has funded 118 projects in Asia, Africa, the Middle East, Latin America and Eastern Europe.
The AUCC works in an advocacy role with governments to promote higher education and awareness of the contributions that Canada’s universities make to the country. Its priorities are increasing funding for universities’ operating and capital costs, research, and international programs, along with improved student assistance.
In furthering curriculum development, strengthening academic departments and training and further education for professors, the UPCD projects focus on collaboration between partner organisations which forge long-lasting institutional linkages. The Students for Development program is geared toward seniorlevel university students and faculty members from Canadian universities, who work together with partners in the developing world to promote good governance.
It is also involved in the government’s copyright reform process. The association is also active in the international arena, managing several partnerships and programmes around the world, particularly with developing countries. The focus of much of AUCC’s work is using university partnerships to strengthen governance and to promote sustainable development, goals which reflect Canada’s
AUCC also manages several other international programmes open to Canadian universities and seek involvement in technical assistance projects involving a number of institutions, including the World Bank, the Asian Development Bank, the Inter-American Development Bank, the African Development Bank, and the Caribbean Development Bank.
European Association of Conservatoires
The Association Européenne des Conservatoires, Académies de Musique et Musikhochschulen (AEC) is a European cultural and educational network, which was established in 1953 (see AEC History). It represents the interests of institutions that are concerned with training for the music profession. Today, the AEC includes over 280 member institutions in 55 countries. The AEC works for the advancement of European Higher Music Education and, more generally, of music, the arts and culture
in contemporary society and for future generations. It does this through providing support, information and expert advice to the specialist institutions offering Higher Music Education, through engaging in advocacy and partnership-building at European and international levels and through measures to raise understanding and enhance standards of Higher Music Education across the European Higher Education Area and beyond.
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International science and education organisations
European Consortium of Innovative Universities
In 1997, some of Europe’s most innovative universities came together to form a new continent-wide network, to share and build on their successes as entrepreneurial institutions. Eleven universities then signed a charter to establish the European Consortium of Innovative Universities (ECIU).
Mission: To contribute to the further development of a knowledge-based European economy, with due consideration to the increasingly global nature of the higher education market by inclusion of ECIU overseas members (Associate Partners).
The name of the consortium underlines the European dimension of a select group of entrepreneurial universities dedicated to the development of an innovative culture in their institutions, and to a catalytic role for innovation in industry and society at large. The ECIU is a unique network of universities with its base in Europe, but building on the experience and insights of institutions in other parts of the world to reflect the global nature of Higher Education in the 21st Century.
· To build on existing innovation and enhance quality, in the member institutions, in the areas of: international collaboration; teaching and learning; regional development; technology transfer; and staff and student development.
Vision:
· To act as an ‘agent of change’ by serving as an example of best practice and by influencing debate and policy on the future direction for European higher education, within the context of the changing global realities.
ECIU will be one of the global leaders in the higher education through its collective expertise and commitment to innovation in teaching and learning, and members shared history of fostering economic and social development in regions in transition.
· To develop high-quality collaborative educational programmes, by building on research and teaching strengths within individual ECIU member institutions.
· To take Europe to the World.
Association of Russian Classical Universities
The Association of Russian Classical Universities is non-profit organisation uniting the classical Russian universities on a voluntary basis.
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T.I.M.E
The T.I.M.E Association is a network of 53 leading Engineering Schools and Faculties and Technical Universities which offers, through a system of voluntary bilateral agreements between its members, promotion and recognition of academic excellence and relevance to the international labour market in the form of Double Degrees in engineering and in related fields.
cultures and realities, as well as giving an in-depth engineering education.
Students, chosen from amongst the best in their respective Universities, study for a total of between five and six years and are awarded two Master-level Degrees from two different countries at the end of their study. Through its double degree activities, T.I.M.E. promotes high-quality engineering education and produces graduates who are able to work trans-nationally and in transcultural environments.
The main role of T.I.M.E. as a network is to facilitate bilateral agreements for exchange of students between its members, leading to Double Degrees of the ‘long cycle’ type (i.e. at the Master’s level), with a prolongation of study of no more than one academic year.
For its students, T.I.M.E. develops qualities of (intellectual and physical) mobility, adaptability, openness and awareness of other 174
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T.I.M.E.’s values include a strong commitment to ‘long-cycle’ engineering studies, high scientific quality based on research, high quality of teaching and active partnership with the industrial sector.
Other roles determined in the Statutes are: fostering exchanges in other areas such as continuing education and research and facilitating contacts with institutions which for various reasons may not be T.I.M.E. members.
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ASEAN University Network
The ASEAN University Network (AUN) is an Asian university association. It was founded in November 1995 by ASEAN member countries including 13 universities. After the enlargement of ASEAN by the ASEAN Charter in 1997 and 1999, the AUN membership has been increasing. Following the latest membership enlargement, the AUN membership increased to 30 Member Universities. The ASEAN University Network is an arrangement between 33 universities in the ten ASEAN countries. The AUN is composed of a Board of Trustees (BOT), the participating universities, and
the AUN Secretariat. The Board of Trustees consists of one representative from each of the ASEAN Member Countries, the Secretary-General of ASEAN, and the Chairman of the ASEAN subcommittee on Education (ASCOE) and the Executive Director of the AUN. The BOT has the task of formulating policies, approving project proposals, the allocation of budgets and coordinating implementation activities. The board makes decisions on these activities on the basis of consensus. The participating universities have the task of implementing the AUN programmes and activities.
Universities Research Association
The Universities Research Association (URA) is a consortium of 86 leading research-oriented universities with members primarily in the United States, and also in Canada, Japan, Italy, and the United Kingdom. At the behest of President Lyndon Johnson’s Science Advisory Committee and the National Academy of Sciences, the not-for-profit
URA Corporation was founded in 1965 for management and operation of research facilities in the national interest. URA’s charter is ‘…to acquire, plan, construct, and operate machines, laboratories, and other facilities, under contract with the Government of the United States or otherwise, for research, development and education in the physical and biological sciences… and to educate and train technical, research and student personnel in said sciences.’
Russell Group
The Russell Group is a member organisation supported by a small team and led by Dr Wendy Piatt, Director General & Chief Executive Officer. The Director of Policy is Alex Thompson. The Russell Group represents 24 leading UK universities which are committed to maintaining the very best research, an outstanding teaching and learning experience and unrivalled links with business and the public sector.
Aims and Objectives: Russell Group universities play an important part in the intellectual life of the country and have a huge impact on the social, economic and cultural well-being of their regions. Our aim is to ensure that our universities have the optimum conditions in which to flourish and continue to make this impact through their world-leading research and teaching.
International Alliance of Research Universities
The International Alliance of Research Universities (IARU) was launched on 14 January 2006 as a co-operative network of 10 leading, international research-intensive universities who share similar visions for higher education, in particular the education of future leaders. At the launch the presidents elected Australian National University Vice-Chancellor Professor Ian Chubb as chairman for 2006-2009. His successor, Professor Tan Chorh Chuan from the National University of Singapore, is the chairman for 2009-2011.
Its Presidents meet annually at a host university venue to discuss joint initiatives under the following categories: 1) Global Education Initiatives, which includes the flagship Global Summer Program, 2) Institutional Joint Networking, 3) Grand Challenge, and most notably its Campus Sustainability, and 4) Research initiatives.
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International science and education organisations
Coimbra Group
Founded in 1985 and formally constituted by Charter in 1987, the Coimbra Group is an association of long-established European multidisciplinary universities of high international standard. The Coimbra Group is committed to creating special academic and cultural ties in order to promote, for the benefit of its members,
internationalisation, academic collaboration, excellence in learning and research, and service to society. It is also the purpose of the Group to influence European educational policy and to develop best practice through mutual exchange of experience.
Southern African Regional Universities Association
Founded in 2005, SARUA is a membership-based organisation open to all public universities of the 15 countries that make up the Southern African Development Community (SADC). SARUA currently has 57 members. SARUA’s mandate is to assist in the revitalisation and development of the leadership and institutions of higher education in the southern African region, thus enabling the regional higher education sector to meaningfully respond to the developmental challenges facing the region. These broad principles serve to establish the fundamental modus operandi of SARUA, and provide SARUA’s strap-line: SARUA’s overall aim is thus to strengthen the leadership and institutions of higher education in the southern African region,
thereby consolidating a southern African agenda for higher education, and enabling higher education to make a significant contribution to national and regional development. The purpose of SARUA is: To strengthen the leadership and institutions of Higher Education in the Southern African region, thereby consolidating a Southern African Agenda for higher education which results in a significant contribution by Higher Education to national and regional development. www.sarua.org
University of the Arctic
The University of the Arctic (UArctic) is an international cooperative network based in the circumpolar, consisting of universities, colleges and other organisations with an interest in promoting education and research in the North. UArctic was launched on June 12, 2001, endorsed by the Arctic Council and in conjunction with the 10th anniversary of the Rovaniemi Process and the Arctic Environmental Protection Strategy.
The overall goal of the University of the Arctic is to create a strong, sustainable circumpolar region by empowering indigenous peoples and other northerners through education, mobility and shared knowledge. The University of the Arctic is governed by a structure in which the member institutions are represented through various mechanisms. It has evolved steadily since the organisation’s founding in 2001, with the latest addition being the Rectors’ Forum (2006).
Utrecht Network
The Utrecht Network is a network of European universities. Founded in 1987, the network promotes the internationalisation of tertiary education through summer schools, student and staff exchanges and joint degrees. Though broadly-based, the network remains highly selective in its membership in order to retain a manageable scale and flexibility of action. This makes the Utrecht Network an institutional network which covers a very broad base, while ensuring a manageable scale. 176
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The Utrecht Network is particularly committed to such areas as student and staff mobility, summer schools, the internationalisation of curricula, joint curricula and double/joint degrees, while remaining open to other kinds of activities that maintain and strengthen its profile. www.epoch-abroad.com
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International Association of Universities
IAU is a worldwide association of universities, higher education institutions and university organisations, bringing together more than 620 institutions as well as several national, regional and international university associations from around the globe.
www.iau-aiu.net
AIEA
AIEA is the only association in the world focused exclusively on professional development, advocacy, information sharing and networking for leaders in the field of international higher education.
www.aieaworld.org
Association of Technical Universities
Association of Technical Universities was established in 1993 aa an initiative of Russia’s leading technical universities. Today the association consists of 132 organisations from all over the regions
of Russia and nearby countries. The Association of Technical Universities has branches in every Federal District of Russia.
ACE
ACE is the USA’s most visible and influential higher education association. It represents the presidents of the U.S. accredited, degree-granting institutions, which include two- and four-year colleges, private and public universities, and non-profit and forprofit entities. Our strength lies in our loyal and diverse base of more than 1,800 member institutions, 75 percent of which have
been with ACE for over 10 years. That loyalty stands as a testament to the value derived from membership. It convenes representatives from all sectors to collectively tackle the toughest higher education challenges, with a focus on improving access and preparing every student to succeed.
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INTERNATIONAL SYMPOSIA, FORUMS AND EXHIBITIONS IN THE FIELD OF SCIENCE AND EDUCATION
January
2nd International Conference on Information and Education Technology (ICIET 2014) January 2-3, 2014 Melbourne, Australia The International Conference on Information and Education Technology - ICIET 2014 - covers topics such as: artificial intelligence, database technology, software engineering, computer architecture, computer application, computer graphics, systems engineering, control technology, communication technology, network technology, computer education for undergraduates, computer education for graduates, life-long education, distance education for computers, other computer education, computer
education for particular groups, faculty development, active learning, learning models, innovative pedagogies, undergraduate research experiences and service learning. The International Conference on Information and Education Technology - ICIET 2014 brings together scientists, researchers, scholar students and engineers. http://www.iciet.org/index.htm
ASE Annual Conference 2014 8 – 11 January 2014 Hatfield, Hertfordshire, England The ASE Annual Conference 2014 is one of the largest science education events in the world for continuing professional development. It is open to all, ASE members and non-members. · Choose from over 300 talks, workshops and seminars during its four day run. · Trainee teacher members can attend for one FREE day.
· Over 2000 science educators from all phases of science education · Free exhibition entry with lots of science textbooks and resources, materials and apparatus on offer. ASE stages a range of events throughout the year, from small local discussion groups and workshops to more substantial area conferences and major national conferences. http://www.ase.org.uk/conferences/
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International Conference on Open and Flexible Education 16 – 17 January, 2014 Hong Kong, China The Inaugural International Conference on Open and Flexible Education (ICOFE) focuses primarily on exploring which of the latest technologies and innovations can facilitate the further development of open learning, towards a more flexible and personalised mode
of education, catering for the diverse needs of different learning communities, and how these technologies can do so. http://icofe2014.ouhk.edu.hk/e-hk.html
February
INTCESS14 - INTERNATIONAL CONFERENCE ON EDUCATION AND SOCIAL SCIENCES. 3 – 5 February, 2014 Istanbul, Turkey INTCESS14 provides the ideal opportunity to bring together professors, researchers and higher education students of different disciplines, discuss new issues, and discover the most recent development and trends in education and social science. Due to the nature of the symposium, with its focus on innovative ideas and on future social sciences developments, papers related to all areas of accounting, banking, finance, economics, management, business, e-business and other social sciences including political science, international relations, regional studies, public policy, sociology, psychology, religious studies are invited for the international symposium.
Academics making efforts in education, subfields of which might include early childhood education, adult education and special education, are highly welcomed. People without papers can also participate in this conference so long as they find it interesting and meaningful. http://elearningeuropa.info/en/events/intcess14international-conference-education-and-socialsciences
2014 3rd International Conference on Education and Management Innovation – ICEMI2014. 15 – 16 February, 2014 Hong Kong, China ICEMI 2014 will bring together innovative academics and industrial experts in the field of Education and Management Innovation to a common forum. The primary goal of the conference is to promote research and developmental activities in Education and Management Innovation. Another goal is to promote scientific information interchange between researchers, developers,
engineers, students, and practitioners working all around the world. The conference will be held every year, making it an ideal platform for people to share views and experiences in Education and Management Innovation and related areas. http://www.icemi.org
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VCE Science Conference Series (STAV) 14 February La Trobe University, Melbourne, Australia Physics 2014 28 February La Trobe University, Melbourne, Australia Chemistry 2014 24 February La Trobe University, Melbourne, Australia Biology 2014 24 February La Trobe University, Melbourne, Australia Environmental Science 2014 Science Victoria conducts a number of conferences throughout the school year on behalf of the Science Teachers’ Association of Victoria Inc (STAV).
http://www.sciencevictoria.com.au/conferences.html
Higher education conference 2014 27 February 2014 United Kingdom, London UNISON is one of the UK’s largest trade unions, serving more than 1.3 million members. UNISON represents and acts for members working in a range of public services and utilities, whether they’re employed by private companies, public authorities or in the community and voluntary sector. They represent members, negotiate and bargain on their behalf, campaign for better working conditions and pay and for public services. And more besides.
The national conference of UNISON’s higher education service group exists to discuss issues and set policy affecting members in higher education. http://www.unison.org.uk/about/events-andconferences/national-conferences/higher-educationconference-2014
March Mediterranean Conference for Academic Disciplines 2 – 6 March, 2014 Valletta, Malta The IJAS Conference Series takes place annually in several cities across Europe and North America. The series has three primary aims. The first aim is to provide opportunities for academics from a range of disciplines and countries to share their research both through the conference podium and IJAS’ double-blind refereed publications. All IJAS conferences are inter- and multi-disciplinary. The second aim of the Conference Series is to provide opportunities for academics to receive informal in-depth feedback through discussions and to enable them to establish contact with professionals in other countries and institutions. The tours are the main way of ‘breaking the ice’ away from the formalities of the conference hall, providing an informal setting for discussing different points of view. Even in an increasingly networked world 180
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of internet and satellite conferences, there is no substitute for personal interaction - what Edward R. Murrow calls ‘the last three feet of communication’. It is individuals, not data streams, who must ultimately build the connections that in turn create lasting international research partnerships. The third aim of the Conference Series is to introduce academics to educational premises in locations that are suitable for study abroad programs and which may meet their students’ educational needs. IJAS draws its inspiration from the Fulbright Program, an integral part of the United States’ foreign educational relations, where face-to-face exchanges have proven to be the single most effective means of engaging international public audiences while broadening dialogue between academics and institutions. http://www.internationaljournal.org/malta.html
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International Academic Conference 9 –12 March, 2014 Cortina d’Ampezzo, Italy The Conference tracks: business and economics, quantitative methods, social sciences and humanities teaching and education health and welfare environment and sustainable development law in society
Organised by: the International Institute of Social and Economic Sciences. http://www.iises.net/conferences/cortinad%C2%B4ampezzo-march-9-12-2014/
LEVERAGING COMPUTING TO CHANGE EDUCATION 5 – 8 March, 2014 Atlanta, GA SIGCSE 2014 continues our long tradition of bringing together colleagues from around the world to present papers, panels, posters, special sessions, and workshops, and to discuss computer science education in birds-of-a-feather sessions and informal settings. The SIGCSE Technical Symposium addresses problems common among educators working to develop, implement and/or evaluate computing programs, curricula, and courses. The symposium provides a forum for sharing new ideas for syllabi, laboratories, and other elements of teaching and pedagogy, at all levels of instruction.
The theme focuses our attention on how computing influences the way we educate at all levels. This influence includes applications designed to support student learning, the curricular impact of computing, learning research, and the impact of technology in all forms of education. We want to look beyond the conventional computer science education boundaries for connections as well. http://sigcse2014.sigcse.org
INTERNATIONAL PERSPECTIVES IN SCIENCE EDUCATION. NPSE 2014 20 – 21 March, 2014 Florence, Italy Mission.
· Science communication
The third international ‘New Perspectives in Science Education’ conference aims to promote transnational cooperation and share good practice in the field of innovation for Science Education.
· Science education and disabled people
The conference is also an excellent opportunity for the presentation of previous and current projects in the science field.
· Science education resources and activities
· Science education projects and initiatives
· Studies on science education The conference focuses on the following topics: · Science teaching methods · Curricula session planning · Training of science teachers · Enhancing students’ motivation · New technologies for science teaching
http://conference.pixel-online.net/npse2014/index. php
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International Conference for Academic Disciplines 17 – 20 March, 2014 Las Vegas, United States of America
The editorial board invites abstracts, papers, and proposals in any of the following four tracks:
http://www.internationaljournal.org/vegas.html
· Social Sciences and Humanities, · Business and Economics, · Teaching and Education, and · Technology and Science.
ICORE 142nd International Conference on Research in Education (ICORE 14) 18-20 March, 2014 Lahore, PAKISTAN Theme: Innovations in Teaching and Learning The ICORE Organising Committee would like to invite you to participate in the 2nd International Conference on Research in Education (ICORE 2014), organised by the Institute of Education and Research, University of the Punjab, Lahore, Pakistan to be held on March 18 - 20, 2014. This conference will be a great opportunity to researchers, teacher-educators, teachers, social scientists and
professionals around the world for the presentation of research based knowledge, experiences, new advancements, research results and innovations in the field of education. Besides the formal conference activities an Educational Exhibition will also be organised for the participants. http://pu.edu.pk/images/file/Departments/ier/ ICORE-14.pdf
9th EDC - Education and Development Conference 2014 5 – 7 March, 2014 Bangkok, Thailand This three-day program is unlike most academic conferences. It aims to bring scholars and students together as well as experienced professionals willing to learn, share their ideas and their great achievements, while addressing the importance of education and its strong correlation with development. The Ninth Annual Education and Development Conference provides a comprehensive and interactive programme in which participants
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cultivate their cross-cultural and communication skills and learn about different educational systems, the importance of education, and many ways to develop and implement it. This program is specifically designed for and targeted at graduate students, scholars, NGO representatives and community members. http://www.tomorrowpeople.org/education-anddevelopment-conference-2014
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April 2014 International Symposium on Education and Psychology (ISEP 2014) 2 – 4 April, 2014 Nagoya, Japan This Symposium will serve as a platform for international exchange of ideas, collaborations and cooperation among academics, educators and educational psychologists and other practitioners. English is the official language of the symposium.
Organised by: International Business Academics Consortium (IBAC) http://tw-knowledge.org/isep2014/
May 16th Annual International Conference on Education 19-22 May 2014 Athens, Greece The Athens Institute for Education and Research (ATINER) is organising an Annual International Symposium for leaders of Higher Education Institutions (HEI). The purpose of the Symposium is to bring together leading administrators of Universities and Colleges at all levels, from
all over the world, to discuss strategic issues relating to the management and administration of higher education, to exchange experiences on management practices and to discuss education policies. h t t p : / / w w w . a t i n e r. g r / e d u c a t i o n . h t m
June ICED Conference 2014: ‘Educational Development in a Changing World’ 16 – 18 June, 2014 Swiss, Stockholm The object of the International Consortium for Educational Development is for the public benefit, to advance education worldwide by promoting, sustaining and increasing individual and collective knowledge and understanding of all aspects of educational development in higher education.
http://icedonline.net/2012/04/iced-conference-2014educational-development-in-a-changing-world/
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International symposia, forums and exhibitions in the field of science and education
ITICSE 2014 : 19th Annual Conference on Innovation and Technology in Computer Science Education 23 – 25 June, 2014 Uppsala, Sweden ITiCSE 2014, the 19th Annual Conference on Innovation and Technology in Computer Science Education, will take place in Uppsala, Sweden, hosted by Uppsala University. The ACM Special Interest Group on Computer Science Education (SIGCSE) is sponsoring the event.
demonstrations, posters, and exhibits. The conference also features opportunities to partake in excursions enabling attendees to see some of the surrounding district and mingle in a less intense and formal environment. http://iticse2014.it.uu.se/
The conference programme includes keynote lectures, paper sessions, panels, working groups, tips and techniques, courseware
22nd symposium on chemistry and science education 19 – 21 June, 2014 Bremen, the University of Bremen, Germany Science Education Research and Education for Sustainable Development The 22nd Symposium on Chemistry and Science Education, taking place at the University of Bremen in June 2014, continues a long tradition of symposia stretching back to 1981. In 2014,
the symposium will coincide with the end of the United Nations worldwide Decade of Education for Sustainable Development (DESD) spanning 2005-2014. http://www.esera.org/announcements/enews/viewenew/?enews_id=5
The Nordic Research Symposium on Science Education 2014 4 – 6 June, 2014 Kumpula Science Campus, Helsinki, Finland The Nordic Research Symposium on Science Education is a forum for the presentation and discussion of research on Nordic science education. The symposium links research and development and welcomes researchers, as well as teachers from all levels of education. The symposium functions as a meeting point and a platform for establishing networks within science education research.
The symposium will be held on 4th – 6th June 2014 at the Faculty of Science, University of Helsinki, at Kumpula Science Campus, which is the largest centre for the natural sciences in the Nordic countries. www.helsinki.fi/luma/nfsun2014
August The XVI IOSTE (The International Organisation for Science and Technology Education) International Symposium. 5 – 9 August, 2014 Kuching, Sarawak, Malaysia
Main Theme: Science and Technology Education (STE) for Sustainable Development, Citizen Empowerment, and Societal Transformation http://ioste.nmmu.ac.za/en/left/ Upcoming+IOSTE+in+2014/
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October Ireland International Conference on Education (IICE-2014) 27-29 October, 2014. Dublin, Ireland The IICE is an international refereed conference dedicated to the advancement of the theory and practices in education. The IICE promotes collaborative excellence between academicians and professionals from Education.
disciplinary interests to bridge the knowledge gap, promote research esteem and the evolution of pedagogy. The IICE-2014 invites research papers that encompass conceptual analysis, design implementation and performance evaluation.
The aim of IICE is to provide an opportunity for academicians and professionals from various educational fields with cross-
http://iicedu.org/IICE-2014%20October/Home.html
World Academy Of Science, Engineering And Technology Institutional 27-29 October, 2014. Dublin, Ireland About
Mission
The World Academy of Science, Engineering and Technology is an international scientific organisation of distinguished scholars engaged in scientific, engineering and technological research, development and innovation. The World Academy of Science, Engineering and Technology provides and promotes information on scientific events, conferences, meetings, publications, collaborations and international scientific committees’ membership.
To create and disseminate knowledge and art through research and creative inquiry, teaching, and learning, and to transfer our intellectual and artistic product to enhance international scientific community in meaningful and sustainable ways.
The World Academy of Science, Engineering and Technology invites distinguished scientists, researchers and academicians to join various scientific and technical committees & editorial review boards of journals and conferences. Memberships of scientific and technical committees & editorial review boards are open and free of charge. The World Academy of Science, Engineering and Technology’s Vision and Mission Statement:
To serve the international scientific community by teaching & communicating to them problem solving, leadership and teamwork skills, and the value of a commitment to quality, ethical behaviour and respect for others. To achieve these ends by pursuing the advantages of a diverse international scientific community, open to the exchange of ideas, where discovery, creativity, and personal and professional development can flourish. Values The World Academy of Science, Engineering and Technology is committed to the following core values:
Vision The World Academy of Science, Engineering and Technology will meet the changing needs of international scientific community by building on its traditions of innovation, problem solving, collaboration and inter-disciplinarity.
· Truth—in the pursuit, generation, dissemination, and application of knowledge · Freedom—of thought and expression · Respect—for diversity and the dignity of the individual · Responsibility—as stewards of the environment and citizens of the world · Excellence—in intellectual, personal, and operational endeavours Socrates Almanac ‘Science and Education. Oxford Review’
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World Academy of Science, Engineering and Technology Conferences
ICEDT 2014: International Conference on Educational Design and Technology January 9-10, 2014 Bali, Indonesia
ICHEM 2014: International Conference on Higher Education and Management January 19-20, 2014 GB, London
ICEPS 2014: International Conference on Education and Psychological Sciences January 30-31, 2014 Dubai, United Arab Emirates
ICEPS 2014: International Conference on Educational and Psychological Sciences February 14-15, 2014 Kualalumpur, Malaysia
ICE 2014: International Conference on Education February 27-28, 2014 Barcelona, Spain
ICEST 2014: International Conference on Educational Sciences and Technology March 28-29, 2014 Madrid, Spain
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ICEIT 2014: International Conference on Education and Information Technology May 29-31, 2014 GB, London
ICECSE 2014: International Conference on Education and Communication Sciences May 29-31, 2014 Tokyo, Japan
ICHE 2014: International Conference on Higher Education June 27-28, 2014 Paris, France
ICEISE 2014: International Conference on Education and Instructional Systems Engineering August 22-23, 2014 MY, Kualalumpur
ICEBS 2014: International Conference on Education and Behavioural Sciences September 12-13, 2014 Singapore, SG
ICEHE 2014: International Conference on Education and Higher Education October 14-15, 2014 Osaka, Japan
ICEIT 2014: International Conference on Education and Information Technology October 22-23, 2014 AE, Dubai
ICEIS 2014: International Conference on Education and Information Sciences November 28-29, 2014 Malaga, Spain https://www.waset.org/conferences2.php
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PUBLISHING HOUSES, MAGAZINES, NEWSPAPERS ON SCIENCE AND EDUCATION
PUBLISHERS American Chemical Society pubs.acs.org
The American Chemical Society is the leading publisher of peerreviewed research journals in the chemical and related sciences, serving scientific communities worldwide through an unparalleled commitment to quality, reliability, and innovation.
ASSOCIATION OF EDUCATIONAL PUBLISHERS (AEP) www.aepweb.org
The Educational Press Association of America was founded in 1895 by a small group of editors to exchange information and to promote open expression of educational opinion. For more than 100 years, it existed as a university-supported organisation. As technology evolved, publishing expanded from print to multimedia. In 1995, the board decided that the Association should reflect the changing publishing industry. The organisation became self-sufficient
and was renamed the Association of Educational Publishers (AEP), assisting print and digital publishers of all sizes, in all media, and for any educational setting. Accomplishments included the expansion of the AEP Awards; the development of the Content in Context conference and other professional development programmes to advance industry knowledge; and initiatives like the Learning Resource Metadata Initiative, Innovation Through Inclusion, and government relations to increase the voice of publishers in education.
ELSEVIER w w w . e l s e v i e r. c o m
As the world’s leading provider of science and health information, Elsevier serves more than 30 million scientists, students and health and information professionals worldwide. We partner with a global community of 7,000 journal editors, 70,000 editorial board members, 300,000 reviewers and 600,000 authors to help customers advance science and health by providing world-class information and innovative tools that help them make critical decisions, enhance productivity and improve outcomes. Headquartered in Amsterdam, we are a global company employing more than 7,000 people in 24 countries. 188
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We are a founding publisher of global programs that provide free or low-cost access to science and health information in the developing world. Elsevier’s roots are in journal and book publishing, where we have fostered the peer-review process for more than 130 years. Today we are driving innovation by delivering authoritative content with cutting-edge technology, allowing our customers to find the answers they need quickly.
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HODDER EDUCATION www.hoddereducation.co.uk
Hodder Education focuses on school and college markets, providing a wide range of market-focussed innovative print and digital services, tailored to both core UK and key international markets. Hodder Education is the second largest secondary school publisher in the UK, providing materials supporting the curriculum in almost every subject area and at every level, including online assessment and resources, and training services for teachers. Dynamic Learning
is the online platform which makes lesson planning and delivery easy for teachers. In the college market, Hodder Education publishes one of the largest vocational lists in the UK, as well as textbooks and professional resources. We sell our textbooks, etextbooks and digital services to over 140 countries worldwide.
JOURNAL GISAP (Global International Scientific Analytical Project) gisap.eu/node/30332
The National Academy of Science and Higher Education offers the International Research Analytics Project which has no comparison around the world, regarding: · scale of implementation;
· development of title attributes which characterise scientific achievements; · international recognition of scientific works presented in the project - creation of incentives for researchers’ scientific progress;
· innovative method of holding; · scale of promulgation of scientific works and citations; · authoritativeness of publication;
· development of exclusive methods to form individual and collective research effectiveness rankings; · development of effective tools for communication and interaction between participants.
· quality and professionalism of assessment of scientific works;
JOURNAL OF CLINICAL RESEARCH & BIOETHICS (OMICS Publishing Group) www.omicsonline.org
OMICS Group International is an amalgamation of Open Access publications and worldwide international science conferences and events. Established in the year 2007 with the sole aim of creating ‘Open Access’ for science and technology information, OMICS Group publishes 300 online open access scholarly journals in all aspects of science, engineering, management and technology. OMICS Group has been instrumental in taking knowledge of science & technology to the doorsteps of ordinary men and women. Research scholars, students, libraries, educational institutions, research centres and the industry are the main stakeholders that have benefitted greatly from this knowledge dissemination. OMICS Group also organises 100 International conferences annually around the globe, where knowledge transfer takes place through debates, round table discussions, poster
presentations, workshops, symposia and exhibitions. OMICS Group International, through its Open Access Initiative, is committed to make genuine and reliable contributions to the scientific community. OMICS Publishing Group journals have over 3 million readers and its fame and success can be attributed to the strong editorial board which contains over 25000 eminent personalities who ensure a rapid, quality and fast review process. OMICS Group signed an agreement with more than 100 International Societies to make healthcare information Open Access. OMICS Group Conferences make the perfect platform for global networking as they bring together renowned speakers and scientists from around the globe to a most exciting and memorable scientific event. Socrates Almanac ‘Science and Education. Oxford Review’
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NATIONAL SCIENCE TEACHERS ASSOCIATION (NSTA) www.nsta.org
To address subjects of critical interest to science educators, the Association publishes a professional journal for each level of science teaching; a 52-page newspaper, NSTA Reports; and many other educational books and professional publications. Publications, books, posters, and other educational tools are available through the NSTA Recommends catalogue and online.
NEWS & WORLD REPORT www.usnews.com
U.S. News & World Report is a multi-platform publisher of news and information, which includes www.usnews.com and www. rankingsandreviews.com, as well as the digital-only U.S. News Weekly magazine. U.S. News publishes annual print and e-book versions of its authoritative rankings of Best Colleges, Best Graduate Schools and Best Hospitals. In 2012 U.S. News launched a conference division focusing on important national conversations and solutions in STEM Education and Hospitals of Tomorrow.
U.S. News has earned a reputation as the leading provider of service news and information that improves the quality of life of its readers by focusing on health, personal finance, education, travel, cars, news and opinion. U.S. News & World Report’s signature franchises include its News You Can Use® brand of journalism and its ‘Best’ series of consumer guides that include rankings of colleges, graduate schools, high schools, hospitals, nursing homes, mutual funds, health plans, diets and more.
OXFORD JOURNALS www.oxfordjournals.org
Oxford University Press (OUP) publishes the highest quality journals and delivers this research to the widest possible audience. We achieve this by working closely with our society partners, authors, and subscribers in order to provide them with publishing services that support their research needs.
PEARSON EDUCATION LTD www.pearsoned.co.uk
Pearson is the world’s leading education company, providing educational materials, technologies and related services to teachers and students of all ages. Pearson is where learning comes together with imprints that demonstrate a rich educational and literary heritage dating back to 1724 when Thomas Longman
founded Longman in London. Today, Pearson has the most widely trusted and respected programmes in educational and professional publishing. Its imprints, including FT Prentice Hall, York Notes, SAMS and QUE Publishing, to name a few, all stand for quality, consistency and innovation in education and life-long learning.
PUBLISHING HOUSE SPRINGER w w w . s p r i n g e r. c o m
Our business is publishing. Throughout the world, we provide scientific and professional communities with superior specialist information - produced by authors and colleagues across cultures in a nurtured collegial atmosphere of which we are justifiably proud.
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We foster communication among our customers - researchers, students and professionals - enabling them to work more efficiently, thereby advancing knowledge and learning. Our dynamic growth allows us to invest continually all over the world. We think ahead, move fast and promote change: creative business models, inventive products, and mutually beneficial international partnerships have established us as a trusted supplier and pioneer in the information age.
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ROWMAN & LITTLEFIELD PUBLISHERS www.rowman.com
The mission of the International Journal of Educational Reform (IJER) is to keep readers up-to-date with worldwide developments in education reform by providing scholarly information and practical analysis from recognised international authorities. As the only peer-reviewed scholarly publication that combines authors’ voices without regard for their political affiliations, perspectives, or research methodologies, IJER provides readers with a balanced view of all sides of the political and educational mainstream. To this end, IJER includes, but is not limited to, inquiry based and opinion pieces on developments in such areas as policy, administration, curriculum, instruction, law, and research.
IJER should thus be of interest to professional educators with decision-making roles and policymakers at all levels turn since it provides a broad-based conversation between and among policymakers, practitioners, and academicians about reform goals, objectives, and methods for success throughout the world. Readers can call on IJER to learn from an international group of reform implementers by discovering what they can do that has actually worked. IJER can also help readers to understand the pitfalls of current reforms in order to avoid making similar mistakes. Finally, it is the mission of IJER to help readers to learn about key issues in school reform from movers and shakers who help to study and shape the power base directing educational reform in the U.S. and the world.
TAYLOR & FRANCIS GROUP www.gbhap.com
Taylor & Francis Group partners with researchers, scholarly societies, universities and libraries worldwide to bring knowledge to life. As one of the world’s leading publishers of scholarly journals, books, ebooks and reference works our content spans all areas of humanities, social sciences, behavioural sciences, science and technology.
THE ROYAL SOCIETY OF CHEMISTRY www.rsc.org
As part of the Royal Society of Chemistry, we support the society’s vision: · To be foremost in the world promoting and developing the chemical sciences for the benefit of society. We aim to foster and encourage the growth and application of the chemical sciences by the dissemination of chemical knowledge. We publish a wide range of journals, books and eBooks, databases and magazines.
Our market leading journal portfolio is guaranteed to make an impact. In addition to the core chemical sciences, our titles span fields such as biology, biophysics, energy and environment, engineering, materials, medicine and physics. And the average impact factor across the portfolio is more than double the average for a chemistry journal. Our high quality books programme covers the breadth of the chemical sciences, ranging from the highly specialised to educational textbooks and popular science titles.
WILEY www.wiley.com
Wiley is the international scientific, technical, medical, and scholarly publishing business of John Wiley & Sons, with strengths in every major academic and professional field and partnerships with many of the world’s leading societies. Wiley publishes nearly 1,500 peerreviewed journals and 1,500+ new books annually in print and online, as well as databases, major reference works and laboratory protocols.
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LIST OF SCIENTIFIC JOURNALS Astronomy and astrophysics · Astronomy and Astrophysics
Earth and atmospheric sciences.
· Astronomical Journal
· Atmospheric Chemistry and Physics
· Astrophysical Journal
· Bulletin of the American Meteorological Society
· Monthly Notices of the Royal Astronomical Society
· Earth Interactions
· Publications of the Astronomical Society of the Pacific
· Geophysical Research Letters
Chemistry
· Eos · International Journal of Speleology · Journal of Applied Meteorology and Climatology · Journal of the Atmospheric Sciences
The journals listed below are the 10 highestranking chemistry journals that publish papers in all areas of chemistry, ranked according to the total number of references.
· Journal of Climate
· Journal of the American Chemical Society
· Journal of Physical Oceanography
· Angewandte Chemie
· Journal of Soil and Water Conservation
· Chemical Communications
· National Weather Digest
· Chemical Reviews
· Weather
· Accounts of Chemical Research
· Weather and Forecasting
· Chemistry - A European Journal
· Zeitschrift für Geologische Wissenschaften (Journal for the Geological Sciences)
· Chemistry Letters
· Journal of Geophysical Research · Journal of the IEST
· Bulletin of the Chemical Society of Japan · Helvetica Chimica Acta · Canadian Journal of Chemistry
Pharmaceutical sciences · Daru-Journal of Faculty of Pharmacy
Agriculture
· International Journal of Computational Biology and Drug Design
· Agronomy for Sustainable Development
· Phytotherapy Research
· Journal of Animal Science
Biophysics and biochemistry Botany
· Biochemical Journal · European Journal of Biochemistry
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· American Journal of Botany
· FEBS Journal
· Annals of Botany
· Journal of Biological Chemistry
· International Journal of Plant Sciences
· BiochemistryXenobiotica
· New Phytologist
· Proteins
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Materials science
Biology in general
· Advanced Materials
· American Naturalist
· Advanced Composite Materials
· Biological Reviews
· Advanced Functional Materials
· BioEssays
· JOM
· Biophysical Journal
· Journal of Electronic Materials
· Cell
· Light Metal Age
· Journal of Cell Biology
· Materials Today
· International Journal of Biological Sciences
· Metallurgical and Materials Transactions
· Journal of Theoretical Biology
· Nature Materials
· Journal of Molecular Biology
· Science and Technology of Advanced Materials
· PLOS Biology
· Computational Materials Science
Computer science
Mechanics · Annual Review of Fluid Mechanics’ · Archive for Rational Mechanics and Analysis
· .ACM Computing Reviews · Artificial Intelligence · Communications of the ACM · Computer · Electronic Markets
Physics · Acta Crystallographica – parts A, B · Advances in Physics · American Journal of Physics · Journal of Physics – parts A-D, G · Nature Physics · New Journal of Physics
· IEEE Transactions on Computers · Journal of Functional Programming · Journal of Artificial Intelligence Research · Journal of Machine Learning Research · Journal of the ACM · SIAM Journal on Computing
Genetics
· Physical Review – parts A-E and Physical Review Letters
· Genetica
· Reports on Progress in Physics
· Genetics
· Philosophical Transactions of the Royal Society
· Heredity
Nutrition and food science
· Journal of Genetics · Theoretical and Applied Genetics
· American Journal of Clinical Nutrition
Health care and public health
· International Journal of Obesity
· American Journal of Public Health
· Journal of Agricultural and Food Chemistry
· Bulletin of the World Health Organisation
· Journal of Food Science
· Health Affairs
· The Journal of Food Science Education
· Health and Human Rights Journal
· Journal of Nutrition
· Mayo Clinic Proceedings
· Obesity
· Milbank Quarterly Socrates Almanac ‘Science and Education. Oxford Review’
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Medicine · Annals of Internal Medicine
Statistics
· Archives of Internal Medicine
· Journal of the American Statistical Association
· British Medical Journal
· The American Statistician
· International Journal of Medical Sciences
· Biometrics
· Molecular Medicine
· Biometrika
· Journal of the American Medical Association
· Journal of Business & Economic Statistics
· Journal of Clinical Investigation
· Journal of Industrial and Management Optimisation
· Journal of Experimental Medicine
· Journal of the Royal Statistical Society
· The Lancet
· Statistical Science
· Nature Medicine
· Journal of Statistical Software
· New England Journal of Medicine
· Revista Colombiana de Estadistica
· PLOS Medicine
· Technology Innovations in Statistics Education
· PLOS Neglected Tropical Diseases · The Scientific World Journal · Social Science and Medicine
· Technometrics
General mathematics · Acta Mathematica
Robotics and automation
· Annals of Mathematics
· International Journal of Humanoid Robotics
· Bulletin of the American Mathematical Society
· The International Journal of Robotics Research
· Communications on Pure and Applied Mathematics · Duke Mathematical Journal
Engineering · Advances in Production Engineering & Management
· Journal of the American Mathematical Society · Publications Mathématiques de l’IHÉS
· Annual Review of Biomedical Engineering
· Journal of Algebra
· Fluid Phase Equilibria
· Topology
· Industrial & Engineering Chemistry Research · International Journal of Functional Informatics and Personalised Medicine · Journal of Environmental Engineering · Journal of Hydrologic Engineering · NASA Tech Briefs · The Post Office Electrical Engineers’ Journal · Radioelectronics and Communications Systems 194
· Inventiones Mathematicae
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LIST OF ACADEMIC JOURNALS Medical Sciences
Arts and Education
· International Journal of Medicine and Medical Sciences
· Educational Research and Reviews
· Journal of Medicinal Plant Research · African Journal of Pharmacy and Pharmacology
· International Journal of Psychology and Counselling · Philosophical Papers and Reviews
· Journal of Dentistry and Oral Hygiene
· International Journal of Educational Administration and Policy Studies
· International Journal of Nursing and Midwifery
· International Journal of Vocational and Technical Education
· Journal of Parasitology and Vector Biology
· African Journal of History and Culture
· Journal of Pharmacognosy and Phytotherapy
· International Journal of Library and Information Science
· Journal of Veterinary Medicine and Animal Health · Journal of Toxicology and Environmental Health Sciences · Clinical Reviews and Opinions · International Journal of Nutrition and Metabolism
· Journal of Media and Communication Studies · International Journal of English and Literature · Journal of African Studies and Development · Journal of Fine and Studio Art
· Journal of AIDS and HIV Research
· Journal of Languages and Culture
· Journal of Cancer Research and Experimental Oncology
· Journal of Music and Dance
· Journal of Cell Biology and Genetics
· International Journal of Science and Technology Education Research
· Journal of Clinical Immunology and Immunopathology Research
· Journal of Physical Education and Sport Management
· Journal of Clinical Medicine and Research · Journal of Clinical Pathology and Forensic Medicine · Journal of Diabetes and Endocrinology · Journal of Infectious Diseases and Immunity · Journal of Medical Genetics and Genomics · Journal of Medical Laboratory and Diagnosis · Journal of Metabolomics and Systems Biology · Journal of Neuroscience and Behavioral Health · Journal of Physiology and Pathophysiology · Journal of Public Health and Epidemiology · Medical Case Studies
Social Sciences · Journal of Geography and Regional Planning · African Journal of Political Science and International Relations · Journal of Economics and International Finance · Journal of Hospitality Management and Tourism · African Journal of Business Management · Journal of Accounting and Taxation · International Journal of Sociology and Anthropology
· Medical Practice and Reviews
· Journal of Public Administration and Policy Research
· Research in Pharmaceutical Biotechnology
· African Journal of Marketing Management Socrates Almanac ‘Science and Education. Oxford Review’
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Other Journals
Physical Sciences
· International NGO Journal
· African Journal of Mathematics and Computer Science Research
· Scientific Research and Essays · International Journal of Peace and Development Studies
Biological Sciences
· International Journal of Physical Sciences · Journal of Geology and Mining Research
· Journal of Cell and Animal Biology
· Journal of Environmental Chemistry and Ecotoxicology
· African Journal of Biotechnology
· Journal of Internet and Information Systems
· International Journal of Genetics and Molecular Biology
· Journal of Oceanography and Marine Science
· Biotechnology and Molecular Biology Reviews · African Journal of Microbiology Research · African Journal of Biochemistry Research · African Journal of Environmental Science and Technology · African Journal of Food Science · African Journal of Plant Science · Journal of Ecology and the Natural Environment · Journal of Entomology and Nematology · Journal of Bacteriology Research · Journal of Bioinformatics and Sequence Analysis · Journal of General and Molecular Virology · International Journal of Biodiversity and Conservation · Journal of Biophysics and Structural Biology · Journal of Evolutionary Biology Research · Journal of Yeast and Fungal Research · International Journal of Plant Physiology and Biochemistry · Journal of Brewing and Distilling · Journal of Computational Biology and Bioinformatics Research · Journal of Developmental Biology and Tissue Engineering · Journal of Microbiology and Antimicrobials · International Journal for Biotechnology and Molecular Biology Research
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· African Journal of Pure and Applied Chemistry
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· Journal of Petroleum Technology and Alternative Fuels
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Engineering · Journal of Engineering and Technology Research · International Journal of Water Resources and Environmental Engineering · Journal of Chemical Engineering and Materials Science · Journal of Civil Engineering and Construction Technology · International Journal of Computer Engineering Research · Journal of Electrical and Electronics Engineering Research · Journal of Engineering and Computer Innovations · Journal of Mechanical Engineering Research · Journal of Petroleum and Gas Engineering
EDUCATIONAL PROGRAMMES
European Union Lifelong Learning Programme 2007–2013 The Lifelong Learning Programme 2007–2013 (previously referred to as the ‘Integrated action programme in the field of lifelong learning’ or the ‘Integrated programme’) is the European Union programme for education and training. The Lifelong Learning Programme 2007–2013 was established by Decision No.1720/2006/EC of the European Parliament and of the Council of 15 November 2006. It is the single financial instrument available to the Commission for its directly managed education and training policies during the period covered by the European Union’s current financial perspective. The Programme continues the main actions launched under previous action programmes (in particular, it brings together the various actions financed under the Socrates programme and the Leonardo da Vinci programme). It has six subprogrammes: · The Comenius programme, supporting actions for schools (from pre-primary schools to upper secondary or equivalent) · The Erasmus programme, supporting exchanges of students in higher education, as well as cooperation between universities and colleges, etc.; · The Leonardo da Vinci programme, supporting actions in initial and continuing vocational education and training (including student and apprentice exchanges, cooperation between colleges, etc.) · The Grundtvig programme, supporting actions in the field of adult education · The Transversal programme covering activities in four themed areas across all sectors of education and training: policy cooperation and innovation in education and training; foreign 198
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language teaching; development of ICT-based content and services, such as Euroguidance and Ploteus; and dissemination of results of the programme; · The Jean Monnet Programme, supporting institutions and actions in favour of European integration. Objectives The Programme’s objectives are first, to support the development of quality lifelong learning (a reference to the first paragraphs of Articles 149 and 150 of the Treaty of Rome, which establish the European Union’s duties in education and training in those terms); and thereafter to help member states of the European Union develop their own education and training systems. Although the objectives are expressed in somewhat abstract terms, they are underpinned by actions which concentrate on the creation of links between people, institutions and countries in education and training – what the programme describes as the ‘European Dimension’ of education and training. Actions supported The programme supports exchanges and connections between people, institutions and countries within the European Union and the European Economic Area.
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Exchanges between individuals
Connections between countries
These include (for example):
These include (for example):
· Erasmus Student exchanges of between 3 and 12 months, in which students leave their home university and follow an agreed part of their course at another university in another country. No additional fees are payable, and the course is recognised by the home institution as part of course-work for the degree. Over 150,000 students did Erasmus student exchanges in the academic year 2005/6, and the cumulative total since 1987 is over 1,500,000.
· Study visits for regional and national administrators in education, training and guidance
· In-service training courses in school or adult education. The Comenius and Grundtvig programmes support participation in specific short work placements (internships) for vocational students in companies in another country, to help them complete their skills
Programme Mechanics
Exchanges between institutions These include (for example): · Developing partnerships between schools in different countries (‘Comenius partnerships’) to run joint projects for and with their pupils. · Similar projects are supported in the field of adult education by the Grundtvig programme. · Joint projects run by universities in different countries to develop joint curricula, run short-term intensive programmes, or establish thematic networks in different disciplines
· Networks of national experts working together on issues of common interest. · Publication of comparable statistics indicating how the various education and training systems are progressing.
The management of the programme is very largely decentralised to a network of ‘national agencies’, nominated by the participating countries. All individual mobility schemes and partnerships, and many multilateral projects, will be funded through these agencies. A limited number of projects will be handled centrally either by the European Commission itself or through its Education, Audiovisual and Culture Executive Agency – a public agency funded by the Commission and operating on its behalf. An educational programme is a programme written by the institution or ministry of education which determines the learning progress of each subject in all the stages of formal education. Besides the primary educational programme, some schools use a different educational programme written by another source which uses a different learning progress - either in some subjects, such as the Mofet educational program in Israel, or in all subjects, such as special education. Educational programmes help people decide if they are going to be a teacher or not. They’re mostly in high schools following the C4 programme. The C4 programme helps students in high schools decide what they are going to be before they get to college, so they do not waste time taking class they do not need or waste their parents’ money on classes and books they do not need.
NASA Education Program Opportunities Students, educators and faculty may explore and experience unique space and aeronautics content through NASA’s education opportunities. Use the lists below to learn about ways to interact with NASA. List of All Student Grades K-12 and Higher Education Projects
Alphabetical List of All NASA Education Projects
Browse this list to find opportunities such as internships and cooperative education programs, scholarships and fellowships, summer research, team competitions, after school activities and more.
Browse this alphabetical list that includes all student, educator and faculty projects.
List of All Educator Grades K-12 and Higher Education Faculty Projects
www.nasa.gov/offices/education/programs/
Browse this list to find opportunities such as research, team competitions, professional development, design challenges, fellowships, summer employment and more.
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Articulate Europe
Our story
Our mission
IXL Learning was founded in 1998 when we released Quia, the first website that allowed teachers and learners to create and share customised study materials. The initial version featured three formats: a matching game, a concentration game, and flash cards. Soon after, quizzes were added, along with a dozen more game types. The concept was an overnight success, and Quia quickly became one of the most popular education sites in the early days of the Web.
At IXL Learning, we are passionate about creating and supporting the best educational technology possible. We develop first-of-theirkind products used by millions of learners, from children to adults. People count on us to make learning as effective as it can be, and we are deeply committed to solving the real-world challenges faced by students and teachers around the planet. Our products
Our mission, since then, has been to develop educational technologies that people can’t live without - if only they existed. Our second product, Quia Books, is a highly interactive online textbook and workbook platform created specifically for language learning. Released in 2001, at a time when e-books weren’t much more than PDF readers, Quia Books supported immersive, online workbook exercises with real-time feedback and an intelligent grading system.
Practice makes perfect, and IXL makes maths and language arts practice fun! IXL motivates students through interactive games and exercises while keeping teachers and parents informed and involved. With more than 2,500 skills spanning pre-school through to high school, IXL offers a dynamic and enjoyable environment suitable for any learning style. Students who use IXL are succeeding like never before.
Combining the best of computer learning and traditional classroom instruction, Quia Books allow publishers to mix and match closedended, computer-scorable questions with open-ended questions that are gradable by students’ actual instructors. To date, more than 350 secondary and higher education language textbooks have been published on the Quia Books platform. These books are used in language courses ranging from Spanish and French to Chinese, Latin, and Arabic.
Quia Web provides educators with tools to create, customize, and share their curricula online. Quia Web pioneered the ‘createyour-own’ concept, giving educators the freedom to go beyond publisher-provided materials and create their own interactive, online experiences for their students. Through a thriving online community, teachers collaboratively develop and share their Quiabased materials, all the while contributing to a constantly expanding library of educational content.
Our attention turned toward maths in 2007, when we introduced IXL, a groundbreaking platform and curriculum for K–12 maths education. As the world’s most comprehensive maths practice programme, IXL covers more than 2,500 distinct maths topics in a progression from pre-kindergarten to high school. All questions - even word problems are algorithmically generated, meaning that every question is unique, and students never see repeats no matter how long they practice. For teachers, IXL provides unparalleled insight into student performance through business-calibre reports and data analysis tools. In 2013, we expanded IXL to include English language arts, offering unlimited, targeted practice of grammar, spelling, and vocabulary. IXL is now used in more than 15,000 schools as well as at home by families worldwide.
Quia Books are web-based versions of workbooks and textbooks and are produced in partnership with the world’s leading publishers. Built on our award-winning technology platform, Quia Books engage students and make the learning process more satisfying through interactive exercises full of vibrant colour, sound, and images. Educators reap the timesaving benefits of computer-based grading and tracking and can fully customise Quia Books based on individual course materials. www.ixl.com/company/story
Argonne’s Goal: Innovate to Educate The mission of Educational Programmes is to enrich science, technology, engineering and mathematics (STEM) education through programmes that advance Argonne’s strategic energy, environment and security initiatives and to develop new educational programmes based on transformative discovery that furthers the Department of Energy’s workforce development and science literacy mission. education@anl.gov www.dep.anl.gov
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Toastmasters International Educational Programme - Communication and leadership development
The educational programme is the heart of every Toastmasters club. It provides members with a proven curriculum that develops communication and leadership skills one step at a time, with
many opportunities for awards and recognition along the way. The communication and leadership tracks are not mutually exclusive; you may participate in both at the same time if you wish.
www.toastmasters.org/Members/MembersFunctionalCategories
Articulate Europe Welcome to the official representation of Articulate in Europe. We manage entire product sales through existing and new resellers. Articulate provides intuitive e-learning solutions which are currently being used by more than 30,000 companies worldwide. About Articulate Articulate ® is the global leader in rapid e-learning. Thousands of corporate, government and academic customers in more than 50 countries use our powerful, intuitive technologies to train and communicate rapidly, widely and effectively. We know how people learn. We understand how organisations work. We believe that superior learning and communications
technology, widely available across your enterprise, provides competitive advantage. That’s what Articulate is all about – putting the power of rapid e-learning in the hands of anyone who needs to share knowledge. Our goal is to ensure that you can train, motivate, inform and persuade the people who will move your organisation forward. www.articulateeurope.com/eng
Embassy of the United States Moscow, Russia
Education & Exchanges The foundation of Russian-American relations – both our friendship and our capacity to work together as two great nations – ultimately rests on how well ordinary citizens on both sides understand each other. That is why the U.S. Government believes that the most important contribution we can make to a stronger Russian-American relationship is to invest in expanding knowledge and contact among people in both countries. As a result of U.S. Government exchange programs, more than 50,000 Russians and Americans have had the opportunity to take part in academic or professional exchanges during the past decade. The effect of an exchange experience on a person’s life extends far beyond the time actually spent abroad. Similarly, an exchange program affects not only individual participants, but also those who
get to know them while the United States and those back home in Russia who hear about their experiences once they return. In this way, people-to-people exchanges between Russians and Americans benefit both countries by improving our ability to understand each other, by enabling us to compare and share approaches to common problems and by increasing the network of ties binding our nations together in the peaceful pursuit of common goals. The website provides an overview of our current exchange programs, as well as the numerous educational activities supported by the Public Affairs Sections of the U.S. Embassy and Consulates in the Russian Federation.
moscow.usembassy.gov/educational-programs.html
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Microsoft education programmes These programmes help educators connect with each other, prepare students for tomorrow’s careers, and provide learners with increased access to technology and training. Imagine Cup
Shape the Future
Explore Imagine Cup, which invites students to collaborate and make the world a better place.
Shape the Future helps governments to imagine and attain universal technology access for all their citizens. We help build the public/private partnerships that lead to greater employability, economic recovery and a better future.
Microsoft Students to Business See how students engaged in Students to Business (S2B) benefit from mentoring and training opportunities.
Microsoft Dynamics Academic Alliance Engage students in practical learning experiences to powerfully complement your business curriculum.
Elevate America Learn about free and low-cost training and resources that can help improve employment opportunities.
Microsoft External Research and Programmes Find out about External Research, which builds partnerships and empowers researchers and academics.
DigiGirlz Discover DigiGirlz, giving high school girls a chance to learn about and explore careers in technology.
Microsoft Partners in Learning Learn how educators and leaders connect and collaborate to help students reach their greatest potential.
www.microsoft.com/education/en-us/leadership/programs/Pages/index.aspx
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NATIONAL ACADEMY OF SCIENCES, ACADEMIC INSTITUTIONS AND CENTRES
Ministries of Education
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Ministry of Education of the Azerbaijan Republic
Ministry of Education(Portugal)
Ministry of Education (Syria)
Ministry of Education and Science (Albania)
Ministry of Education, Research, Youth and Sport (Romania)
Ministry of Education Turkmenistan
Ministry of Education, Youth and Science (Bulgaria)
Ministry of Education and Science of Ukraine
Department of Education (Philippines)
Federal Ministry of Education and Research (Germany)
Ministry of Higher Education and Research (France)
Ministry of Education (Sri Lanka)
Ministry of Education and Religious Affairs, Sport and Culture (Greece)
Ministry of Science, Education and Sports (Croatia)
Ministry of Education, Culture, Sports, Science and Technology (Japan)
Ministry of Education, Science and Culture (Iceland)
Ministry of Education and Research (Sweden)
Ministry of Education and Science of the Russian Federation
Department of Education and Skills (Republic of Ireland)
Ministry of Education Department of Higher Education (Lower Myanmar)
United States Department of Education
Ministry of Education and Science of the Republic of Lithuania
Ministry of Education and Science of Kazahstan
Ministry of Education (Brazil Ministry of National Education)
Ministry of Education of the Republic of Moldova
Ministry of Education (Israel)
Ministry of Education (Peru)
Ministry of Education, Culture and Science (Netherlands)
Ministry of Education of the People’s Republic of China
Puerto Rico Department of Education
Ministry of Education and Research (Norway)
Ministry of Education, Science, and Technology (South Korea)
Ministry of National Education (Chile)
Ministry of Science and Higher Education (Poland)
Ministry of Education (Malaysia)
Department of Higher Education and Training in South Africa
Ministry of National Education (Poland)
Ministry of Education (Singapore)
Department of Education, Employment and Workplace Relations in Australia
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National Academies of Sciences Albania Akademia e Shkencave e Shqiperise - ASHSH
Austria Osterreichische Akademie der Wissenschaften - OAW
Belgium Royal Academy for Overseas Sciences - RAOS L’Academie royale des Sciences, des Lettres et des Beaux-Arts de Belgique Academie royale de medecine de Belgique
Belarus National Academy of Sciences of Belarus
Bulgaria Bulgarian Academy of Sciences
Bosnia and Herzegovina Akademija nauka i umjetnosti Bosne i Hercegovine
United Kingdom of Great Britain and Northern Ireland The Royal Society of Edinburgh – RSE
Royal Society of London
British Academy for the Humanities and Social Sciences
Greece Academy of Athens
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National Academy of Sciences, academic institutions and
centres
Denmark Akademiet for de Tekniske Videnskaber ATV Kongelige danske videnskabernes selskab
Latvia Latvian Academy of Sciences
Lithuania Lithuanian Academy of Sciences
Estonia Estonian Academy of Sciences
Macedonia Macedonian Academy of Sciences and Arts
Ireland Royal Irish Academy - Acadamh Rioga na hEireann
Spain Instituto de Espana
Italy
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Netherlands Netherlands Academy of Technology and Innovation Nederlandse Akademie van wetenschappen KNAW
Germany
Accademia Nazionale dei Lincei
Akademie der Wissenschaften und der Literatur, Mainz
Accademia Nazionale delle Scienze detta dei XL
Gottingen Academy of Sciences and Humanities
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Bavarian Academy of Sciences and Humanities
Berlin-Brandenburg Academy of Sciences and Humanities National Academy of Science and Engineering
LeopoldinaNationale Akademie der Wissenschaften Union der deutschen Akademien der Wissenschaften
Norway
Poland Polish Academy of Sciences
Polish Academy of Arts and Sciences
Portugal Academia das Ciencias de Lisboa
Russian Federation Russian Academy of Sciences
Russian Academy of Architecture and Construction Sciences
Det Kongelige Norske Videnskabers Selskab
Russian Academy of Medical Sciences
Norwegian Academy of Science and Letters
Russian Academy of Arts
Norwegian Academy of Technological Sciences – NTVA
Siberian Branch of the Russian Academy of Science Socrates Almanac ‘Science and Education. Oxford Review’
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National Academy of Sciences, academic institutions and
centres
Russian Academy of Education
Russian Academy of Agricultural Sciences
Turkey Turkiye Bilimler Akademisi
Turkish Academy of Sciences
Cameroon Cameroon Academy of Sciences (CAS)
Hungary Hungary Academy of Sciences
Romania Romanian Academy
Hungarian Academy of Engineering
Serbia Serbian Academy of Sciences and Arts
Ukraine Academy of Sciences of Ukraine
Slovakia Slovak Academy of Sciences
Thailand Thai Academy of Science and Technology
National Academy of Pedagogical Sciences of Ukraine
Croatia Academy of Medical Sciences of Croatia
Slovenia Slovenian Academy of Sciences and Arts
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Croatian Academy of Engineering
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France
Switzerland
French Academie des sciences
Swiss Academy of Sciences
National Academy of Technologies of France (NATF)
Swiss Academy of Humanities and Social Sciences Swiss
French Society of Agriculture
Academy of Medical Sciences Schweizarische
Czech Republic Academy of Sciences of the Czech Republic
Finland Academy of Finland
Kenya Kenya of the National Academy of Sciences
Akademie der Tewchnischen Wissenschaften
Sweden The Royal Swedish Academy of Sciences
The Royal Swedish Academy of Agriculture and Forestry
Uzbekistan African Academy of Sciences (AAS)
Sri Lanka National Academy of Sciences of Sri Lanka
Academy of Sciences of Uzbekistan
Saudi Arabia King Abdulaziz City for Science and Technology
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National Academy of Sciences, academic institutions and
centres
Ghana Ghana Academies of Arts and sciences (GAAS)
Viet Nam Vietnamese Academy of Science and Technology
South Africa Academy of Sciences of South Africa
United Republic of Tanzania Tanzania Academies of Sciences
Jordan The Royal Scientific Society, Jordan
Sudan Sudan the National Academy of sciences
Madagascar Madagascar the National Academy of Arts, Literature and Science
Tajikistan
Australia Australian Academy of Science
Tajikistan Academy of Sciences
Nigeria Nigerian to the Academy of Sciences (NAS)
Senegal Academie Nationale des Sciences et Techniques du Senegal (ANSTS)
Uganda The National Academy of Sciences
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Bangladesh Bangladesh Academy of Sciences
China Chinese Academy of Sciences
India Indian Academy of Sciences
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Republic of Korea The Korean Academy of Science and Technology
Malaysia Academy of Sciences Malaysia
Nepal Nepal Academy of Science and Technology
Pakistan Pakistan Academy of Sciences
Armenia National Academy of Sciences of Armenia
Azerbaijan Azerbaijan National Academy of Sciences
Georgia Georgian Academy of Sciences
Indonesia Indonesian Academy of Sciences
Iran, Islamic Republic of The Academy of Sciences of IR Iran
Israel Israel Academy of Sciences and Humanities
Kazakhstan National Academy of Sciences of Republic of Kazakhstan
Kyrgyzstan National Academy of Sciences of the Kyrgyz Republic
Mongolia Mongolian Academy of Sciences
Philippines National Academy of Science and Technology, Philippines Socrates Almanac â&#x20AC;&#x2DC;Science and Education. Oxford Reviewâ&#x20AC;&#x2122;
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Research institutes A research institute is an establishment endowed to perform research. Research institutes may specialise in basic research or may be oriented to applied research. Although the term often implies natural science research, there are also many research institutes in the social sciences as well, especially for sociological and historical research purposes.
AfricaRice The Africa Rice Centre (AfricaRice) is a leading pan-African rice research organisation committed to improving livelihoods in Africa through strong science and effective partnerships. AfricaRice is one of the 15 international agricultural research centres that are members of the CGIAR Consortium. It is also an intergovernmental association of African member countries. www.africarice.org
Centre for Earthquake Studies The Centre for Earthquake Studies (acronym: CES), is a national academic earth science, earthquake studies and mathematical research institute, located in Islamabad, Pakistan. The institute is headquartered in the campus area of the National Centre for Physics (NCP) and conducts mathematical research in earth sciences in close coordination with the NCP.
Centre for International Forestry Research The Centre for International Forestry Research (CIFOR) conducts research on the use and management of forests in lessdeveloped countries.
Centre for Tropical Forest Science The Centre for Tropical Forest Science, or CTFS, is a consortium of forest researchers who pursue long-term research on tree populations using the comparable census method. The work developed out of a study of 50 hectares of forest on Barro Colorado Island in Panama begun in 1981. All individual trees larger than 1 centimetre in stem diameter were measured, mapped and identified; this included 300 different species. This census has been repeated every five years since, most recently in 2010. A total of 30 research institutions have now carried out parallel censuses of large forest plots. There are two such large-scale census projects in Africa, four in Latin America, and eight in Asia. Moreover, the census program has been expanded to include temperate and subtropical forests in China. Approximately 2.5 million individual trees of 6000 species are being monitored. Numerous scientific research reports on tree species diversity, distribution, life span, and growth rates have been published based on these plots. CTFS is directed from the Smithsonian Tropical Research Institute in Panama City, Panama. Researchers and institutions in 14 other countries participate in the network.
Central European Institute of Philosophy (SIF) The Central European Institute of Philosophy (SIF) (Czech: Středoevropský Institut Filosofie, German: Mitteleuropäisches Institut für Philosophie) established in 2010, is a joint institution of the Charles University Faculty of Humanities and the Czech Republic Academy of Sciences’ Institute of Philosophy. The SIF seeks to follow in the footsteps of Prague’s ‘Cercle philosophique,’ which was established by Czech and German professors from the University of Prague in 1934, but soon disbanded with the German occupation of Czechoslovakia. The Institute promotes philosophical research - with an emphasis on the phenomenological as well as on trans- and inter-disciplinary. 212
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Central European Institute of Technology CEITEC (Central European Institute of Technology, Brno, Czech Republic) is a European centre of excellence in the fields of life sciences and advanced materials and technologies, which was established by the most prominent Brno universities (Masaryk University, Brno University of Technology etc.) and research institutes, with the support of the South Moravian Region and the City of Brno. It is an establishment of modern laboratories with state-of-the-art instrumentation and technologies that will ensure suitable conditions for conducting both basic and applied research.
CERN The European Organisation for Nuclear Research (French: Organisation Européenne pour la Recherche Nucléaire Italian: Organizzazione Europea per la Ricerca Nucleare, known as CERN, is an international organisation whose purpose is to operate the world’s largest particle physics laboratory. Established in 1954, the organisation is based in the northwest suburbs of Geneva on the Franco–Swiss border, (46°14’3’N 6°3’19’E) and has 20 European member states. The term CERN is also used to refer to the laboratory, which employs just under 2,400 full-time employees, 1,500 parttime employees and hosts some 10,000 visiting scientists and engineers, representing 608 universities and research facilities and 113 nationalities. CERN’s main function is to provide the particle accelerators and other infrastructure needed for high-energy physics research - as a result, numerous experiments have been constructed at CERN following international collaborations. It is also the birthplace of the World Wide Web. The main site at Meyrin has a large computer centre containing powerful data-processing facilities, primarily for experimental-data analysis; because of the need to make these facilities available to researchers elsewhere, it has historically been a major wide area networking hub.
Coady International Institute The Coady International Institute is located on the campus of St. Francis Xavier University in Antigonish, Nova Scotia. Established in 1959, the Coady International Institute is world-renowned as a centre of excellence in community leadership education. The Institute is named for one of Canada’s great heroes, Rev. Dr. Moses M. Coady, a founder of the Antigonish Movement - a people’s movement for economic and social justice that began in Nova Scotia during the 1920s - and author of ‘Masters of their Own Destiny’.
DevLab (research alliance) DevLab (Development laboratory) is a research centre headquartered in Eindhoven, The Netherlands. It is an alliance of thirteen small and medium enterprises (SMEs). In close co-operation with universities, with a network of professors and lectors, research projects are carried out by graduate students, PhD students and employees of the member SMEs. Alongside this, DevLab is also a partner in larger consortia together with industry, universities and other research institutes.
Edward Bouchet Abdus Salam Institute Edward Bouchet Abdus Salam Institute was founded by Professor Abdus Salam in 1988. The institute is named after two great people, known as Edward Bouchet and Abdus Salam. This institute was founded on 30th September 1988 by Abdus Salam the late Nobel Laureate and Founding Director of the International Centre for Theoretical Physics (ICTP) (now known as the Abdus Salam International Centre for Theoretical Physics).
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National Academy of Sciences, academic institutions and
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Energy and Resources Institute The Energy and Resources Institute, commonly known as TERI (formerly Tata Energy Research Institute), established in 1974, is a research institute based in New Delhi focusing its research activities in the fields of energy, environment and sustainable development. According to Think Tanks and Civil Societies Program (TTCSP) at the International Relations Program, University of Pennsylvania, TERI was ranked 20 in the list of top global think tanks on environment and 16th in the top global think tanks on science and technology
Environment Institute University of Adelaide The Institute brings together leading research groups at the University of Adelaide in the fields of science, engineering and economics relating to the management and use of natural resources and infrastructure. The Institute combines the research strengths of four centres and two programs. The mission of the Environment Institute is to develop practical solutions to difficult problems by bringing together the best people from Science, Government and the wider community.
Euro-India Research Centre Euro-India Research Centre (EIRC) is an information and service platform formed to facilitate collaboration between Indian and European organisations (from industry and academia) in conducting joint research and technology development under the European Commission’s largest funding Programme - FP7. EIRC is also the Functional Arm of the Information and Communication Technology (ICT) National Contact Point (NCP) Network of India. EIRC not only operates in the ICT sector but also in the Environment, Energy and Biotechnology sectors covered under FP7. EIRC aims to eventually operate and provide service in the remaining sectors of FP7. EIRC helps Indian organisations access and benefit from EU funding in Research and Development. EIRC will achieve this through a permanent platform for co-operation between India and the European Union that will promote co-operation at a research level. In India, the National Contact Point (NCP) is the entity that supports the scientific and business communities in accessing European funds for Research and Development. The Ministry of Information Technology (MIT) has been chosen by the Indian government as the NCP for ICT co-operation with the European Union. MIT will be supported by the Indian Research Support Network (IRSN).
EuroBioBank EuroBioBank is an organisation which manages a network of biobanks in Europe. It provides human DNA, cell, and tissue samples to the scientific community for research on rare diseases.
European Bioinformatics Institute The European Bioinformatics Institute (EBI) is a centre for research and services in bioinformatics, and is part of European Molecular Biology Laboratory (EMBL).
European Forest Institute The European Forest Institute (EFI) is an international organisation established by European states. By the spring of 2013, a total of 25 European states had ratified the Convention on EFI. With about 130 Associate and Affiliate Member organisations, five Regional Offices and one Project Centre, it offers forest research contacts and collaboration at the European level. The headquarters of the Institute is in Joensuu, Finland.
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European Molecular Biology Laboratory The European Molecular Biology Laboratory (EMBL) is a molecular biology research institution supported by 20 European countries with Australia as an associate member state. EMBL was created in 1974 and is an intergovernmental organisation funded by public research money from its member states. Research at EMBL is conducted by approximately 85 independent groups covering the spectrum of molecular biology. The Laboratory operates from five sites: the main Laboratory in Heidelberg, and outstations in Hinxton (the European Bioinformatics Institute (EBI)), Grenoble, Hamburg, and Monterotondo near Rome.
European Synchrotron Radiation Facility The European Synchrotron Radiation Facility (ESRF) is a joint research facility supported by 19 countries (18 European countries and Israel) situated in Grenoble, France. It has an annual budget of around 80 million Euros, employs over 600 people and is host to more than 3500 visiting scientists each year. Research in the ESRF focuses, in large part, on the use of X-ray radiation in fields as diverse as protein crystallography, earth science, palaeontology, materials science, chemistry and physics. Facilities such as the ESRF offer a flux, energy range and resolution unachievable with conventional (laboratory) radiation sources.
European University Institute The European University Institute (EUI) in Florence (Italy) is an international postgraduate and post-doctoral teaching and research institute established by European Union member states to contribute to cultural and scientific development in the social sciences, in a European perspective. By statute, the EUI is an intergovernmental organisation.
Family Health International Family Health International (FHI) is a public health and development organisation dedicated to improving living standards of the world’s most vulnerable people. Family Health International has 2,500 staff conducting research and implementing programs in fifty-five countries. Family Health International endeavours to advance public health initiatives and to improve local capacity to address development problems. Since 1971, Family Health International has been a global leader in family planning and reproductive health; After 1986, Family Health International became a leader in the worldwide response to HIV/AIDS. FHI’s research and programmes also address malaria, tuberculosis and other infectious and chronic diseases with international agencies, governments, foundations, research institutions and individual donors. FHI partners include the United States of America.
German Institute of Science and Technology (Singapore) The German Institute of Science and Technology (abbreviated GIST) is an institute for research and education situated in Singapore, formed by collaboration between the Technical University of Munich, the National University of Singapore, Nanyang Technological University and the Singapore Institute of Technology. It is also known as GIST-TUM Asia, being the full subsidiary of the Technische Universität München (abbreviated TUM).
IMEC Imec, formerly the Interuniversity Microelectronics Centre, is a micro- and nano-electronics research centre headquartered in Leuven, Belgium, with offices in Belgium, the Netherlands, Taiwan, USA, China, India and Japan. Its staff of about 2,000 people includes more than 600 industrial residents and guest researchers
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National Academy of Sciences, academic institutions and
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Institut fur Rundfunktechnik The Institut für Rundfunktechnik GmbH (IRT) is the research centre of German broadcasters (ARD / ZDF / DLR), Austria’s broadcaster (ORF) and the Swiss public broadcaster (SRG / SSR). It is located in Munich and is responsible for the research and standardisation of broadcasting technology. Nowadays it is focused on digital technologies. They invented important standards such as DAB and DVB-T. Institut für Rundfunktechnik is a founding member of the Hybrid Broadcast Broadband TV (HbbTV) the consortium of broadcasting and Internet industry companies (also including SES, OpenTV, Espial and ANT Software) that is promoting and establishing an open European standard (called HbbTV) for a single user interface for hybrid set-top boxes that receive broadcast TV and broadband multimedia applications.
Institute for Energy The Institute for Energy or IE, located in Petten, the Netherlands, is one of the seven institutes of the Joint Research Centre (JRC), a Directorate-General of the European Commission (EC). The Institute for Energy provides scientific and technical support for the conception, development, implementation and monitoring of European Community policies related to energy. The institute pays special attention to the security of the European energy supply, to sustainable and safe energy production, and to environmental compliance.
Institute for Environment and Sustainability The Institute for Environment and Sustainability (IES) is a specialised institute of the Joint Research Centre directorate of the European Commission, based in Ispra, Italy. Its mission is to provide scientific and technical support to EU policies for the protection of the environment contributing to sustainable development in Europe.
Institute for Health and Consumer Protection The Institute for Health and Consumer Protection or IHCP, based in Ispra, Italy, is one of the seven institutes of the Joint Research Centre (JRC), a Directorate-General of the European Commission (EC). The Institute for Health and Consumer Protection provides scientific support for the development and implementation of European Union policies related to health and consumer protection. The institute carries out research to improve the understanding of potential health risks posed by chemicals, biocides, genetically modified organisms, contaminants released from food contact materials and consumer products.
European Science and Technology Observatory The European Science and Technology Observatory (ESTO) was the first project of the Joint Research Centre’s Institute for Prospective Technological Studies based in Seville, Spain. It was set up to attempt to ‘create a platform of experts engaged in monitoring and analysing scientific and technological developments and their relation and interaction with society’. After some 10 years of work, ESTO developed into two new networks: the ERAWATCH Network, a web-based service that presents information on national research policies, actors, organisations and programmes; and the ETEPS Network (European Techno Economic Policy Support Network), a network of European organisations that operates in all 27 EU Member States, covering policy subjects such as agriculture, consumer protection, energy, environment, enterprise, health, information society, innovation, research and transport. 216
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Institute for Transuranium Elements The Institute for Transuranium Elements (ITU) is a nuclear research institute in Karlsruhe, Germany. The ITU is one of the seven institutes of the Joint Research Centre, a Directorate-General of the European Commission. The ITU has about 300 staff. Its specialists have access to an extensive range of advanced facilities, many unavailable elsewhere in Europe.
International Centre for Theoretical Physics The Abdus Salam International Centre for Theoretical Physics (ICTP) is an international research institute for physical and mathematical sciences that operates under a tripartite agreement between the Italian Government, United Nations Educational, Scientific and Cultural Organisation (UNESCO), and the International Atomic Energy Agency (IAEA). It is located near the Miramare Park, about 10 kilometres from the city of Trieste, Italy. The centre was founded in 1964 by Pakistani Nobel Laureate Abdus Salam. ICTP is part of the Trieste System, a network of national and international scientific institutes in Trieste
Joint Institute for Nuclear Research The Joint Institute for Nuclear Research, JINR , Russia, is an international research centre for nuclear sciences, with 5500 staff members, 1200 researchers including 1000 PhD’s from eighteen member states (including Armenia, Azerbaijan, Belarus and Kazakhstan). Most scientists, however, are eminent Russian scientists. The Institute has seven laboratories, each with its own specialisation: theoretical physics, high energy physics (particle physics), heavy ion physics, condensed matter physics, nuclear reactions, neutron physics and information technology. The institute has a division that studies radiation and radiobiological research and other ad hoc experimental physics experiments. Principal research instruments include a nuclotron superconductive particle accelerator (particleenergy: 7 GeV), three isochronic cyclotrons (120, 145, 650 MeV), a phasotron (680 MeV) and asynchrophasotron (4 GeV). The site has a neutron fast-pulse reactor (1500MW pulse) with nineteen associated instruments receiving neutron beams.
Latin American Social Sciences Institute The Latin American Social Sciences Institute (Spanish: Facultad Latinoamericana de Ciencias Sociales or FLACSO) is an inter-governmental autonomous organisation for Latin America and the Caribbean dedicated to research, teaching and spreading of social sciences. It was created on April 17, 1957, following a UNESCO initiative at the Latin American Conference on Social Sciences in Rio de Janeiro. Its membership is open to Latin American and Caribbean countries that subscribe the FLACSO agreement. Current members include: Argentina, Bolivia, Brazil, Costa Rica, Cuba, Chile, Ecuador, Honduras, Guatemala, Mexico, Nicaragua, Panama, Dominican Republic and Suriname.
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National Academy of Sciences, academic institutions and centres
Environmental Research Institutes This list includes environment research institutes established internationally. These institutes undertake research on the sustainable management of resources, including water, energy and biodiversity. ·· Botanical Research Institute of Texas (BRIT) (in the US)
·· Environmental and Energy Study Institute (EESI)
·· Centre for Environmental Planning and Technology
·· Environmental Assessment Institute (EAI) (in Denmark)
·· Centre for Energy and Environmental Markets (CEEM)
·· ESRI (Environmental Systems Research Institute)
·· Chartered Institute of Environmental Health (CIEH)
·· European Bioinformatics Institute (EBI)
·· Conard Environmental Research Area (CERA)
·· European Molecular Biology Laboratory (EMBL)
·· Cooperative Institute for Arctic Research
·· Finnish Environment Institute
·· Cooperative Institute for Atmospheric Sciences and Terrestrial Applications (CIASTA)
·· Florida Environmental Research Institute (FERI) ·· Florida Institute of Oceanography (FIO)
·· Cooperative Institute for Climate and Ocean Research (CICOR) ·· Global Biodiversity Information Facility (GBIF) ·· Cooperative Institute for Climate Applications and Research (CICAR)
·· Global Energy Network Institute (GENI)
·· Cooperative Institute for Climate Science (CICS)
·· Global Environment Facility (GEF)
·· Cooperative Institute for Limnology and Ecosystems Research (CILER)
·· GNS Science (formerly the Institute of Geological and Nuclear Sciences) (in New Zealand)
·· Cooperative Institute for Marine and Atmospheric Studies (CIMAS)
·· Helmholtz Centre for Environmental Research
·· Cooperative Institute for Mesoscale Meteorological Studies (CIMMS)
·· Indian Agricultural Research Institute (IARI)
·· Cooperative Institute for Research in Environmental Sciences (CIRES)
·· Institute of Cetacean Research (ICR) (in Japan)
·· Cooperative Institute for Research in the Atmosphere (CIRA)
·· Institute of Grassland and Environmental Research (IGER)
·· Cooperative Research Centre (in Australia)
·· Institute of Zoology (IoZ) (in the UK)
·· Cornell Laboratory of Ornithology (in New York in the US)
·· Integrated Taxonomic Information System (ITIS) (at first in the US, now international)
·· Curie Institute (Paris)
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·· Curie Institute (Warsaw)
·· International Centre for Tropical Agriculture (CIAT) (Centro Internacional de Agricultura Tropical)
·· Durrell Institute of Conservation and Ecology (in the UK)
·· Israel Institute for Biological Research (IBR)
·· The Earth Institute, Columbia University (New York in the US)
·· McMaster Institute of Environment and Health (MIEH)
·· Earth System Research Laboratory (ESRL) (in the US)
·· Mir Environmental Effects Payload (MEEP)
·· Energy and Environmental Research Centre (EERC)
·· National Environmental Engineering Research Institute(NEERI)
·· Energy Research Centre of the Netherlands (ECN)
·· National Environmental Research Institute of Denmark (NERI)
·· Environment Institute, University of Adelaide, Australia
·· National Institute for Environmental eScience (NIEeS)
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We present the best, the best present their country
· National Institute of Environmental Research (NIER)
· Stockholm Environment Institute, Sweden
· National Severe Storms Laboratory (NSSL) (in the US)
· UCLA Institute of the Environment, University of California at Los Angeles, USA
· National Snow and Ice Data Centre (NSIDC) (in the US) · USC Wrigley Institute for Environmental Studies (WIES) · Pacific Marine Environmental Laboratory (PMEL) · Oxford Environmental Change Institute, UK
· Wuppertal Institute for Climate, Environment and Energy, Germany
· Property and Environment Research Centre (PERC)
· Yale Centre for Environmental Law and Policy
· Smithsonian Environmental Research Centre (SERC)
Ludwig Institute for Cancer Research Ludwig Cancer Research is an international community of scientists dedicated to preventing and controlling cancer. It encompasses the Ludwig Institute for Cancer Research (LICR) and the Ludwig Centres at six US institutions, all pursuing discoveries to alter the course of cancer. It was endowed with the majority of philanthropist Daniel K. Ludwig’s international and domestic holdings. Research areas of focus include: cell biology, clinical trials, genomics, immunology, neuroscience, prevention, signalling, stem cells, therapeutics and tumour biology
National Centre for Physics The National Centre for Physics, known as NCP, is an academic physics and mathematical sciences national research institute located in Islamabad - federal capital of Pakistan. Since 1999, the Pakistan Government had the jurisdiction over the institute, until it was made an autonomous scientific organisation in April 2004, though funding is arranged by the Pakistan Government. The establishment of the NCP was a dream of Abdus Salam who first proposed establishment of this institute in 1951. Since its inception in 1999, the has institute operated under the quadripartite supervision of ICTP, PAEC,INSC, and CERN and its main function is to provide the particle accelerators and other infrastructure needed for theoretical and highenergy physics research. As of today, the NCP has emerged as one of the world’sleading particle physics institutes, producing hundreds of papers by world scientists who have joined. Numerous scientific experiments have been constructed at the NCP by national and international collaborations.
Nordic Institute for Theoretical Physics The Nordic Institute for Theoretical Physics, or NORDITA (Danish: Nordisk Institut for Teoretisk (Atom)fysik), is an international organisation for research in theoretical physics. It was established in 1957 by Niels Bohr and the Swedish minister Torsten Gustafsson. NORDITA was originally located in Copenhagen (Denmark), but moved to Stockholm (Sweden) during autumn 2006. The institute is now located at the AlbaNova University Centre. The main research areas at NORDITA are astrophysics, biophysics, condensed matter and particle physics.
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Brief profiles of worldwide universities
BEST UNIVERSITY 2013. BRIEF PROFILES OF WORLDWIDE UNIVERSITIES
BRIEF PROFILES OF WORLDWIDE UNIVERSITIES
Established: January 1, 1971 Type: Public President: Jean Chambaz
Pierre-and-Marie-Curie University
Academic staff: 5000 Students: 20,000 Location: Paris, France Website: www.upmc.fr
Established: November 10, 1766 Type: Public; Research University
Rutgers, The State University of New Jersey (United States)
President: Robert L. Barchi Academic staff: 2,937 Students: 58,788 Location: New Brunswick,Piscataway CamdenNewark, New Jersey, USA Website: rutgers.edu
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Pierre and Marie Curie University, UPMC, is the largest University in France and represents 5000 permanent staff members and 20,000 students. Three UPMC laboratories, LOCEAN, LAtMOS and LOV are contributing to the new EU Arctic project of the 7th framework program, the so called ACCESS project (Arctic Climate Change, Economy and Society, 2011-2015) in response to the ocean of tomorrow joint call launched by the EU in 2009. UPMC was the coordinator of the major EU integrated project, DAMOCLES (Developing Arctic Modelling and Observing Capabilities for Longterm Environmental Studies 2005-2010, 6th fP) during the International Polar Year and UPMC is coordinating ACCESS contributing to a decade worth of Arctic research.
Rutgers, The State University of New Jersey, is a leading national research university and the state’s preeminent, comprehensive public institution of higher education. Rutgers is dedicated to teaching that meets the highest standards of excellence; to conducting research that breaks new ground; and to providing services, solutions, and clinical care that help individuals and the local, national, and global communities where they live. Rutgers teaches across the full educational spectrum: preschool to precollege; undergraduate to graduate; postdoctoral fellowships to residencies; and continuing education for professional and personal advancement.
Brief profiles of worldwide universities
Established: Unknown, teaching existed since 1096; 917 years ago
Oxford is the oldest university in the English-speaking world and lays claim to nine centuries of continuous existence. As an internationally renowned centre for teaching and research, Oxford attracts students and scholars from across the globe, with almost a quarter of our students from overseas.
Chancellor: The Rt. Hon. Lord Patten of Barnes
University of Oxford (United Kingdom)
Students: 21,535 Location: Oxford, England, United Kingdom Website: ox.ac.uk www.news.wisc.edu/21788
Established: 1734 Type: Public Law foundation President: Prof. Dr. Ulrike Beisiegel
Georg-AugustUniversitat Gottingen (Germany)
Admin. Staff: 11.876 Students: 25.377 Location: Göttingen, Lower Saxony,Germany Website: www.uni-goettingen.de
Established: 1891
Stanford University (Cardinal) is recognized as one of the world’s leading research and teaching institutions.
Type: Private President: John L. Hennessy Academic staff: 1,995
Stanford University (United States)
Gottingen and world leaders seem to go together. Otto von Bismarck studied law here and Napoleon declared: ‘Gottingen belongs to the whole of Europe.’ Founded by England’s King George II in his capacity as Elector of Hanover, it first accepted students in 1737. Since the Brothers Grimm taught here, 45 Nobel laureates have walked its grounds. Currently there are around 24,000 students at the university, which is informally known as ‘Georgia Augusta’.
Students: 15,870 Location: Stanford, California, U.S.
Leland and Jane Stanford founded the University to ‘promote the public welfare by exercising an influence on behalf of humanity and civilization.’ Stanford opened its doors in 1891, and more than a century later, it remains dedicated to finding solutions to the great challenges of the day and to preparing our students for leadership in today’s complex world.
Website: Stanford.edu
Established: 1817 President: Mary Sue Coleman Academic staff: 6,615 Students: 43,426
University of Michigan (United States)
Location: Ann Arbor, MI, US Website: umich.edu
The mission of the University of Michigan is to serve the people of Michigan and the world through preeminence in creating, communicating, preserving and applying knowledge, art, and academic values, and in developing leaders and citizens who will challenge the present and enrich the future. Students have the opportunity to work with world-renown faculty. There are literally hundreds of clubs, groups, and organizations covering a variety of social, cultural, and academic interests. The University abuts the city of Ann Arbor, which has its own thriving social and cultural identity. There is literally something for everyone here.
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Brief Profiles of Worldwide Universities
Established: 1853 Type: Public President: Patrick Aebischer
Ecole Polytechnique Federale de Lausanne (Switzerland)
Location: Écublens (near Lausanne), Vaud, Switzerland Website: www.epfl.ch
Established: 1525 Type: Public University President: Prof. Dr. Andreas Fischer
University of Zurich (Switzerland)
From its foundation in 1853 as part of the University of Lausanne, the ECOLE POLYTECHNIQUE FEDERALE DE LAUSANNE, EPFL, has evolved into a top-ranked research and teaching institution that attracts some of the best intellects in the world. Nearly 12,000 people – students, professors, scientists and administrative staff – share this campus in its idyllic spot overlooking Lake Geneva and the Alps, with excellent sport facilities.
University enjoys international renown as a place of education and research. Two thousand lecturers in 140 special institutes provide the broadest range of subjects and courses available from any Swiss seat of higher education. With 24,000 students and 1,900 graduates every year, Zurich is also Switzerland’s largest university.
Academic staff: 3353 Location: Zurich, Canton of Zurich,Switzerland Website: www.uzh.ch
Established: 1986 Type: Private President: Yongmin Kim Academic staff: 266
Pohang University of Science and Technology (Republic of Korea)
Location: Pohang, North Gyeongsang,South Korea Website: www.postech.edu
Established: 1832 Type: Public Chancellor: Sir Thomas Allen Students: 16,355
Durham University (United Kingdom)
Location: Durham and Stockton-onTees, England, UK Website: www.dur.ac.uk
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As one of Korea’s top universities dedicated to science and engineering, POSTECH offers four-year programs in 10 departments and POSTECH’s Graduate School offers programs in 11 departments. Students here are instructed by some of the finest professors and scholars in the world. POSTECH also provides some of the best research facilities and learning resources available on the beautifully laid out campus for its students and faculty to utilize during their tenure here.
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Durham University offers its students a challenging and rewarding education through its ethos of research-led teaching combined with opportunities for personal development. They are taught by around 670 academic staff in 25 departments and schools grouped together in three faculties: arts and humanities; science; and social science and health.
Brief profiles of worldwide universities
Established: 1891 Type: Private President: Edward M. Stolper
California Institute of Technology (United States)
The California Institute of Technology (commonly referred to as Caltech) has six academic divisions with strong emphases on science and engineering. Its 124-acre (50 ha) primary campus is located approximately 11 mi (18 km) northeast of downtown Los Angeles.
Academic staff: 294 professional faculties; 1207 other faculties Students: 2231 Location: 1200 East California Boulevard Pasadena, California, U.S. Website: www.caltech.edu Established: April 8, 1919 Type: Public President: Prof. Tadeusz Słomka
Akademia GorniczoHutnicza
Academic staff: 1 953
It is worth emphasizing that the cooperation between staff and numerous companies, industrial plants and central government as well as municipal bodies enables students to follow the latest technical and scientific achievements. It also allows to play a part in the development of up-to-date technologies.
Students: 34 248 Location: Krakow, Poland Website: http://www.agh.edu.pl
Established: 1968 Type: Public Rectort: José María Sanz Martínez
Autonomous University of Madrid
Students: 36118 Location: Madrid, Community of Madrid, Spain Website: www.uam.es
Established: 1817
Latin was the language of instruction when Ghent was founded in 1817. That changed to French when Belgium won independence in 1830, and changed again to Dutch in 1930. It has 132 departments in 11 faculties and five doctoral schools scattered across the ancient Flemish city, with around 2,000 academic staff looking after 31,200 students.
Type: Public Rector: Anne De Paepe Students: 38,000
Ghent University
Home to 29,000 students, the university has two campuses: the main campus is on the outskirts of the city and includes the faculties of philosophy and arts, economics, psychology, law, science, computer and telecommunications engineering, and teacher-training and education. Its medical school is in the city of Madrid, next to the university hospital.
Location: Ghent, Belgium Website: http://www.ugent.be
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Brief Profiles of Worldwide Universities
Established: 1971 Type: Public Academic staff: 2,630
The university Claude Bernard Lyon 1 consists of faculties of sciences , medicine and pharmacy. Based on its budget and the number of its research laboratories, the university is seen as the principal higher education establishment of the region and figures in top five French universities.
Students: 35,000
Claude Bernard University Lyon 1
Location: Lyon, France Website: www.univ-lyon1.fr
Established: 1890 Type: Private nondenominational coeducational President: Robert J. Zimmer
University of Chicago (United States)
One of the world’s premier academic and research institutions, the University of Chicago has driven new ways of thinking since our 1890 founding. Today, UChicago is an intellectual destination that draws inspired scholars to our Hyde Park and international campuses, keeping UChicago at the nexus of ideas that challenge and change the world.
Academic staff: 2,168 Students: 12,297 Location: Chicago, Illinois Website: uchicago.edu Established: November 19, 1816 Type: Public Rector: Professor Marcin Pałys
University of Warsaw
University of Warsaw (UW), founded in 1816, is the best university and a leading research centre in Poland. The high level of scientific research, its connection with the education of students and the diversity and attractiveness of our teaching determines the position of the University in the country and worldwide.
Students: 56,858 Location: Warsaw, Poland Website: www.uw.edu.pl
Established: 1946 Type: National President: Prof. Oh Yeon-Cheon Ph.D.
Seoul National University (Republic of Korea)
Academic staff: 4,336 Students: 28,011 Location: Gwanak, Seoul, South Korea Website: www.snu.ac.kr
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Seoul National University is looking for talented students and future researchers from all corners of the world to join this premier institution for higher education at the academic hub of Asia. For both undergraduates and graduate students, SNU offers a world-class education and a wealth of extraordinary opportunities that only SNU can offer. Since its foundation in 1946, SeoulNationalUniversity has been the undisputed leader of higher education in Korean and has established a global reputation. Its graduates have long served as leaders in Korean society and in the international community.
Brief profiles of worldwide universities
Established: 1908
The University of British Columbia (UBC Thunderbirds), established in 1908, is one of Canada’s leading research universities and is consistently ranked among the top 40 in the world. The university attracts 54,000 students from across Canada and 140 countries around the world to two major campuses.
Type: Public President: Stephen Toope
University of British Columbia (Canada)
Academic staff: 10,186 Students: 57,075 Location: University Endowment Landsand Kelowna, British Columbia, Canada Website: ubc.ca Established: June 6, 1968
The people that founded it wished to establish the four main beliefs of autonomy: the freedom to be able to choose staff to teach, to make entry accessible to every student, the freedom to produce its own plans of study and the freedom to manage the University’s capital. The university is a growing university, but during its brief history it has progressed quickly.
Rector: Public University President: Ferran Sancho Pifarré
Autonomous University of Barcelona
Students: 43,175 Location: Cerdanyola del Vallès, Catalonia,Spain Website: www.uab.es Established: 1755
The University is well-known for its strong natural sciences tradition: 11 (of Russian 18) Nobel Prize winners and 6 (of Russian 8) Fields medalists were alumni or academics at Lomonosov. The 39 faculties cover virtually all areas of research, except engineering. The University has its two campuses in the center of Moscow where there are 4 museums, 15 research institutes, one of the two botanical gardens, Science Park and a number of service units. The library of the University holds over 9 million volumes. The University has 6 branches in Russia and five of the former USSR republics.
Type: Public Rector: Viktor Sadovnichiy
Lomonosov Moscow State University
Academic staff: 15,000 Students: 47,000 Location: Moscow, Russia Website: www.msu.ru
Established: 1425 Type: Independent/Free catholic university Rector: Rik Torfs
Catholic University of Leuven
Students: 41,255
The KU Leuven is a strongly research-oriented university. Among its many accolades is to be reckoned among the top universities of Europe. In the 2012-2013 Times Higher Education Supplement (THES) university ranking, the KU Leuven was ranked 58th in the world and 13th in Europe, making it the highest ranked university from the low countries (The Netherlands, Belgium and Luxembourg) in either category.
Location: Leuven, Belgium Website: www.kuleuven.be
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Brief Profiles of Worldwide Universities
Established: 1724 (1819) Type: Public Rector: Nikolai M. Kropachev
Saint Petersburg State University
Students: 32,400 Location: Saint Petersburg, Russia
The high level of the University academics’ proficiency enables them to carry on a wide range of research projects for Russian and foreign companies and organizations. The top scientific priorities for the University are nanotechnology and material science, biomedicine and human health, ecology, nature rational utilization and protection, information systems and technologies.
Website: www.spbu.ru
Established: 1834 Type: Public Rector: Leonid Huberskyi
Taras Shevchenko National University of Kyiv
Students: 20,000 Location: Kiev, Ukraine Website: www.univ.kiev.ua/
Established: 1834 Type: Public Rector: Andrushchenko Viktor Petrovych
National Pedagogical University
Students: 36000 Location: Kyiv, Evpatoria, Lubny, Prague, Ukraine Website: http://www.npu.edu.ua
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It is an institution of higher education that trains specialists in many fields of knowledge and carries out research. It is considered the most prestigious university in Ukraine and a major centre of advanced learning and progressive thinking. It consists of more faculties and departments, and trains specialists in a greater number of academic fields, than any other Ukrainian educational institution.
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The University is composed of 12 faculties, 65 departments, correspondent affiliate in Yevpatoriya, Yalta Humanitarian Institute, pedagogical colleges, gymnasium, physics and maths oriented lyceum… The university is a co-founder of the Ukrainian-American International Institute ‘Visconsin International University’ (USA) in Ukraine.
Brief profiles of worldwide universities
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Brief Profiles of Worldwide Universities
Almaty Technological University Republic of Kazakhstan
Prof. Kuralbek Kulazhanov Rector
University profile: Preparation of highly skilled staff for food and light industries, business and service. In 2012 ATU celebrated its 55th anniversary; in 2010 it signed the Magna Charta Universitatum and became full member of the Bologna process. Main resources: Scientific and pedagogical faculty staff number more than 700 people, among them: 19 members of the international and national Science Academy, 59 Doctors and 170 Candidates of Science, 2 PhD’s and 90 MSc’s. More than 9000 students have been awarded Bachelor, Master and PhD degrees. Total university income is,3,167,404,000,tenge (21,000,000 US dollar), including educational service – 2,955,000,000 tenge (20,000,000 US dollar), state financing – 977,170,000 tenge (6,500,000 US dollar). The university has 3 campuses covering an area of 44229700 sqm, 4 hostels with capacity for 2,345 places, assembly hall with 600 seats, covered sport stadium and 2 summer areas for sport games. Computer system: 5 HP computer servers: AV340 DL160G6 E5504; 470065-095 Dl180G6; 470065082 Dl380G6; 470065-081 Dl380G6; 491316-421 DL 380G6 X5550 and an automated system of education regulation: ‘e-learn Server 3000’. Reputation: Certificates of quality recognition from Accreditation Agency ASIIN (Germany) and Independent Kazakh Agency of Quality; management quality system according to ISO 9001-2001 and 9001-2008 verifed by quality inspections by ‘Moody International Certification’, the international certification organisation ‘IQ Net’ and the certification association the ‘Russian Register’. ATU has a place in the top technical universities and has first places by specialized educational programs among Kazakh Higher Institutions by General ranking, and also takes the third place in National business ranking of enterprises in nomination ‘Liquidity indicator’. Awards: Nomination for an international award in ‘EUROPEAN QUALITY’; Gold medals from the International fund for the highest quality in business practice (Switzerland); Enterprises Association (France); awards in 5 International exhibitions ‘Meat Industry’ and 4 Agricultural exhibitions of scientific achievements ‘Gold Autumn’ in Russia, Moscow and also XV International Exhibition ‘Kazakhstan Food Market in Almaty.’ Address: 100 Tole bi Street, Almaty, Kazakhstan, 050012 E-mail: rector@atu.kz Web: www.atu.kz Work phone:+7(727) 293-52-87 Fax:+7(727) 293-52-92
Ardahan University Ardahan University took the first step toward being a worldwide university when it was founded with the assistance of Law 5765 of the Grand National Assembly of Turkey, on 22nd May 2008. It continues to develop and improve day by day in science and knowledge, searching for information, learning, producing and sharing, aiming to solve not only the region’s and country’s problems, but also shine a light on international problems. As a state university, our institution is a non-profit institution. Founded five years ago, our university is founded and governed by the Caucasus University Association, an international educational and scientific body with 42 member universities from eight countries. It has organised several international and national cultural, scientific and sporting events. It has broadened its education to include foreign students from more than 20 different countries with no official fees paid.
Prof. Ramazan Korkmaz Rector
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Address: Ardahan University, Ardahan, Turkey www.ardahan.edu.tr
Brief profiles of worldwide universities
’Astana-Zertteu’ Public Fund The ‘Astana-Zertteu’ Public Fund has existed since July 2009 and conducts sociological research of different formats in all regions of the country. High quality work is ensured by the professionalism of managers and analysts with experience in state and private structures. To obtain objective information we specialise in different strategies of study: mass and expert polls, focused and in-depth interviews, content analysis and others. The fund has experience in the six annual international conferences dedicated to the capital of Kazakhstan (Astana). The work of the Fund is directed by Doctor of Philosophical Sciences, Professor Telebayev Gaziz, the author of over 200 scientific works in the field of the history of philosophy, political science, sociology and religious studies.
41-24, Toraigyrova Str Astana 010000 Republic of Kazakhstan Tel/fax: +7 717 232 09 87 E-mail:astana-zertteu@mail.ru
Prof. Gaziz Telebayev President
Baku State University The decision to found a university in Baku and the acceptance of its statutes was made on 1st September 1919, during the assembly of the Azerbaijan Democratic Republic’s Parliament, creating a new educational centre where Europe and Asia are joined. The University started its first educational year with two faculties – a faculty of philology and a medical faculty, with 1094 students. The first rector was the professor of Kazan University, the well known surgeon V.I. Razumovski. The leading teachers of the University in 1920-30 were the genius Azerbaijani writer Abdurrahim bek Haqverdiyev, well known orientalist Profesor P.K. Juze, Professor A.O. Makovelski, Professor A.O. Mishel and other well known scientists. During that period the administration of the university invited such teachers as N.Y. Marr, V.V. Bartold, and the academician of the Eastern Science Academy Fuad bek Kuprulluzade to Baku. Their well known fellow countryman, Nobel Prize Laureate L.D. Landau studied at the university in 1922-24. In 1930 the university was shut down on the orders of the Council of the People’s Commissar on Reorganisation and instead a High Pedagogical Institute was created. In 1943 the State University resumed its activities and very soon became the Republic’s scientific-pedagogical centre. Despite the great shortage of university teachers, as most went to the Second World War, the University managed to keep its leading position. In 1945 the teachers of the University took active part in the foundation of The Azerbaijan Academy of Science. Most of the Universities functioning in the Republic, such as the Azerbaijan Medical University, the Azerbaijan University of Economy, the Azerbaijan State Pedagogical University and others were founded on the same basis as our University. The years following 1969 can be considered years of development in the directions of knowledge and science. This period correlates with the coming to power in government in Azerbaijan of a world renowned graduate of the university: Heydar Aliyev. In this historically significant period faculties for modern specialties, departments and about 30 scientific research laboratories were founded and commenced activities. As a result a strong assurance of future development was created.
Prof. Abel Maharramow Rector
Address: Academic Zahid Khalilov Street, 23, Baku City, AZ-1073/1, Azerbaijan Republic Tel.: (+99412) 439 08 58, (+99412) 439 05 17 Fax: (+99412) 598 33 76 E-mail: info@bsu.az
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Brief Profiles of Worldwide Universities
Belta – Brazilian Educational & Language Travel Association The Brazilian Educational & Language Travel Association (BELTA), the first association representing the International Education field in Latin America, was founded in 1992. Its mission is to develop, facilitate and promote global education, aiming for personal development and a better relationship among nations. BELTA supervises the quality of the services provided by its associates. Today the association comprises around 70 organisations, making an account of approximately 600 exchange agencies in Brazil. They offer high quality education and exchange services in Brazil and overseas. In 2012, BELTA won the STM Star Awards in its category for the fifth time. The prize, awarded by STMStudy Travel Magazine, meant that BELTA was inaugurated into the select Hall of Fame for winners, and will no longer participate in subsequent competitions.
Carlos Robles
Av Paulista, 2006 – conj. 507 01310-926 – São Paulo – SP Brazil Tel: +55 11 2638-9663 Fax: +55 11 2613-9438 E-mail: presidencia@belta. org.br
President
Caledonian College of Engineering
Dr. Ahmed Hassan Mohammed Al Bulushi Dean
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Caledonian College of Engineering(Oman) (CCE) is now the leading private higher education institution, providing high quality technological education, for the Sultanate of Oman and the region in general. The college has affiliations with Glasgow Caledonian University in the UK, collaborates with Vellore Institute of Technology University in India and has produced over 1,500 diplomates and over 2,500 graduates since its inception in 1996. Today, CCE is widely regarded as one of the most prestigious private academic institutions in the country with a student population of around 3,000 and over 300 academic, support and administrative staff. CCE is categorised as a ‘university college’, as distinct from a ‘college’, in recognition of the depth of study offered in this specialised institution. Over the years the Caledonian has become a hallmark of quality learning and teaching in the Sultanate, taking an innovative approach to programme design and to the delivery of programme materials. Modern facilities, including wi-fi, smartboards and new laboratories, together with an emphasis on independent learning, allow for a variety of teaching and learning methodologies in the classroom and also enable learning to take place off-campus. Graduates of the college enjoy a high record of employability due to quality programmes that fully conform to the Oman Qualifications Framework. All CCE programmes meet international standards as prescribed by agencies such as the Quality Assurance Agency, UK and the All India Council for Technical Education. All programmes of study are periodically reviewed by independent audit and a full quality management system is in place to ensure that high standards are maintained. Features of this system include external assessors, Governing Council, Academic Council, Assessment Boards and international benchmarking. CCE takes pride in developing all aspects of a student’s personality through a wide range of extracurricular activities that include creative activities, charity functions and sports. In addition, a comprehensive professional development programme enhances soft skills, building on principles inculcated during the Foundation Studies programme that conforms to national standards. Research at CCE creates new knowledge and imparts excitement and dynamism to the educational process. The approach of linking college-based researchers with industrial partners to undertake innovative, industrydriven research has attracted considerable funding and contributed to the future growth of the college. Certified training courses and tailor-made staff development programmes are run through the college’s Industry Relations and Corporate Training Division, to enhance the competency of working individuals and to bridge the gap between graduation and employment. As such, the Division demonstrates CCE’s commitment to lifelong learning and human resource development in Oman and the region as a whole.
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Cempaka International Ladies College Cempaka International Ladies’ College is the fifth Cempaka School, and the first private all-girls’ boarding school in Malaysia. Since it opened its doors in 2009, the 35-acre Ladies’ College has become one of the premier girls’ schools in the region, catering to students from both Malaysia and abroad. Overlooking a lake, the Ladies’ College is set in the tranquil surrounding of Enstek, a 5,116 acre development located strategically ten minutes from Kuala Lumpur International Airport and adjacent to the Sepang International Formula One Circuit. The location is far enough from the hustle and bustle of the city to provide a conducive and wholesome environment for learning and community living, and at the same time, within easy reach of the city centre via rail (Express Rail Link to KL Sentral) and road. CILC inherits several years of Cempakan education, one that focuses on academic rigour, a wide range of sporting activities and the fine arts which include music, theatre and dance.
Persiaran Timur 1, Bandar Enstek, 71760 Nilai, Negeri Sembilan, Malaysia, 71760 www.cempaka.edu.my serene@cempaka.edu.my
Freida Pilus Founding Principal
Chandragupt Institute of Management Patna (CIMP) The Chandragupt Institute of Management Patna (Bihar, India) (CIMP) was established in 2008 as an autonomous institution with active support from the Government of Bihar. It was established with the objective of contributing substantially to the academic and development credentials of Bihar, while fulfilling the primary role of training students to become professional managers. The reputation of the institute is substantiated by its achievements and accolades, rankings and performance. CIMP has settled for nothing less than exemplary and outstanding performance in all verticals – academic, research and placement. Within five years of its inception, the institution has scaled glorious heights and created new benchmarks. In all passing out batches every students have had excellent job opportunities.
Address: Hindi Bhawan 800001 Patna India Telephone: +91 612 2200489, Mobile: +91 9334832745 E-mail: director@cimp.org.in, director@cimp.ac.in Website:
Dr Vellu Pillai Mukunda Das Director
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Federal State Organization ‘Federal Research Center of Physical Culture and Sport’
Irina Radchich Director
This is the first in the country and among the oldest scientific research institutes in the field of physical culture and sport in the world, which was founded on the 17th of November 1933 as the Central Scientific Research Institute of Physical Culture (CNIIFK). In the USSR physical culture has been considered as a major method of the army reserve training. The scientific researches were to assist in development of the national sports movement, for physical culture was an effective and available method of people’s recreation. Since its first days the institute, joined the development of scientific problems of the complex Ready for Labor and Defense of the USSR (GTO), a state physical fitness program consisting of standards for the physical development and preparedness of people of various age groups.The purposes of the complex are to ensure better health, comprehensive physical development, and preparation for labor activities and the defense of the motherland. The complex is the basis for all programs of physical training in all educational institutions and sports sections. CNIIFK, organized as a head center of the scientific sports was conceived as, on the one hand, is as a scientific basis of loyalty to the state policy in the sphere of physical culture and sport, while on the other, as the mechanisms ensuring realization of selected strategy. In 1937 thefirst unified plan of scientific and research works was adopted, and the CNIIFK was entrusted with developing the measures on coordination of the subject area of scientific researches and monitoring of subjects. The unified plan presupposed the scientific research work in 10 directions: theory, history and general methodology of physical culture; the unified educational system of the RLD-based sports sections and schools; scientific principles of sports training and technique; physical culture as a factor of better performance; the basics of physical culture in preschool and school age; university physical culture; sports healthcare; sports injuries and their prevention; remedial gymnastics; training and conditioning with cold. Nowadays the personnel potential of the Center is over 75% employees with a degree (27 doctors of and 65 PhDs) and with the mean age under 50. Two Doctoral Thesis Committees on scientific specialities of sports medicine, theory of the methodology of physical education and sports training are operating successfully. The high professional level of the post-graduate entrants inspires confidence in the Center’s future. The Center is a member of international organizations such as: International Society of biomechanics in sport, International Council of sport medicine and sport science, International Society of Sport Psychology and International Council of Sport Science and Physical Education. Moreover, the Center has reached the cooperation agreements with advanced international science center in the field of physical culture and sport in China, United Kingdom, Korea, Slovenia, Italy and Germany. In the spirit of strengthening of friendship and mutual understanding, recognizing the value of sport, physical culture and leisure as essential elements of social changes, and with the goal of improvement of the people’s standard of living, enhancement, promotion of their health and physical fitness level the Parties (bilateral Agreements) cooperate and make collaborate scientific researches and various measurements. The Parties contribute to wider cooperation for the mutual benefit in compliance with the legislation of each party in the field of physical culture and sport. Cooperative agreements affect all spheres of physical culture and sport: mass sport, elite sport, sports reserve, sports community, sports medicine, sports pedagogics, psychology, physiology, including molecular, biochemistry, biomechanics; the issue of renovation of premises to create, equip and organize the activity of sports and fitness centers at sports facilities; in studies of the human potential, reserve abilities and emotional energy in various extreme conditions, including sports activity, using a wide range of methods and scientific equipment; creation of the common information space, holding All-Russia theoretical and practical conferences with international participation on the acute issues. All the signed agreements of intent can be systemized as international and national in the following way:by the status and belonging to specific sphere of activity (Russian Olympic Committee; Commonwealth of Independent States (CIS); Republic Government; Ministries (Committees, Republic agencies) of physical culture, sport and tourism in Republics). All-Russia Federations (Associations) in different sports; structural department of the Ministry of Health of the Russian Federation; scientific research institutes (or centers); higher professional educational institutions; producers of modern technologies; sports training centers (elite sport and sports reserve); recovery and rehabilitation centers; sports clubs; sports publishing houses. e-mail: info@vniifk.ru www.vniifk.ru address: 10, Elizavetinskiy trudged, Moscow, 105005, Russia
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Ghana Technology University College Ghana Technology University College (GTUC) is a technology oriented institution of higher learning, committed to providing an educational experience of the highest quality. Established in November 2005, GTUC was granted accreditation by the National Accreditation Board (NAB) on March 30, 2006 and officially inaugurated on August 15, 2006. The University College is governed by a ninemember University Council, supported by the President, Vice President, Registrar, Deans of Faculties and staff. GTUC is affiliated to the Kwame Nkrumah University of Science and Technology, Kumasi, Ghana, Aalborg University, Denmark and Coventry University, UK. The University College is working to carve an outstanding reputation as a leader in teaching excellence, and a world-class centre of research and intellectual creativity. GTUC offers world class Certificate, Diploma, Degree and Postgraduate programme under three core faculties: the Faculty of Engineering, Faculty of Informatics and Faculty of IT Business. Nearly 4,000 students are pursuing various programmes at the University College. Courses and programmes of the University College are carefully structured and taught by seasoned lecturers with state- of- the- art equipment in a conducive learning environment. These prepare students for meaningful and rewarding careers which are a key to the nation’s economic growth and social well-being. Graduates of GTUC’s have the theoretical knowledge and hands-on experience that equip them for successful careers in the telecommunications, business and ICT industries. The University College has three campuses located at Tesano (main campus), Abeka and Kumasi. The focus on preparing graduates for the telecommunications and ICT professions is the hallmark of GTUC.
Prof. Osei Kofi Darkwa President
Address: PMB 100, Ghana. Phone: +233-20-2005898 Fax: +233 302 223531 E-mail: odarkwa@gtuc.edu.gh Website: www.gtuc.edu.gh
Gumushane University Gumushane University (Turkish: Gümüşhane Üniversitesi) is a public university in Gumushane, in the East-Black Sea region of Turkey. Established on 31 May 2008, it is one of the most fast-growing universities in Turkey. Four years after its foundation, the University welcomes 10.175 undergraduate and 226 post-graduate students in 2012/2013 Academic Year. Gumushane University, embracing the county side of the City as well, is considered to be a great contribution to the area with its 5 Faculties, 3 Colleges, 8 Vocational Schools, 2 Institutes and 2 Application and Research Institutes. In addition to Student Laboratories, Gumushane University has a Central Research Laboratory, 17 Computer Laboratories and a Media Centre. In a short period of time, the University has completed its infrastructure works in terms of sports facilities and social facilities. In this regard, indoor and outdoor sports areas, semi-olympic swimming pool, student and academic refectories has recently put into service. More importantly, the Central Library provides sources to students as well as academic stuff with its rich collection consisting thousands of printed and electronic sources. The continuing development of Gumushane University has been carried to be parallel with international education standards since its foundation. In this sense, the University aims to accord with Bologna Process and increase mobility of university students between EU Countries as well as completing its physical structure equipped with modern technology. We strongly believe that consistent growth of our Institution with the help of our dynamic academic and administrative staff will make us achieve our goals sooner than expected.
Prof. Gunaydin Ihsan Rector
Adres: Bağlarbaşı Mahallesi 29100 / Gümüşhane Phone +90 456 233 74 25 Fax +90 456 233 74 25 www.gumushane.edu.tr
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Girne American University
Prof. Asim Vehbi Vice Chancellor
Girne American University was founded in 1985 as an independent, non-profit institution of higher education. Since its establishment, the university has focused on providing access to an American-style higher education to the widest possible group of motivated learners. In charting its course for the future, GAU will continue to be guided by this special mission. To serve as its central purpose, GAU uses a wide range of strategies: it fosters a variety of instructional approaches; it encourages scholarships, engages in collaborative community services, and empowers its constituents to become responsible citizens in an interdependent, pluralistic, global community. GAU has 8,500 student from 79 different countries and academic staff from 26 different nationalities. A GAU we offer high quality international education in the following disciplines : Faculty of Architecture, Design & Fine Arts; Faculty of Business & Economics; Faculty of Communication; Faculty of Education; Faculty of Engineering; Faculty of Humanities; Faculty of Law, Faculty of Health and Sciences, and the Faculty of Performing Arts.We also offer the following Schools: School of Tourism; School of Sports; Marine School and School of Nursing GAU is a truly global university, continuously expanding its partnerships, programs and campuses abroad. GAU has no borders and is actively represented on three different continents. We currently offer opportunities to study inthe UK, the USA, North Cyprus, Singapore and Turkey. University Drive,Mersin 10,North Cyprus phone: +392 650 20 00 (1122) fax +392 650 20 70 www.gau.edu.tr; www.asimvehbi.com e-mail@ asim@gau.edu.tr
Grace Institute of Secretarial and Management Studies Oludare Onamuti Director
Grace Institute of Secretarial and Management Studies (GISMS) was established in July 1962 by the late doyen of Business Education in Nigeria, Mr. C. O. Onamuti. Mr. C. O. Onamuti was the first Nigeria to pass shorthand 140/70 wpm Typewriting, The Royal Society of Arts and Joint Examination Board (JEB) Shorthand and Typesetting Teacher’s Diploma. He was also the first principal of the Federal Government Training Center, Lagos. On his demise, his son Mr. Oludare Onamuti who was at different times Verbatim Reporter (Debates), Chief Editor (Hansard), Clerk of Committees, Deputy Clerk of the Senate, the Director of Administration of the National Assembly of Nigeria, when the seat of the Federal Government was in Lagos took over the proprietorship of the Institution in 1984. The Institution is located in an ideal surrounding suitable for serious studies both at Lagos and Omu. At Lagos, the main campus is sited in a quiet area along Joseph Shyngle Close. Off James Robertson Street, Surulere – a close which is far removed from the hustle and bustle of Lagos City life. Another mini campus of the school in Lagos is in another quiet location at 2, Longe Street, Ijaiye road, Ogba. The International Campus Omu, Ijebu Ogun State is specially designed with boarding facilities to accommodate students from Nigeria and other African Countries who relishes an atmosphere of peace and quietude and in addition, prefers to live in hostel accommodation. The Institute was officially recorgnised by the Lagos State Government in may 1983 and The Federal Government in 1987. It operated like a monotechnic in that it offered instruction and training leading to the award of ordinary, intermidate and advanced national Diploma in Secretariat Studies. The certificates was awarded by the Management Sevice and Training Ofice of the Country’s National Secretariat Examination Board. For long, the management of the institute has been looking for opportunities of a conversion to a private polytechnic able to aword its own National and International recorgnised Diplomas and certificates.
www.gracepolytechnic.com
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Harare Institute of Technology Harare Institute of Technology (HIT) was granted degree-awarding status in 2005 with the promulgation of the Harare Institute of Technology Act {Chapter 25:26}. Harare Institute of Technology is the hub of technology development and delivery of quality technology programmes at undergraduate and postgraduate level. HIT is Zimbabwe’s most energetic and responsive institute offering unparalleled educational opportunities for those seeking the highest quality undergraduate, postgraduate and continuous professional development. It is at the forefront of Zimbabwe’s growing industrial base and natural resources beneficiation. HIT was established in 1988 as a National Vocational Training Centre (NVTC). Over time it evolved into a Technical College offering courses in automotive, electrical and mechanical engineering, producing artisans capable of operating and maintaining machinery in industry with little or no research or generation of new technology-related knowledge. HIT can research, design, manufacture, develop, incubate, transfer, and commercialise technology for all sectors of the economy. Harare Institute of Technology produces highly qualified technical human capital that is creativity driven, project oriented, understands all stages of invention, including idea generation and development, and has the ability, stamina and courage to set up high-tech enterprises. P. O . B o x B E 2 7 7 , B e l v e d e r e , Harare, Zimbabwe+263 4 741 422-36 communications@hit.ac.zw www.hit.ac.zw
Eng. Quinton C Kanhukamwe Vice Chancellor
M S Ramaiah Institute of Technology M S Ramaiah Institute of Technology is a self financing Institution established in the year 1962 by the industrialist and philanthropist, Late. Dr. M S Ramaiah. MSRIT has 13 UG Programmes and 14 PG Programmes. MSRIT obtained Academic Autonomy for all its UG and PG Programmes in the year 2007. MSRIT is the first institution in Bangalore to receive autonomous status for both UG and PG Programmes. MSRIT has an ISO 9001:2008 certification from BVQI. All eligible Engineering Departments offering Bachelor degree Programmes have been accredited by NBA. MSRIT is one of the few institutes with faculty-student ratio 1:15 and achieves excellent academic results as indicated by the significant number of VTU ranks bagged every year. The institute is a participant of the Technical Education Quality Improvement Programme (TEQIP), an initiative of the Government of India. All the departments are full with competent faculty, 100% of them being postgraduates or Ph.D holders. Some of the distinguished features of MSRIT are: State of the Art laboratories, individual computing facility to all faculty members, campus-wide networking connecting all 2000 systems to the net. All research departments are active with sponsored projects and more than 130 scholars are pursuing Ph.D. The Centre for Advanced Training and Continuing Education, Centre for Research and Industrial Consultancy and Entrepreneurship Development Cell have been set up on campus. MSRIT has a strong Placement and Training Department with a committed team, a fully equipped sports Department, Large Air-conditioned Library with over 1,00,000 books with subscription to more than 300 International and National Journals. The Digital Library subscribes to several online e-journals like IEEE, JET etc. MSRIT is a member of DELNET, and AICTE-INDEST Consortium. MSRIT has a modern auditorium, several hi-tech conference halls, which are air-conditioned with video-conferencing facilities. It has excellent hostel facilities for boys and girls. MSRIT alumni have distinguished themselves by occupying high positions in India and abroad and are in touch with the Institute through an active Alumni Association.
Dr. M S Ramaiah Rector
M S Ramaiah Institute of Technology, Bangalore – 560054, Karnataka, India
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IEC Group of Institutions, IEC University
Naveen Gupta CEO
The IEC Group was founded in 1981. IEC Group of Institutions believes in the ideology of ‘Vasudhaiv kutumbakam’ which means that the whole world is one single family. With students from over 32 countries studying here, IEC truly promotes a cosmopolitan culture, free of all prejudices and biases. Not only is its students’ community cosmopolitan, the faculty list also comprises some well-known international names in academia. Today IEC is an established brand name in computer education, science, technology and management, hotel management, pharmaceuticals, vocational education, and is an organisation of national repute. The IEC University is a venture of the already well-established IEC Group of Institutions, spread over 100 acres of land in Northern India. It is based in Baddi, an industrial town in Himachal Pradesh. Our 14.5 acres of sprawling campus situated against the backdrop of the beautiful Shivalik Mountains offers a safe and attractive environment to study with the best quality resources and facilities. Our University aims to deliver multi-disciplinary world class education through effective and efficient processes, so as to make it accessible to all sections of society. Ours is a vibrant multicultural, multiethnic campus promoting a culturally pluralistic environment. 5 , S a n t N a g a r, E a s t o f K a i l a s h , New Delhi-110065, India www.iec.edu.in www.iecuniversity.com ceo@ieccollege.com kulneet.suri@ieccollege.com
Karabuk University
Prof. Burhanettin Uysal Rector
Karabuk University was founded on May 29, 2007. As being one of the youngest and the most dynamic universities of our country, which is heading for global education and international progress, Karabuk University is located in Karabuk on the Western Black Sea Region of Turkey and near Safranbolu. Supported mainly by state funds, the University offers both undergraduate and graduate programmes with 12 faculties, 4 institutes, 3 higher school, and 7 vocational higher schools, where approximately more than 22.000 students take education at both undergraduate and graduate levels during the 2012-2013 academic year with around 658 academic staff, 339 administrative and technical staff. By means of the advantage of the opportunities of international cooperation and solidarity, which is of vital importance in the international education, Karabuk University continues to have its voice heard serving the nation in the fields of science and technology, while taking its proper place in the world with its contribution to education and research with all of its academic units and academic staff in the local, national, and international arena. Since its establishment, KBU has been seriously involved in international cooperation, and it has thus realized a rapid increase in international activities involving staff and student exchanges with EU universities. It has agreements more than 100 universities from 23 different countries. Karabuk University has been awarded an Extended Erasmus Charter since 2008 and its Erasmus ID is: TR KARABUK01. As a result of its strenuous effort to be internationalized, moreover, Karabuk University has been awarded Diploma Supplement (DS) 2011-2014 by European Commission. Karabuk university provides Distance Learning both at first and second cycles with various programmes available only at KBU in Turkey. Railways Systems Engineering, Medical Engineering and Transportation Engineering departments are available only at KBU in Turkey. Up to now, the University has undertaken projects both at the graduate and undergraduate levels and staff mobility studies in Leonardo da Vinci and Erasmus Programmes.
Address: BALIKLARKAYASI 100. YI L , 0 7 8 0 5 0 , T U R K E Y. Phone: +90 370 4333306 Fax: +90 370 4333327 E-mail: burhanettinuysal@ karabuk.edu.tr Website: www.karabuk.edu.tr
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International Institute of Management LINK Established in 1992, an exclusive provider of The Open University business education programmes (‘triple crown’). IIM LINK is one of the largest Russian business schools; its annual enrolment is about 6,000 students. LINK operates through a network of regional study centres (over 80) in Russia and the NIS. LINK provides a unique opportunity to acquire a complete and valuable education matching Western standards. IIM LINK steadily takes leading positions in the national rating systems, especially in the criterion of ‘practical benefits of learning’. IIM LINK is a member of the Russian Association of Business Education (RABO), the Association of Non-state Education Organisations (ANVUZ), the European Distance Education Network (EDEN), the Union of Manufacturers and Entrepreneurs (SPP), the Association of Economy and Management Consultants (AKAEU) and other organizations.
Prof. Sergei Schennikov
Ou-link.ru mimlink.ru rector@ou-link.ru +7 (495) 556-25-93
Rector
Uludag University Uludağ University, which was established in 1975 under the name of Bursa University and took its current name in 1982, has been successfully continuing its educational services ever since. The rectorate, the institutes and all faculties (except Faculty of Theology) are located in central campus with an area of 16 million m2 and 20 kms away from the city center. Uludağ University has 4 institutes, 11 faculties, 1 State Conservatory, 3 graduate schools, 15 vocational schools and 19 applied research centers. In the academic year 2012-2013, a total of 52300 students are studying at our University. Of these, 1985 are masters, 900 are doctorate students. As of January 2013, our University has a total of 2240 teaching staff. Of these 2240 teaching staff, 438 are professors, 196 are associate professors, 301 are assistant professors, 170 are instructors, 304 are lecturers, 768 are research assistants, and 63 are specialists. Uludağ University carries out activities such as plays, festivals, recitals, concerts, symposiums, social responsibility projects, cinema and music festivals and student festivals through Culture and Art Committee, Social Assistance Committee and student clubs. 82 student clubs organized 371 activities last year including travels, conferences, panels, talks, shows, seminars, meetings, music recitals, movie showings, commemoration parades/ceremonies, exhibitions, competitions, symposiums, workshops, involvement projects, tournaments, mountain climbing, hikes and other various social responsibility projects.
Prof. Dr. Kamil Dilek Rector
Address: Uludag Universitesi Rektörlüğü, Görükle, Bursa, 016059, Turkey. Phone: +90 224 294 00 10 Fax: +90 224 294 00 41 E-mail: ozelkalem@uludag.edu.tr Website: www.uludag.edu.tr
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Brief Profiles of Worldwide Universities
Islamic University of Gaza
Prof. Gamal Elkhoudary Chairman of the Board of Trustees
IUG is an independent academic institution located in Gaza. IUG is a home to the well-planned programs. IUG is a member of many associations, e.g. International Association of Universities, Community of Mediterranean Universities, Association of Arab Universities and Association of Islamic Universities. Prior to the establishment of the Islamic University, students of Gaza Strip had to seek their higher education abroad and mainly in Egypt because Gaza Strip lacked universities by then. Therefore, it deemed necessary to a group of businessmen to establish a higher education institution in Gaza Strip to serve thousands of students and to help them save their time, money and effort. On that account was the establishment of Islamic University in 1978. Starting with three faculties only, IUG developed its facilities and academic departments to have 11 faculties at the moment to offer BA. B.Sc., MA, M.Sc., Ph.D., Diploma and higher diploma in a variety of disciplines. Through sincere and continuous efforts and because of its highly qualified graduates, IUG has won both national respect and international recognition. The University has many regional and international relations with different institutions and universities all over the world. Most importantly, IUG is a member of International Association of Universities and of Community of Mediterranean Universities. Through the External Relations Office, IUG has developed several academic links and signed several agreements of academic cooperation with American, European and Arab Universities. A d d r e s s : G a z a - A l - R e m a l , P. O. Box 108, Palestine E-mail pres-office@iugaza.edu.ps Website:www.iugaza.edu.ps/en/ Fax(code) +970 8 2644800
ITTIHAD University ITTIHAD University is an academic institution concerned with HE and research in the various fields of social and scientific sciences. It was established on 3rd July 1999 according to the Emiri Decree No. 9/99 issued by Late Sheikh Saqr Bin Muhammad Al-Qassimi (Late). The University was granted licensure to operate as an institution of HE by the Ministry of Higher Education and Scientific Research in the UAE, No Q/378/2001 dated 9/7/2001. In the year 2010, ITTIHAD University transferred to a bigger campus with better facilities, which is owned by the university. It is offering fully accredited academic programs were added to its offerings. It has also submitted to Commission on Academic Accreditation(CAA) the proposal for postgraduate program and three new undergraduate programs. The University has planned to start constructing the second phase of campus. There is a plan also of constructing 35 villas of faculty housing. Lastly, construction of Sports Centre is also included in the immediate plan.
Prof. Abdul Sattar Ahmad Chancellor
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P. O B o x 2 2 8 6 Ras Al-Khaimah –UAE chancellor@ittihad.ac.ae Web: http:// Fax+97172059982.
Brief profiles of worldwide universities
JSC ‘Scientific-Research Institute of Fire Safety and Civil Protection’ Emergencies of the Republic of Kazakhstan The Institute of fire-safety conducts researches for assessment and management of fire risks at the facilities of the oil and gas industries in Kazakhstan. Following the results of theoretical and large-scale fire researches of oil spills of different configurations and areas, the following were developed: a method for calculating the coefficient of irradiance of a burning torch of reservoir, taking into account the impact of wind; a mathematical model and associated program for predicting various fire condition situations at fire hazards in the oil and gas industries. a method for assessment and management of fire risks at the facilities of the oil and gas industries. The results of researches will be used to assess and manage fire risks, predict situations in fire conditions of oil and oil products, train specialists of the facilities of oil and gas industries and fire-fighting services.
Prof.Ruslan Jumagaliyev President
Gagarin Avenue, 153/8 Almaty 050606, Republic of Kazakhstan Tel: +7 /727/ 337-90-50, Fax: +7 /727/ 337-90-58 Web: www.fire-inst.kz, E-mail: snitc_75@mail.ru
JSC Astana Medical University The University has, for many years, been one of the largest and fastest growing educational centres, maintaining a position in the three leading medical schools of the Republic of Kazakhstan. Astana Medical University provides undergraduate, graduate and post-graduate education in the fields of medicine, pharmacy, nursing and public health. The university uses innovative teaching methods widely; our students have the opportunity to practice in the unique clinics of the National Medical Holding Company, research centres and research institutes. 49a Beibitshilik Street, Astana, 01000 Republic of Kazakhstan
Prof.Mazhit Shaidarov Rector
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Brief Profiles of Worldwide Universities
Learning Without Borders-Center of Modern Pedagogy
Gheorghe Rudic Director
Orientation of work: continuous education of teachers/trainers in the area of the competence approach in teaching; services of consulting and experts in working out strategy and tactics in the sphere of education in the era of globalization. In the portfolio of the Center are international projects; distance courses of the improvement of skills; training seminars, virtual and public lectures for schools, colleges and universities. Educational programs of the Center are directed to philosophy of global education, competence approach in teaching, quantum phychology and theory of ecological development; to innovative activity and management of knowledge; to modern information technologies and perculiarities of neuron mechanizm of perception of knowledge. More than 2000 teachers study at the Center annually. After completing the course they get an International Certificate. The activity of the Center has vast geography - Canada, America, Russia, Ukraine, Kazakhstan, Romania, Moldova, Kirghizia 6 5 6 J o s e p h Va i i l a n c o u r t Terrebonne Canada
Lithuanian University of Educational Sciences The Lithuanian University of Educational Sciences is the major teacher training institution in Lithuania. It was established in 1935 but it cherishes its teacher training traditions that can be traced back to the end of the 18th century. The University’s graduates comprise over 75 per cent of teachers working in Lithuania. Thirty nine first cycle study programmes are offered in ten study fields such as pedagogy, psychology, philology, history, philosophy, economics and business management, and IT. Thirty two second cycle study programmes are offered in twenty-four study fields, and four third cycle programmes are offered in four fields.
Prof. Algirdas Gaizutis Rector
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S t u d e n t ų S t . 3 9 , LT- 0 8 1 0 6 , Vilnius, Lithuania Phone: +370 5 279 02 81 fax: +370 5 279 05 48 www.leu.lt Email: rekt.leu@leu.lt
Brief profiles of worldwide universities
Kyiv Children Academy of Arts The Kyiv Childrens Academy of Arts (Ukraine) (KCAA), founded in 1994, is a highly professional innovative art institution. The founder, rector and instigator of the concept is National Artist of Ukraine, professor, member of the National Academy of Arts in Ukraine, corresponding member of the National Academy of Pedagogical Science in Ukraine – composer Mikhaylo Chemberzhi. The belief system that underlies the educational activities at KCAA comprises continuous professional art education, a combination of four levels of study (preparatory primary – middle school - high school) in one institution, in different art majors: music, visual arts, performing arts and choreography (at qualification levels of ‘Bachelor’ and ‘Specialist’).
Prof. Mikhaylo Chemberzhi
10, Geroyiv Stalingrada Street, Kyiv-217, 04210, Ukraine e-mail: muza@kdam.kiev.ua www.kdam.kiev.ua
Rector
Kyrgyz - Turkish Manas University Kyrgyz - Turkish Manas University was founded on 30/09/1995, between governments of Turkey and Kyrgyz Republics. Kyrgyz Government Decree dated 27.12.1995 with the subsequent establishment of the University Campus in 100 hectares of area Education and Practice farm in 500 hectares of the area of allocation were instructed to be placed. There was 2 campus building by 15 year celebration of Manas University. The academic and administrative services currently has an area of 11,800 sqm with a capacity of 1200 students Rector’s Office Building (Tınçtık Cad. 56-Bishkek), C. Aitmatov (Cal) campus, approximately 1200 students in 12,445 square meter area with a capacity of Economics and Administrative Sciences, 9,965 square meter area with a capacity of 600 students, Faculty of Communication 2008-2009 academic buildings and the old printing press building into operation by the end of 3220 square meter area with a capacity of 125 students with the education Vocational College continuing-education activities. At the moment more than 5 000 undergraduate and graduate students are studying in nine faculties, four Higher Schools, one Professional Vocational College and two Institutes.
Phone(code): +996 (312) 54 19 41-47 Fax(code): +996 (312) 54 19 35 A d d r e s s : B i s h k e k , Ty n c h t y k Avenue, 56, Kyrgyzstan E-mail: iro@manas.edu.kg Website: www.manas.edu.kg
Prof. Sebahattin Balci President
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Medical University of Plovdiv
Prof. Stefan Kostianev Rector
The Plovdiv Medical University (Bulgaria) was established in 1945. It is located in the south of Bulgaria in the town of Plovdiv, one of the oldest cities in Europe and a candidate for European Capital of Culture. The University includes the Faculty of Medicine, the Faculty of Dental Medicine, the Faculty of Pharmacy and the Faculty of Public Health, as well as a Medical College and the ‘St. George’ University Hospital with a capacity of 1200 beds, which makes it one of the largest hospitals on the Balkan Peninsula. The prestige of Plovdiv Medical University is a result of the continuous work of generations of dedicated lecturers and it has one of the best auditorium complexes in Europe. The Medical University has been granted the International Quality Certificate ISO 9001:2008. It is also a member of the European University Association and has signed collaboration agreements with over 75 universities in Europe, America and Asia. The University has an annual student enrolment of about 4200 Bulgarian and foreign students. The Central University Library offers the students more than 170,000 volumes in the field of medicine, in many languages, as well as an Internet hall and an intranet with Medline and Micromedex available. Plovdiv Medical University issues its own journal called Folia Medica, which is exchanged with more than 326 specialists from over 54 countries and is included in Medline. Medical University of Plovdiv, 1 5 A Va s s i l A p r i l o v b l vd . , 4 0 0 2 Plovdiv, Bulgaria Tel/fax +359 32 602 593 www.pathophysiology.info/ English/index_en.htm
Mengly J. Quach Education
Mengly J. Quach Founder, CEO
Mengly J. Quach Education Co., Ltd. (MJQ Education) was founded in 2005 by H.E. Oknha Dr. Mengly J. Quach, MD, MPH, who has decades of experiences in health and education sectors from the United States. MJQ Education is one of the leading companies in Cambodia. Its main focus is in education, health and social and community development. Dr. Quach, Founder, Chairman and CEO, is very committed to taking a personal and direct involvement in all aspects of the company. MJQ Education is well known throughout the community for its superior quality and services and recognized as one of the most innovative, dynamic, and diversified conglomerates in Cambodia along with its notable charity and philanthropic works. It is also the first company to own the highest educational school building in Cambodia. Presently, MJQ Education is in the process of constructing another twenty one storey building that will be completed in 2014 and will continue to be the highest educational school building in Cambodia. MJQ Education’s two schools currently have an enrolment of over 7,000 students and employ over 700 teachers and staff. It also has five libraries which house over 45,000 books that serve students throughout Phnom Penh Municipality. Mengly J. Quach Education is undergoing changes as it progresses toward future development and growth.
217ABCD, Mao Tse Tong Blvd., Sangkat Toul Svay Prey I, Khan Chamkamorn, Phnom Penh, Combodia Phone: (855) 12 878 317 Email keolundi@aii.edu.kh www.mjqeducation.com.kh
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Merryland School Merryland (Mussaffah, UAE) was founded in 1978 by Mrs. Susheela George with just three teachers and forty children. Today, after more than three decades, it has taken form as Merryland International, recognised by The Ministry of Education, the Abu Dhabi Educational Zone and the Abu Dhabi Education Council. Our Vision is to create world class peace loving citizens, who shall enrich this world with unique ethical aspects, highly empowered with knowledge and respect for all - sans borders. Highly applauded for academic achievements, a strong sense of discipline and effective teaching and learning methods over the past thirty one years, Merryland has now developed into an International School located in Mussaffah, ME-9, with cutting edge technological advancements incorporated with modern teaching methods. Since its inception, we at Merryland have successfully strived to create gentlemen and ladies of tomorrow who possess intellectual maturity, emotional stability, moral fibre and strength of character to make the right decisions in life. ‘Changing lives nations wide’ This is the motto of our school. It is the vision of our founder, that not only will our pupils grow up to be world citizens in the truest sense, but they will also make a positive impact in the countries of their origin. This philosophy places the school in an excellent position to cater to individuals from different ethnic backgrounds who are interested in gaining a world class international education. We believe in equipping our pupils not only to earn a respectable living in this competitive world but also to make a positive difference in their individual sphere of influence in immediate society, amidst their peers, and carry these values wherever their life continues, to become global citizen in the truest sense. It is true: education is a serious issue. And it is all the more serious in a nation such as this; where West blends with East. So, dare we be complacent enough to treat education as just another way of life, avenue of business or institutionalised system? In a day and age which - sad to say - has generated individuals who do exhibit that laissez faire approach toward the growth of human wealth, it is nice to know that there is someone who treats the issue with the respect and care that it deserves: Mrs. Susheela George (b. 23 March). She is a remarkable human being whose aim is to foster academic growth and an acute sense of responsibility in the children of this land. An educationist par excellence, her influence on the educational scene of this nation cannot go unnoticed. It would be unfair if one did not place a proper perspective on the lady’s dedication and determination in serving the citizens of tomorrow with an education that will last a lifetime; lessons that can stir them to pen their own words in the book of life. Dignified in her bearing, Mrs. George brooks no pretensions; in fact, such is her work ethic that she ponders not on what was or has been but on what is yet to be. Today, the alumni of Sherwood Academy - and Merryland International - shine with the stamp of the school etched on their manner and bearing. Prominent doctors, engineers, lawyers and teachers carry the banner of their alma mater with dignity and grace in their respective walks of life. Many return to the school, eager to interact with their teachers and to tell of the value that this noble institution added to their lives. They are proud of the school[s] and the education that they gained. In fact, many - knowingly and unknowingly - make the school a part of everything they encounter. With many different nationalities under its wing, Sherwood Academy is a school with a view; a view of ethnic cultures that are forged to form an inimitable blend that is reflected in a unique cultural ethos that the school reflects. It is a school that fosters cultural interchange and encourages the individual to create a sense of cultural awareness and belonging in a world that has become a fusion of cultures. Sherwood Academy and Merryland International 3,000 pupils and 400 staff strong, are testaments of success; concrete proof that Mrs. George had enough courage to wear the wings of hope and fly into the skies of achievement. Yes, both institutions have come a long way from the dream that was conceived in the remote hills of Southern India and are a tribute to the power of an individual’s dream.
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Nanyang Technological University (NTU) Young and research-intensive, Nanyang Technological University (Singapore) (NTU) in Singapore is the fastest-rising university among the worldâ&#x20AC;&#x2122;s top 50 universities and is ranked 2nd globally among a new generation of elite universities under 50 years old. The university has 33,500 students in the disciplines of engineering, business, science, humanities, arts, social sciences, education and international studies. Its new medical school is set up jointly with Imperial College London. NTU is also home to 90 research institutes and centres, including laboratories jointly established with global industry leaders. Ranked 15th in the world for its ability to attract industry income, NTU has won about US$1.6 billion in competitive funding from 2005 to 2012. It is a world leader in environmental and renewable technologies, with almost US$1 billion for sustainability research since 2005.
Prof. Bertil Andersson
50 Nanyang Avenue Singapore 639798 Tel: (65) 67911744
President
National College for Medical & Technical Studies
Prof. Qurashi M. Ali
The strong focus on synergy between modern education, developmental needs and employment market requirements has laid down a wide area of choice of specific disciplines. These are not only suitable for the Sudanese situation, but equally for Arab and African countries. Whenever experienced trainers, qualified learners or entrepreneurs are interested in a programme the NC is ready to sponsor sound innovations at its premises or anywhere in the world. Those interested in special topics for short course durations only may find interrupted, intensive, categorical or stand-alone courses. The owners, who are also the teaching staff, represent a group of distinguished professors who taught their specialist subjects at reputable universities in Sudanese, European, Asian and Gulf universities, where they were the driving force for achievement and perfection. This unique combination of expertise and background is our biggest asset. Many innovations in college policies, discipline, regulations, instruction and evaluation have been added and continuously reviewed by administration on the basis of feedback questionnaires and formal and informal discussions, all lead by evidence-based medical, health and social science education.
Dean P. O B o x : 3 7 8 3 K h a r t o u m 1 1 1 1 1 , Sudan +249912304985 www.nc.edu.sd dean@nc.edu.sd
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Nations University College (ANUC) All Nations University College (ANUC) was founded in 2002 with the help of Africans in the North American Diaspora. Today, ANUC, which is situated in Koforidua, the capital of the Eastern Region of Ghana, has become a premier of higher learning and one of the most innovative higher institutions in Africa. ANUC is a place where people from diverse nations come to be trained for the advancement of Africa. Presently, our student complement includes the nations of Angola, Benin, Cameroon, Canada, Chad, the Republic of Congo, the Democratic Republic of Congo, Gabon, Gambia, Ghana, Ivory Coast, Kenya, Liberia, Niger, Nigeria, Romania, Rwanda and Togo. We also attract the brightest faculty and staff from Africa, North America and Asia to ANUC. We recognize that higher education is essential to prosperity and quality of life. Therefore, our academic programmes and the entire student life cycle are designed to improve the lot of Ghanaians and Africans. Currently, our programmes of study include the fields of Engineering, Business and Humanities. In addition, many of our graduates are currently pursuing further studies in Ghana, Canada, Sweden, Norway, the United Arab Emirates, Malaysia, India, China, United Kingdom and the United States of America. It is our hope that our graduates will return to their countries of origin and become significant contributors to the development of their respective societies. From inception to date, we have graduated more than 2100 students, and 98 percent of these graduates have obtained gainful employment in private and public sectors, as well as entrepreneurs. The vision of the President of ANUC is to provide a Christ-centred atmosphere of academic excellence for our students and to ensure that the University’s reputation reflects the significant accomplishments we have achieved in just ten years of existence. Our international faculty helps train the youth of Africa to acquire the right skill-set for a knowledge-based economy for the 21st century. ANUC, an internationally university, is a member of the International Association of Universities (IAU), and the Association of African Universities (AAU). Also, the University won the coveted Le Matinal Educational Excellence Award in Innovative Leadership in 2011 and 2012, received the World Quality Commitment (WQC) Award in the Gold Category in Paris in 2012 and the Most Prestigious University of the Year in Ghana, April 2013. ANUC has been nominated for Private University of the Year 2012/2013, Ghana, October 2013, in recognition of the design and successful launching of a miniature satellite (Deployable CanSat) in Ghana, by All Nations University College’s Intelligent Space Systems Laboratory (ISSL). On May 15, 2013, ANUC successfully launched a Deployable CanSat which was designed and built by our own ISSL students and researchers. This is the first of its kind to be launched in Ghana and the first satellite to be launched by University students in Sub-Saharan Africa. The launch was hailed the world over as a success story for Ghana and Sub-Saharan Africa with features in the Daily Graphic, Miami Herald, Washington Post and Business Week. The experience gained from constructing and launching the CanSat will serve to advance our current activities which include the development of complete nanosatellite and microsatellite missions towards our goal of constructing and launching a 2-3 kg Cube-Sat in 2015. In order to help make Africa a better place for all, we look forward to partnering with global leaders in higher education and industry to foster and promote academic excellence and to further build our reputation as a Centre of Innovation and Excellence. We are excited about the future as we continue our pursuit to train highly skilled individuals equipped for every good work.
Dr. Samuel H. Donkor President and Founder
P. O . B o x K F 1 9 0 8 , Koforidua,Ghana. PHONE: +233-205124461/ +233-240087946/ +233208088119/ +233342(0)21587/8) FAX: +233-342(0)-21590 Email: admissions@anuc.edu.gh
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Nazarbayev Intellectual Schools (NIS) NIS is a national network of mathematics and science-oriented trilingual schools that is helping to spearhead educational reform in Kazakhstan. NIS’s mission is to enhance the intellectual capacity of Kazakhstan. Launched in 2008, NIS has developed its own curricula, learning resources and educator training programmes. To ensure that its educational programmes meet international standards, NIS cooperates, among others with Cambridge University, Johns Hopkins University, the University of Pennsylvania and Helsinki University.
Kulyash Shamshidinova
53 Kabanbay Batyr ave., Astana 010000 Republic of Kazakhstan tel: +7 717 270 57 29 fax: +7 717 270 57 56 e-mail: info@nis.edu.kz web: www.nis.edu.kz
Chairperson, CEO
Near East University
Suat Irfan Gunsel Founding Rector
The Near East University is an institution of higher education located in Nicosia, the capital of the Turkish Republic of North Cyprus. Founded in 1988, NEU is one of the major and most highly regarded educational institutions of the Middle East. NEU serves a world class education with opportunities to around 20,000 students from over 65 countries. The modern campus comprises 16 faculties, 90 departments, 5 graduate and 4 vocational schools. NEU is the only academic institution in Northern Cyprus to offer an education in dentistry and medicine and the only university of the Middle Eastern region that possesses parallel training and research hospitals, both accredited for clinical excellence by the Joint Commission International (JCI). The Near East University is a member of the following associations: ·· European University Association (EUA), ·· International Association of Universities (IAU) within the body of UNESCO, ·· The Federation of the Universities of the Islamic World (FUIW), ·· International Society for Engineering Education (IGIP), and ·· The Joint Commission International (JCI). The NEU established its training hospital in 2010. With its exceptionally qualified medical and administrative staff, NEU Hospital provides clinical excellence with the addition of high-tech equipment that can only be found at some of its western counterparts. The NEU continuously innovates and expands; it is an institution of higher education that believes that the skies are the limit. Ya k ı n D o g u B u l v a r, N i c o s i a , North Cyprus www.neu.edu.tr info@neu.edu.tr
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Shupyk National Medical Academy of Postgraduate Education Shupyk National Medical Academy of Postgraduate Education (Ukraine) is a leading postgraduate medical institution, modern research and clinical centre of the higher (IV) level of accreditation in Ukraine. Teaching and educational work is done by 79 departments, including 3 Institutes (Institute of Dentistry, Ukrainian State Institute of Reproductive Health, Institute of Family Medicine), 5 faculties (surgery, therapeutic, paediatrics, medico-prophylactic and pharmaceutical, and a faculty for advanced training of teachers). The facilities has 2 Heroes of Ukraine, 6 Academicians of NAS and NAMS of Ukraine, 16 Corresponding Members of NAS and NAMS of Ukraine, about 380 Doctors of Medical Sciences and Full Professors, 500 Candidates of Medical Sciences, 260 Associate Professors. The Academy’s effort is aimed at training advanced physicians and pharmacists in all medical and pharmaceutical specialities. Annually about 25000 Ukrainian physicians and pharmacists, 450 foreign nationals from 57 countries of the world are trained at the Academy.
Prof. Yurii Voronenko
9 , D o r o h o z h y t s’ k a s t r. , Ky i v , 04112, Ukraine Enquiry Office: (044) 205-49-46 Administrative Support Office:(044) 440-02-48 office@nmapo.edu.ua
Rector
Technical Trainers College TTC gives trainees the opportunity to achieve a tertiary education degree after their successful studies at a College of Technology (CoT). Being part of a new generation of prospective vocational trainers will help to strengthen the technical education in the Kingdom of Saudi Arabia. The Technical Vocational Training Corporation (TVTC) of the Saudi Arabian government has embarked on a course of action which places international cooperation with the German partner GIZ in a prominent place. The GIZ has been entrusted with the management of this innovative new institution for ToT: ‘Training of Trainers’. Successful trainees will be awarded an internationally recognized degree of Bachelor of Engineering Technology (BET). Our experienced lecturers are recruited from well-respected international educational institutions. They provide cutting edge vocational training in an environment of modern installation with excellent technical equipment, financed by the government of the Kingdom of Saudi Arabia. Thus, we are able to bring the world-renowned German expertise in vocational training to your home. With English as the teaching language, supported by high-class native language lecturers, we underline the international approach of TTC and the international recognition for your studies. You will benefit from our teaching expertise. Additionally, with our Company Field Practice program, trainees will be given the opportunity to gain practical experience within their vocational discipline. Combining all these elements, we look forward to supporting your foundation as a successful vocational trainer.
Dr. Klees Michael Dean
Riyadh, Saudi Arabia Middle East 011451 www.ttcollege.edu.sa info@ttcollege.edu.sa + 966 5 66853750
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NIOST LLC Transfer of ideas and knowledge to technologies
Roman Ashirov CEO
NIOST LLC (Russian Federation) is SIBUR’s Russian scientific center for chemical technologies seeks to have partnership with foreign industrial and research companies dedicated to innovative development. R&Dcenter is ready to offer its competency in the development of new plastics, rubbers and compounds. NIOST has successfully implemented projects in the field of brand extension range of base polymers for the period from 2010 to 2013. Special polypropylene grade adapted for the manufacture of the inner layer of biaxially oriented films, including on modern high-speed production lines is among our developments. Modern high technological polypropylene grade for nonwoven and foam materials are also developing in NIOST’s laboratories. We have developed technology and a wide range of thermoplastic elastomers (TPE) grades based on polypropylene. With the introduction butadiene nitrile rubber into the recipe we have obtained materials with highly oil and petrol resistance which allow to use products in contact with corrosive hydrocarbon environments. New TPE can be used in the manufacture of seals for cars, skins for wires, cables, etc. The second important feature of the TPE is the ease of processing, which make them different from the oil resistant rubbers ( NBR ). At the request of consumers we have developed experimental batches of compounds up to 100 kg and tested in enterprises producing cable products, rubber products and vehicle components. As a result of studies of catalytic systems for the selective hydrogenation of unsaturated polymers was obtaining the ruthenium catalyst which increase the degree of hydrogenation of elastomers and offering easier and cheaper process for reducing hydrogen pressure, temperature and time of the process. Excellent application of catalyst is hydrogenation of butadiene nitrile rubbers. Hydrogenated polymers can be used in the rubber and tire industry, in particular for the manufacture of V-belts, tires, adhesives, treating compound, thickeners, lubricants, films, pipes and various molded articles having insulating properties and a low glass transition temperature. For today NIOST implement a number cooperative projects with well-known innovative companies and plans to develop further cooperation with international research centers.
2, Kuzovlevski trakt, Bld. 270 Tomsk 634067 Russian Federation Post office box: 1548 Phone: +7 3822 702 222 E-mail: office@niost.ru WWW: www.niost.ru
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North-Kazakhstan State University named after M. Kozybayev The North-Kazakhstan State University, named after Manash Kozybayev, is one of the oldest higher educational institutions of the Republic of Kazakhstan with 75 years of history. Since 2002 the University has been headed by Ashimov Undassyn Baykenovich, Doctor of Engineering, Professor, academic of the National Academy of Sciences, of the National Engineering Academy, of the National Academy of Natural Sciences, of the National Academy of Sciences of the Higher School of the Republic of Kazakhstan, and of the International Economic Academy. Today the university presents an educational, methodical, innovative, research and scientific-industrial complex. It contains 7 faculties, the Institute of Language and Literature, 31 chairs, including the Military Training Department, the Professional Development and Specialist Retraining Institution, the Versatile College, and 43 structural divisions. The University conducts the multilevel training of specialists and scientists by 51 bachelor degree programmes , 25 Masters and 4 PhD’s. The quality management system was certified according to the requirements of MS ISO 9001, and has obtained the certificate of Russian register with accreditation, the Holland Accreditation Council (Raad voor Accreditatie, RvA), recognised by the European Union, and certification of IQNet. The university was awarded the international award of ‘European Quality’, and the rector was handed over ‘The United Europe’ award for a personal contribution to the development of European integration. Also he received an international award named after Socrates for his personal contribution to the intellectual development of modern society, the rank of ‘Teacher of the International Engineering’ was given to him, and as one of the 2000 outstanding intellectuals of the 21st century, at Cambridge in 2008 he was given the international award for personal achievements in the field of modern science and education. In 2010 the University signed the Great Charter of Universities confirming its readiness to follow the principles of the Bologna Process. The University passed the national institutional accreditation and the international accreditation for engineering specialties of the ASIIN Company (Germany). In 2012, as a result of its QS rating, the university was included in the five of the best higher educational institutions of Kazakhstan for engineering and technology. The university participates in two international consortia, seven International Associations and cooperates with more than 50 higher educational institutions and international organisations of countries near and far such as: the United Kingdom, Germany, Russia, Latvia, USA, Finland, the South African Republic, Turkey, and Sweden.
Prof.Undassyn Ashimov Professor
Republic of Kazakhstan 150000, Petropavlovsk, ul. Pushkina 86
Malawi Polytechnic The Malawi Polytechnic is one of the constituent colleges of the University of Malawi (UNIMA). University of Malawi has been in existence since 1965 and is a federal university with five constituent colleges: Bunda College, Chancellor College, kamuzu College of Nursing, College of Medicine and Malawi Polytechnic. The Polytechnic has five faculties, five centres and fifteen departments. The faculties are: Applied Sciences, Built Environment, Commerce, Engineering and Education and Media. The Polytechnic has fifteen departments offering undergraduate degrees in the following disciplines: accounting, business administration, management, civil, mechanical and electrical engineering, architecture and land management, environmental management, computing and information technology, journalism, language and communication, mathematics and statistics, physics and biochemical sciences, technical education and quantity surveying. The multidisciplinary nature of the college puts the Polytechnic in a unique position to meet the multifaceted industries and developmental needs of the society at large. Currently, the Polytechnic is offering postgraduate programmes in business administration, infrastructure development and transport management in response to the emerging needs of the industry. T h e M a l a w i Po l y t e c h n i c P r i v a t e B a g 3 0 3 C h i c h i r i B l a n t y r e 3 M A L AW I Tel: (265) 01 870 411 Fax: (265) 01 870 578 E-Mail: principal@poly.ac.mw
Grant Kululanga Principial
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Odessa I. I. Mechnikov National University Odessa I.I.Mechnikov National University (Ukraine) is named in honour of the Nobel Prize Laureate in virusology professor Illya Mechnikov. ONU is a world famous university, member of the European and World University Association and of other regional associations. Since it was established in 1865 the university has played a leading role in the formation of the educational system in Ukraine, as well as in the development of scientific research and humanitarian activities. Students obtain qualifications in 47 main specialities at 5 institutes, at 9 faculties and at 2 preuniversity education departments under the supervision of 1500 teachers (professors and associate professors). Nearly 12 thousand students together with PhD students are currently studying in the University, amongst them 450 overseas students from 40 countries. Rector of the Odessa I .I. Mechnikov National University is Doctor of Political Sciences, Professor Igor Koval.
Prof. Igor Koval Rector
Samtskhe-Javakheti State Teaching University
Prof. Merab Beridze
The first higher educational institution in Samtskhe-Javakheti Region Akhaltsikhe Branch of Ivane Javakhishvili Tbilisi State University was founded in 1990. In 1991 ,,Independent University of Akhaltsikhe’ was established on the basis of this branch. It joined Akhaltsikhe Branch of Tbilisi State University as a paid educational department in 1995. In 2002 it was named as Meskheti Branch of Ivane Javakhishvili Tbilisi State University. In 2007 Independent Higher Educational Institution – Legal Entity of Public Law Akhaltsikhe Institute was established on the basis of Meskheti branch of Tbilisi State University according to the government resolution #161. LEPL Akhaltsikhe University has passed institutional accreditation and received the license of higher educational institution in 2007. LEPL Akhaltsikhe Institute received the Status of Teaching University in 2009 and was named as LEPL Akhaltsikhe State Teaching University according to the government resolution #183. On December 14th of 2011 the reorganization was implemented in LEPL Akhaltsikhe State Teaching University and in this way was established its successor - Non-profit (Non-commercial) Legal Entity Akhaltsikhe State Teaching University according to the government resolution #476.
Rector
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Phone +995 99063366 Fax: +995 265 21990 www. astu.edu.ge A d d r e s s : R u s t a ve l i , S t r. 1 0 6 , Georgia
Brief profiles of worldwide universities
The Republican Unitary Enterprise ‘Scientific and Practical Centre of Foods of the National Academy of Sciences’ Zenon Lovkis is the Director General – Honoured Science Worker of the Republic of Belarus, corresponding member of the National Academy of Sciences of Belarus, Doctor of Engineering Sciences, Professor. The main purpose of activities are the implementation of fundamental and applied engineering research work in order to increase the engineering and economic levels of processing companies of the agricultural sector of the Republic of Belarus. The main tasks and key directions of scientific and technical activities are: ·· scientific support of engineering and technical tasks of enterprises which specialise in the production of fruit and vegetable products, starch products, distillery, liqueurs and spirits, beer and non-alcoholic drinks, different sorts of wine, oil and fat products, confectionary, sugar products and other food products, in order to increase marketability and to improve their quality; ·· participation in organising special events and complex, scientific and technical programmes of different levels in order to adopt new technologies of high-level processing of raw materials for production of a great variety of food products; ·· elaboration of normative and technical documentation and development of products for functional, preventative and health-improving purposes (for children as well), which conform to world standards of quality, safety and competitiveness; ·· explanation and production of technological equipment for agricultural raw materials; ·· providing quality control of raw materials and food products in compliance with standard requirements, carrying out certification of products and production process in accordance with the requirements of ISO 9000; ·· -organising and holding of scientific and practical conferences, international and republican exhibitions, collaboration with the leading scientific organisations of the former CIS countries. Under the control of the Scientific and Practical Centre of Foods a postgraduate school and the Thesis Defence Council have been established. The scientific and technical journal ‘Food industry: science and technologies’ is issued. A complex system controls quality achievement and safety of food ingredients and food products. The system consists of the following sections: ·· the national technical standardisation committee: ‘Food ingredients and products after processing’ ·· the Republican control-testing complex on food product quality and safety; ·· the Certification Authority for Foodstuffs, Cosmetic and Perfume Products; ·· branch Central taste panels.
Zenon Lovkis Director General
220037, Republic of Belarus, Minsk, 29, Kozlova St.
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Universiti Tun Abdul Razak (UNIRAZAK)
Ahmad Sarji Abdul Hamid Chancellor
Universiti Tun Abdul Razak (UNIRAZAK) was established on 18th December 1997 as one of the first private universities in Malaysia. Named after Malaysia’s second Prime Minister, the late YAB. Tun Abdul Razak, the university welcomed its first batch of 162 students in September 1998. On 21st December 1998, the university was officially launched by Tun Abdul Razak’s eldest son, the then Minister of Education YB. Dato’ Seri Najib Tun Abdul Razak., who is now the Prime Minister of Malaysia. It is evident that although Universiti Tun Abdul Razak is a relatively new university, it is rapidly establishing itself as a centre for education. It views its responsibility of shaping the minds of the young and the intellectual leaders of tomorrow very seriously. In its effort to produce competitive and capable graduates, the university constantly upgrades its syllabus in accordance to current and forecasted industry standards. The university also implements innovative teaching methods to provide the best education possibilities for its students. While Universiti Tun Abdul Razak aspires to render services of the highest quality, it is also highly accessible to the community. The Razak Campus is strategically located in between the Golden Triangle and the Central Business District right in the centre of Kuala Lumpur, only 45 minutes away from Kuala Lumpur International Airport (KLIA). This strategic locations ensure that our students have easy access to various public transportation systems to and from both our campuses. With approximately 7000 students studying in 55 academic programmes at the diploma, undergraduate and postgraduate levels, the university prides itself in developing relevant programmes to meet today’s and tomorrow’s needs. All our academic programmes, which were developed through close consultation with business and industry partners, the public sector and professionals, are approved by the Malaysian Higher Education Ministry (MOHE) and are developed to meet the high standards required by the Malaysian Qualification Agency (MQA). Presently under the auspices of the Tun Abdul Razak Educational Foundation (Yayasan PINTAR), Universiti Tun Abdul Razak is embarking on the next crucial phase of its growth. Its new vision is to become the leading institution in providing quality education and human capital in niche areas among emerging economies. Universiti Tun Abdul Razak also intends to enhance its cooperation and collaborative networks through strategic alliances with top-ranking international universities, renowned in their respective fields. In executing these plans, Universiti Tun Abdul Razak is re-positioning itself as a boutique university that offers niche programmes. The university hopes to boost its presence in the global education market and at the same time, offer its students a higher quality of educational experience. By continuously striving for excellence, the university is well on its way in becoming an important educational institution in this country and the region. By delivering a world-class learning experience, Universiti Tun Abdul Razak aspires to be an institution that produces great thinkers who will become the accomplished leaders of tomorrow. Phone(code): +603-20505160 Fax(code): +603-76277011 /076277009 Website :www.unirazak.edu.my Address: Capital Square Block C & D, Jalan Munshi Abdullah, K u a l a L u m p u r, M a l a y s i a .
International University Travnik
Prof. Ibrahim Jusufranic Rector
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The International University of Travnik (Bosnia and Herzegovina) is a public, independent and autonomous higher education institution. The Founder and Rector of the University is Academic Prof. Dr Ibrahim Jusufranić. The main purpose of this institution is to strive for a comprehensive, systematic and scientifically-based world vision, and the human position within it, through the unification of educational and scientific research methods and procedures. The University dates from 2006 with the establishment of the Faculty of Economic and Technical Logistics. Today the International University of Travnik contains six faculties: the Faculty of Economics, the Faculty of Traffic and Transport Engineering, the Faculty of Ecological Studies, the Faculty of Law, the Faculty of Media and Communications and the Faculty of Polytechnic Science. Implementing academic and professional programmes in various scientific arenas, this university respects, enriches and affirms the highest educational standards – learning, evaluation and knowledge application. Modern-thinking and always open to new ideas, the educational and scientific programmes of the university need to be powerful instruments for communication and interaction with other educational institutions.
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Brief profiles of worldwide universities
Universiti Teknikal Malaysia Melaka (UTeM) Situated in the heart of the historical state of Melaka, Universiti Teknikal Malaysia Melaka (UTeM), the FIRST technical university in Malaysia was established on December 1, 2000. Conforming to the objective of its formation, UTeM pioneers the ‘practice and application oriented’ teaching and learning methodology, setting path for higher technical education in Malaysia. This is in accordance with the government’s call to prepare for high technical-skilled human resource needs for Malaysia’s industries. UTeM operates from the main campus and is supported by two branch campuses. With seven faculties at its helm which provide in-depth specialization in engineering, engineering technology, ICT and technology management disciplines, UTeM aspires to lead in providing high technical-skilled human resources for the development of the nation. The faculties at UTeM are Electrical Engineering, Electrical and Computer Engineering, Mechanical Engineering, Manufacturing Engineering, Information and Communication Technology, Technology Management & Technopreneurship and Engineering Technology. UTeM offers academic programmes at the Diploma, Bachelor, Master and PhD levels to local as well as international students. Over 13 years, UTeM has produced 13,120 graduates of whom 86.1% successfully secured employment within 6 months of study completion. To date, UTeM Ahmad Yusoff has over 10,000 students with an increasing number of international students enrolled from 22 countries including Yemen, Indonesia, Iraq, Libya, Sudan, UTeM also places special emphasis on student mobility programme and has bin Hassan since received 110 inbound students from France, Korea, Germany, Indonesia, Japan and india Vice-Chancellor Research and Innovation in the areas of science and technology are pivotal to the success of the university. These two elements are the university’s vital resources and strategic investments for human capital development and capacity building. The enculturation of positive attitudes towards research and innovation through awareness, monitoring, and strategic management programmes at all levels are crucial in creating a climate for invention, innovation and technopreneurship. In line with the University’s research direction for excellence, UTeM has identified its niche in ‘Advanced Manufacturing Technology (AMT)’. AMT involves the use and integration of new innovative technologies to improve products and/or processes. AMT is strengthened by four focus research areas that are linked to outstanding international presence. Excellence in the focus areas identified as Green Technology, Emerging Technology, Systems Engineering and Human-Technology Interaction. In championing focused technology through strategic sharing, UTeM forms five Centres of Excellence (CoE) known as Advanced Manufacturing Centre (AMC), Centre for Telecommunication Research and Innovation (CeTRI), Centre for Advanced Computing Technology (C-ACT), Centre for Robotic Industrial Automation (CERIA) and Centre for Advanced Research on Energy (CARE). The high performance industrial-linked CoE of UTeM are acknowledged as TyCoE or Technology-Industry Centre of Excellence which is an initiative in UTeM to promote excellence in R&D&C. UTeM also actively participates in research exhibitions both at the national and international levels in its effort to promote and market its invention and research products. Winning accolades in competitions and exhibitions such as the Brussels INNOVA, Seoul International Invention Fair (SIIF), and the iENA Nuremberg, this move is imperative to ensure that UTeM has a double recognition as a technical education provider and an innovative and technology product provider. UTeM places special emphasis on industry relations and community development as a differentiating factor that sets it apart from other public higher education institutions. Universiti Teknikal Malaysia Melaka (UTeM) has also implemented proactive collaborations with the industry, especially amongst Small and Medium Industries (SMIs), the Company Stakeholders (GLCs), Multinational Corporations (MNCs), Government Agencies and Statutory Authorities to create a strategic network for academia-industry relationship. Through these strong partnerships, UTeM’s students are equipped with adequate industry ready skills to enter a highly competitive market environment. The Blue Dot Centre, a Centre for Creative Innovation adds to the unique learning experience at UTeM. This Centre which promotes innovation and creativity amongst the younger generation sees the involvement and smart partnership through education network involving universities, schools, vocational and community colleges, polytechnics, and industries. With the aim of encouraging and generating new ideas or innovations, converging all entities in a synergistic ecosystem, the Blue Dot Centre hopes to develop innovative, creative and competitive human capital at school level equipping students with the attributes of critical and analytical thinking, innovation and creativity. With a specific focus on automotive and advanced manufacturing, the Blue Dot Centre aspires to promote creative innovations, which is the main thrust in education and is a source of the nation’s economic strength. Universiti Teknikal Malaysia With the tagline ‘Always A Pioneer, Always Ahead, UTeM strives to forge forward in strategic Melaka, Hang Tuah Jaya, knowledge and technology foresight in its quest to create future technologies and to provide 76100 Durian Tunggal, Melaka, Malaysia. leadership in technical education. UTeM is committed to contribute to the development of a Phone: +606-555 2000 Knowledge Society; a society that creates, shares and uses knowledge to improve wealth Fax: +606-331 6247 and the well-being of its people. e-mail: webmaster@utem.edu.my Socrates Almanac ‘Science and Education. Oxford Review’
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Brief Profiles of Worldwide Universities
University of Abomey-Calavi
Prof. Brice Augustin Sinsin Vice-Chancellor
The University of Dahomey was established in 1970, became the National University of Benin in 1975 and later the University of Abomey-Calavi after the establishment of the University of Parakou (in the northern part of the country) in 2001. With its dynamic cooperation, the University of Abomey-Calavi is as one of the most prestigious Universities in West Africa. Since30th December 2011, the governing board of the University led by Professor Brice Augustin SINSIN has been focusing on the assurance and quality of education, and also the employability of its outgoing students. Members of the Governing Board ·· Professor Brice Augustin SINSIN, Vice-Chancellor ·· Professor Maxime da CRUZ, Pro-Vice-Chancellor, in charge of Academic Affairs and University Research ·· Professor Souaïbou FAROUGOU, Pro-Vice-Chancellor, in charge of Inter-University Cooperation, External Relations and Professional Integration ·· Dr Léon Bio BIGOU, Secretary General ·· Mr Célestin ADANGO, Bursar. The vision of the new leading team is making UAC a reactive and proactive social institution for Benin’s development. The UAC houses: ·· 34 Faculties, Polytechnics, High Schools, College of Education and Institutes ·· 93 Full Professors ·· 150 Associated Professors ·· 306 Senior Lecturers ·· 270 Assistants (PhD) ·· 897 Teaching Staff ·· 95,000 Students in 2013 ·· Ratio of Staff : Students is 1 : 62 ·· Rate of Student enrollment ≈ 27 % ·· PhD Students = 250 ·· Papers published : 526 (2012)
University of Medicine and Pharmacy Tirgu Mures University of Medicine and Pharmacy Tirgu – Mures is well-known and recognized abroad, working for over six decades, during which thousands of doctors and pharmacists have dedicated themselves to the noblest mission - saving lives . While training University students the teachers are guided a suite of factors and conditions: skills and knowledge obtained through study and research, dedication and respect, generosity and tolerance. Harmonize them in a constructive form of multiculturalism can and should induce a synergistic effect and be a major factor for the progress of the University. Our university keeps both traditions - including the quality of medical and pharmaceutical services, to the educational and scientific research and progress through continuous adaptation to the requirements of the European medical market .
Prof. Leonard Azamfirei Rector Gh. Marinescu 38 540139 Romania rectorat@umftgm.ro www.umftgm.ro +40-265-21 55 51
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College of Physicians and Surgeons Pakistan The College of Physicians and Surgeons Pakistan is a unique postgraduate medical institution in Asia. Founded Fifty-One Years ago, its objectives are to promote specialist medical practice; arrange postgraduate medical training and research and advance the high principles of the medical profession. The institution has grown and awarded about 1000 Fellowships in 64 specialties / sub-specialties and Membership in 19 disciplines in 2006. The College has attained high standards of learning, training, research facilities and of assessment for its Fellowships and diploma programmes, with international recognition. CPSP is perpetually in pursuit of excellence and ceaselessly strives to develop and maintain its academic standards at the highest level. Its faculty is drawn from the most eminent professors and distinguished specialists of various fields of medicine and surgery. CPSP has set standards for trainees which help to attain perfection and expertise in the field of their specialty. CPSP, through improved programmes of monitoring and IMM, regularly helps candidates to improve their attainments and invites highly qualified and experienced medical scientists and experts to conduct various courses, and imparts the training and skills necessary for higher medical education programmes. The assessment of training is conducted through a candidate friendly system of examinations, supervised by the elite of the medical profession in the country and from abroad. To keep abreast with the latest technologies and advancements in the field of medical sciences, the CPSP constantly revises and updates its educational programmes and facilities. These policies have helped the CPSP make its contribution and attain a distinguished position among its international peer institutions. In order to expand the vistas of learning the College has established academic affiliations with all the renowned institutions of the world. The College has thus been making its contribution to the development of medical sciences. The College is the proud alma mater of the vast majority of the medical specialists and teachers of the country who are serving with dedication and devotion to give their best in their fields.
Prof. Zafar Ullah Chaudhry President
http://www.cpsp.edu.pk
University of Medicine Magway Myanmar University of Medicine, Magway was established in 2001 as the fifth government medical university in Myanmar. Recognition of the University for awarding the medical degree that allows the practice of medicine in the country by the graduates of the university by the government of Myanmar was granted on December 14th, 2000. The very first classes of the university were started on May 22nd, 2001. The graduates of the university become eligible for medical licensure on November 3rd, 2007. Started good international cooperation and collaboration with foreign universities in 2010 for the first time in years. Upgraded the infrastructure and physical campus of the university. Opened the first in-campus student hostel in Myanmar after the 88â&#x20AC;&#x2122;s revolution. Started the first student service center in Myanmar. The existing curricula were reviewed, revised and updated according to the modern needs in cooperation with foreign universities. The university was listed in the list of Avicenna Directory of Medical Schools by World Health Organization in 2011.
Prof. Dr. Win Myat Aye Rector
www.ummg.edu.mm magwaymedicaluniversity@ gmail.com tel. 9595004548 Myanmar South East Asia
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Brief Profiles of Worldwide Universities
University of Security Management in Kosice
Prof. Marian Mesaros Rector
The University of Security Management in Košice (hereinafter USM Košice) was established in 2006, but its foundations and focus of the study were laid in 2001. It was connected with establishment of the detached office Faculty of Special Engineering, the University of Žilina in Košice. In the contrast to other private universities was the establishment of the university laid on five years experience of detached office in Košice and Faculty of Special Engineering, the University of Žilina Educational and scientific potential which was created during the development of the security management on Faculty of Special Engineering and its detached office in Košice significantly helped to develop and formed the USM Košice. Scientific and technical cooperation between the Faculty of Special Engineering, the University of Žilina and the USM Košice is socially necessary and beneficial for the development of crime prevention in all areas such as: the management of security systems, the economic security, the security of information and communication technologies, the safety in transport and transport infrastructure and the environmental security. Nowadays the USM Košice organizes the university education in the study programme ‘Management of Security Systems’ and field of study ‘Protection of Persons and Property’ for the 1st level of university education (Bc.) and 2nd level of university education (Ing.). The University has approximately 3,000 students in each academic year. The main aim of the USM Košice is to provide the university education in area theoretical and practical knowledge of the crime (mainly on the issue of the reasons and consequences for the individual and society as a whole). The study is for members of the Police of SR, the Custom Administration, the Public Administration, The Private Security Services, The Armed Forces of SR, but also for everybody who is interested in studying the security of citizens and their economic activities, in the area of the environmental security, the information and communication security and the safety of transport infrastructure. Currently, the field of study ‘Protection of Persons and Property’ is accepted by the Ministry of Interior and a great number of students are from the Police Force. However, the USM Košice provides wider possibilities to applied knowledge in everyday life, business, of security systems development, personal but also in business life in the contrast with the university education at the Police Academy. The strategic aim of the USM in the area of education is to provide the university education in all three levels.
Phone(code) +421 55 7201071 Fax(code)+421 55 7201071 Website: www.vsbm.sk E-mailvsbm@vsbm.sk Address: 17 Kukučínova Street, Košice, Slovakia
University of Tabriz
Prof. Parviz Azhideh Rector
The University of Tabriz was established in 1946 and it is now member of IAU and other regional associations. UT is the sole representative of Iranian universities to Turkish higher educational institutions. As the second higher educational foundation in Iran, it has been playing a leading role in the formation of the educational system as well as in the development of research activities in Iran since its establishment. UT performs joint research projects with the research institutions of neighboring countries and is one of the main cultural hubs in the region. More than 20000 students study in 737 disciplines under the supervision of more than 1000 faculty staff members and visiting scholars. 29 Bahman Boulevard, Tabriz, 5166614766, Iran Phone / Fax (0098 411 3344 272) Email: international@tabrizu. a c . i r A j i d e h @ t a b r i z u . a c . i r, www.tabrizu.ac.ir
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Waljat College of Applied Sciences Waljat College of Applied Sciences (WCAS) was founded at Muscat in 2001 with the aim of promoting international quality higher education in Oman that prepares students for challenging jobs in the engineering, IT and management sectors. WCAS functions in an academic partnership with the Birla Institute of Technology (BIT), a reputed ‘deemed university’ located in Ranchi, India. Established in 1955, BIT has been a pioneering institution in the fields of technical education and research ever since. The WCAS campus is located in Knowledge Oasis Muscat, Rusayl, with state-of-the-art teaching facilities, modern laboratories, library and student services. All academic programmes are conducted in English and admissions are open to all nationalities. The college awards diplomas and degrees that are recognised through out the world at the lowest fee among its peers. The degrees are recognised globally and by all accreditation agencies and academic regulation bodies in India. These are also duly approved by the Ministry of Higher Education, Sultanate of Oman. Alumni are selected for prestigious jobs and secure admissions for higher studies in top-notch institutions around the world. WCAS graduates have made a mark as engineers, IT professionals, bankers, film makers and sports people etc. Students have regularly won national prizes in innovative projects and events organised by international entities. WCAS has international university linkages with University of Leeds, UK, Purdue University, USA, University of New Brunswick and Queen’s University, Canada in academic partnership with BIT, India. The college has consistently been ranked among the top Higher Education Institutions in Oman with recognition in the Cambridge University Students’ Guide 2013 and by NIMSA, Europe.
Mohan Varma Dean & Director
Knowledge Oasis Muscat, Rusayl, 000124, Sultanate of Oman www.waljatcollege.edu.om dean@waljat.net
Xavier Institute of Management, Bhubaneswar (XIMB) Xavier Institute of Management, Bhubaneswar (XIMB) owes its origin to a ‘Social Contract’ between the Government of Odisha and the Orissa Jesuit Society in 1987. It is acknowledged internationally as a top ranked, professional world-class business school, which provides quality management programmes and develops futuristic managers with strong ethics and values. XIMB not only imparts management education but also implements socio-economic development projects in collaboration with international agencies and the Government. The Institute creates opportunities for the growth and development of local entrepreneurs, maximises management research and brings about the overall industrial development of India through various innovative consulting projects. The Board of Governors, consisting of representatives of the Jesuit Society, Government of India, Government of Odisha and eminent industrialists and educationists, provides a guiding light for overall direction. XIMB is located in the heart of Bhubaneswar; the verdant 20 acre campus is entirely Wi-Fi enabled. It houses the office complex, Learning Centre, a round-the-clock library, computer centre, classroom complex, auditorium complex, residences for gents, ladies and executive programme participants, CENDERET Office Complex, Management Development Centre (MDC) and studio apartments for students. XIMB prepares students for the corporate world by providing the best sports facilities. Fitness enthusiasts can develop good mind-body balance by working out in the well equipped gymnasium and jogging tracks.
Dr. Paul Fernandes Director
X a v i e r S q u a r e , B h u b a n e s w a r, Odisha, India, 751 013 www.ximb.ac.in director@ximb.ac.in
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Brief Profiles of Worldwide Universities
Royal University For Women
Jumaah Mazin Mohammed Ali President
The Royal University for Women (RUW) is the first private, purpose-built, International University in the Kingdom of Bahrain dedicated solely to educating women. RUW provides a comfortable environment in which to create leaders, develop vibrant personalities, dynamic decision makers, independent thinkers and community-conscious individuals. Our main focus is on academic excellence and personal development. The Royal University for Women (RUW) is the first private, purpose-built, International University in the Kingdom of Bahrain dedicated solely to educating women. RUW provides a comfortable environment in which to create leaders, develop vibrant personalities, dynamic decision makers, independent thinkers and community-conscious individuals. Our main focus is on academic excellence and personal development. Tel.: +973 17764444 Fax.: +973 17764445 E-mail: info@ruw.edu.bh A d d r e s s : P. O . B o x 3 7 4 0 0 , W e s t Riffa Kingdom of Bahrain
Novi Sad Business School
Prof. Dragica Tomic
Novi Sad Business School is a state school with more than half a century of tradition in education. The school is an example of education in which practical knowledge is promoted, where students can confirm and develop their skills, improve foreign languages, and develop creativity and analytical thinking. Together with its students, Novi Sad Business School creates a vision for the managers of the future. Bachelor studies in the School last for three years, that is, six semesters giving a total 180 ECTS. Depending on the study programme the qualifications obtained on study completion are: BA in Economics, BA Applied in Financial Operations and Accounting, BA Applied in Trade and International Business, BA Applied in Management. Study programmes followed in the School are: Financial Operations and Accounting, Trade and International Business, Entrepreneurship, Tourism and Hotel Business. After Bachelor studies the School offers specialist professional second level studies qualified for through a Banking and Insurance programme of two semesters, with a total of 60 ECTS. Upon completion of these specialist professional studies, one acquires a diploma of higher education and professional title: Economics specialist (Appl.). Novi Sad Business School has established very successful collaborations with a number of similar institutions in Western Europe and Russia. The School is a member of numerous associations: EADI, CEEMAN, BUSINET, KEN, ALADIN and the IADIS initiative.
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V l a d i m i ra Pe r i c a Va l t e ra 4 , 2 1 000 Novi Sad, Serbia www.vps.ns.ac.rs E-mail: skola@vps.ns.ac.rs Phone: +381-21-485-4004
Brief profiles of worldwide universities
Ecopaint-Angola We are a branch of a construction company (maintenance of public and private buildings), with 30 years of experience in the area. We have technicians and skilled labour, and are committed to service. Our company is prepared to meet clients from small and medium businesses, always offering smart and economical solutions for those who need to renovate or build. We can contribute positively to their work, with services conducted in accordance with the quality standards we cherish in our organisation, including warranties on all services. We strive to establish a transparent relationship with our clients, providing support through service differentiated by care, during business hours Monday through Friday and emergency service on weekends and holidays. The provision of our services also benefit from our personal attention to health and safety at work, as well as improving the professional levels of our staff. We are available to answer any questions and look forward to your contact!
Rui Amorim Director
P r o j e c t o M o ra r, c a s a 4 , Vi a n a II, Luanda Angola (00244) 928113351/919981301 www.ecopaint-angola.com geral@ecopaint-angola.com
JSC National Company ‘Kazakhstan Temir Zholy’ - Аtyrau Railway Branch Today rail transport is an important part of the production infrastructure of the Republic of Kazakhstan because of the geographical conditions of Kazakhstan (the lack of direct access to the sea, the availability of navigable rivers), the vastness of the territory, the raw materials production structure and the distribution of production forces. Kazakhstan’s railway industry is a developing area of the economy, with industrial and technical potential, which is steadily increasing in recent years and employs more than 156,000 people. The JSC National Company ‘Kazakhstan Temir Joly’ – Atyrau Railway Branch is located in the Atyrau region, the administrative centre is located in Atyrau, and it has a developed length of 1,149.5 km. Atyrau Railway Branch works to ensure the efficient organisation of the rail transportation process. Outside its territorial boundaries the branch runs transportation services in the major regions of Mangistau and Aktobe. The Regional Ice Hockey Federation in Atyrau, under the guidance of Burikhan Berkimbayev effectively develops professional hockey, including children’s hockey. 4 2 , S y r y m D a t o v s t r, A t y ra u 060007, Republic of Kazakhstan Phone: +7 7122 953454 E-mail: azamat_m_zh@mail.ru, kartan.baurjan@mail.ru
Burikhan Berkimbayev Director
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Sucsess stories. Hall of Fame. The Name in Science
WORLD SCIENTISTS. SUCCESS STORIES
Success stories. Hall of Fame. The Name in Science
Anatoly Asaul
Director of the autonomous non-profitsation ‘The Institute of Problems of the Economic Revival’, Professor of the Department of Economics of Entrepreneurship and Innovation of the St. Petersburg State University of Architecture and Engineering, Honorary Builder of the Russian Federation, the Honoured Worker of Science of the Russian Federation, full member of a number of national and international academies of Sciences, Doctor of Economic Sciences, Professor (Russia) ‘Words encourage while examples lead’ was said by the ancient Romans. This ancient aphorism is as real nowadays: there is nothing more important for the education of coming generations than positive examples of worthy service to society and work that serves as the best among contemporaries. One of these examples is a native of St. Petersburg’s Anatoly Asaul – outstanding scientist, leader and organiser of scientific research. Anatoly Asaul is a self-made man. He was born on October 31, 1948 in Reshetilovka, a village in the Poltava region of Ukraine. After he graduated from school, he left his home for distant Leningrad, where his career began as a worker SU-308 at the ‘Sevzaptransstroy’ trust. While working in construction, Anatoly studied at Leningrad Institute of the Engineers of Railway Transport. In 1972 he received a mechanical engineering the diploma, specialising in building and road machines. Afterward he grew professionally and in 1979 became the head of the mechanisation department of the ‘Sevzapelevatorstroy’ trust, then in 1990 the General Director and Chairman of the Board of Directors for one of the largest constructing companies in the region – JSC ‘Design and Construction Association Lenoblgradstroy’. In 1990 A. Asaul received a second degree specialising in ‘Management, Economy and Organisation of Building Manufacture’ from the Leningrad Institute of Engineering and Economics. He then started a new and very important stage in his career as one of the most competent specialists in the field of construction management. Anatoly Asaul was invited as a part-time teacher to the University and at the same time started to study science in depth. Research activities captivated and engaged him and in 1993, he received his Ph.D., then his doctoral thesis in 1997. In 1999 he was awarded the title of Professor. 264
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From 2004 to 2008 A. Asaul he was the chief researcher at the Institute of Regional Economics and from 2000 to the present day he has taught at St. Petersburg University of Architecture and Construction. The main priority for the research activities of Professor A. Аsaul is the creation and development of an author’s scientific school tackling ‘methodological problems of efficiency of regional investment and construction complexes as a self-organising and self-regulatory system’. In research performed under the leadership of Anatoly Nikolaevich significant theoretical and practical results have been achieved. In particular (for the first time in Russian science!) the phenomenon of regional investment and construction systems (ICS) was studied, the scientific basis of their development was elaborated upon, and the principles of the functioning of the investment-construction complex as a living system were defined. A new direction – ‘Network organisation in construction’ - has been created. Under the leadership of A. Asaul twenty-seven candidates, and eight doctors of science were granted. Professor Asaul is an author of more than 20 monographs and hundreds of scientific papers, the significance of which are recognised by the economic community. He is among the top-five most frequently cited scientist-economists of Russia and has a high personal scientific indicator (21 on the Hirsch index ). He prepared and published 35 textbooks and manuals for students, including four of the textbooks with the signature stamp of the Ministry of Education of Ukraine, two each in Azerbaijan and Uzbekistan and one with a signature stamp of the Ministry of Education of the Kyrgyz Republic. A. Asaul is one of the developers of the state standard for the second generation of higher professional education and co-author of the study programs of the ‘Organisation of Entrepreneurial Activity’ and ‘Economics of Real Estate’ courses which are approved by the Ministry of Education and Science of the Russian Federation.
Sucsess stories. Hall of Fame. The Name in Science
A core activity of Anatoly Аsaul is the organisation of national and international scientific conferences on actual problems of contemporary economic science at universities in Russia and Ukraine, and participation in them. His goal is to unite the efforts of scientists of the CIS countries to promote the revival of their former economic power in the post-Soviet era. In Ukraine alone, over the last ten years, more than 50 of the Professor’s scientific works have been published. In 2004 Anatoly Аsaul and his colleagues managed to give new life to the scientific journal ‘Economic Revival of Russia’ which had not been published for a long time. Taking over the functions of chief editor and getting together a team of like-minded professional people, Anatoly Asaul managed to greatly increase the ratings of the journal by making it interesting both for specialists and for a wide range of intellectual readers. Soon, on the back of this revival, the Institute of Problems of Economic Revival was created – an organisation which unites scientists and practitioners to create new models for the development of an innovative economy. The Institute published forty-five scientific works, a number of perspective projects. One of the proofs of his international recognition is the fact that, based on the results of activities in 2011, the Institute was awarded a prestigious award from the European Business Assembly, that of ‘Best Enterprise’. Following a proposal from the European experts, Anatoly Asaul was awarded the title of ‘Top Manager of the Year’. For scientific achievements, he was awarded the international scientific prize ‘The Name in Science’, resulting in the name of the Petersburg Professor being added to the register of the best scientists in the world. These honours sat well among other awards given to the outstanding citizen of St. Petersburg. Among them are the highest professional distinction ‘Honoured Builder of the Russian Federation’, ‘Honorary Builder of Russia’, ‘Honoured Worker of Science of the Udmurt Republic’, and ‘Honoured Scientist of Russian Federation. He has also been awarded medals ‘In Memory of
300-Anniversary of St. Petersburg’, ‘For Achievements in Economy’ in the name of Wassily Leontief (RANS), ‘Gold Medal SPI’ (France), Order of ‘The Professional Honour, Dignity and Business Reputation’ (second and third degree), ‘Order of the Golden Eagle with a Crown’ (EANS), and the title and chest sign ‘Knight of Science and Arts’ (RANS) among others. A. Asaul is the Professor Emeritus of Tuva State University, Ufa Academy of Service and Economics, Poltava National Technical University, Tashkent Automobile-Road Institute, Lviv University of Business and Law, and Kyiv University of Tourism, Economics and Law. He is also an honorary Doctor of Science of the Khmelnytsky National University, holder of the title ‘Founder of a Scientific School’, honorary citizen of the city of Vsevolozhsk and Vsevolozhsky district of Leningrad region, honorary citizen of Reshetylivka’s district (Poltava region), and a full member of several academies. ‘I never resented my fate, to the contrary, I was grateful for it,’ says Anatoly Asaul. ‘My work, scientific activity brings me joy and satisfaction, and my friends and associates support me. At the same time, I fully agree with Lev Tolstoy: ‘Happy is the one who is happy at home’. I belong to such lucky ones. With my wife Tatiana we have been together for more than forty years. In love and harmony we brought up two sons. And our elder son, Maxim, and younger, Nikolai told their words in science, defended doctorate thesis in Economics. Maxim is Professor of the State Automobile and Road Technical University, occupies the post of Deputy Director of the Department of the Eurasian economic Commission. Nikolai holds the post of Vice Minister of transport of Russia. Both sons have their own families, children. I have seven grandchildren, communication with whom is the true happiness which stimulates further development. So, I hope the very best in life is yet to come!’
Contacts: e-mail: asaul@yandex.ru www. ano-institutproblem-ekonomicheskogovozrozhdeniya.tiu.ru 1 6 - a , D o m o s t r o i t e l n a y a s t r. , Saint-Petersburg, 194292, Russia
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Amanzhol Adaev M.D., Chief of the private medical institution ‘Shapagat Hospital’ (Kazakhstan)
e - m a i l : s h a p a g a t k a n d @ r a m b l e r. r u
Svetlana Balpeissova Notary of Aktobe city of Aktobe notarial district (Kazakhstan)
As a honest citizen of Kazakhstan, previously worked in the State System, a former region deputy of convocation 1994, she protect the citizens’ rights and legitimate interests, she have decided to devote her life to noble business – to become the notary. Since April 25, 2000 having entered upon notary's duties, she has understood, that this trade is very important and necessary to people as it includes good, truth, fairness and of course protection of citizens’ rights. This mission is that to avoid disputes between people. Having bought a building and repaired it, at the beginning she tried to explain our new legislation to people, when people has been lost after restructuring. Every day a various fate, the passion, the lucre which has reached an absurd sizes, unselfishness and nobleness of person are sweeped before notary’s eyes. And she needed to become a philosopher to not be disappointed with mankind and keep optimism, to come to the aid of people again who need a wise advice, a dead drown up competently, a certified fact and just a human participation. During the work she has to learn a lot of literature, an experience of the Western countries, attend a New Notariate Institutes seminars, met colleagues from Russian Federation, workers of justice and a notariate. Having a huge experience with people, having professionalism and also she takes an active part in forums of Peacemaking and developments of the Law about Notariate, the Law of Mediator. The citizens and firms, and also the 266
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Amanzhol Adaev was born on 5, January 1943 in the Aktube region (Kazakhstan). He graduated from the Aktube Medical Institute (1968). He worked as a surgeon, and then as a chief doctor in the central railway hospital of Kandagach Station on the Orenburg railway. In 1997, the clinic was reorganised into a private medical institution and named the ‘Shapagat Hospital’. Now the ‘Shapagat Hospital’ is an innovative organisation with a modern medical basis and a wide range of services. The clinical team won the prestigious international awards ‘European Quality’ and ‘The Best Enterprise’ (UK). Amanzhol Adaev is a winner of the International Socrates Award in the field of medicine. In his current distinction of ‘Top Manager of the Year’ is an honorary award ‘Shaptel’, for a Gold Medal ‘SEIN’ (France) his title is ‘Honorary Railroader’.
State bodies and Mass-media address to my services and thank constantly. Law of Меdiator has been accepted on January 15, 2011 where all disputes between citizens are resolved outside of the judicial order, and there she has received the Certificate of Mediator United Center Mediator and Peacemaking, it was presented by Svetlana Romanovskaya, the Deputy of Parliament of Kazakhstan, the Certificate from ОО ‘United Center Mediator and Mediator Peacemaking’, June, 2012. Extending her knowledge and expanding her outlook, being on the center of Laws of our State, having opened national program IPO, realizing actions of enterprise to people, her actively participate in progress of the present program as a result she has received the Certificate ‘National IPO’ from jointstock company ‘Samuryk Kazina’, on June 02,2012. For a fruitful work and the help she was awarded: · Letter of commendation from Organizing committee of the Department of Aktobe region, December, 2003 · Letter of thanks from Notarial Chamber of Aktobe region, July, 2009 · Letter from Republican Notarial Chamber, Astana, July, 2011 · Letter from Republican Notarial Chamber, Astana, 2011 Professional credo: ‘The notarius is not a business, it is a mode of life!’
Contacts: 5 , S a t p a ye v S t r, o f f i c e 3 , Aktobe 030012 Republic of Kazakhstan e-mail: akkula2012@mail.ru
Sucsess stories. Hall of Fame. The Name in Science
Cornelia Bargmann Born 1961 in Athens, Georgia, USA
Cornelia Bargmann is an American neurobiologist. She is known for her work on the behaviour of C. elegans, particularly olfaction in the worm. She has been elected to the National Academy of Sciences and is currently a Howard Hughes Medical Institute investigator at Rockefeller University.In 2013 she was awarded the $3 million Breakthrough Prize in Life Sciences for her work.
Bargmann completed undergraduate studies at the University of Georgia in 1981, with a degree in biochemistry. She completed graduate studies in 1987 at M.I.T. in the lab of Robert Weinberg. She examined the molecular mechanisms of oncogenesis, and helped identify the role of Ras in bladder cancer. She also did significant work on neu, an oncogene that later lead to significant treatments in breast cancer. Bargmann then completed a post-docorate with H. Robert Horvitz at MIT, working on molecular biology mechanisms of neuroscience. She began working on chemosensory behaviour in C. elegans, and achieved several breakthroughs, demonstrating among other things that nematodes have a sense of smell. Bargmann accepted a faculty position at UCSF, focusing on olfaction at the molecular level. This work led to discoveries of the mechanisms underlying complex behaviours, such as feeding behaviour. This work has continued to lead to a deeper understanding of the brain, sensory abilities and neuronal development. Bargmann also identified SYG-1, a ‘matchmaker’ molecule - a molecule that directs neurons to form connections with each other during development. In 2004, Bargmann moved to Rockefeller University. en.wikipedia.org/wiki/Cornelia_Bargmann
Stephen Mark Barnett Professor Barnett is one of the leading theoretical physicists in the UK today. His work has had a great impact on our understanding of light and matter. He has made gamechanging contributions to quantum optics and its application to information processing. His most famous achievement is the formulation of the phase operator for light. This was a major step, since it resolved the various different formulations that had been argued about for decades into a clear and coherent framework.
This work exemplifies Stephen Barnett’s approach to physics. He chooses profound, unresolved questions, then works out definitive solutions. Another more recent example is the resolution of the Abraham-Minkowski dilemma about the correct momentum of light in a medium, which has been disputed since 1909. Professor Barnett resolved it simply and effectively in terms of the differences between the canonical and kinetic momentum of photons. Another area in which he has made key contributions is that of the orbital angular momentum of light beams. His ideas have informed and guided experiments in this area in a most fruitful manner, and he is regarded as the world’s leading theorist in this area. These are merely a few examples of the keen insights Stephen Barnett has brought to important physics problems. In 2013 Steve Barnett was awarded the Dirac gold medal, in recognition of his services to theoretical physics. http://de.wikipedia.org/wiki/Stephen_M._Barnett
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Temerhan Berdimuratov
President of the Kazakh-Russian International University, Director of the Research Institute for Neuro Linguistic Programming KRMU, Doctor of Psychology, Doctor of Business Administration in the field of Human Resource Management (DBA), Academician of the Academy of Pedagogical Sciences of Kazakhstan. ‘You will be able to be at the head of the others only when you are ready to move forward’. The famous Kazakhstan scholar and effective manager of modern education Temerhan Berdimuratov has been living this special rule for many years. His professional life is full of victories, unique discoveries, creativity and devotion to science. Dr. Berdimuratov was born on November 17th, 1951 in Aktubinsk, (nowadays called Aktobe). He graduated with honours from the State Pedagogical Institute in 1974, then, he worked in the educational system of the Aktobe region, climbing the professional ladder step-by-step. He has been occupied with scientific and pedagogical work since 1989. Together with teaching he was performing postgraduate study at the All-Union Scientific Research Institute of Vocational Technological Education of the Academy of Pedagogical Studies of the USSR (1991 – 1994). In 1994 he defended his thesis for the degree of Candidate of Psychological Sciences. In 1998 he received the degree of Doctor of Philosophy at the KennedyWestern University (USA). In 2011 he defended his doctoral thesis in the field of human resource management at the European University (Switzerland). One can judge T. Berdimuratov’s degree of professionalism by his track record; he is the Doctor of Psychology and Business Administration, Professor of Moscow International University (1998), Academician of the Academy of Pedagogical Sciences of Kazakhstan, Member of the Club of Rectors of Europe (2012), Chairman of the Scientific Expert Council of the Assembly of Kazakhstan People of Aktubinsk region. The multi-faceted creative work of Professor Berdimuratov has been marked with the highest awards of the European Business Assembly (UK) in the field of scientific research and intellectual development of society: ‘The Name of Socrates’ and ‘The Name in 268
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Science’, a gold medal in the name of inventor Jean Antoine Chaptal (France), medals ‘Ten years of Independence of the Republic of Kazakhstan’ and ‘Twenty years of Independence of the Republic of Kazakhstan.’ He has the award named after Catherine II of the Institute of European Integration ‘For useful public works’ (Russia), the International Prize of the European Communities – ‘European Standard’ (Switzerland) and many other merits. To talk briefly about the innovation which Temerhan Berdimuratov brought into science and education, we can start with the fact that he is the initiator of the unique innovative high school, Kazakh - Russian International University (it was called formerly Aktobe Institute of Management, Business and Law ‘NUR’, 1994). Incidentally it was the first international non-governmental institution in the region where all the conditions for teaching the future elite in economics, for personal growth of students and for developing of their creative thinking and aesthetic perception of the world were created. As a result, Temerhan Berdimuratov’s works and the teaching staff of the university stimulated by his efforts created a special academic culture which effectively influences the results of learning. The professor Berdimuratov gives lectures on ‘Psychology’ at the University. In addition, he is the author and developer of specialised training courses and training programmes. Among them are the programme ‘Learn to learn’, ‘Principles of selfeducation’, ‘Specialised course on NLP’, ‘Cross-disciplinary model of educational technology of self-oriented educational system of effective thinking and behaviour of students on the basis of neuro-linguistic programming’ and ‘The development of education: Innovation and technology.’ The University has had the honour of hosting many famous people such as politicians, scientists and public figures. These
Sucsess stories. Hall of Fame. The Name in Science
include the President of Kazakhstan N. Nazarbayev, the first lady of the Republic of Kazakhstan, President of the ‘Bobek’ fund S.A. Nazarbayev, Ambassador Extraordinary and Plenipotentiary of the Russian Federation in Kazakhstan V.N. Nikolaenko, Ambassador of Great Britain and Northern Ireland Douglas Mc Adam, Secretary of State A. Kekilbaev, Prosecutor General of Kazakhstan Y. Hitrin, Ambassador Extraordinary and Plenipotentiary of the Russian Federation in Kazakhstan M.N. Bocharnikov, advisor of Ambassador of Poland in Kazakhstan M. Lapanovsky and many others. These visits served as a further indication of the national and international recognition of the high school and became significant events in the life not only of the university, but the entire region. Another favourite child of Temerhan Berdimuratov is the Research Institute for Learning Technologies at Neuro-linguistic KRMU, created and headed by him in 2007. Now the development of the Institute staff is widely used in the system-level of higher education. Other significant achievements of the Kazakh professor include the development of the author’s teacher trainer – GPS- navigator, a new educational technology – a cross-disciplinary model of educational technology for a self-oriented educational system of effective thinking and behaviour of students on the basis of neurolinguistic programming, the Scientific and Methodological electronic control centre for teaching in university based on neuro-linguistic GPS-navigator; a laboratory and store for ideal management ‘Champs Elysees’ for economic professions; a museum of antiquities and a museum of designer finds. There is also the creation of a unique park of sanitary technologies ‘Bodrost’, in which experts work with the authors’ educational technologies: healing and cleansing of the body, general fitness and food combining.
T. Berdimuratov is the developer and co-executor of fundamental research on the State budget program 014 ‘Applied Research in Education’ (the topic of the research is ‘The Development of Scientific and Methodological Bases of the Organisation of Vocational Education of Adults in the Field of Inclusive Education’). He is the developer of R&D in areas such as ‘Experimental model of Generative Learning on the basis NeuroLinguistics in order to Achieve Higher system-level modelling of the behaviour and activities in addressing the educational Tasks’ and ‘Cross-disciplinary model of educational technology of self-oriented educational system of effective thinking and behaviour of students on the basis of neuro-linguistic programming.’ He is the head of a grant project for scientific direction ‘Intelligent Systems and Technologies’ on the topic: The Use of Innovative Psychotechnology in the modern educational system.’ Professor Berdimuratov has outlined his concepts in more than three hundred important scientific works, including monographs and textbooks. The works of Professor have been published in Kazakh, Russian and English and were praised by the Academic community. Now Temerhan Berdimuratov continues to work selflessly; he conducts research, provides strategic university management, guides the preparation of master’s and doctoral PhDs, constantly improves and does not get tired of learning from life, colleagues and students.
Contacts: e-mail: mmu@akparat.kz www.krmu.kz
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Larysa Bezukladova
President of the International Academy of Spiritual Sciences (Ukraine), president of the Ukrainian branch of the International Academy of Energy-Information Sciences, candidate of Philosophical Sciences, Honorary Professor of the International University of Vienna One of the fathers of philosophy Aristotle said many centuries ago: ‘Who moves forward in the sciences, but lags in morality, that is more backward than forward’. In our days, when the technical development of civilisation has reached an alarming level, this truth is particularly real. More and more representatives of the world scientific community realise the need for a synergy of classical science and spiritual knowledge to deliver a happy future for mankind. Ukrainian scholar and public figure Larysa Bezukladova has worked toward this for many years and is the author recognised both in our country and beyond of the philosophical concept of ‘The ecology of thought’. A few highlights from the biography of this scientist: She was born on August 4, 1951 in the Rostov region. Her parents Vasyl and Lyubov devoted all their lives to pedagogy. For their students and their children, these people were an example of professionalism (suffice it to say that Lyubov was awarded the title ‘Honoured teacher of RSFSR’), and served ideals. Together they walked through the life for 51years, maintaining love and, respect for, and interest in, each other. Since her childhood Larysa was passionately fond of books and in her youth, seeking to grasp the meaning of the universe, was seriously fascinated by philosophy. After graduation from the Rostov Pedagogical Institute, she became a creative teacher, responsible for a number of innovations, in particular with respect to the moral education of pupils. Larysa also employed her teaching methods within the family, while bringing up her children. Their achievements include two gold medals, two certificates of graduation from music school with honours and two University diplomas with honours. Sergey (born in 1977) is currently a bank director and Vladimir (born in 1987) is a young specialist with two higher degrees and an officer. From 1976 Larysa Bezukladova lived and worked in the Crimea, in the Crimean Humanitarian University where she gained a higher degree, having previously received a diploma of administration of educational institutions with honours. 270
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Later she performed postgraduate study at the Department of Social Philosophy of Tavrida National University named after V.I. Vernadsky and defended a dissertation on competition between a scientific degree and that of the philosophical sciences on the theme ‘the state of secular spirituality in the conditions of technogenic civilization’. Now she is working on her doctoral thesis. The subject of her research is at the intersection of philosophy and medicine as Larysa believes in the existence of strong links between these areas of knowledge. She aims to understand the spiritual causes of physical ailments and find ways to overcome them. Bezukladova collects empirical material for the thesis from doctoral students in research institutes and medical institutions and works in a close collaboration with practitioners. L. Bezulkadova has been working on her concept of ‘The Ecology of Thought’ since 1986. After the planetary scale of the Ukrainian Chernobyl nuclear disaster, the attention of the scientific world and the public was focused on issues of environmental protection. These events prompted Larysa Bezulkadova to apply an ecological approach not only to all spheres of human life, but also in the area of thinking. The concept of the praxeological dimension of spirituality (praxeology – the doctrine of the implementation of human values in real life) can prevent people behaving as victims. ‘It is how and what we think,’ says Larysa Bezulkadova ‘it depends on the person’s position in society, their choice of occupation and state of health. Negative thoughts attract negative actions and events and they, in turn, lead to troubles and disasters. But positive thought forms are hundreds of times stronger than negative ones, they are able to make miracles. So, positive thinking and morality will help to revive the civil society, becoming a spiritual pivot of modern civilization.’ Being a supporter of the theory of noosphere (sphere of human thought) proposed by academic V.I. Vernadsky, Larysa Bezukladova bases her works on its teachings and develops them creatively. Since the early 90’s, Larysa has been actively involved in national and international scientific conferences, during which she has met with prominent Russian and foreign colleagues who shared her views. In 1994 L. Bezukladova and her followers guided by the motto ‘bring back the soul of science!’, founded the Crimean branch of the International Academy of Spiritual Unity of the World (CB IАSUW). In 2006, this structure was transformed into a Scientific Public Organisation called the ‘International Academy of Spiritual Sciences’ (IASS). Included in the ranks of the IASS are doctors of philosophy, physical and mathematical science, psychology, medical, computer, pedagogical and other sciences. Larysa Bezukladova managed to unite the efforts of leading scientists to address the concept of ‘The Ecology of Thought’ and organise their work in the Academy for the sake of a higher goal – to direct scientific thought for the benefit of a modern society, a spiritual revival of civil society and its transformation into harmony with the laws of the Universe. Year on year the number of scientists who work under the auspices of the Academy increases. Nowadays the IASS operates not only in all regions of Ukraine, but also in Russia, Germany,
Sucsess stories. Hall of Fame. The Name in Science
Austria, Serbia, Poland, Egypt, Lebanon, Jordan and the Czech Republic. The Presidium of the Academy in close cooperation with other authoritative bodies is actively involved in organising and holding international and national scientific conferences on real issues of philosophy, sociology and law. From 1995 to 2006, under the patronage of the government of Crimea, international congresses on the ‘fundamentals of spiritual health’ have been held with the participation of representatives of academic science from different countries prepared by CB IASUW. Then since 2008, in collaboration with the Ministry of Justice of Ukraine and Universities, the Academy has annually held scientific and practical conferences on the theme ‘Development of civil society: spirituality and the law’. In these conferences the representatives of regional departments of justice, scholars and leaders of public organisations from Ukraine, Russia, Serbia, Georgia, Poland, Germany, Austria and other countries take part. The scientific achievements and personal contribution of Larysa Bezukladova have brought public recognition. She was elected an honorary Professor of the International University of Vienna, accepted as a member of the Club of Rectors of Europe, was awarded the International prize ‘The Name of Science’, was awarded the highest distinction from the European Business Assembly for a personal contribution to the intellectual
development of the modern society – the Socrates Prize, marked the orders of Queen Victoria (UK) and ‘Commonwealth’ (Russia), the diploma of the winner of international rating of personal achievement – Name of the Year 2012. She has also been the winner of awards such as ‘Golden Mercury’, ‘Golden Jaguar’, ‘Saint Sophia’, ‘Intellect of the Nation’, as well as the highest award of the Assembly of Business Circles of Ukraine in Science and Culture – Grand Prix ‘Golden Pectoral’. Larysa Bezukladova is one of those people who know how to enjoy life and appreciate every moment. Asked about their personal formula for success, she answers: ‘I always sought to be guided in life by the principles of: speak, think, and do the same thing, be bold in making decisions to cultivate purity of thoughts. I agree with the wise dictum – ‘When one speaks of the other one, he says he is’. ‘For me there is no bad weather. I like the sun, sound and smell of rain, lightning, thunder, rejoice snowfall and blizzard... don’t get tired thanking for all that I have - my job, my family, my colleagues and my friends’.
Contacts: e - m a i l : a c a d e m y @ u kr. n e t www.madn.su
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Boris Bleskin
Chief Researcher of the Federal State Budget Institution ‘Russian Science and Research for Medical Engineering’ (Russia) e-mail: sait@amtn.info
Tamara Belousova Chief and founder of the Medical Centre (Zaporozh’ye, Ukraine) www.centr-belousovoy.com.ua you4you.org Skype: centr-belousovoy E - m a i l : c e n t r - b e l o u s o vo y @ ra m b l e r. r u
Valentin Chanturiya Born 1938 in Moscow, Russia
e-mail: vchan@mail.ru
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Boris Bleskin is the chief researcher of the Federal state budget institution ‘Russian Science and Research for Medical Engineering’, of the Federal Service for Surveillance of Healthcare, Academician of the Russian Academy of Natural Sciences and Academy of Medical Engineering Science, Doctor of Medical Sciences, Academician of the Russian Academy of Natural Sciences and AMTN, Doctor of Higher Category, was born 03.02.1947 in Privolzhsk in the Ivanovo region. He graduated from 2 Moscow medical institutions in 1971 and postgraduate study in 1987, having been a Doctor of Medical Sciences since 1997. He worked in hospitals and clinics in the cities of Taiga, Tomsk, Ivanovo, Belits (GDR), Volgorechensk and Moscow. Overseer of the Chernobyl accident. He has been awarded a medal ‘For Rescue of the Perishing’, and a certificate: ‘Excellent Student of Health Care of the Russian Federation’. He is the originator of more than 50 inventions on the problems of cancer, diabetes, atherosclerosis, schizophrenia, coronary heart disease, congenital and hereditary pathology and a series of devices for use with atmospheric electricity.
Essentially Tamara Belousova’s technique differs from traditional manual therapy in that, in the course of correction, traction, vibration and torsiya are used, but the main thing is an individual approach to each problem. Treatment is gradual, very ‘soft’ and sparing. Before the procedure the patient undergoes careful diagnostics while drawing up the individual’s card. Brusque pressure here is inadmissible. Tamara Belousova invented and patented elastic tools in order to completely exclude the probability of complications while under manual influence. This special form in combination with softness provides local vibro-treatment with a precise return of bone structures to their normal states. The uniqueness of this method is that while investigating a backbone, an exact diagnosis of diseases of all parts of the body can be given. And when the reason is discovered, it can be eliminated and rules for a healthy lifestyle can be recommended. Belousova’s method is simple, without complications.
This famous scientist in the mineral processing arena is Professor, Doctor of Technical Sciences, Academician of Russian Academy of Sciences, main research assistant of Institute of Comprehensive Exploitation of Mineral Resources of Russian Academy of Sciences, Chairman of Scientific Council of Russian Academy of Sciences for problems on mineral processing, Chairman of Council on awarding doctor’s degree with a specialism in mineral processing, the head of the leading Scientific School of Russia ‘physical-chemical methods of components separation in mineral processing’ and a Member of the International Advisory Committee of International Mineral Processing Congress. He is the author of more than 400 scientific works, including 15 monographs, and has 40 invention patents to his name.
Sucsess stories. Hall of Fame. The Name in Science
David Botstein Born 8 September 1942 in Zurich, Switzerland
David Botstein is an American biologist who has been the director of the Lewis-Sigler Institute for Integrative Genomics at Princeton University since 2003. Botstein graduated from the Bronx High School of Science in 1959, Harvard University in 1963 and received a Ph.D. from the University of Michigan in 1967 for work on the P22 phage. Botstein taught at the Massachusetts Institute of Technology, where he became a Professor of Genetics. Botstein joined Genentech, Inc. in 1987 as Vice President, Science. In 1990, he became Chairman of the Department of Genetics at Stanford University. Dr. Botstein was elected to the U.S. National Academy of Sciences in 1981 and to the Institute of Medicine in 1993.
Martin Cooper Born December 26, 1928 in Chicago, Illinois, USA Martin Cooper is a pioneer in the wireless communications industry, an inventor, entrepreneur and executive. He has been a contributor to the technology of personal wireless communications for over 50 years. He conceived the first portable cellular phone in 1973 and is cited in the Guinness Book of World Records for making the first cellular telephone call. Cooper knew then that people needed the freedom that comes from anywhere, anytime telephony in contrast to being tethered to a desk or a car. He has been referred to as the father of portable cellular telephony and is recognised as an innovator in spectrum management.
Botstein is the director of the Integrated Science Program at Princeton University. Many Integrated Science students have gone on to be successful in the field of molecular biology. In 1980, Botstein and his colleagues Ray White, Mark Skolnick, and Ronald W. Davis proposed a method for constructing a genetic linkage map using restriction fragment length polymorphisms that was used in subsequent years to identify several human disease genes including Huntington’s and BRCA1. Variations of this method were used in the mapping efforts that predated and enabled the sequencing phase of the Human Genome Project. In 1998, Botstein and his postdoctoral fellow Michael Eisen, together with graduate student Paul Spellman and colleague Patrick Brown, developed a statistical method and graphical interface that is widely used to interpret genomic data including microarray data. He has subsequently worked on the creation of the influential Gene Ontology with Michael Ashburner and Suzanna Lewis. He is one of the founding editors of the journal Molecular Biology of the Cell, along with Erkki Ruoslahti and Keith Yamamoto. Botstein has won the Eli Lilly and Company Award in Microbiology (1978), the Genetics Society of America Medal (1988, with Ira Herskowitz), the Allan Award of the American Society of Human Genetics (1989, with Ray White), the Gruber Prize in Genetics (2003) and the Albany Medical Centre Prize (2010, with Eric Lander and Francis Collins). In 2013 he was awarded the $3 million Breakthrough Prize in Life Sciences for his work. en.wikipedia.org/wiki/David_Botstein
Cooper was a submarine officer in the U.S. Navy, a division manager and head of R&D for Motorola during a 29 year tenure. As an entrepreneur he has started a number of businesses including co-founding GreatCall, Inc., maker of the Jitterbug phone and service and ArrayComm, the world leader in smart antenna technology. Cooper was an inaugural member of the WHF Wireless Hall of Fame, Red Herring magazine named him one of the Top 10 Entrepreneurs of 2000, the Wharton School of the University of Pennsylvania Business named him a Transformation Technology Change Leader and he is a recipient of the IEEE Centennial Medal. In 2010, he was inducted into the National Academy of Engineering and was awarded the Prince of Asturias Prize for Science and Technology. In March, 2011 Cooper was nominated for the ‘Mikhail Gorbachev: The Man Who Changed the World’ Award. In 2013 he was awarded the National Academy’s of Engineering 2013 Charles Stark Draper Prize as a mobile phone pioneer who laid the groundwork for today’s smartphone. Cooper holds a B.Sc. and an M.Sc. in Electrical Engineering and an honorary doctorate from the Illinois Institute of Technology on whose board of Trustees he serves. www.nae.edu/Projects/Awards/ DraperPrize/67245/67257.aspx
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Vladimir Chernyak Dnepropetrovsk, Ukraine.
Vladimir Ivanovich Chernyak is the associate professor of the Industrial Sector Management Department of the state higher educational institution, the ‘National Mining University’. The scientific degree is Candidate of Technical Sciences. His scientific interests embrace economics, management and psychology.
Pierre Rene Deligne Born 3 October 1944 in Etterbeek, Belgium Pierre Rene Deligne is a highly influential Belgian mathematician. He is known for work on the Weil conjectures, leading eventually to a complete proof in 1973. He is the winner of the 2013 Abel Prize. He studied at the Université Libre de Bruxelles (ULB). After completing a doctorate under the supervision of Alexander Grothendieck, he worked with him at the Institut des Hautes Études Scientifiques (IHÉS) near Paris, initially on the generalisation within scheme theory of Zariski’s main theorem. In 1968, he also worked with Jean-Pierre Serre; their work led to important results on the l-adic representations attached to modular forms, and the conjectural functional equations of L-functions. Deligne’s also focused on topics in Hodge theory. He introduced weights and tested them on objects in complex geometry. He also collaborated with David Mumford on a new description of the moduli spaces for curves. Their work came to be seen as an introduction to one form of the theory of algebraic stacks and recently has been applied to questions arising from string theory. Perhaps Deligne’s most famous contribution was his proof of the third and last of the Weil conjectures. This proof completed a programme initiated and largely developed by Alexander 274
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In 1985 he received higher education and the qualification of mining engineer and technologist at the Dnepropetrovsk Mining Institute (Ukraine). He completed post-graduate study in 1990, then defended his candidate of science thesis in 1991. In 1995 he was awarded a scientific degree of docent from the Management Department. Between 1997 and 2004 he gained practical experience working in managerial positions at a bank. Now Vladimir Chernyak is an Administrator of the Federation of Research Analytics of the Ukraine. He is a participant and frequentative nominee of different stages of the Euro-Asian Championship in Research Analytics of the GISAP IASHE project (United Kingdom) in the fields of economic, psychological and philosophic sciences, and Earth sciences. Vladimir Chernyak is the author of more than 50 scientific publications, including 1 invention. He is also a scientific adviser for 3 scientific degree seekers and 8-10 master theses.
Grothendieck. As a corollary he proved the celebrated RamanujanPetersson conjecture for modular forms of weight greater than one; weight one was proved in his work with Serre. Deligne’s paper (1974) contains the first proof of the Weil conjectures, Deligne’s contribution being to supply the estimate of the eigenvalues of Frobenius, considered the geometric analogue of the Riemann hypothesis. From 1970 until 1984, when he moved to the Institute for Advanced Study in Princeton, Deligne was a permanent member of the IHÉS staff. During this time he did much important work outside of his studies on algebraic geometry. Jointly with George Lusztig, he applied étale cohomology to construct representations of finite groups of Lie type; with Michael Rapoport, Deligne worked on the moduli spaces from the ‘fine’ arithmetic point of view, with application to modular forms. In terms of the completion of some of the underlying Grothendieck program of research, he defined absolute Hodge cycles, as a surrogate for the missing and still largely conjectural theory of motives. This idea allows one to get around the lack of knowledge of the Hodge conjecture, for some applications. He reworked the Tannakian category theory in his paper for the Grothendieck Festschrift, employing Beck’s theorem – the Tannakian category concept being the categorical expression of the linearity of the theory of motives as the ultimate Weil cohomology. All this is part of the yoga of weights, uniting Hodge theory and the l-adic Galois representations. The Shimura variety theory is related, by the idea that such varieties should parametrise not just good (arithmetically interesting) families of Hodge structures, but actual motives. This theory is not yet a finished product – and more recent trends have used K-theory approaches. Deligne was awarded the Fields Medal in 1978, the Crafoord Prize in 1988, the Balzan Prize in 2004, the Wolf Prize in 2008. In 2006 he was ennobled by the Belgian king as viscount. In 2009, Deligne was elected a foreign member of the Royal Swedish Academy of Sciences. en.wikipedia.org/wiki/Pierre_Deligne
Sucsess stories. Hall of Fame. The Name in Science
Lyn Evans Born in 1945 in Aberdare, United Kingdom Lyn Evans is a Welsh scientist, the project leader of the CERN, Switzerland-based Large Hadron Collider. Born and raised in Aberdare in the South Wales Valleys, he was interested in chemistry in his youth, initially enrolling at university to study the subject, before switching to physics because he found the subject easier. Evans was educated at Aberdare Boys’ Grammar School, where he developed an interest in physics. However, he found it difficult to pass his O Level in French, a qualification which was required to allow him to enter his course at the University College of Swansea (now Swansea University), from where he graduated in 1969. He switched to physics in his second year of undergraduate study at Swansea. He was made an honorary fellow of the University of Wales Swansea in 2002. He was awarded an honorary Doctor of Science from the University of Glamorgan in July 2010. He went to CERN initially as a research fellow, having previous visited the establishment in 1969 as a visitor. In 1994, he became involved in the planning of the project which would become the Large Hadron Collider, and in light of his leadership role in the LHC, Evans was dubbed by the press ‘Evans the Atom’.
Fuat Ganiev
Professor, Doctor of Philology, corresponding member of the Academy of Sciences of the Republic of Tatarstan (Russia)
On December 11, 2012, he was awarded the 2012 Special Fundamental Physics Prize. In 2013 Lyn Evans was awarded the 2013 Glazebrook Medal for his outstanding leadership of the Large Hadron Collider Project. The success of the LHC is in large measure the result of Lyn Evans’s expertise in accelerator physics and his superb qualities as a project leader. Lyn’s contributions have underwritten many of CERN’s successes in recent decades. His elucidation of performance limitations allowed the CERN Super Proton Synchrotron (SPS) to exceed its design performance and was essential for the success of the anti-proton collider that discovered the W and Z bosons. He led the conversion of the SPS into an injector for the Large Electron Positron Collider (LEP), and played a key role in commissioning and developing the LEP. After he was nominated LHC project leader, Lyn made major modifications and improvements to its design. Under his leadership, the critical components of the LHC, including the most challenging super-conducting magnet system ever built, were produced, installed and commissioned. The result is an outstanding machine which has already exceeded the design luminosity for the energy at which it is operating. Thanks its very high reliability and to the unprecedented luminosity, the Higgs boson was discovered much earlier than was thought possible for a boson with the now known mass. Lyn’s qualities as a leader were important when the LHC was approved (especially in attracting contributions to the machine from outside Europe) and were essential in the construction phase, when he successfully led a very large team. His qualities have been recognised world-wide by his appointment as leader of the global Linear Collider Collaboration. en.wikipedia.org/wiki/Lyn_Evans
Professor Ganiev is the author, co-author of 327 scientific works, including 26 monographs and 28 dictionaries. He graduated from the Kazan University with an Honours Diploma (1954), finished post diploma education in 1962, and achieved Professor (1985). He is a corresponding member of the Academy of Sciences of the Republic of Tatarstan (1992). At the present time he is working in the field of Tatar linguistics. Under the leadership of Dr. Ganiev 35 candidates of science have been prepared. He is an honoured man of science of the Russian Federation and the Republic of Tatarstan.
e-mail: 003003@mail.ru
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Richard H. Frenkiel Born March 4, 1943 in Brooklyn, New York, USA Richard H. Frenkiel is an American engineer, known for the development of cellular telephone networks. In 2013 he was awarded the National Academy of Engineering’s 2013 Charles Stark Draper Prize as a mobile phone pioneer who laid the groundwork for today’s smartphone. Frenkiel earned a bachelor’s degree in mechanical engineering at Tufts University and a master’s degree at Rutgers University in 1965. Beginning in 1963, he worked for Bell Labs where he first designed recorded announcement machines. In late 1965, he was invited to get involved in the early planning of cellular telephone systems. During those early years, he had the good fortune to be paired with Philip T. Porter, a cellular pioneer who combined radio knowledge with innovation and a willingness to teach. They focused on cell geometry, vehicle locating and handoff, and overall system architecture, leading to an early system proposal. With Porter and Joel S. Engel, he was an author of the ‘High Capacity Mobile Telephone System Feasibility Studies and System Plan’ which was filed with the FCC in 1971 and became an important cellular text. From 1971 to 1973, Frenkiel worked at AT&T Corporate Headquarters, where he became a primary interface with the FCC on cellular issues. In 1973, he returned to Bell Labs, where he managed a group of mobile phone system engineers. Their focus
Vladimir Grachev
President of the V.Vernadsky Nongovernmental Ecological Foundation; D.Sc., Professor, Corr. Member of the Russian Academy of Sciences (Russia) 276
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was on vehicle-locating techniques, maximising channel efficiency, and methods of splitting cells to include additional towers for high volume areas. His ‘underlaid cell’ concept greatly reduced the cost and logistic complexity of cell splitting and became AT&T’s most sought-after patent in cross-licensing agreements. For five years Frenkiel was head of the Mobile Systems Engineering Dept. at Bell Labs during the transition from experimental systems to commercial service. His department developed interface specifications for nationwide compatibility among cellular companies. He also served on the Electronic Industries Alliance Committee which proposed rules for cellular systems that were adopted by the FCC. After the FCC allocated new frequencies in 1968 for mobile phones, Frenkiel’s engineering team developed specifications for cellular networks and its parametrisation (1971). This was the basis for AMPS. Frenkiel transferred to the AT&T Information Systems Labs in 1983, where he became head of cordless telephone development. He led the development of the 5000 series of cordless telephones, which achieved a much higher level of quality and performance than previous cordless telephones. He was also responsible for the early manufacture of those products in the Far East, pioneering the outsourcing of manufacturing within AT&T. In 1994, Frenkiel was a co-recipient, along with Joel S. Engel, of the National Medal of Technology for their contributions to the creation of cellular systems. He has also received the Alexander Graham Bell Medal (1987) and the Achievement Award of the Industrial Research Institute (1992). He has been elected to the National Academy of Engineering and is a Fellow of the IEEE. In 1994 Frenkiel returned to Rutgers University where he became a Visiting Professor of Electrical and Computer Engineering, and Director for Strategic Planning at WINLAB at Rutgers. He also works as an industry consultant and writer, and was Mayor of Manalapan, New Jersey in 1999. He currently teaches a course in Wireless Business Strategy at Rutgers University. en.wikipedia.org/wiki/Richard_H._Frenkiel
Prof. Grachev started his career in 1960s as an engineer, then as a lecturer at the Penza State Polytechnical Institute. In 1990 he was elected a People’s Deputy, Deputy Chairman of the Committee on higher Education and Training at the Supreme Council of the Russian Federation. In 1993 - 1999 V. Grachev was the Chief of the Federation Council’s Committee on Science, Culture, Education, Health and Ecology. In 1997 – 1999 he was elected a deputy of the State Duma, the Chairman of the Committee on Ecology. Prof. Grachevis anhonorary member of the PACE. Since 2011 he has been the President of the Vernadsky Foundation. Prof. Grachev is the author of 242 inventions, 625 published works, 29 monographs, 10 textbooks, 15 manuals. Contacts: e-mail: info@vernadsky.ru www.vernadsky.ru
Sucsess stories. Hall of Fame. The Name in Science
Anatoliy Getman
Vice-Rector for Research Work of National University ‘Yaroslav the Wise Law Academy of Ukraine’ (Kharkov), Doctor of Legal Sciences, Professor Anatoliy Getman was born on July 18, 1958 in the village of Zidki, Zmiev district in the Kharkov region. In 1979 he became a student of the Kharkiv Law Institute (now known as the NU ‘Yaroslav the Wise Law Academy of Ukraine’). After graduation (1983), Anatoliy continued to work at the higher education institution near his home and was soon enrolled on the post-graduate course. In 1986 he defended his thesis on the topic ‘Legal regulation of the activities of administration bodies in the field of use and protection of the environment’. A Candidate of Legal Sciences, A.P. Getman was invited to join the Department of Environmental Law, where he was promoted from assistant to associate professor. In 1992 he entered the doctoral programme, graduating in 1995, and defending his doctoral thesis on ‘Environmental and procedural legal theory: emergence and development’. In 1997 he was awarded the title of professor. In 1995 the talented lawyer was invited to work at the National Academy of Legal Sciences of Ukraine. In this institution he headed the Department of Planning and Coordination of Legal Studies and later served as Chief Scientific Secretary. In 2001 Anatoliy Getman was appointed Vice-Rector for Academic Work, and in 2007 Vice-Rector for Research Work, of the main law university in Ukraine. Since 2011 he has headed the university Department of Environmental Law. Under the guidance of Professor Getman 13 Candidates and one Doctor of Sciences have prepared and defended their theses, he is the author of more than 200 scientific works, among them six monographs, textbooks and manuals, commentary and scientific articles. Since 1998 he has been a Member, and from 2002 to 2007 the Chairman, of the Expert Council for Legal Sciences at the
Higher Attestation Commission of Ukraine, and Chairman of the Specialised Scientific Council. Anatoliy Getman is a member of the editorial boards of the publications: ‘The Problems of Legality’, ‘Bulletin of the Ministry of Justice of Ukraine’, ‘Bulletin of the National Mediation and Conciliation Service’, ‘Environmental Bulletin of Ukraine’, Journal of the National University ‘Yaroslav the Wise Law Academy of Ukraine’. Series: Philosophy, Philosophy of Law, Sociology, Political Science, Journal of the National University ‘Yaroslav the Wise Law Academy of Ukraine’. Series: Economic Theory and Law, ‘Medical Forensic Examination’, electronic collection of the National University ‘Yaroslav the Wise Law Academy of Ukraine’ ‘The Theory and Practice of Jurisprudence’, scientific and practical journal ‘Lawyer of Ukraine’. Together with the country’s leading experts A.P. Getman was involved in the drafting of the Land Code of Ukraine, the Laws of Ukraine: ‘On Fauna’, ‘On Nature Reserve Fund’ and others. In 2012 he became a member of the Constitutional Assembly of Ukraine to prepare draft law on amendments to the Constitution. The merits of Anatoliy Pavlovich are highly appreciated. He is an Honoured Man of Science and Engineering, has the Union of Lawyers of Ukraine award ‘Outstanding Lawyer of Ukraine’ (2013) and the insignia of the Ministry of Internal Affairs of Ukraine ‘For the promotion of the bodies of internal affairs of Ukraine’ (2010). Twice (in 2003 and 2009), Anatoliy Getman has won the Yaroslav the Wise Prize. Among other awards given to the scientist are the honorary medal ‘10 years of Ministry of Internal Affaires of Ukraine’ (2001), honorary insignia of Ukrainian section of the International Police Association ‘For courage and professionalism’ (2011), an honorary insignia of the Supreme Court of Ukraine ‘For fidelity to the law’ (2012) and the Ministry of Internal Affairs of Ukraine honorary insignia ‘Knight of the Law’ (2012). He has the honorary Distinction of the Ministry of Foreign Affairs of Ukraine, III degree (2008), Medal of the International Academy of Rating Technologies and Sociology ‘Golden Fortune’ ‘20 years of independence of Ukraine’ (2011), the valuable gift of the Security Service of Ukraine (2011), as well as honorary diplomas of Kharkov Regional State Administration (2006, 2008), Diploma of Kharkov City Council (2008, 2013) and a Diploma of the Verkhovna Rada of Ukraine (2009). In 2012 A.P. Getman was awarded the State Prize of Ukraine in Science and Engineering. Contakts: e - m a i l : a p g e t m a n @ ra m b l e r. r u www.jur-academy.kharkov.ua
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Vasily Goch
Scientific Head, GEO of the School of Causality (Ukraine - Russia), Doctor of Biological Sciences and Engineering, Doctor of Science in Modern Linguistics, Professor of Linguistics, Professor of Medical Psychology and Psycho-Correction of the International Personnel Academy (Kiev). Humanity is now entering a new phase – industrial society gives way to a post-industrial, or, as philosophers call it, the knowledge society. The concept of leadership which existed for many years is also changing. The new leader is, first of all, the thinker; the media is extremely important to his contemporaries’ information. Undoubtedly, Ukrainian researcher Vasily Goch, whose achievements deserve recognition far outside their home country, is among such leaders. A few words from the biography of this scientist: Vasily Goch was born on August 3, 1953 in the Rivne district (Ukraine). He had his own opinion on everything, was notable for his independence from childhood. So when he was 15 he continued his education away from home – in southern Sevastopol. Here Vasily graduated from the Shipbuilding College, then from the Instrument-Making Institute. After receiving a Engineer-Design Diploma he worked professionally and performed postgraduate study at the Home University. The young scientist combined work and scientific activity with self-education in areas such as medicine, spiritual practices, philosophy, and education of the spirit. When he studied special literature and had acquainted himself with the tenets of Western and Eastern theories of human development, in the early 90’s he developed his own concept of healing the body by searching for the causes of diseases, their neutralisation and harmonization with life. Over time, the scientist’s developments in this area served as the primary basis for the establishment of a global philosophic Theory of Causality. Vasily Goch explains the essence of the concept: ‘Causality is an attributive property of Life itself. The causal plan of our world is a stable quantum level storage of fine and hyperfine information. Any positive or negative reason is originally born in the information field of a person in the form of a hologram. The source of such records is man himself. The quality of the recorded hologram is determined by its way of life, mentality, and the system of moral values. Over time, many people accumulate negative 278
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reasoning that lead to troubles and diseases. Meanwhile, it has been noticed: the world gives way to the man who knows where he is going. The methodology of my work is to help everyone who wants to remove these negative causes that damage the information field, to improve their lives, to awaken the spirit, to join in the co-creation with the Universe’. In the early 90’s Vasily Goch published his first monograph – ‘Cause and Karma’. Thanks to this book, which attracted a lot of reader interest, Goch’s method became widely known throughout the Soviet Union and its author headed the state centre for traditional medicine ‘Badma’ in the capital of Kalmykia. Subsequently centres involved in Goch’s methodology for spiritual healing appeared in Sevastopol, St. Petersburg, Moscow and many other cities in the post-Soviet area. In 1996 Vasily Goch gained a Doctoral Degree of Technical sciences at Bauman Moscow State Technical University . Later he achieved two doctoral degrees in biology and modern linguistics. Dr. Goch is an author of around 500 relevant scientific works, 88 of which are monographs. His works have been published in nine languages, with a total circulation of 525 thousand copies. Thanks to mentoring from Vasily Goch, many young scientists entered the field of science. Under his leadership 29 doctor and 46 candidate theses have been placed in fields such as medicine, biology, philosophy, pedagogy, psychology, arts, sociology, theory of state and law, economics and energy informatics. Vasily Goch has also produced distinguished artistic works. The books ‘Chronicle’, ‘Saint Grail’ and ‘Book of Destiny’, written in the form of philosophical parables, continue the literary traditions of Paolo Coelho and Richard Bach, taking the reader to eternal truths. The scientific work of Vasily Goch has found applications in medicine and biology, mathematics and physics, structural and applied linguistics, the food industry, the economy and other spheres. Goch’s method was used in the research of leading scientists of Ukraine and Russia. Dr. Goch is honorary Professor of the International University of Vienna, Honorary Doctor of the International French-speaking University (Brussels-Geneva), member of Ukrainian Academy of Sciences (UAS), the European Academy of natural Sciences (ЕАN, Hanover), the Academy of Medical-Technical Sciences of Russian Federation, International Academy of Proscopic Sciences of Nostradamus, the International Academy of Mercy (Moscow), the International Academy of Housing and Communal Services (Kiev) and the North Caucasus Academy of Innovative Technologies in Education and Science (Pyatigorsk), Honorary GEO of the International Biographical Centre (IBC, Cambridge, United Kingdom), Deputy Manager of the American Biographical Institute (ABI, USA), Senator World Congress of the Nations of the ABI, Plenipotentiary of the United Cultural Convention, National Ambassador of Ukraine. His works are marked by eight scientific awards, such as the Russian national award ‘Elite of the Russian Education’ and the International Prize ‘Profession – Life’ (Russia, 2006). Among Vasily Goch’s awards are nine Grand Prix, 176 gold, 60 silver and 44 bronze medals, and 59 special prizes from
Sucsess stories. Hall of Fame. The Name in Science
prestigious international exhibitions of innovation, research and new technologies in Brussels, Budapest, Geneva, Seoul and other worldwide intellectual and educational centres. Dr. Goch is the holder of the titles ‘Best Healer of the Third Millennium’ (Russia, 2003), ‘Master of Science and Practice’ (Russia, 2007), ‘Knight of Science and Arts’ (RANS, 2008), holder of gold orders of the 1st degree ‘For Merits before the Society’ and of the Saint George (Russia, 2006, 2009); the Order of Saint Andrew (Russia, 2007). Among his regalia are the Russian medals: ‘Star of Hope’, the order of Recognition and Recognition, Respect, Glory, he is the Full Cavalier of the Order of the Honour Tape (Grand Cordon) of the Belgian Chamber of Inventors (2000-2006) and the ‘Star of Odin’, a Chevalier of the Legion of Glory American Cultural
Convention (USA). Among other awards he received international awards from the Europe Business Assembly – International Socrates Prize, ‘United Europe Award’ ‘The Name in Science’, ‘The Name of the Year’ and other orders, medals, honorary titles and diplomas.
Contacts: e-mail: alvas53@mail.ru www.vasyl-goch.com
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Dr. Suat I. Gunsel
Founding Rector of the Near East University (Turkey) Dr. Suat İ. Günsel was born in 1952 in Beşiktepe, a lovely village in Cyprus. He graduated from the Department of Physics at the Middle East Technical University in Ankara and furthered his education by earning a PhD on Educational Psychology. It has been observed in his speeches on various occasions that he acts with the sense of a patriotic Turkish Cypriot who considers the education system as a ‘...waving stream on which achievements of our next generations are shaped on the basis of our current social and national values’. Establishing his entire life philosophy and vision upon this idea, starting from when he established a private school where students prepared for university entrance exams, Dr. Günsel has been known as ‘Suat Hoca’ firstly within the school then eventually all around North Cyprus. Today, his former students, who are now professors, directors, managers, ministers or members of national assemblies, state councils, they still identify him with this name. 1988 marked the establishment of the Near East University whereby Dr. Suat İ. Günsel became the Founding Rector of the university.
Grygorii Khoruzhyi
Vice-Rector for Educational Work and International Relations of The University of banking of the National Bank of Ukraine, Doctor of Philosophy, professor (Kyiv, Ukraine)
A few of Dr. Suat I. Günsel’s recent achievements can be summarized below: In August 2009, Dr. Günsel was awarded with the ‘Medal of Honour’ of the Gagauzian Autonomous Republic at the II World Gagauzians Conference by the President of Gagauzia, His Excellency Mihail Formuzal. In October 2010, Dr. Günsel was awarded for his contributions to Turkish culture and education system with ‘Türksoy Most Prestigious Golden Medal of Honour’ in accordance with the decision taken at the conference of Organisation of Common Directorate of International Turkish Culture and Arts by the Permanent Council of Ministers of Culture of Member Countries of Türksoy. On 5 July 2011, Dr. Günsel was awarded with the ‘Friendship Order’, the highest order of the state given to foreigners, by the President of Azerbaijan, His Excellency İlham Aliyev, for his outstanding contributions in order to develop the relations between the TRNC and the Republic of Azerbaijan, and for his contributions to Azerbaijan Diaspora. On 27th May 2013, Dr. Günsel was awarded with Honorary Doctorate Diploma for his outstanding contributions in the field of ‘Innovation in Education and Health’ at the senate meeting of the Crimean State Engineering and Pedagogical University. On 2nd July 2013, Dr. Günsel received the Socrates Award by Oxford Europe Business Assembly (EBA) at the award ceremony of Swiss Summit of Leaders held in Montreaux, Switzerland. Dr. Suat I. Günsel is married and has three children. Contacts: E-mail : info neu.edu.tr Tel: +90 (392) 223 64 64 www.neu.edu.tr
Grygorii Khoruzhyi graduated from Kharkiv State University in 1970 and in 1982 defended his PhD thesis. In 1991 he became a Doctor of Philosophy and in 1994 a Professor of Sociology. Khoruzhyi Grygorii is the author of 5 monographs and a score of scientific papers. He is an Academician of the National Academy of Sciences of Ukraine. Grygorii Khoruzhyi has occupied different positions in higher educational establishments. He worked in diplomatic missions abroad, among them as Ambassador for Ukraine in Vatican. Grygorii Khoruzhyi worked in the Ministry of Foreign Affairs of Ukraine, as the Vice Minister of Information, as Deputy Head of the State Committee of Informational Politics, in the Administration of the President of Ukraine, in the Administration of the Board of National Security and the Defence Council of Ukraine. From July 2007 Grygorii Khoruzhyi has worked as the Vice-Rector of the University of Banking of the National Bank of Ukraine. Contacts: A n d r i i v s k a S t r. , 1 , Ky i v , Ukraine, 04070 e-mail: ubs@ubs.gov.ua
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Irwin Mark Jacobs Born October 18, 1933 in New Bedford, Massachusetts, USA Irwin Mark Jacobs is an electrical engineer, a cofounder and former chairman of Qualcomm, and chair of the board of trustees of the Salk Institute. A pioneering engineer and visionary business leader, Irwin Mark Jacobs has played a central role in advancing modern digital communications with revolutionary innovations critical to the development of today’s wireless communications systems. From his beginnings as a communications theorist, Dr. Jacobs’ success lies in his ability to take ideas that advance digital technology from theory to practice and successful commercialisation. As a co-founder of technology companies that have provided important innovations, Dr. Jacobs has played a key role in the shift from analogue to digital communications experienced during the past 40 years. Dr. Jacobs co-founded Qualcomm, Inc. in 1985 and grew it from a small technology firm to a Fortune 500 company. He helped lead revolutionary developments such as the Code Division
Galina Karimova
M.D., Chief of ‘The International Medical Centre - MMC ODA’ (Moscow, Russia)
Multiple Access (CDMA) technology that greatly improved cellular communications efficiency compared to analogue systems. Dr. Jacobs overcame the initial scepticism and controversy involved with introducing the new technology and guided CDMA to successful implementation and standardisation. CDMA would become the foundation of third-generation (3G) wireless systems. Dr. Jacobs was also instrumental in Qualcomm’s development of a satellite communications and tracking systems for the trucking industry. Using spread-spectrum technology, advanced signal processing and innovative antenna designs, the system provided the first two-way communication and positioning system for fleet management. Known commercially as OmniTRACS, the system is still in use around the world today. Prior to Qualcomm, Dr. Jacobs co-founded Linkabit Corporation in 1968, which provided innovative semiconductor technology and programmable devices that were important to the development of satellite-to-home television services. While at the Massachusetts Institute of Technology, Dr. Jacobs co-authored (with John Wozencraft) Principles of Communication Engineering (Wiley, 1965), which is considered one of the best communications theory textbooks ever written and is still in use today. An IEEE Life Fellow, former Chairman of the U.S. National Academy of Engineering, and Fellow of the American Academy of Arts and Sciences and the American Association for the Advancement of Science, Dr. Jacobs’ many honours include the U.S. National Medal of Technology (1994) and the inaugural IEEE Vehicular Technology Society Hall of Fame Award (2009). Dr. Jacobs is Founding Chairman and Chief Executive Emeritus of Qualcomm, Inc., San Diego, CA, USA. www.ieee.org/about/awards/bios/moh_recipients.html
Galina Karimova is a graduate of the Russian State Medical University (previously the 2nd Moscow Medical Institute). She is one of those who found her mission in life early on and strictly follows her goals, being guided by the motto ‘Per aspera ad Astra!’ Doctor Karimova always strove for perfection in her favourite profession, for the achievement of new professional heights. She has been working for more than 10 years at the leading medical centres of Israel: at the ‘Pain Clinic’ (Tel-Aviv) medical centre and at the ‘Rabin’ (Petah Tiqwa) medical centre. In 1999 she formulated a concept for headache treatment which was implemented in the practice and has received high praise from the medical community. Since 2008 she has been the chief of ‘The International Medical Centre - MMC ODA’ (Moscow). This is a diversified centre; the core staff of doctors are specialists from Israel, Germany, United Kingdom and Switzerland, links have also been formed with the best medical centres in all countries Contacts: e-mail: mmc_oda@bk.ru www: http://mmc-oda.ru
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Ashimkhan Kanayev Born January 3, 1959
Professor al-Farabi Kazakh National University, Faculty of Biology and Biotechnology, Head of Department of Biodiversity and Bioresources, dr. of Biological Sciences (Kazakhstan) Professor Kanayev is an expert in the field of biology, ecology, biotechnology, microbiology. He is an academician and an honoured worker in science and education at the Russian Academy of Natural Sciences. At present he is the head of the department of Biodiversity and Bioresources at al-Farabi Kazakh National University. Ashimkhan Kanayev gives lectures to bachelor students, undergraduates and Ph.D doctoral candidates. He carries out research in the field of the ecology of microorganisms in fields of sulphidic ores of different geographical zones and their geochemical
Maximilian Kravchik
Professor , М.D, Ph.D, doctor-neurosurgeon at 'The International Medical Centre – MMC ODA' Ltd. (Moscow, Russia), Head of the Department of Rehabilitation at the 'Pain Clinic' Medical Centre (Israel) He was born in Kishinev in 1970, and since childhood never thought of any field other than medicine. His professional choice was largely influenced by the example set by his father – one of the leading doctor-orthopedic surgeons in the country. He chose as his Alma Mater the 1st Moscow State Medical Institute named after I. Sechenov (now the 1st Moscow State Medical University named after I.M. Sechenov), specialised in the field of neurology and neurosurgery. After his graduation from the institute (1996) he worked as a surgeon at the leading medical centres of Israel – at the ‘Pain 282
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activity. His main research interest is the study of acidophile strains from AcidFerrooxidans bacteria in production solutions of compact vitriolic desalination of uranium and their possible applications in the improvement of dissolution processes and metal desalination. A. Kanayev has developed and implemented the scientific and practical basis for the production of uranium by a biotechnological method of compact desalination in the field of combined functioning and its implementation in industrial production. Al-Farabi Kazakh National University is the leading institution of higher education in the Republic of Kazakhstan. The University has enormous educational, scientific, spiritually educational, innovative and productive potential aimed at training specialists of the highest qualifications, further integration into the global educational space, development of fundamental and applied research and their implementation in production. The university consists of 14 functioning faculties, 98 departments, 20 scientific research institutes and centres, a techno-park; more than 2,000 professors, doctors, scientific candidates and PhD’s, more than 100 academicians of the largest academies and about 30 honoured figures of the RK. Contacts: Address: Al-Farabi ave, 71, Almaty, Kazakhstan. Mob. phone: +7 701 820 27 87
Clinic’(Tel-Aviv) and at the ‘Bailinson’ (Petah Tiqwa). In 2004 he specialised in vertebroneurology – a discipline of medical science at the junction of orthopaedics, neurology and neurosurgery. Professor Kravchik is a doctor and a scientist whose achievements are recognised by the international scientific community. He is a pioneer of a method of treatment of intervertebral disks with focused extracorporal shock-wave therapy (F-SWT), a treatment of spinal diseases by endoscopic means, a microinvasive method of treating the peripheral nervous system and other know-how. These treatment methods have been applied at leading clinics in Israel, Switzerland, Italy, Germany and USA. In 2008 Maximilian Kravchik became one of the prime movers behind the opening of a new medical centre in Moscow, initially specialising in the treatment of serious diseases of the musculoskeletal system, diseases of the central and peripheral nervous system, oncological and other diseases. Today ‘MMC ODA’ is a diversified centre; the core staff of doctors are specialists from Israel, Germany, United Kingdom and Switzerland, links have also been formed with the best medical centres in all countries. This is one of few clinics in Moscow to have official authorisation and an allocated quota of foreign specialists to work there. Professor Kravchik is the Laureate of the International Socrates Prize and other awards. Contacts: e-mail: mmc_oda@bk.ru www: http://mmc-oda.ru
Sucsess stories. Hall of Fame. The Name in Science
Stefan Kostianev
· 1984 - 1988 Senior Assistant Prof. Pathological Physiology · 1988 - 1996 Lecturer of Pathological Physiology · 1996 - Assoc. Professor of Pathological Physiology · 2006 - Professor of Pathological Physiology Certifications:
The Rector of Medical University of Plovdiv, Prof. Dr. Stefan Kostianev, MD, PhD, DMSc is a Professor of Pathological Physiology and has been Rector since 2011.
· 1979 Medical Licence · 1984 Speciality of Pathological Physiology
Education:
· 1988 PhD in Medical Science
· MD, Medical University of Plovdiv, 1972-1979 Plovdiv
· 2004 Doctor in Medical Science (DMSc)
· Academic Appointments at Medical University of Plovdiv:
· Head Department of Pathophysiology since 2004.
· 1979 - 1984 Assistant Prof. of Pathological Physiology
www.pathophysiology.info/English/index_en.htm
Bruno Latour Born 22 June 1947 in Beaune, France
Bruno Latour is a French sociologist of science and an anthropologist. He is especially known for his work in the field of Science and Technology Studies (STS). After teaching at the Ecole des Mines de Paris (Centre de Sociologie de l’Innovation) from 1982 to 2006, he is now a Professor at Sciences Po Paris (2006), where he is the scientific director of the Sciences Po Medialab. He is best known for his books ‘We Have Never Been Modern’ (1991; English translation, 1993), ‘Laboratory Life’ (with Steve Woolgar, 1979) and ‘Science in Action’ (1987). Although his studies of scientific practice were at one time associated with social constructionist approaches to the philosophy of science, Latour has diverged significantly from such approaches. Latour is best known for withdrawing from the subjective/objective division and re-developing the approach to work in practice. Along with Michel Callon and John Law, Latour is one of the primary developers of
actor-network theory (ANT), a constructionist approach influenced by the ethnomethodology of Harold Garfinkel, the generative semiotics of Greimas, and (more recently) the sociology of Durkheim’s rival Gabriel Tarde. As a student, Latour originally focused on philosophy and was deeply influenced by Michel Serres. He quickly developed an interest in anthropology, and undertook fieldwork in Côte d’Ivoire which resulted in a brief monograph on decolonisation, race and industrial relations. After spending more than 20 years at the Centre de Sociologie de l’Innovation at the École des Mines in Paris, Latour moved in 2006 to Sciences Po, where he is the first occupant of the Chair named after Gabriel Tarde. In recent years he has also served as one of the curators of successful art exhibitions at the Zentrum für Kunst und Medientechnologie in Karlsruhe, Germany, including ‘Iconoclash’ (2002) and ‘Making Things Public’ (2005). On 22 May 2008, Latour was awarded an honorary doctorate by the Université de Montréal at an organisational communication conference held in honour of the work of James R. Taylor, on whom Latour has been an important influence. On 13 March 2013, he was announced as the winner of the 2013 Holberg Prize. The prize committee stated that ‘Bruno Latour has undertaken an ambitious analysis and reinterpretation of modernity, and has challenged fundamental concepts such as the distinction between modern and pre-modern, nature and society, human and non-human.’ en.wikipedia.org/wiki/Bruno_Latour
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Yagub Mahmudov
Director of the Institute of history of the Academy of Sciences of the Republic Azerbaijan, Associate Member of the Academy of Sciences, The doctor of historical sciences, professor (Azerbaijan) Academic Mahmudov came from Rahimogullari noble generation in Bash Goynuk village of Shaki district in 1939. After finishing Saribulaq secondary school in Balakan in 1956, Yagub Mahmudov commenced his first pedagogical activity here: he worked as an educator - teacher at the Secondary school. Y. Mahmudov entered ‘History’ faculty of Azerbaijan State University (at the present time Baku State University) in 1957. For his special concerns on scientific researches he was elected the chief of Student Scientific Society in History department. In 1962 he graduated from the university with successful excellent marks and was kept in post - graduate study on the profession of ‘History of the Middle Ages’ by the special resolution of Academic Council of History department. Since the same time, under professor A. Shahmaliyev’s leadership of the distinguished specialist on the Middle Ages, he began scientific researches on the subject of ‘problem of Mutual Relations of Azerbaijan States with European states’. After post-graduate study in 1966 Y. Mahmudov defended his thesis for candidacy on ‘Mutual relations of Azerbaijan Aghgoyunlu State with Venice Republic’. 1985-1990 years were the most seething times of Y. Mahmudov’s scientific - pedagogic active sphere. In that time he had the books published such as ‘Travelers, discoveries, Azerbaijan’ (1985), ‘Azerbaijan relations with European states’ in the reign of Aghgoyunlu state (the second half of XV century) (1986), ‘History of Middle Ages’ (1989) for the students in history faculties of higher schools and translated the manual called ‘History of Middle Ages’ into Azerbaijani language. At last he defended his thesis for a Doctor’s degree on the subject of ‘Mutual Relations of Aghgoyunlu and Safavi states with Western Europe countries’ (II half of XV century and the beginning of XVII century) at Academic Council in History faculty of Moscow State University. Y. M. Mahmudov was conferred doctor’s academic degree of historical sciences because the scientists of Moscow State University, Institute of Oriental Studies of USSR Academy of Sciences and Leningrad University (St. Petersburg University of today) held his work in high esteem. At the same time scientist’s research work was favoured with print by the decision of the Middle Ages history department in Moscow State
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University. In 1994-1998 he carried out intensive scientific research activity. During this period he wrote his works one after another: ‘History of Azerbaijan – Renaissance’ (1995, 1996), ‘The Azerbaijan diplomacy’ (1996), ‘History of Azerbaijan’ (1996-co-author), ‘The People of the Urals’ (1997 co-author), ‘Fatherland’ (1998) and other monographs. Y. Mahmudov has had great services in the improvement of teaching the History, including the history of Azerbaijan in secondary and higher schools. He is an author of more than 1200 scientific works. He is the full member of the Lutfi Zadeh International Academy of Modern Sciences, member of the Mailli Majlis of the Azerbaijan Republic (II, III and IV convocations). Also, mister Mahmudov is the member of the Council on Heraldry at the president of the Azerbaijan Republic, of the State Commission on Affairs of the Missing, Captured Persons and Hostages, the managerial staff of the Azerbaijan-Uzbek Friendship Society. Academic Mahmudov awarded of the highest honors of Azerbaijan Republic of ‘Sharaf’ and ‘Shohrat’. Also awarded of Yusif Mammadaliyev, Rasul Rza, ‘Gizil Galam’ (Golden Pen), ‘Gizil Gilinj’ (Golden Sword), ‘Humay’ and Samir Askerkhanov prizes. He is the Honored Scientist of the Azerbaijan Republic, the chairman of Dissertation Council on History, Coordination Council on Historical Sciences, History section of Scientific-methodic Council at the Ministry of Education and of the Scientific-theoretical seminar on history at the State Students’ Admission Commission.
Sucsess stories. Hall of Fame. The Name in Science
Yoshihisa Okumura Born in 1926 in Isikawa Prefecture, Japan Yoshihisa Okumura is a Japanese engineer, known for development of cellular telephone networks. His radio survey of signal strength as a function of distance as measured in drive tests in automobiles was critical to the system planning of mobile radio telephone systems. In 2013 he was awarded the National Academy’s of Engineering 2013 Charles Stark Draper Prize as a mobile phone pioneer who laid the groundwork for today’s smartphone. Dr. Okumura studied electrical engineering at the Kanazawa Institute of Technology from 1944 to 1947. He began his professional career in 1950 with the Japanese National Telephone and Telegraph Corporation (NTT), where he
Roberto Daniele Peccei Born January 6 in 1942, Italy
Roberto Peccei is former Vice Chancellor for Research at the University of California Los Angeles, a position he held from 2000-2010. He is a particle theorist whose principal interests lie in the area of electroweak interactions and in the interface between particle physics and physical cosmology. Roberto Peccei was born in 1942 in Italy, completed his secondary school in Argentina, and came to the United States in 1958 to pursue his university studies in physics. He obtained a B.Sc. from MIT in 1962, an M.Sc. from New York University (NYU) in 1964 and a Ph.D. from MIT in 1969. After a brief period of postdoctoral work at the University of Washington, he joined the faculty of Stanford University in 1971, where (with Helen Quinn) he originated the Peccei-Quinn theory, still the most well-known proposed solution to the strong CP
collected radio propagation data in the 150 to 1920 MHz bands. These bands were later identified as appropriate for mobile phone systems (in no small part, because of the data collected by Okumura). Okumura’s careful study in various topographical environments in metropolitan, suburban, rural and even mountainous regions at distances from 1 to 100km was published in 1968. His 10 year survey included varying the height of the antennas from ground level to 10 meters which helps in planning radio coverage of mobile phone cell towers. Okumura’s work was advanced in the International Radio Consultative Conference (CCIR) which recognised that this work was applicable to all countries contemplating mobile cellular phone systems. The curves he published have become known as the Okumura Model and were critical to identifying the 800 MHz band as an appropriate target for mobile phone operation. About 1970, Okumura was promoted to the directorship of the Mobile System Research Section of the Electrical Communication Laboratory (ECL) of NTT. His staff grew to about 20, who pioneered the early high capacity cellular phone systems. Okumura retired from the ECL in 1975 and joined Toshiba. In 1979 he became a professor in Kanazawa Institute of Technology, retiring in 2000 as professor emeritus. en.wikipedia.org/wiki/Yoshihisa_Okumura
problem. In 1978, he returned to Europe as a staff member of the Max Planck Institute in Munich, Germany. He joined the Deutsches Elektron Synchrotron (DESY) Laboratory in Hamburg, Germany, as the Head of the Theoretical Group in 1984. He returned to the United States in 1989, joining the faculty of the Department of Physics at UCLA. Soon thereafter, he became Chair of the Department, a position he held until becoming Dean of the Division of Physical Sciences of the College of Letters and Sciences in November, 1993. Peccei is currently on the Editorial Board of Nuclear Physics B Supplement, and the Journal of Physics G. He is a member of the Club of Rome and President of the Fondazione Aurelio Peccei and is a Fellow of both the American Physical Society and the Institute of Physics in the United Kingdom. In the last 15 years, he has served on numerous advisory boards both in Europe and in the U.S. He currently chairs both the Scientific Advisory Board for the Laboratory for Nuclear Science at Cornell University and the Visiting Committee for the Laboratory of Nuclear Science at MIT. He is also a member of the Visiting Committee for the Department of Physics at MIT and is the Convener of the Vice Chancellor for Research Council in the University of California. Peccei is (jointly with Helen Quinn) a recipient of the American Physical Society’s 2013 J.J. Sakurai Prize for Theoretical Particle Physics ‘for the proposal of the elegant mechanism to resolve the famous problem of strong-CP violation which, in turn, led to the invention of axions, a subject of intense experimental and theoretical investigation for more than three decades’. en.wikipedia.org/wiki/Roberto_Peccei
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Stuart Stephen Papworth Parkin Born in 1955 in Watford, United Kingdom Stuart Parkin is an experimental physicist, IBM Fellow and manager of the magnetoelectronics group at the IBM Almaden Research Centre in San Jose, California. He is also a consulting professor in the Department of Applied Physics at Stanford University and director of the IBMStanford Spintronic Science and Applications Centre, which was formed in 2004. Parkin, a pioneer in the science and application of spintronic materials, made discoveries in the behaviour of thin-film magnetic structures that were critical in enabling recent increases in the data density and capacity of computer hard-disk drives. Building on the work of Fert and Grunberg who identified giant magnetoresistance in oscillatory interlayer coupling in magnetic multilayers, he discovered the same effect in sputter deposited magnetic metallic heterostructures in 1989 - the spin valve - which led to IBM’s development of the spin-valve read head, which enabled a more than 1,000-fold increase in magnetic hard disk drive data density. Parkin also proposed using magnetic tunnelling junction storage elements to create a high performance magnetic random access memory in 1995. MRAM promises unique attributes of high speed, high density and non-volatility. The development by Parkin in 2001 of giant tunnelling magnetoresistance in magnetic tunnel junctions using highly textured MgO tunnel barriers has made MRAM even more promising. IBM developed the first MRAM prototype in 1999 and is currently developing a 16 Mbit chip. Most recently, Parkin has proposed and is working on a novel storage class memory device, magnetic racetrack memory, which could replace both hard disk drives and many forms of conventional solid state memory. His research interests also include spin transistors and spin-logic devices that may enable a new generation of low-power electronics. A native of Watford, England, Parkin received his B.A. (1977) and was elected a Research Fellow (1979) at Trinity College, Cambridge, England, and was awarded his Ph.D. (1980) at the Cavendish Laboratory, also in Cambridge. He joined IBM in 1982 as a World Trade Post-doctoral Fellow, becoming a permanent member of the staff the following year. In 1999 he was named an IBM Fellow, IBM’s highest technical honour. Parkin’s research interests include organic superconductors, high-temperature superconductors, and, most recently, magnetic thin film structures and spintronic materials and devices for 286
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advanced sensor, memory, and logic applications. He is a Fellow of the Royal Society, the American Physical Society, the Materials Research Society, the Institute of Physics (London), the Institute of Electrical and Electronics Engineers, the American Association for the Advancement of Science, and the Gutenberg Research College (GRC). Parkin is the recipient of numerous honours, including the Gutenberg Research Award (2008), a Humboldt Research Award (2004), the 1999-2000 American Institute of Physics Prize for Industrial Applications of Physics, the European Physical Society’s Europhysics Prize (1997), the American Physical Society’s International New Materials Prize (1994), the MRS Outstanding Young Investigator Award (1991) and the Charles Vernon Boys Prize from the Institute of Physics, London (1991). In 2001, he was named R&D Magazine’s first Innovator of the Year and in October 2007 was awarded the Economist Magazine’s ‘No Boundaries’ Award for Innovation. In 2007 Parkin was named a Distinguished Visiting Professor at the National University of Singapore, a Visiting Chair Professor at the National Taiwan University, and an Honorary Visiting Professor at University College London, The United Kingdom. In 2008, he was elected to the National Academy of Sciences. The Materials Research Network Dresden granted him the Dresden Barkhausen Award 2009. Parkin has been awarded honorary doctorates by the University of Aachen, Germany and the Eindhoven University of Technology, The Netherlands. Parkin has authored more than 350 papers and has more than 60 issued patents. In 2013 Stuart Parkin was awarded the 2013 Swan Medal of the Institute of Physics for his discoveries of the underlying physics and of novel device architectures that have established the field spintronics. en.wikipedia.org/wiki/Stuart_Parkin
Sucsess stories. Hall of Fame. The Name in Science
Prof. Ernest B. Izevbigie Vice Chancellor Benson Idahosa University
Professor of Biology, Ernest B. Izevbigie was inducted into the United States Academy of Inventors for developing a medication for the treatment of cancer and diabetes. Developed a medication for treatment of cancer and diabetes called ‘edoTIDETM; the drug, called EdoTIDETM, is produced from bitter leaf (Vernonia amygdalina), a plant which grows abundantly in Nigeria, where Professor Izevbigie was Deputy Vice-Chancellor of the Benson Idahosa University.
Stephen William Hawking Born January 8, 1942 in Oxford, Oxfordshire, England Stephen William Hawking is an English theoretical physicist whose theory of exploding black holes drew upon both relativity theory and quantum mechanics. He also worked with spacetime singularities. In 2013 Hawking was awarded the Fundamental Physics Prize for his discovery of Hawking radiation from black holes, and his deep contributions to quantum gravity and quantum aspects of the early universe. Hawking studied mathematics and physics at University College, Oxford (B.A., 1962), and Trinity Hall, Cambridge (Ph.D., 1966). He was elected a research fellow at Gonville and Caius College at Cambridge. In the early 1960s Hawking contracted amyotrophic lateral sclerosis, an incurable degenerative neuromuscular disease. He continued to work despite the disease’s progressively disabling effects. Hawking worked primarily in the field of general relativity and particularly on the physics of black holes. In 1971 he suggested the formation, following the big bang, of numerous objects containing as much as one billion tons of mass but occupying only the space
He received two U.S. patents for EdoTIDE in 2009 for the treatment of cancer and diabetes. EdoTIDETM can suppress, kill, or delay cancerous cells, and it reduces blood glucose by 50% in mammals. Professor Izevbigie earned his master’s degree in animal science from the University of Tennessee in 1988 and his doctorate in cell growth and biology from Michigan State University in 1996. He received further post-doctoral education in biochemistry from the Children’s National Medical Center in Washington D.C. In 1985, Professor Izevbigie received the Outstanding Undergraduate Student Award in Agriculture. In, 1994 he received the Gamma Sigma Delta (Agriculture Honor Society) for Graduate Students, and in 1996, he became a member of Sigma Xi, The Scientific Research Society. Professor Ernest Izevbigie’s areas of research interest include developing and characterizing plant-derived modulators of the cell cycle, characterizing mechanisms involved in tumorigenesis, and molecular and cellular signaling. U n i ve r s i t y Wa y , U g b o r, O f f U p p e r Adesuwa, Benin City, Edo State http://www.idahosauniversity.com info@biu.edu.ng
of a proton. These objects, called mini black holes, are unique in that their immense mass and gravity require that they be ruled by the laws of relativity, while their minute size requires that the laws of quantum mechanics apply to them also. In 1974 Hawking proposed that, in accordance with the predictions of quantum theory, black holes emit subatomic particles until they exhaust their energy and finally explode. Hawking’s work greatly spurred efforts to theoretically delineate the properties of black holes, objects about which it was previously thought that nothing could be known. His work was also important because it showed these properties’ relationship to the laws of classical thermodynamics and quantum mechanics. Hawking’s contributions to physics earned him many exceptional honours. In 1974 the Royal Society elected him one of its youngest fellows. He became professor of gravitational physics at Cambridge in 1977, and in 1979 he was appointed to Cambridge’s Lucasian Professorship of Mathematics, a post once held by Isaac Newton. Hawking was made a Commander of the British Empire (CBE) in 1982 and a Companion of Honour in 1989. He also received the Copley Medal from the Royal Society in 2006 and the U.S. Presidential Medal of Freedom in 2009. In 2008 he accepted a visiting research chair at the Perimeter Institute for Theoretical Physics in Waterloo, Ontario, Canada. His publications include ‘The Large Scale Structure of SpaceTime’ (1973; co-authored with G.F.R. Ellis), ‘Superspace and Supergravity’ (1981), ‘The Very Early Universe’ (1983), the best sellers ‘A Brief History of Time: From the Big Bang to Black Holes’ (1988), ‘The Universe in a Nutshell’ (2001), and ‘A Briefer History of Time’ (2005), and ‘The Grand Design’ (2010; co-authored with Leonard Mlodinow). www.britannica.com/EBchecked/topic/257505/ Stephen-W-Hawking
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Victor Popov General Director of ‘KaragandaGIIZ and Co’, doctor of the technical sciences (Kazakhstan) Creator by vocation… with these exact words this famous Kazakhstan scientist, manager, production manager, general director of ‘KaragandaGIIZ and Co’ and Honoured Builder of the Republic of Kazakhstan Victor Popov is characterised by his colleagues, students and friends. It is well-known that in order to become a real leader it is not enough just to be chosen or nominated for a post. It is necessary to have special human capabilities, to learn new things and to switch according the tasks that are required at the time. Victor Popov is such a leader. His biography is an example of worthy service to business, society and Fatherland. Victor Popov started working in the 1950’s century after graduating from the Semipalatinsk Topographic College. The first workplace for the young engineer was the Dzhezkazgangiprotsvetmet Instutute. Here he performed his first engineering surveys for mine construction, beneficiating plants, dwelling houses, and gained valuable practical experience.
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He then entered the armed forces of the USSR, served doughtily in the topographic detachment and was recorded in the Book of Honour of the military unit. Later Victor Popov graduated from Moscow State University of Engineers where he studied geodesy, aerial mapping and cartography. He also completed his graduate studies at the same university and prepared and defended his Ph.D. thesis. Henceforth, he proceeded with scientific researches in his selected area, the result of which became his doctoral thesis on ‘Geotechnical problems of foundation in enhancing of the natural and man-made processes and their solutions.’ The work was defended in Geotechnical Institute of Eurasian National University named after L. Gumilev in Astana in 2005 and has been praised by scientific community. The researcher has written more than a hundred scientific papers, published in reputable professional journals of Kazakhstan, Japan, Italy, the Russian Federation, Azerbaijan, and North Korea. His most significant work is a fundamental monograph dedicated to the analysis of land in the area of the new capital of Kazakhstan, Astana. The first Kazakhstan skyscraper ‘Transport Tower’ was built with the participation of Victor Popov. Nowadays, there are more than 80 buildings in beautiful Astana that were built with the participation of Victor Nikitovicha, including the residence of the President ‘Acorda’, Palace of Peace and Accord, made in the shape of a pyramid, an entertainment centre ‘Duman’, a Eurasian University named after
Sucsess stories. Hall of Fame. The Name in Science
L. Gumilev and other architectural masterpieces. No less important is the fact that it was Victor Popov who elaborated flood defences for Astana, giving valuable recommendations for laying foundations and utilising piles in buildings constructed in the capital. Victor Popov combines successful scientific research with practical activities. He has been the head of the workers’ association of Karagandinskaya State Institute of Engineering for more than twenty years. During these years he has taken the company to leading positions and made it highly remunerative and successful. Today the limited liability company ‘Karaganda GIIS and Co’ is the recognised leader in the field of high-tech engineering research in national and world markets. Evidence of this comes from the awards for quality of goods and services by which a highly professional and well-organised team from the company was marked in Geneva, Paris, London, New York and Moscow. The professional achievements of top manager Victor Popov have also received due recognition from the government and international community. He is the holder of the Order ‘Badge of Honor’ and ‘Golden Star of the Commonwealth’, the winner of the medal ‘10 years of Astana’. He has been awarded the international image of the ‘Leaders of the XXI Century’: ‘Intelligence of the Nation’ and ‘Golden Mercury’, the highest award of the European Business Assembly (Oxford, UK) ‘International Socrates Prize’, ‘Award of
Queen Victoria’, ‘United Europe’. The French Industry Association awarded him the ‘Medal of Napoleon’ and the leadership of the International University of Vienna gave him the ‘Honorary Professor’ in the field of economics and business. The Board of the International Socrates Committee awarded him the title ‘Name in the Science’, registering this most prominent Kazakhstan scientist’s name in the book dedicated to the best scientists in the world. Now Victor Popov is still in good shape. He generates ideas, makes plans and inspires his team consisting professionals of the highest discernment to blossom for the sake of his beloved Kazakhstan.
Contacts: e-mail: giiz@mail.ru www.giiz.kz
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Joseph Polchinski Born on May 16, 1954 in New York, USA
Joseph Polchinski is a physicist who works on string theory. He graduated from Canyon del Oro High School in Tucson, Arizona in 1971, obtained his B.Sc. degree from Caltech in 1975, and his Ph.D. from the University of California, Berkeley in 1980 under the supervision of Stanley Mandelstam. After postdoctoral positions at SLAC (1980–82) and Harvard (1982–84) he was professor at the University of Texas at Austin from 1984 to 1992. Since 1992 he has been a professor at the University of California, Santa Barbara and a permanent member of the Kavli Institute for Theoretical Physics in Santa Barbara. In 2013 Polchinski was awarded the Fundamental Physics Prize for his contributions in many areas of quantum field theory and string theory. His discovery of D-branes has given new insights into the nature of string theory and quantum gravity, with consequences including the AdS/CFT correspondence. Polchinski is the author of the two volume textbook ‘String Theory’, published in 1998. Among his contributions to theoretical
Robert Nizhegorodtsev
Doctor of Economics, Chief of the Laboratory of Economic Dynamics and Control for Innovations at the Institute for Control Studies, Russian Academy of Sciences (Moscow, Russia) Robert Nizhegorodtsev is the full Member of the Russian Academy of Natural Sciences, Dept. of Informatics and Cybernetics (2009). Full Member of the Philosophical and Economic Academic Community (Moscow Lomonosov State University). Honorary Professor of Kazakhstan Economic State University (Almaty, 290
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physics, D-branes are the best known. In 2008 he won the Dirac Medal for his work in superstring theory. In 1990, commenting on the Novikov self-consistency principle (in relation to sending objects or people through a traversable wormhole into the past, and the time paradoxes that could result), Polchinski raised a potentially paradoxical situation involving a billiard ball sent through a wormhole which sends it back in time. In this scenario, the ball is fired into a wormhole at an angle such that, if it continues along that path, it will exit the wormhole in the past at just the right angle to collide with its earlier self, thereby knocking it off course and preventing it from entering the wormhole in the first place. Physicist Kip Thorne deemed this problem ‘Polchinski’s paradox’. Later students of the whimsical problem came up with solutions which managed to avoid any inconsistencies, by having the ball emerge from the future at a different angle than the one used to generate the paradox, and deliver its younger self a glancing blow instead of knocking it completely away from the wormhole, a blow which changes its trajectory in just the right way so that it will travel back in time with the angle required to deliver its younger self this glancing blow. In July 2012, Polchinski, together with two of his students - Ahmed Almheiri and James Sully - and fellow string theorist Donald Marolf at the University of California, Santa Barbara (UCSB), published a paper whose calculations about black hole radiation seemed to suggest that either Relativity Theory’s equivalence principle is wrong, or else a key tenant of quantum mechanics is incorrect. en.wikipedia.org/wiki/Joseph_Polchinski
Kazakhstan). Honorary Professor of Ural Economic State University (Yekaterinburg, Russia). Honorary Doctor of Karaganda Technical State University (Karaganda, Kazakhstan). Author of more than 600 scientific publications, including 22 monographs and 6 handbooks. Member of the editorial boards of 10 scientific journals in different branches of economics and science: Control Sciences, Problems of New Economics, Financial Space, Control for Large-Scale Systems, Transactions of Economic Integration et al. Head of research projects in economics and control studies since 1994. Research advisor for 5 PhDs in economics and technical sciences. Majors in informational economics, macroeconomics, econometrics, regional economy, institutional economics, economic forecasting. Interested (and has several printed works) in social philosophy, tertiary education, higher and elementary mathematics, comparative linguistics. Gives lectures on macroeconomics and government policy, economics of innovations, economic forecasting and other subjects in the Ministry of Economic Development of the Russian Federation, Government RF Financial University, Moscow Aerospace Institute, South-Russian Polytechnic State University, Kazakhstan Satpayev National Technical University, University of Banking (National Bank of Ukraine) et al.
Sucsess stories. Hall of Fame. The Name in Science
Ludmila Pokotilo Owner, founder and director of the limited liability partnership ‘Family Doctor and Co’, Candidate of Medical Science
Ludmila Pokotilo was born on 10 August, 1956 in Aktubinsk, Kazakhstan. She graduated from Aktubinsk Medical Institute. She is now a Candidate of Medical Science and author of 45 scientific papers and guides. She is the owner, founder and director of the limited liability partnership ‘Family Doctor and Co’ which is one of the most popular medical centres in Aktobe. The specialties of the clinic are gynecology, infertility treatment, chiropractic, general and plastic surgery and all kinds of modern diagnostics. She is a member of the Russian and Kazakhstan Association of Reproductive Medicine, and holder of the Gold Medal ‘SEIN’ (France) for her dynamic and efficient management of the company. Her creed for life is ‘Never give up even if it scares you, always have your dream in the back of your mind! Aspire to ensure that your lust for life, knowledge and beauty can never be faded.’ e-mail: pl_med@mail.ru
Irina Radchich
Director General of the Federal State Organization ‘Federal Research Center of Physical Culture and Sport’ Irina Radchich is the expert in the field of physical culture and sports, scientific methods of training of elite athletes. Honored Worker of Physical Culture of the Russian Federation , Ph.D., professor, academician of the Russian Academy of Natural Sciences.A member of the advisory councils of the Ministry of Sports in the Russian Federation; a member of the Russian Olympic Committee; a member of the Commission of Sport Federation Council; a member of the Scientific Advisory Board for the preparation of sports teams of the Russian Federation for the Olympic Summer Games in 2016 in Rio de Janeiro and XXII;Olympic Winter Games 2014 in Sochi; the chairman of the Academic Council of Federal Research Center of Physical Culture and Sport. Over the many years of conscientious work, for contributions to the development of physical culture and sports in Moscow and the Russian Federation she has been awarded state and departmental awards: Russian State Committee of the Emblem ‘Excellence in Physical Education ‘ - in 2000 , the Medal ‘For merits in the development of physical culture and sport ‘ - in 2001, in 2002 he was awarded the title ‘Best in Profession’, in 2003 awarded the medal ‘ 80 years Goskomsport Russia ‘ and the Medal ‘For merits in the development of the Olympic movement in Russia. Presidential Decree dated 12.04.04, Prof. Radchich awarded in 2005, the honorary title ‘Honored Worker
of Physical Culture of the Russian Federation’ and the 2009 ‘Best specialist in biomedical support training of athletes’ on a nomination in the city competition ‘Moscow masters .’ The Medal of the Department of Physical Culture and Sport in Moscow and the Center for Innovative sports technology. In 2011 she was awarded the medal ‘For the health of Muscovites’ and the Medal ‘For merits in the field of science’. In 2012, the Diploma of the Ministry of Sport, Tourism and Youth Policy of the Russian Federation, the Gratitude of All-Russian public organization ‘League of health of the nation’ and a commemorative medal in honor of the 10th anniversary of the ‘League of health of the nation’, Diploma of the Ministry of Youth Affairs and Sports of the Republic of Sakha (Yakutia). Our work which was carried out for the glory of sports science and education has been recognized by the organization committee of the Oxford Summit of Leaders - the Club of the Rectors of Europe (CRE), Europe Business Assembly, the International Club of Leaders (Oxford, UK). The general director of the Federal science center VNIIFK was invited as a speaker at one of the sections of the conference ‘Science and Education. Newtrendsandopportunities. Oxford Summit Meeting’ and present her institution within the ‘Presentations of the best universities included in the ranking EBA. Best University 2013’. This year Nomination Committee of Europe Business Assembly has made a decision to recommend Prof. Radchich for The Honor Award ‘The Name in Science’. The ceremony of honouring the leaders in the field of science and education – the ‘International Socrates Award Ceremony’ will be held in the ceremonial hall of the old town council on the 17th of December. In addition to the diploma the holder of the title ‘The Name in Science’ gets the memorable sign on the blue ribbon ‘For contribution to world science’ with Socrates on the reverse side and an inscription ‘Honour to scientist’, Diploma of a holder of the title ‘The Name in Science’, confirming that the nominee’s name has been recorded in the World Register of Outstanding Scientists. e-mail: info@vniifk.ru www.vniifk.ru address: 10, Elizavetinskiy trudged, Moscow, 105005, Russia
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Vagif Rakhmanov
The Head of the Ukrainian Psychotherapeutic Rehabilitation Centre of the Ministry of Health of Ukraine in Dnepropetrovsk, Senior Researcher of the Institute of General and Forensic Psychiatry and Narcology, Scientific Consultant of the Department of Hearing Rehabilitation of Institute of Otolaryngology of Ukraine, Academician of the Academy of Sciences of Higher Education of Ukraine, Doctor of Medical Sciences, MD, PhD, Professor, Honoured Rationalizer of Ukraine The Head of the Ukrainian Psychotherapeutic Rehabilitation Centre of the Ministry of Health of Ukraine in Dnepropetrovsk, Senior Researcher of the Institute of General and Forensic Psychiatry and Narcology, Scientific Consultant of the Department of Hearing Rehabilitation of Institute of Otolaryngology of Ukraine, Academician of the Academy of Sciences of Higher Education of Ukraine, Doctor of Medical Sciences, MD, PhD, Professor, Honoured Rationalizer of Ukraine Professor V.M. Rakhmanov is a Ukrainian medic with a worldrenowned name, recognised by the scientific community as the author of effective methods of treatment for such terrible diseases as autism and anorexia, hearing loss caused by damage of the central nervous system, locomotive system diseases, vegetative-vascular dystonia and neurosis. For almost four decades of medical practice this man has performed daily wonders, restoring the health and joy of patients who were refused treatment by other doctors. Vagif Rakhmanov was born on January 14, 1951 in a small Azerbaijan village. He dreamt of becoming a doctor since he was a child. The choice was largely driven by the advice of his father, a village teacher and a wise and moral man. As an aside, three of the eight children of Mamed Rakhmanov became doctors. Vagif started his career as a nurse in a local hospital. This experience gave the young man an opportunity to ensure that medical care would be his true vocation. He studied at Baku Medical University and then received an invitation to work in distant Dnepropetrovsk. The young doctor started his career in the Department of Neuroses in the Dnepropetrovsk Regional Clinical Mental Hospital. He has been heading the Department for many years. At the beginning of his medical practice V. Rakhmanov started working on a method for the treatment of nervous and mental diseases based on non-medical means (the doctor considers them an incentive for the awakening of the latent capabilities of the organism, launching self-healing mechanisms) and the eastern art of acupuncture known since ancient times. 292
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By the end of the 70’s, the young doctor gained fame as a magician - patients came to him from the all corners of the Soviet Union and, in most cases, had their lost health returned to them. Given the high effectiveness of his methods, in 1979, Vagif Rakhmanov created the first USSR psychotherapeutic centre with outpatient facilities, in Dnepropetrovsk. Now there is the only deaf-neurological centre in the country, a modern multidisciplinary clinic which employs highly skilled psychiatrists, neurologists, psychologists, defectologists, educators and other specialists. Professor Rakhmanov not only receives and treats numerous patients at the centre but also finds time to work in the Dnepropetrovsk Regional Charity Foundation for parents of children with disabilities. The practical work of the talented doctor is completmented by fruitful scientific research. He has received his PhD and doctorate (twice – in Ukraine and in Russia!) theses in three specialties of medical psychology, psychiatry and otolaryngology, and published more than three hundred significant scientific works, including a number of monographies. V. Rakhmanov is an academician of the Academy of Sciences of Higher Education of Ukraine and the European Academy of Natural Sciences, Professor of the International Personnel Academy, Director of the Dnepropetrovsk branch of the Society of Psychoanalysts of Ukraine, member of the European Association of Psychotherapists. His merits were marked by a gold medal of VDNKh of USSR, orders of Nicholay Pirogov and Yaroslav the Wise, an honorary award for personal contribution to the development of spirituality, science and culture ‘Saint Sophia’, medals ‘For the Health of the Nation’ (Ukraine) and the Leibniz Association (Germany), honorary decoration of ‘Patriot of Ukraine’. In 2012 Professor Rakhmanov was awarded the international prize ‘The Name in Science’ in the register of the best scientists of the world (Oxford, United Kingdom). Today Dr. Rakhmanov is as full of creative plans and new ideas as he was before. In their implementation he is helped by students and followers – there are many of them in Ukraine and other countries. Among the disciples are his three sons. They made their professional choice in favour of medicine, following on the example of their father, who has become a model of humanism and commitment for them. Contacts: e-mail: vagif@rahmanov.dp.ua www.prof-rahmanov.dp.ua
Sucsess stories. Hall of Fame. The Name in Science
Helen Rhoda Quinn Born 19 May 1943 in Melbourne, Australia Helen Quinn is an Australian-born particle physicist whose contributions to the search for a unified theory for the three types of particle interactions (strong, electromagnetic, and weak).
In 2013 she was awarded (jointly with Roberto Peccei) the American Physical Society’s 2013 J.J. Sakurai Prize for Theoretical Particle Physics for the ‘proposal of the elegant mechanism to resolve the famous problem of strong-CP violation which, in turn, led to the invention of axions, a subject of intense experimental and theoretical investigation for more than three decades’. Helen Quinn was born in Australia and grew up in the Melbourne suburbs of Blackburn and Mitcham. She attended Tintern Girls Grammar School in Ringwood East. She matriculated successfully and obtained a cadetship from the Australian Department of Meteorology to fund her studies at the University of Melbourne. After beginning her undergraduate studies at the University, her family migrated to San Francisco in the early 1960s. Professor Quinn finished her undergraduate, and eventually graduate, education at Stanford University. After receiving her doctorate from Stanford in 1967, she held a postdoctoral position at Deutsches Elektronen Synchrotron in Hamburg, Germany, then served as a research fellow at Harvard in 1971, joining the faculty there in 1972. She returned to Stanford in 1976 as a visitor on a Sloan Fellowship and joined the staff at the Stanford Linear Accelerator Centre (SLAC) in 1977. In her current position as a theoretical physicist at the Stanford Linear Accelerator Centre (SLAC), Professor Quinn has made important contributions towards unifying the strong, weak and electromagnetic interactions into a single coherent model of particle physics. In 2000 she was awarded the Dirac Medal and Prize for pioneering contributions to the quest for a unified theory of quarks and leptons and of the strong, weak, and electromagnetic interactions. The award, shared with Professors Howard Georgi of Harvard and Jogesh Pati of the University of Maryland, recognised Professor Quinn for her work on the unification of the three interactions, and for fundamental insights about charge-parity conservation. She has also recently developed basic analysis methods used to search for the origin of particle-antiparticle asymmetry in nature.
Professor Quinn is considered by many to be one of an elite group of twentieth century women who have made original and important contributions to physics. Some of her contributions have been: co-authored the first paper (with Howard Georgi and Steven Weinberg) to discuss how the strong, weak, and electromagnetic coupling constants can merge to a single coupling constant in a grand unified theory. suggested (with Roberto Peccei) a possible near symmetry of the universe (now known as Peccei-Quinn symmetry) to explain how strong interactions can maintain the symmetry between particles and antiparticles (CP symmetry) when weak interactions do not. showed (with Enrico Poggio and Steven Weinberg) how physics of quarks can be used to predict some properties of the physics of hadrons (which are particles made from quarks). This is now known as quark-hadron duality. made phenomenological analyses of CP violation in B meson decays – searching for the tiny difference between matter and antimatter. Professor Helen Quinn is truly a leading research scientist in the field of particle physics, having reached the top in a totally male dominated field, and proof of this is her many awards and honours. She was elected Fellow of the American Academy of Arts and Sciences in 2003 and is currently President of the American Physical Society (APS). A driving force in developing education and outreach programs for the public and science teachers, Professor Quinn played a key role in the development of an interactive web-based explanation of particle physics, ‘The Particle Physics Adventure’. She is an exceptional Physicist, research leader and role model whose contribution is recognised by the Faculty of Science through the award of a DSc (honoris causa).
www.unimelb.edu.au/unisec/calendar/honcausa/ citation/quinn.pdf
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Tamara Smovzhenko
Rector of the University of Banking of the National Bank of Ukraine, Doctor of Economics, Professor (Ukraine) She graduated from the National University ‘Lvivska Politekhnika’ and Lviv Commercial Academy. Tamara Smovzhenko has published more than 200 scientific works. She is the author of many educational manuals and monographs. She published first Ukrainian-language ‘Financial Dictionary’ in the Ukraine, subsequently republished three times. Professor Tamara Smovzhenko is a Chair member of the scientific-method commission of the Ministry of Education and Science of Ukraine, on the editorial board of scientific publications ‘Herald of the National Bank of Ukraine’, ‘Regional Economy’ and
Alexander Teslenko
Director of the Centre of Youth Researches, Professor of the Social & Psychological Department at Kazakh Humanitarian and Low University (Astana City, Kazakhstan) Alexander Teslenko is the leading specialist in social pedagogy and youth sociology, Doctor of Pedagogical Science (Kazakhstan, 2005), Doctor of Sociological Science (Russia, 2007), Director of the Centre of Youth Researches, Professor of the Social & Psychological Department at Kazakh Humanitarian and Low University (Astana City), Director of the Institute of Social and Pedagogical Researches and Professor of the Social & Pedagogical Department at Kokshetau University. He was born May, 22, 1962 in Astana (formerly Tselinograd). Alexander Teslenko graduated from the Tselinograd State Pedagogical Institute in 1991. 294
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a member of several specialised scientific councils. She teaches in universities abroad, conducts scientific research in the field of deposit insurance, foreign capital influence on the Ukrainian banking system and the financial safety of Ukraine. Tamara Smovzhenko was awarded the II and III degrees of the Order of Princess Olga, she is also a laureate of the International United Europe Awards (for achievements in European integration and development in the field of education and science) in London. Professor Tamara Smovzhenko is a member of the Club of the Rectors of Europe; she has been given the award of ‘honorary professor’ of the International Vienna University. In 2011 the National Bank of Ukraine, University of Banking of the National Bank of Ukraine and USAID project of USA international development agency ‘Development of Financial Sector’ (FINREP-1) began joint initiatives to improve the financial literacy of Ukrainian citizens. Professor Tamara Smovzhenko is one of the authors and editors of the textbooks for the ‘Financial Literacy’ course and was the originator of this project in Ukraine.
Contacts: e-mail: ubs@ubs.gov.ua a d d r e s s : A n d r i i v s k a S t r. , 1 , Ky i v , Ukraine, 04070
A year after graduation, he organised social-pedagogical initiatives for youths: for example the youth music club ‘Fanton’, summer children’s health Centre ‘Arman’, tournament ‘Starteenager’, centre of youth initiatives, etc., and became interested in research on youth socialisation. He received his Candidate Dissertation (PhD) in pedagogy in 1998, his Doctor Dissertation in pedagogy in 2005 (Almaty State University, Kazakhstan), and his Doctor Dissertation in sociology in 2007(Saratov State Technical University). Now A. Teslenko teaches sociology, social psychology and social pedagogy in major Kazakhstani universities. He has been a winner of the republican competition ‘Best University Teacher of the Year 2007’, the author of more than 300 scientific publications on the problems of youth socialisation, psychology and pedagogies of relations in society. He actively participates in research work, his main publications are: ‘Organisation & Self-Organisation in the Youth Socialisation Process’ (Tomsk, 2001), ‘Socialization of Youth: Change of Paradigm’ (Astana, 2002.), ‘Socialisation of Youth: Pedagogy of Relationships in Participation’ (Almaty, 2003), ‘Cultural Socialisation of Youth: Kazakhstan Model’ (Saratov, 2007), ‘Youth Socialisation in Kazakhstan: Experience of social and cultural research’ (LAP LAMBERT, 2011). Alexander Teslenko is a member of the International Academy of Social Work, the International Academy of Psychological Science, the European Association of Children and Youth Entertainment (Prague, Czech), the Kazakhstan Academy of Pedagogical Science, the Russian Sociologists Society and other foreign organisations.
Sucsess stories. Hall of Fame. The Name in Science
Alexander Shpak
Doctor of Economics, Professor in Belarus. Scientific studies and interests: research into the most pressing challenges of the theory and practice of agrarian transformations, 323 scientific works. A. Shpak graduated from the Ukrainian Agricultural Academy with a degree in ‘Economic Cybernetics in Agriculture’ in 1971. He graduated from his post-graduate studies in 1976, defended his Candidate’s dissertation in 1978 and PhD dissertation in 1998. He was appointed professor in 2005.
Salavat Tapbergenov Head of the Department of Biochemistry of the Semipalatinsk State Medical University, Doctor of Medicine (Kazakhstan) e-mail: salavat_tap@mail.ru
Igor Tarshinov
Chief designer of the ‘Institute of Health Recovery Technologies ‘New in Medicine’ www.itohealth.com.ua
Main areas of scientific activity: development of the organisational and economic mechanism of efficiency increase of the complex functions of agro-industry, recommendations and offers for the improvement of agrarian relations, including the problems of land disputes, pricing, taxation, crediting, investment, assessing the results of the activities of agricultural organisations and regions and the rational use of state support aimed at agricultural development. A. Shpak is the chairman of the Academic Council of the Institute, a Member of the Defence Council of Candidates and has PhD dissertations in the specialty ‘Economics and Management of National Economy’ and ‘Global Economics’. A. Shpak is awarded with the Honorary Certificate of the Ministry of Agriculture and Food of the Republic of Belarus, the Anniversary Medal of the 80th Anniversary of NAS of Belarus and the Honorary Certificate of NAS of Belarus. Under his leadership seven Master’s dissertations have been executed and defended. Contacts: agrecinst@mail.belpak.by w w w . r e f o r. b y
Salavat Tapbergenov was born on June 22nd, 1941. In 1965 he graduated from Semipalatinsk State Medical University (Kazakhstan). He received the title of Doctor of Medicine in 1985 and Professor in 1986. Now he is the Head of the Department of Biochemistry of the Semipalatinsk State Medical University, Academician of the Russian Academy of Natural Science, a member of the European Academy of Natural Science, Honoured Worker of Science and Education of Russia. He is also the founder of a scientific school and the author of a holistic theory of adrenal and thyroid system. He identified biologic patterns and described syndrome of adrenal and thyroid dysfunction that are common to all post-stress states, this ensured breakthroughs in the treatment of many diseases. He also wrote more than 250 significant scientific papers, including 12 textbooks, studies and tutorials.
Igor Tarshinov is a physicist, has a doctorate in technical sciences and is an honoured inventor, initially in the USSR and now Europe too. He has been creating devices for space exploration for many years – units of artificial intelligence, memory and pattern recognition. He is the chief designer of the ‘Institute of Health Recovery Technologies ‘New in Medicine’’, an innovative scientific organisation. The medical device: ‘Bioregulator-004M’ is among his more recent developments, which is working in the ‘Academician Vernadsky’ Antarctic station as well as medical organisations in Ukraine. Its modification, ‘Bio-1’, was used for the rehabilitation of Olympic athletes and patients at home. It has 26 inventor’s certificates and 50 patents for inventions in the Independent Ukraine. The unit was awarded the gold medal of intellectual property, orders of Pirogov, ‘Kindness’ll Save the World’, ‘Name in Science’ and many other awards. Socrates Almanac ‘Science and Education. Oxford Review’
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Vasyl Tatsiy
Doctor of Law, Professor, Member of the National Academy of Sciences of Ukraine, President of the National Academy of Legal Sciences of Ukraine, Rector of the National University ‘Yaroslav the Wise Law Academy of Ukraine’, Honoured Man of Science and Engineering of Ukraine, Ukrainian State Prizewinner, Hero of Ukraine Vasil Tatsiy was born on January 13, 1940 in Poltava in the family of employees. He began his work activity in 1957 as a turner in Poltava locomotive depot. Since 1966 life and activity of V.Ya. Tatsiy are associated with the National University ‘Yaroslav the Wise Law Academy of Ukraine’: post-graduate student, senior lecture, senior lecturer, Deputy Dean of the day-time department, Vice-Rector for Research Work, from July 1987 until now – Rector of the National University ‘Yaroslav the Wise Law Academy of Ukraine’. He is the author of more than 400 scientific works, including more than 40 monographs, manuals and textbooks. The current field of scientific activity for this researcher is criminal law (including grounds
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for criminal responsibility, elements of crime, object of criminal and legal defence, crimes against security of the state, crimes in the field of economic activity, crimes against the environment and others), problems of the theory of state and law, and the constitutional law of Ukraine. V. Tatsiy conducts significant public work. He is the member of several presidential and governmental commissions and public organisations, including: Constitutional Assembly, National Anticorruption Committee, National Council of Sustainable Development of Ukraine, the President of Ukraine’s working groups on the problems of improvement of election legislation, issues of judicial reform, reform of criminal judicial proceedings, reforms of the Prosecutors Office and the Bar, issues of design and implementation of criminal justice for juveniles and others. V. Tatsiy has the title the Hero of Ukraine with awarding the Order of the State (2004), Order ‘The Insignia of Honour’ (1981), the Orders of Yaroslav the Wise V,IV,III degrees (1995, 1998, 2009), Order ‘For Merits’ II and I degrees (2000,2012), Diplomas of the Verhovna Rada of Ukraine (2001), the Cabinet of Ministers of Ukraine (2002), title ‘Honoured Man of Science and Engineering of Ukraine’ (1989), the State Prize-winner in Architecture (2001) and the State Prize-winner in Science and Engineering (2004), V. Vernadsky Prize (2001), the Yaroslav the Wise Prize (2001, 2002), ‘Femida-99’. He has a number of departmental, public, church and governmental awards from other countries. He is the State Counsellor for Justice, I Class. V. Tatsiy is an Honoured Doctor of T.G. Shevchenko Kiev National University (2000), Kharkiv National University of the Internal Affairs (2002) and other institutions. He is an Honoured Citizen of the cities of Poltava (2001) and Kharkiv (2004). Contacts: www.jur-academy.kharkov.ua e-mail: kancel@nulau.edu.ua
Sucsess stories. Hall of Fame. The Name in Science
Kopsekbay Tulebayev Doctor of Technical Sciences, Academician
Doctor of Technical Sciences, Academician of the National Academy of Engineering of the Republic of Kazakhstan. In 2012 he was awarded the ‘The Name in Science’ by the International Committee of the Oxford Socratic Summit, symbolising the international recognition of his achievements in his professional field. The author of 150 scientific titles, in 2012-2013 he published articles in scientific journals concerning solutions for a series of structural mechanics tasks associated with the application of special functions, bearing the name of the German astronomer and mathematician Bessel. For merits in development of engineering he was awarded the title ‘Honorary Engineer of Kazakhstan’, and for participation in training specialists with higher education he was elected as a Professor of the Kazakh Head Academy of Architecture and Construction. e-mail: nuriya99@mail.ru
K. L. Thakral Chancellor Oriental University (Indore, India)
Shri K.L. Thakral was born on 19 Oct, 31 in Okara, Kolha, Punjab (Undivided India). A Post Graduate of Meerut College, he came to Bhopal in 1960. He established Oriental Institute of Science & Technology, Bhopal in 1995 and later developed eight other professional colleges. Colleges of Oriental Group of Institutes (OGI)Bhopal, Indore & Jabalpur, are ranked among top technical schools of India. Devi Shakuntala Thakral Charitable Foundation (DSTCF), founded by him, runs these Institutes. In 2011, DSTCF sponsored and established Oriental University, Indore. He is the Founder Chancellor of this University and recipient of 14 national and international awards besides selection for award of Hon. Doctorate Degree by an International University. J a k h y a , O p p : G a t e N o . 1 , R e w a t i R a n g e , P. O . Shri Aurobindo, Sanwer Road, Indore 453555 (Madhya Pradesh) India e-mail: registrar@orientaluniversity.in www.orientaluniversity.in
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Shinya Yamanaka Born September 4, 1962 in Osaka, Japan
Shinya Yamanaka is a Japanese physician and researcher of adult stem cells. He serves as the director of the Centre for iPS Cell Research and Application and a professor at the Institute for Frontier Medical Sciences at Kyoto University; as a senior investigator at the UCSF-affiliated J. David Gladstone Institutes in San Francisco, California; and as a professor of anatomy at University of California, San Francisco (UCSF). Yamanaka is also the current president of the International Society for Stem Cell Research (ISSCR). He received the Wolf Prize in Medicine in 2011 with Rudolf Jaenisch and the Millennium Technology Prize in 2012 together with Linus Torvalds. In 2012 he and John Gurdon were awarded the Nobel Prize for Physiology or Medicine for the discovery that mature cells can be converted to stem cells. In 2013 he was awarded the $3 million Breakthrough Prize in Life Sciences for his work. Yamanaka was born in Higashiōsaka. After graduating from Tennōji High School attached to Osaka Kyoiku University, he received his M.D. at Kobe University in 1987 and his PhD at Osaka City University Graduate School in 1993. Between 1987 and 1989, Yamanaka was a resident in orthopaedic surgery at the National Osaka Hospital. From 1993 to 1996, he was at the Gladstone Institute of Cardiovascular Disease, which is affiliated with the University of California, San Francisco, where there was an atmosphere of freedom and the ability to speak frankly with colleagues. Between 1996 and 1999, he was an assistant professor at Osaka City University Medical School, but found himself mostly looking after mice in the laboratory, not doing actual research.
Leonid Yakovenko Professor at the Chair of Biophysics of the Faculty of Physics of the Moscow State University
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His wife advised him to become a practicing doctor, but instead he applied for a position at the Nara Institute of Science and Technology. He stated that he could and would clarify the characteristics of embryonic stem cells, and this can-do attitude won him the job. From 1999-2003, he was an associate professor there, and started the research that would later win him the 2012 Nobel Prize. He became a full professor and remained at the institute in that position from 2003–2005. Between 2004 and 2010, Yamanaka was a professor at the Institute for Frontier Medical Sciences. Currently, Yamanaka is the director and a professor at the Centre for iPS Cell Research and Application at Kyoto University. In 2006, he and his team generated induced pluripotent stem cells (iPS cells) from adult mouse fibroblasts. iPS cells closely resemble embryonic stem cells, the in-vitro equivalent of the part of the blastocyst (the embryo a few days after fertilization) which grows to become the embryo proper. They could show that his iPS cells were pluripotent, i.e. capable of generating all cell lineages of the body. Later he and his team generated iPS cells from human adult fibroblasts, again the first group to do so. A key difference from previous attempts by the field was his team’s use of multiple transcription factors, instead of transfecting one transcription factor per experiment. They started with 24 transcription factors known to be important in the early embryo, but could in the end reduce it to 4 transcription factors – Sox2, Oct4, Klf4 and c-Myc. In 2007, Yamanaka was recognised as a ‘Person Who Mattered’ in the Time Person of the Year edition of Time Magazine. Yamanaka was also nominated as a 2008 Time 100 Finalist. In June 2010, Yamanaka was awarded the Kyoto Prize for reprogramming adult skin cells to pluripotential precursors. Yamanaka developed the method as an alternative to embryonic stem cells, thus circumventing an approach in which embryos would be destroyed. In September 2010, he was awarded the Balzan Prize for his work on biology and stem cells. Yamanaka has been listed as one of the ‘15 Asian Scientists to Watch’ by Asian Scientist magazine on May 15, 2011. In June 2011 he was awarded the inaugural McEwen Award for Innovation; he shared the $100,000 prize with Kazutoshi Takahashi, who was the lead author on the paper describing the generation of induced pluripotent stem cells. e n . w i k i p e d i a . o r g / w i k i / S h i n y a _ Ya m a n a k a
Dr. Leonid V.Yakovenko graduated from the Faculty of Physics, M.V. Lomonosov Moscow State University in 1972. He earned his PhD in biophysics in 1979 from the same Faculty. Subsequently he worked as a visiting researcher at the Univ. of Wisconsin (Madison) in the laboratory of Lowell E.Hokin (one year). After earning Dr.Sci. degree from the Moscow State University in 2007 he was appointed as a professor at the Chair of Biophysics of the Faculty of Physics of the same university. He has studied a range of biophysical problems including enzyme and cell membrane functioning, irreversible processes at the boundary layers, role of symmetry in biological processes, spontaneous origin of life. He has published over 50 articles in peer reviewed journals.
Sucsess stories. Hall of Fame. The Name in Science
Akira Yoshino Born 30 January 1948 in Japan
Akira Yoshino is a Japanese chemist. Fellow, Asahi Kasei Corporation Inventor of lithiumion battery (LIB) used for cellular phone and notebook computer. In 1981 Akira Yoshino began research on rechargeable batteries using polyacetylene. In 1983 Yoshino fabricated a prototype rechargeable battery using lithium cobalt oxide (LiCoO2) (discovered by John Goodenough in 1979) as a cathode and polyacetylene as the anode. This prototype, in which the anode material itself contains no lithium, and lithium ions migrate from the LiCoO2cathode into the anode during charging, was the direct precursor to the modern lithium-ion battery (LIB). Polyacetylene had low real density which meant high capacity was required for a large battery volume, and also instability problems, so Yoshino switched to carbonaceous material as the anode and in 1985 fabricated the first prototype of the LIB and received the basic patent.
Vasiliy Mankovskiy
Head of the Board of Directors of the ‘KOM’ plant (Russia)
This was the birth of the current lithium-ion battery. The LIB in this configuration was commercialised by Sony in 1991 and by A&T Battery (a joint venture between Asahi Kasei and Toshiba) in 1992. Yoshino discovered that carbonaceous material with a certain crystalline structure was suitable for an anode and this was used in the first generation of commercial LIBs. Yoshino developed the aluminium foil current collector, which formed a passivation layer to enable high cell voltage at low cost, and developed the functional separator membrane and the use of a positive temperature coefficient (PTC) device for additional safety. The LIB’s coil-wound structure was conceived by Yoshino to provide large electrode surface area and enable high current discharge despite the low conductivity of the organic electrolyte. In 1986 Yoshino commissioned the manufacture of a batch of LIB prototypes. Based on safety test data from those prototypes, the United States Department of Transportation (DOT) issued a letter stating that the batteries were different from the metallic lithium battery. In 2013 Akira Yoshino was awarded the Global Energy Prize for the invention of the rechargeable lithium-ion battery, which is an essential element for mobile electronic devices, electric vehicles and hybrid electric vehicles; development of materials for the positive and negative electrodes, and the conceptualisation, development and commercialisation of storage battery systems based on it.
en.wikipedia.org/wiki/Akira_Yoshino
Vasiliy is a head of the Board of Directors of the ‘KOM’ plant and has a Doctor of Business Management Diploma, many certificates and awards. In 2002 he received an honorable title of ‘The Best Manager of Russia’ from Russian public committee which specialised in giving the ‘Peter the Great’ award. At the beginning the ‘KOM’ plant produced almost handmade power take-off boxes. Nowadays it is a strong, steady and perceptive manufacturer with batch production of different versions of sophisticated auto parts and making prototype models of automotive vehicles. For highly efficient work in machine manufacturing the ‘KOM’ plant has been named the winner of the international competition ‘The 100 Best Manufacturers and Organisations of Russian’s Machinery Producers of XXI Century’.
Contacts: e-mail: post@komgroup.ru www.komgroup.ru
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Vladimir Zavyalov
Doctor of Medical Sciences, Professor of Psychiatry, psychotherapist with European and worldwide registration, President of the Dianalysis Institute, senior research fellow in the laboratory of psychophysiology, the Research Institute of Physiology and Fundamental Medicine, and the Siberian Branch of the Russian Academy of Medical Sciences. Vladimir Zavyalov was born in 1948 in Omsk, the USSR, graduated from the Novosibirsk Medical Institute in 1973. He worked as a psychiatrist and psychotherapist in hospitals, for 10 years he headed the department of psychotherapy at Novosibirsk State Medical University, and in 1984 he continued his research activity at the Siberian branch of the Academy of Sciences of the USSR on the mathematical model of social pathologies. In 1981 he defended his Ph.D thesis, and in 1993 he defended his MD thesis. In 1997 he became a professor of psychiatry. He taught psychiatry and psychotherapy until 2009 at the Medical University of Novosibirsk. He is currently working in the Institute of Physiology and Fundamental Medicine and teaches courses in applied psychology and psychotherapy at the State University and Institute of Psychological Counselling in Novosibirsk.
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He has written and published 12 books and more than 70 scientific papers on psychiatry and psychotherapy. He has also published more than 50 articles for the media on different current issues, given interviews and recorded more than 300 radio and TV psycho educational programmes. For more than 20 years he has been the chief therapist for the Novosibirsk region. Since 1997 Vladimir Zavyalov has been developing his original method of counselling and psychotherapy called ‘Dianalysis’; trying to integrate the dialectics of the symbols of the Russian philosopher A. Losev, the art of Socratic Questioning (a modern variant of critical thinking), and Socratic dialogue and moral persuasion (P.Dubois). Thus the ideas of dianalysis have been elaborated, formulated, adapted and incorporated into psychotherapy. Dianalysis represents the results of Professor Vladimir Zavyalov’s practice for more than 40 years as a scientific researcher in the field of the clinical psychological analysis of the personality of alcohol addicts and as a clinical psychologist and diagnostician working with the Rorschach test, TAT, MMPI, Szondi test and others, and, of course, as a psychotherapist in different clinics and hospitals in Novosibirsk. Dianalysis is used in three specialities: medical, psychological counselling and mediation. For each of these applications dianalitical protocols have been developed. The trademark’ Dianalysis® was registered and protected in Russia in 2004 and in Ukraine in 2008. Building on the basis of dianalysis a computer program called SOCIOTOM has been developed for investigating personal and social dynamics in management teams. SOCIOTOM helps investigate different social groups within large industrial companies, office managers and employees in small firms, and find ways to settle conflicts.
Contacts: e-mail: insdia11@mail.ru www:
Sucsess stories. Hall of Fame. The Name in Science
Alexander Polyakov Born 27 September 1945 in Moscow, Russia
Alexander Polyakov is a theoretical physicist, formerly at the Landau Institute in Moscow, currently at Princeton University. In 2013 Alexander Polyakov was announced as the recipient of the 2013 Fundamental Physics Prize. He is known for a number of basic contributions to quantum field theory, including work on what is now called the ‘t HooftPolyakov monopole in non-Abelian gauge theory, independent from Gerard ‘t Hooft. Polyakov and his co-authors discovered the so-called BPST instanton which, in turn, led to the discovery of the vacuum angle in QCD. His 1984 paper ‘Infinite conformal symmetry in two-dimensional quantum field theory’, with Alexander Belavin and Alexander Zamolodchikov has classic status. His path integral formulation of string theory had profound and lasting impacts in the conceptual and mathematical understanding of the theory. He also
Eva Sandor-Kriszt
Ph.D. Rector of the Budapest Business School (Hungary) Eva Sandor-Kriszt is a University of Economics, Budapest graduate, majoring in Statistics, Accounting and Education. She defended her doctoral dissertation entitled Analysis of women’s living conditions in 1984. She earned her PhD title at Miskolc University in 1999 with a thesis entitled Market-economic impacts and decision-making – Statistical methods used in the analysis of small and medium-sized enterprises. Currently she is the Rector of Budapest Business School as well as being a full-time professor at its College of Finance and Accountancy. Her research
played an important role in elucidating the conceptual framework behind renormalisation independent of Kenneth G. Wilson’s Nobel prize-winning work. He formulated pioneering ideas in gauge/string duality long before the breakthrough of AdS/CFT using D-branes. Other insightful conjectures that came years or even decades before active work by others include the integrability of gauge and string theories and certain ideas about turbulence. Very early in his career, in a 1964 student work, A. Polyakov suggested (with A. Migdal) a dynamical Higgs mechanism prior to Peter Higgs’ publication. Unfortunately, this paper was rejected by the Editorial Office of JETP, and was released only much later. Alexander Polyakov was awarded the Lars Onsager prize (together with A. Belavin and A. Zamolodchikov) in 2011, the Harvey Prize in 2010, the Dirac Medal and the Dannie Heineman Prize for Mathematical Physics in 1986, the Lorentz Medal in 1994, and the Oskar Klein Medal in 1996. On 20 March 2013, Alexander Polyakov was announced as the recipient of the 2013 Fundamental Physics Prize for his many discoveries in field theory and string theory, including the conformal bootstrap, magnetic monopoles, instantons, confinement/de-confinement, the quantisation of strings in non-critical dimensions, gauge/string duality and many others. His ideas have dominated these fields in recent decades. He was elected to the Soviet Academy of Sciences in 1984 and the U.S. National Academy of Sciences (NAS) in 2005. en.wikipedia.org/wiki/Alexander_Markovich_Polyakov
interest and publications cover the statistical analysis of women’s living conditions, problems of comparability of higher education institutions, analysis of SMEs using statistical and accounting methods, and the methodological problems of distance education. Eva Sandor-Kriszt is an active member of various professional organisations, among others the Statistics and Futurology Committee and the Statistical Subcommittee of the Hungarian Academy of Sciences. She was Chair of the Hungarian Rectors’ Conference from 2010 to 2011 and has been its Co-Chair since 2011. She is also the founding member of the Association of Hungarian Professors. As an active member of the International Statistical Institute, the European Distance and E-Learning Network (EDEN) and the Leaders-Women International Network, she works for better education and for the recognition of women in leading positions. In recognition of her services to higher education she was awarded the Order of Merit of the Hungarian Republic, Officers’ Cross in 2010, a Certificate of Appreciation by Josai University, Japan in 2012 and was made an Honorary Doctor of the Kiev National University of Economics in 2013.
Contacts: B u z o g a n y s t r. 1 1 - 1 3 . B u d a p e s t 1149 Hungary www.bgf.hu, kriszt.eva@bgf.hu
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Natalia Zemnaya (Zubitskaya)
President of the Public organization ‘AllUkrainian organization – Ukrainian society ‘Green Planet’, Academician of the Ukrainian Ecological Academy, Professor of the International University of Vienna (Kiev, Ukraine) An Academician of the Ukrainian Ecological Academy, Natalia Zemnaya is almost the only representative of Ukrainian folk medicine whose achievements for the country have been marked by the highest state award - the Order of Merit, third degree. Mrs. Zemnaya is the winner of the International Scientific Prize ‘The Name in Science’ (UK), the V. Vernadsky Prize for significant contribution to the environment, an honorary professor at the International University of Vienna, the winner of the international competition for professional achievement ‘Name of the Year’ and laureate of the ‘Lady of Mercy Knights of the Order of St. Lazarus’ (Malta) title. Among the healer’s assets are honorary awards from the Assembly of Business Circles ‘Saint Sophia’, the Order of Saint Vladimir Ukrainian Orthodox Church and other regalia. Natalia Zemnaya belongs to the group of ascetics who revived the undeservedly forgotten tradition of folk medicine in the Soviet era, when this activity was not supported by the state. Then, in
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the years since Ukraine’s independence, she has contributed to the synergy of centuries of national experience of herbal medicine and the achievements of modern scientific thought, leading to the development of herbal medicine as a science. The life and fate of this healer is an example of active compassion and overcoming difficult circumstances in life, courage, persistence and constant striving forward. Natalia was born in 1942 in the Chernigov region of Ukraine. ‘My childhood smells like daisies and dandelions, and my first memories are about endless fields, on which I was walking as a little girl’, – says Natalia Zemna. ‘When I became older, I wanted to learn as much as I could about every blade of grass, of each plant, a gift from our mother-earth. My grandmother Anastasia helped me a lot with that. She was a well-known as a folk healer in our village’. Natalia received her first higher education at the Kiev Institute of Culture. After graduation she worked as a librarian in the one of the largest depositories of Kiev. Because of this she had the opportunity to study rare old books on traditional medicine that were not available to a wider readership. Soon Natalia began to prepare treatments based on medicinal herbs for her young sons who she was afraid would be harmed by chemical drugs. Natalia witnessed the most important experience of the saving power of medicinal plants when it was revealed that she was suffering from severe cardiac disease. Doctors insisted on surgery, but traditional recipes proved an excellent alternative. Later fate brought Natalia to the famous herbalist Danilo Zubitsky. He possessed not only effective ways of treating specific ailments but also a holistic method of healing the body. The healers began to work together and eventually their business and creative collaboration became a family. Later, Danilo and Natalia created the ‘Folk Medicine Pharmacy’ in Kiev, one of the first herbal pharmacies, which became famous all over the country. From 1991 to 1998, Natalia was in charge of the pharmacy.
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To improve and organise their knowledge, she once more sat at a student’s desk – she studied at the Kiev Institute of Traditional Medicine and became a certified specialist in herbal medicine. Along with the theoretical background Natalia Zemnaya travelled around the country a lot, getting to know local herbalists and recording the old recipes that they followed. She learned these and gathered the experiences of foreign colleagues. When going to different countries she has always been interested, first of all, in traditional systems of healing. From years of accumulated knowledge Natalia evolved a holistic concept of healing the body, which she sought to share with fellow countrymen. Her publications appeared in the press and her books became very popular. Over time, the healer was invited to create programmes for children and adults on radio and television. Thanks to this publicity she met many like-minded people. In 2000, these people (most of them had medical training) formed the backbone of a new public association – the public organization ‘All-Ukrainian organization – Ukrainian society ‘Green Planet’. Under its auspices, a successful pharmacy chain called ‘Green Planet’ began to operate and grow, which nowadays has more than a hundred branches around the country. There are now more than 200 patented drugs in the armory of the medical practitioners of ‘Green Planet’, the healing powers of which have been experienced by hundreds of thousands of people from all over Ukraine. Many of the medicinal formulations were developed by Natalia Zemnaya, both individually and in collaboration with colleagues. All the drugs are approved by leading pharmacists of the country. The activities of the healers of ‘Green Planet’ are recognised internationally. They have achieved prizes such as ‘European Quality’ and ‘Best Enterprise’ (Oxford, UK), as well as a certificate from the Swiss Institute of Quality Standards.
For many years, Natalia has travelled around the different cities and villages of Ukraine, diagnosing illnesses and providing complex advice (for free!) for all who turned to her for help. And the reception is open ‘until the last patient’ has gone, sometimes late in the evening. Despite this workload, she finds time for many other things. Zemnaya is a known educator, author of many popular science books on folk medicine and the head of the All-Ukrainian Political Party ‘Green Planet’, which proposes an ecological approach for all areas of society. Natalia devotes her rare hours of leisure to her passion – poetry, and now five of her books of poetry have been published. Her poems, poignant and heartfelt, are popular with readers of all ages. Many of them have inspired well-known Ukrainian composers to write songs. ‘I’ve always wanted to help people,’ – says Natalia Zemnaya, – ‘and I’m happy that my professional life allows me to do it every day. And the highest reward for me is the heartfelt thanks of my patients, who regain their health and joy for life. It is what I live and work for’.
Contacts: e-mail: zelenaplaneta.zemnoi@yandex.ua w w w . p r i ve t i n t e r. n e t
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Rostislav Zhelyaskov
Director of ‘Green Planet’ enterprise, an honorary professor at the International University of Vienna (Kiev, Ukraine) Rostislav Zhelyaskov is a famous Ukrainian phytotherapist and educator. He was born on January 6, 1971. In his youth, he graduated from Odessa Automotive Technical School, after which he worked in this speciality. Later he took a full course of study at two faculties of Kharkiv National Academy of Pharmacy (now the National Pharmaceutical University). Currently he is preparing to defend his thesis. Rostislav was behind the creation, and is an active member, of one of the most famous Ukrainian associations of phytotherapists: the Ukrainian organisation and Environmental Society called ‘Green Planet’ and, operating under its auspices, the ‘Green Planet’ network of pharmacies. He has been a leading chemist of ‘Green Planet’ LLC, the pharmaceutical company that has made products for ‘Green Planet’ pharmacies for a long time, operating more than one hundred branches in Ukraine, and from 2011 has served as a director of the organisation. He was personally involved in the development of new drugs based on medicinal herbs, as well as improving existing recipes, doing much to popularise the achievements of traditional medicine and is a columnist on the ‘Green Planet’ online portal and forum. He is the author and co-author of several books on herbal medicine. He constantly improves his knowledge and participates in national and international congresses, pharmaceutical and scientific conferences and symposia on issues of quality and certification of medicines. Largely due to the personal contribution of Rostislav Zhelyaskov, ‘Green Planet’ drugs have won international recognition. These products are marked by the international award ‘European Quality’ (Oxford, UK), Certificate of the Institute of Quality Standards (Switzerland) and others. The personal achievements of Rostislav Zhelyaskov have also been marked in his homeland and beyond. Rostislav Petrovich was elected honorary professor at the International University of Vienna (Austria) and a member of the International Leaders’ Club (UK). He is the winner of the International Prize for research ‘The Name in Science’ with the his name entered on the register of the best scientists in the world, and a nominee for a number of national and international presentation publications. For contribution to the improvement of Kharkiv in 2009 he was awarded the honorary title ‘Kharkiv Citizen of the Year’ Among other honours Rostislav Zhelyaskov has been given the honorary award ‘Knight of the Motherland’, the 304
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Assembly of Business Circles of Ukraine’s personal contribution to the revival of Ukrainian spirituality, science and culture, and the title of Knight of the Order of the Knights’ Grand Master La Valletta (Malta). On the basis of the results of his professional and managerial activities in 2012 Rostislav Zhelyaskov was among the winners of the international rating-contest ‘Name of the Year’, held under the auspices of the European Business Assembly and the International Socrates Committee. In recent years in Ukraine, and throughout the civilised world, interest in folk therapies has been steadily growing. Mostly, this applies to herbal medicine, a system of knowledge surrounding the healing properties of plants, which came to us from ancient history and is the ancestor of modern pharmacology. Now departments of traditional medicine and herbs are opening at all the leading medical and pharmaceutical universities in the country, and a number of practicing physicians are expressing willingness to work with herbalists. But the most important assessment of the merit of Ukrainian herbalists is the trust of patients who are becoming more and more convinced of the effectiveness of natural medicines. Healers who work under the auspices of the ‘Green Planet’ society and organisation have made a very significant contribution to forming a positive image of the folk medicine. The person who has brought together a community of like-minded followers and disciples is Natalia Zemnaya, the most famous representative of
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Ukrainian folk medicine. Virtually all members of the organisation are people with medical and pharmaceutical education, competent and qualified, who devote every day to fighting for people’s health. This educational mission of the ‘Green Planet’ specialists was formed by mass media and publishing. The director of ‘Green Planet’, Rostislav Petrovich Zhelyaskov, is one of the authors of the most popular books on herbal medicine, widely read and highly regarded by the medical scientific community. In recent years he has published a reference book: ‘Healing by Trees and Shrubs’ (co-authored with Natalie and Lydia Matoussevitch Nikolaichuk), as well as the thematic collections ‘Tips for Your Health’, ‘Cookbook for All Seasons’, ‘We are Treated with Chamomile’ (collaboration with Natalia Zemnaya). ‘We are not always aware of the healing effect of trees, shrubs, flowers and herbs on our physical and mental state’ says Rostislav Petrovich. ‘However, the practice shows: the flowers, leaves, and roots of trees, the bark of their trunks and roots; all of them can be powerful and unique medicines. With the medicinal properties of plants (if the best use is made of them) Mother Nature gently affects the patient, gives him the strength to fight disease. For many years, ‘Green Planet’ healers worked on articles collected in different parts of Ukraine - a country with strong and ancient traditions of herbal medicine, efficient and effective recipes, a treasure of invaluable experience from our ancestors. These unique recipes we use in our practice and
familiarise our compatriots in the media with them. However, plants can only help us when growing in cleaner areas. In Ukraine, first of all, this is the Carpathians, the foothills of the Crimea, Kherson Steppes, guided by the need to collect plants in season, in favourable conditions for that day. That’s what the disciples of Natalia Zemnaya do. And more powerful advice from the armoury of our distant ancestors is that herbs gathered with love, help you feel better!’ ‘The famous medieval physician and scientist Paracelsus five centuries ago said: ‘Nature has produced a disease, but it has provided and the cure of it. And it is in the area surrounding the patient’. This is a still relevant aphorism which I feel is my professional credo. And I in no way detract patients from the merits of synthetic drugs, but I try to convince their compatriots as to the significance and importance of natural methods of healing. I believe in a happy future for Ukrainian herbal medicine and do everything possible to ensure that our products become recognised and legalised drugs. De facto, this has already happened. And the clearest proof of this is people’s choice; strong demand and popularity for therapeutic tools released under the ‘Green Planet’ name among residents of all regions of the country.’
e-mail: zelenaplaneta.zemnoi@yandex.ua
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Ludmyla Zhukova
Director of the Centre of traditional medicine ‘Energetika’, Academician of the Ukrainian Academy of Sciences, the Vice President of the All-Ukrainian Federation of the Protection of the Health of Population and Ecology of Ukraine Ludmyla Zhukova is a unique person, blessed with many gifts. She is a healer who has brought back to health tens of thousands of patients from 27 countries all over the world, a bright diagnostician who gives advices to the official medicinal bodies all over the world. A scientist, talented writer, public figure, generous Maecenas and philanthropist – this is all about her… In January 1993 L.P. Zhukova arranged her own small clinic in Kiev – the Center of traditional medicine ‘Energetika’ – one of the first in the country. At that time certain medical companies in Ukraine were a rarity. Centres where ailments could be treated by non-traditional medicinal methods generally did not exist at the time, healers prefering to treat their patients on a large scale, organising mass sessions of hypnosis and sending magic mixtures for all ailments by mail to people who needed help… Ludmyla Zhukova did it in different way: she worked in close collaboration with practicing doctors, she individually approached every patient, treated patients but not disease, used all forces with sincerity. Results were quick to come by. Now the Centre ‘Energetika’ is a small but very bright star on the Ukrainian medical horizon. Patients come to be treated from all different corners of the country, near and far abroad, with numerous celebrities and members of the elite among the visitors. The Centre ranks high in public acceptance and its founder is the most decorated representative of Ukrainian folk medicine, whose merits are acknowledged both in the native fatherland and beyond . She has received such prestigious awards as ‘Prize of Peace throughout the World’ (USA), the International Award ‘Queen Victoria Commemorative Medal’, the Maltese Cross ‘Knight of Mercy’ with awarding of title ‘Cavalry’s Lady of the Knights of Maltese Order’ and Saint Hans Ierusalimskiy’s cross. Ludmyla Zhukova was elected Honorable Professor of the International University of Vienna, the full academic member of the Ukrainian Academy of Sciences, she is the Cavalier of the Ukraine-French order of Queen Anne ‘Honour of the Fatherland’, Cavalier of the Order ‘For the Creative Successes’ of the Ukrainian Academy of Sciences, is honoured by the Grand-Prix of the competition for the highest achievements in the scientific and creative spheres ‘Gold Scythian Pektoral’ of the Assembly of 306
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Business Circles of Ukraine, honorable awards ‘Saint Sofia’ and ‘The Award of Millennium’, the title ‘Ukrainian Madonna’ of the International Charitable Foundation for the Saint Mary and many other regalia. ‘Around the end of the 80’s and the beginning of the 90’s was, for me the critical moment, which divided life into ‘before’ and ‘after’, – Ludmyla Zhukova says about the beginning of the creation of ‘Energetika’. ‘Life before’ was typical for those of my generation. I worked as senior scientific worker in one of Donetsk SRI (Scientific Research Institute), raised children, kept house and created a cosy home. But there was one thing that made me different – my gift, ability to heal using energy. The gift, had appeared in me early on, although I didn’t realise it. When I grew up I generously shared it with relatives, close ones, acquaintances, who came to me when they had tough times. But at that time I could not speak about this publicly.’ ‘However, times changed, and my relationship with people in medicine changed with them. The number of my patients grew – acquaintances told others about me. In the fullness of time I left work in the institute and concentrated completely on healing and self-education. But already at the beginning of the 90’s I had been invited to teach classes on bioenergetics for practicing doctors in the psychotherapy department of Donetsk Medical Institute’. ‘In search of the truth I crossed the ocean and took a course of instruction at the Los-Angeles Institute of Parapsychology. I also visited China, where I learned the secrets of their doctoring, thanks to the monks of Harbin Monastery’. ‘While attempting to get to know myself and my opportunities, with enthusiasm I participated in scientific experiments. They all confirmed the presence in me of enormous energetic potential. I communicated a lot with Ukrainian and foreign scientists, in particular my acquaintance with the legendary doctor and scientist Nikolai Amosov was extremely important for me. As a wise person, Doctor Amosov allowed the existence of things normally unrecognised, which people usually call miracles. He supported me and ‘blessed’ my medical practice. Only after this I have decided to create my centre. – Ludmyla, you have numerous reasons to be proud. But nevertheless, could you outline your main achievements? – I do not divide them into main and not main ones. Each case of healing my patients is extremely important for me. I share the fate of people who turn to me, I take part of their pain. And it is sincerely happy, when my patient gets better. But the words of appreciation from couples, who after many years of desperation have found happiness in becoming parents, is pleasant music to my ears. In my practice there were more than 60 such cases. Many of the little ones, who came into the light as a result of treatment of their future mums and dads in our centre, are my dear godchildren. As for my achievements (by far the largest in my life!), I consider it to be my own children – Alina and Boris. Now they are adult, successful people. They created happy families and presented dear grandsons to me. Alina (Alina Voytenko is the deputy director of the Centre of Traditional medicine ‘Energetika’) is my first assistant, the main
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connecting link to friendly association in our centre. She has magic hands, the nature of a fighter, remarkable organisational abilities. Together we stand at the heart of the matter. Without her effort, we would not have such successes! – What does ‘happiness’ mean to you? – My happiness is to free people from diseases. I can’t imagine my life without that. One additional necessary component of happiness I consider to be love. I do not mean just a feeling between the man and woman, though this is important. I passionately love my close ones, my country and all life on earth. I adore animals, communication with them always gives me a charge of positive energy. I am very grateful to fate for the fact that in my life there is everything which is necessary to be happy! – What qualities helped you in life? Do you have your own formula for success? – I always try to be strong. One of my great-grandfathers belonged to the ancient Polish kin that bears the coat of arms of Sas. I think the voice of blood lets itself be known. Like my ancestors – aristocrats, I always tried to go on in life with a proudly raised head and a smile, even when everything was very bad. This repeatedly helped me in life. But my formula for success is simple: to find your vocation and to work selflessly in order to realise it and to love life, then it will necessarily pay you back in the same way. Contacts: e-mail: energetika@nbi.ua www.centrenergetika.com.ua
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Welcome to the Oxford Rectors’ Club
The Club of Rectors of Europe CRE The Club of the Rectors of Europe (CRE) is a non-governmental public organisation, which was established in Oxford, UK, in 2006. Our primary objective is to coordinate academic cooperation between higher education establishments and other educational market observers. The CRE currently consists of over a hundred members from 30 countries. Membership of the CLUB OF RECTORS OF EUROPE (www. ebaoxford.co.uk) provides the following benefits: • A Personal Diploma and a breast plate for the Club member. • The use of the Oxford Rector’s Lounge service provided at a discounted rate. This comprises the use of the Rector’s personal office in Oxford, office apartments, a legal address and a personal assistant during your staying in Oxford. This service will be available from 1 June 2014. • The opportunity to take part in the annual scientific ‘Euro Education’ conference at the Oxford Summit of Leaders, with the right to deliver a speech and make a presentation. You may also run your own conferences at the premises of your institution under the auspices of the CRE. • The opportunity to deliver a public lecture to the students of Oxford University. • The publication of scientific articles or information in the Socrates Almanac Science and Education: Oxford Look’(published under the auspices of CRE Oxford, UK.)It is an annual publication containing the most interesting scientific researches, advanced training techniques, and promising innovative solutions and financing schemes. The almanac also contains global university
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rankings, a list of innovative projects and programmes in education, current scientific and popular articles, biographical and journalistic essays about renowned scientists. • The Socrates Almanac is presented and distributed within the framework of the conferences held in Oxford, London, Valletta, Vienna, Moscow, Kiev, and Montreux, among other cities. This publication is also presented to the library collections of parliaments and ministries, major universities, embassies, and trade missions of Europe Business Assembly (EBA) participating countries. • The possibility of taking part in the international scientific exchange and cooperation programmes of the CRE. • A quota for internship training, including participation in the Oxford Education Centre training workshops, a scheme originated by the Club members and in accordance with the model of Oxford Business College. • Participation in the online CRE Leaders Network,which aims atproviding members of the Club and the wider European community with information on: · your university/company with an active link to your personal website; · trainings, workshops, exhibitions and conferences held by the members of the Club; · opportunities for students to obtain their postgraduate education with the university members of the Club; · opportunities for lecturers to publish scientific works and guidelines in the scientific and methodical collections
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published by other members of the Club; · internship opportunities for international students; · access to summer university courses organized by members of the CRE, European universities and scientific associations; · access to other CRE university lecturers, who could be invited to deliver lectures in your own university. • Assistance for CRE university members in improving the language skills of their students. • Participation in the annual international competition ‘Excellence and Innovation in Education’for the following categories: · Education : Excellence and innovation · Best lecturer · Best scientist · Best student · Best innovative project · Best educational textbook · Best university library · Best academic website · Best university motto · Best campus • The possibility for your university to be included in the CRE ‘Best Regional University’ rankings, where the results are posted on
the official website of the CRE and in the annual edition of the Socrates Almanac. To conduct the ranking, expert EBA analysts consider the following criteria: · affordability of education (tuition fees, conditions for applying); · qualifications of staff; · university accreditation and certification; · testimonials from alumni and students; · quality of equipment; · involvement in international educational and exchange projects; · diversity of teaching methods and programmes; · regular implementation of new courses and subjects; · accessibility of education for international students; · quality of education; and · opportunities for international cooperation. • The right to nominate candidates for honourary titles and awards of the CRE: ‘The Name in Science’ Award and the ‘Best University’ Award, which bestows the Rector with the title‘Manager of the Year’(the nomination for top manager in the ‘Educational sphere’). • The opportunity to post some information about your educational institution on the CRE webpage (http://www.summitofleaders. co.uk) with a link to your educational institution’s official website. http://www.summitofleaders.co.uk
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Summit of Leaders. 2014
Summit of Leaders. London, UK. 15–17 April, 2014
London Summit of Leaders 'Rapid Urbanization: Economy, Society, Management' EBA. Best Enterprises. Achievements 2014 Our cities are expanding – urbanization is accelerating. The economic power of cities is growing. But is the quality of urban planning and management increasing? Are standards of living for the urban population growing? These are crucial questions. The London Summit of Leaders, which is traditionally held at the British Institute of Directors and this year takes place on 15–17 April 2014, will consider the complex issues related to the management of cities in terms of accelerating urbanization. During the plenary sessions, scientific conferences, debates and round tables, scientists, experts, investors and city managers from around the world will share their best practices, developed from scientifically based approaches to the formation of a model of optimal management for modern cities in 2050.
SCIENCE CONFERENCE ‘Integrated strategic management, project and programme management of business and urban development’. DEBATES 1: ‘Urbanization: Economic good or social cataclysm?’ DEBATES 2: ‘City of the future: Innovative methods for effective governance’ SOCRATE AWARD CEREMONY Socrates Award Ceremony - solemn ceremony, presentation of Socrates Prizes 2014 in the field of construction and urban planning to construction companies, building material production companies, architectural firms, engineering and research institutions, commercial organisations, architects and designers
SUMMIT EVENTS
INVESTMENT DAY The investment sessions include presentations from potential investors, businessmen, scientists, authors of innovative technologies on the specific experience of management solutions on problems of urbanization, offer investment projects for area economic development, environmental safety programmes, creating comfortable living conditions.
WELCOME COCKTAIL with principal of Finance Markets Law International, UK Richard Parlour
It will also feature the best design projects in the field of urban planning.
Of special interest at the forum will be the showcase of urban planning design projects, and the winners of the international ‘Innovative City of the future’ contest.
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INNOVATION DAY The plenary sessions will focus on the questions in organization of effective management of a modern city in condition of urbanization and competitive development projects in the field of urban planning.
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INVESTMENT PANEL No. 1: ‘City finance: how to make a city rich’
· traffic intersections in the city.
INVESTMENT PANEL No. 2: ‘City development: housing, water supply, sewage treatment, and transportation logistics’
· reconstruction of built-up areas.
INVESTMENT PANEL No. 3: ‘Urban ecology: quality of the urban environment’
· in the field of information lifelines of the city.
PRESENTATION ( exclusive to EBA members) of interactive discussion platform for scientists and businessmen ‘ Leaders Network’
· landscaping.
INTERNATIONAL COMPETITION: ‘Innovative city of the future’.
· advertising in a big city
Categories: • City of the future: innovative approaches • Best construction company (in the field of urban planning) • Best architect of the year • Best innovative building product of the year • The best construction project of the year • Best design - project:
· preservation of cultural heritage.
TOUR OF LONDON, the business capital of the world Investiture of new members to the International Club of Leaders. Welcome speech by Paul Briggs, President of ICL. PRESENTATION of certificates to the winners of the International competition of architecture and design - project 'Innovative city of the future'. Closing of the Summit. Closing speech by John Netting, CEO, Europe Business Assembly, UK • See more at: http://www.summitofleaders.co.uk/en/summit/ london-uk-2014#sthash.0TtYyo4A.dpuf
· integrated development within the city.
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Summit of Leaders. Health and Wellness Tourism. Stresa, Italy. 1-2 July, 2014
Stresa photo 01The Summit of Leaders is an annual event where business leaders join together to help shape the future of the global industry. This year it will take place in Stresa, Italy from the 1st to 2nd of July and will be dedicated to Health and Wellness Tourism. The goal of the Summit is to provide the wellness industry with a close, high-level gathering where CEOs and representatives from diverse sectors such as medicine, tourism, finance, architecture and real estate, manufacturing, technology, consulting and other related industries can network, learn and share ideas to better the industry. • See more at: http://www.summitofleaders.co.uk/en/summit/ summit-of-leaders-italy-2014#sthash.U3Kq9tVi.dpuf
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Table of contents United Nations Educational, Scientific and Cultural Organization ���������������������������������������������������������������������������������������������������������������������������������������������4 Bologna Process �����������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������8 Articles on pioneering figures in the field of science and education ��������������������������������������������������������������������������������������������������������������������������������������10 News. New Ideas, Discoveries and Developments in 2013 ������������������������������������������������������������������������������������������������������������������������������������������������������22 Rankings. Ratings of national and international universities ���������������������������������������������������������������������������������������������������������������������������������������������������30 Innovation ���������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������38 Innovative projects in education and science 2013 ��������������������������������������������������������������������������������������������������������������������������������������������������������������������48 Publications and research. Scientific articles and publications (annotations) ���������������������������������������������������������������������������������������������������������������������50 EBA World – The world of successful people �������������������������������������������������������������������������������������������������������� 93 A world of success, recognition, and perfection! ������������������������������������������������������������������������������������������������������������������������������������������������������������������������94 Organisers ��������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������96 International club of leaders (ICL) ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������ 100 Club of rectors of europe (CRE) ���������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 102 Social projects ���������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 104 SUMMITS. Barcelona - London-Oxford-Dublin-Moscow-Valletta-Vilnius Montreux-Vienna-Brussels-Kiev ����������107 Summit of Leaders �������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 108 London Summit of Leaders ���������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 110 Duty calls of leaders to Switzerland ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 112 Malta Summit of Leaders �������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 114 Russian Summit of Leaders ���������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 116 Irish summit of leaders ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������ 118 Knights’ meetings ���������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 120 Society routs ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 122 MeetingS and working visits to Nigeria, Iran, Turkmenistan, Ukraine �������������������������������������������������������������������������������������������������������������������������������� 124 SOCRATES COMMITTEE, CEREMONIES ����������������������������������������������������������������������������������������������������������������127 Socrates ceremonies ���������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 128 International socrates committee ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������ 130 International Award ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 132 The Knights of the International Order of Grand Master La VaLlette ���������������������������������������������������������������������������������������������������������������������������������� 134 PUBLICITY – ЕВА INFORMATION AND PRESENTATION OPPORTUNITIES �������������������������������������������������������������137 Leaders Network ���������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 138 Socrates almanac ���������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 140 The International ‘Science and Education’ Competition ���������������������������������������������������������������������������������������������������������������������������������������������������������� 142 Oxford Summit of Rectors ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 144 Oxford Office of University Chancellors ��������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 146 EBA. Best Enterprises. Achievements. 2013 ����������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 148
WE PRESENT THE BEST, THE BEST PRESENT THEIR COUNTRY �������������������������������������������������������������������������������151 International prizes and grants in the science and education sphere ��������������������������������������������������������������������������������������������������������������������������������� 152 International science and education organisations ����������������������������������������������������������������������������������������������������������������������������������������������������������������� 162 International symposia, forums and exhibitions in the field of science and education �������������������������������������������������������������������������������������������������� 178 Publishing houses, magazines, newspapers on science and education ���������������������������������������������������������������������������������������������������������������������������� 188 Educational programmes ��������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 198 National Academy of Sciences, academic institutions and centres ����������������������������������������������������������������������������������������������������������������������������������� 204 BEST UNIVERSITY 2013. BRIEF PROFILES OF WORLDWIDE UNIVERSITIES �������������������������������������������������������������221 Brief Profiles of Worldwide Universities ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 222 WORLD SCIENTISTS. SUCCESS STORIES ����������������������������������������������������������������������������������������������������������������263 Success stories. Hall of Fame. The Name in Science ������������������������������������������������������������������������������������������������������������������������������������������������������������� 264 Welcome to the Oxford Rectors’ Club ������������������������������������������������������������������������������������������������������������������308 Summit of Leaders. London, UK. 15–17 April, 2014 �����������������������������������������������������������������������������������������������310 Summit of Leaders. Health and Wellness Tourism. Stresa, Italy. 1-2 July, 2014 ������������������������������������������������������312 Alphabetic Index ��������������������������������������������������������������������������������������������������������������������������������������������������315
Alphabetic Index A University of Abomey-Calavi ��������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 256 Almaty Technological University Republic of Kazakhstan ����������������������������������������������������������������������������������������������������������������������������������������������������� 230 Ardahan University ��������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 230 ‘Astana-Zertteu’ Public Fund ��������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 231
B Baku State University ���������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 231 Autonomous University of Barcelona ����������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 227 Belta – Brazilian Educational & Language Travel Association ���������������������������������������������������������������������������������������������������������������������������������������������� 232 University of British Columbia (Canada) ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 227
C Caledonian College of Engineering ���������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 232 California Institute of Technology (United States) �������������������������������������������������������������������������������������������������������������������������������������������������������������������� 225 Cempaka International Ladies College ��������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 233 Chandragupt Institute of Management Patna (CIMP) �������������������������������������������������������������������������������������������������������������������������������������������������������������� 233 University of Chicago (United States) ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������ 226
D Durham University (United Kingdom) ����������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 224
E Ecole Polytechnique Federale de Lausanne (Switzerland) ���������������������������������������������������������������������������������������������������������������������������������������������������� 224 Ecopaint-Angola ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 261
F Federal State Organization ‘Federal Research Center of Physical Culture and Sport’ ���������������������������������������������������������������������������������������������������� 234
G Georg-August-Universitat Gottingen (Germany) ���������������������������������������������������������������������������������������������������������������������������������������������������������������������� 223 Girne American University ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 236 Grace Institute of Secretarial and Management Studies �������������������������������������������������������������������������������������������������������������������������������������������������������� 236 Akademia Gorniczo-Hutnicza �������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 225 Ghana Technology University College ����������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 235 Ghent University ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 225 Gumushane University �������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 235
H Harare Institute of Technology ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������ 237
I IEC Group of Institutions, IEC University ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 238 Islamic University of Gaza �������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 240 ITTIHAD University ��������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 240
J JSC Astana Medical University ����������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 241 JSC National Company ‘Kazakhstan Temir Zholy’ - Аtyrau Railway Branch ��������������������������������������������������������������������������������������������������������������������� 261 JSC ‘Scientific-Research Institute of Fire Safety and Civil Protection’ Emergencies of the Republic of Kazakhstan ��������������������������������������������� 241
K Karabuk University ��������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 238 Kyiv Children Academy of Arts ����������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 243 Kyrgyz - Turkish Manas University ���������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 243
L Learning Without Borders-Center of Modern Pedagogy �������������������������������������������������������������������������������������������������������������������������������������������������������� 242 Catholic University of Leuven �������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 227 International Institute of Management LINK ����������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 239 Lithuanian University of Educational Sciences ������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 242 Lomonosov Moscow State University ����������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 227 Claude Bernard University Lyon 1 ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������ 226
M Malawi Polytechnic �������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 251 Autonomous University of Madrid ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������ 225 Odessa I. I. Mechnikov National University �������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 252 Medical University of Plovdiv ��������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 244 University of Medicine Magway Myanmar ��������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 257 Mengly J. Quach Education ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������ 244 Merryland School ����������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 245 University of Michigan (United States) ���������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 223 M S Ramaiah Institute of Technology ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������ 237
N Nanyang Technological University (NTU) ����������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 246 National College for Medical & Technical Studies �������������������������������������������������������������������������������������������������������������������������������������������������������������������� 246 National Pedagogical University ��������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 228 Nations University College (ANUC) ���������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 247 Nazarbayev Intellectual Schools (NIS) ���������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 248 Near East University ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������ 248 NIOST LLC ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������ 250 North-Kazakhstan State University named after M. Kozybayev ������������������������������������������������������������������������������������������������������������������������������������������� 251 Novi Sad Business School ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 260
O University of Oxford (United Kingdom) ���������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 223
P Pierre-and-Marie-Curie University ���������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 222 College of Physicians and Surgeons Pakistan �������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 257 Pohang University of Science and Technology (Republic of Korea) ������������������������������������������������������������������������������������������������������������������������������������� 224
R Royal University For Women ��������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 260 Rutgers, The State University of New Jersey (United States) ����������������������������������������������������������������������������������������������������������������������������������������������� 222
S Saint Petersburg State University ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������ 228 Samtskhe-Javakheti State Teaching University ����������������������������������������������������������������������������������������������������������������������������������������������������������������������� 252 The Republican Unitary Enterprise ‘Scientific and Practical Centre of Foods of the National Academy of Sciences’ ��������������������������������������������� 253 University of Security Management in Kosice �������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 258 Seoul National University (Republic of Korea) �������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 226 Shupyk National Medical Academy of Postgraduate Education ������������������������������������������������������������������������������������������������������������������������������������������� 249 Stanford University (United States) ���������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 223
T University of Tabriz �������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 258 Taras Shevchenko National University of Kyiv �������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 228 Technical Trainers College ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 249 University of Medicine and Pharmacy Tirgu Mures ����������������������������������������������������������������������������������������������������������������������������������������������������������������� 256 International University Travnik ���������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 254
U Uludag University ����������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 239 Universiti Tun Abdul Razak (UNIRAZAK) ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 254 Universiti Teknikal Malaysia Melaka (UTeM) ����������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 255
W Waljat College of Applied Sciences ���������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 259 University of Warsaw ���������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 226
X Xavier Institute of Management, Bhubaneswar (XIMB) ���������������������������������������������������������������������������������������������������������������������������������������������������������� 259
Z University of Zurich (Switzerland) ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������ 224
A Amanzhol Adaev ��������������������������������������������������������������������������������266 Abdul Sattar Ahmad ��������������������������������������������������������������������������240 Ahmad Sarji Abdul Hamid ����������������������������������������������������������������254 Ahmad Yusoff bin Hassan ����������������������������������������������������������������255 Ahmed Hassan Mohammed Al Bulushi ����������������������������������������232 Qurashi M. Ali ��������������������������������������������������������������������������������������246 Rui Amorim �����������������������������������������������������������������������������������������261 Bertil Andersson ���������������������������������������������������������������������������������246 Anatoly Asaul ��������������������������������������������������������������������������������������264 Undassyn Ashimov ����������������������������������������������������������������������������251 Roman Ashirov �����������������������������������������������������������������������������������250 P. Avdeev ������������������������������������������������������������������������������������������������ 91 Leonard Azamfirei ������������������������������������������������������������������������������256 Parviz Azhideh �������������������������������������������������������������������������������������258
Anatoliy Getman ���������������������������������������������������������������������������������277 Vasily Goch �������������������������������������������������������������������������������������������278 Wil Goodheer ���������������������������������������������������������������������������������������102 N. Goridko ���������������������������������������������������������������������������������������������� 77 Vladimir Grachev ������������������������������������������������������������69, 80, 90, 276 O. Gredina ����������������������������������������������������������������������������������������������� 91 Hatam Guliyev ��������������������������������������������������������������������������������������� 91 Suat Irfan Gunsel �����������������������������������������������������������������������248, 280 Naveen Gupta ��������������������������������������������������������������������������������������238
H Stephen William Hawking ����������������������������������������������������������������287 Peter W. Higgs �������������������������������������������������������������������������������������153
I L. Iakovenko ������������������������������������������������������������������������������������������ 90 Gunaydin Ihsan �����������������������������������������������������������������������������������235 Prof. Ernest B. Izevbigie ��������������������������������������������������������������������287
B Sebahattin Balci ����������������������������������������������������������������������������������243 Svetlana Balpeissova ������������������������������������������������������������������������266 Cornelia Bargmann ����������������������������������������������������������������������������267 Stephen Mark Barnett �����������������������������������������������������������������������267 Tamara Belousova �����������������������������������������������������������������������������272 Ernest Benach Pascual ���������������������������������������������������������������������145 Temerhan Berdimuratov ������������������������������������������������������������������268 Merab Beridze �������������������������������������������������������������������������������������252 Burikhan Berkimbayev ���������������������������������������������������������������������261 Larysa Bezukladova ��������������������������������������������������������������������������270 Boris Bleskin ���������������������������������������������������������������������������������������272 David Botstein �������������������������������������������������������������������������������������273 Paul Briggs ������������������������������������������������������������������������������������������100
J Irwin Mark Jacobs �����������������������������������������������������������������������������281 Jumaah Mazin Mohammed Ali �������������������������������������������������������260 Ruslan Jumagaliyev ��������������������������������������������������������������������������241
K Ashimkhan Kanayev ��������������������������������������������������������������������������282 Galina Karimova ���������������������������������������������������������������������������������281 Martin Karplus ������������������������������������������������������������������������������������153 Grygorii Khoruzhyi �����������������������������������������������������������������������������280 Ramazan Korkmaz ����������������������������������������������������������������������������230 Stefan Kostianev �����������������������������������������������������������������������244, 283 Igor Koval ���������������������������������������������������������������������������������������������252 Maximilian Kravchik ������������������������������������������������������������������� 75, 282 Kuralbek Kulazhanov ������������������������������������������������������������������������230 Grant Kululanga ����������������������������������������������������������������������������������251
C Valentin Chanturiya ����������������������������������������������������������������������������272 Mikhaylo Chemberzhi �����������������������������������������������������������������������243 Vladimir Chernyak �����������������������������������������������������������������������������274 Quinton C Kanhukamwe �������������������������������������������������������������������237 Martin Cooper �������������������������������������������������������������������������������������273
L Bruno Latour ���������������������������������������������������������������������������������������283 N. Lebedev ��������������������������������������������������������������������������������������������� 84 Vladimir Lebedev �������������������������������������������������������������������������� 84, 86 M. Lebedeva ������������������������������������������������������������������������������������������ 84 Ruth Leger ��������������������������������������������������������������������������������������������� 63 Michael Levitt ��������������������������������������������������������������������������������������153 Zenon Lovkis ���������������������������������������������������������������������������������������253
D Osei Kofi Darkwa ��������������������������������������������������������������������������������235 Pierre Rene Deligne ���������������������������������������������������������������������������274 Kamil Dilek ������������������������������������������������������������������������������������������239 Samuel H. Donkor ������������������������������������������������������������������������������247
E Gamal Elkhoudary �����������������������������������������������������������������������������240 Francois Englert ���������������������������������������������������������������������������������153 Lyn Evans ���������������������������������������������������������������������������������������������275
M Abel Maharramow �����������������������������������������������������������������������������231 Yagub Mahmudov �������������������������������������������������������������������������������284 Vasiliy Mankovskiy �����������������������������������������������������������������������������299 Marian Mesaros ����������������������������������������������������������������������������������258 Klees Michael ��������������������������������������������������������������������������������������249 Vellu Pillai Mukunda Das ������������������������������������������������������������������233 Win Myat Aye ���������������������������������������������������������������������������������������257
F Paul Fernandes �����������������������������������������������������������������������������������259 Richard H. Frenkiel ����������������������������������������������������������������������������276 M. Fyodorov ������������������������������������������������������������������������������������������� 91
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G Algirdas Gaizutis ���������������������������������������������������������������������������������242 Fuat Ganiev ������������������������������������������������������������������������������������������275
John W.A. Netting ��������������������������������������������������������������������������������� 94 Robert Nizhegorodtsev ������������������������������������������77, 79, 85, 91, 290
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N. Sinyagina ������������������������������������������������������������������������������������������� 64 Mariana Slapac ������������������������������������������������������������������������������������� 91 Tamara Smovzhenko ������������������������������������������������������������������������294 Michael Steinmann ������������������������������������������������������������������������������ 62
Yoshihisa Okumura ����������������������������������������������������������������������������285 Naoise Ó Muirí ������������������������������������������������������������������������������������119 Oludare Onamuti ��������������������������������������������������������������������������������236
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Salavat Tapbergenov �������������������������������������������������������������������������295 Igor Tarshinov �������������������������������������������������������������������������������������295 I. Tarshynov ������������������������������������������������������������������������������������� 66, 90 Vasyl Tatsiy ������������������������������������������������������������������������������������������296 Gaziz Telebayev �����������������������������������������������������������������������������������231 Laurel Terry ������������������������������������������������������������������������������������������� 63 Alexander Teslenko ���������������������������������������������������������������������������294 Alexandr Teslenko ������������������������������������������������������������������������������� 67 K. L. Thakral �����������������������������������������������������������������������������������������297 Dragica Tomic �������������������������������������������������������������������������������������260 Kopsekbay Tulebayev ������������������������������������������������������������������������297 Nikolay Turetskiy ���������������������������������������������������������������������������������� 65 V. Tverdislov ������������������������������������������������������������������������������������������� 90
Stuart Stephen Papworth Parkin ����������������������������������������������������286 Georgi Parvanov ���������������������������������������������������������������������������������145 Roberto Daniele Peccei ���������������������������������������������������������������������285 E. Peshina ����������������������������������������������������������������������������������������������� 91 Freida Pilus ������������������������������������������������������������������������������������������233 Ludmila Pokotilo ��������������������������������������������������������������������������������291 Joseph Polchinski ������������������������������������������������������������������������������290 Alexander Polyakov ���������������������������������������������������������������������������301 Victor Popov �����������������������������������������������������������������������������������������288 Vladimir Putin �������������������������������������������������������������������������������������145
Q Mengly J. Quach ���������������������������������������������������������������������������������244 Helen Rhoda Quinn ����������������������������������������������������������������������������293
U Burhanettin Uysal ������������������������������������������������������������������������������238
R Irina Radchich ����������������������������������������������������������������������������234, 291 Vagif Rakhmanov �������������������������������������������������������������������������������292 M S Ramaiah ���������������������������������������������������������������������������������������237 T. Rayfshnayder ������������������������������������������������������������������������������������ 78 Carlos Robles ��������������������������������������������������������������������������������������232 Michael S. Roth ������������������������������������������������������������������������������������� 61 Gheorghe Rudic ��������������������������������������������������������������������������� 74, 242 T. Rysbekov ������������������������������������������������������������������������������������������� 78 S. Rysbekova ����������������������������������������������������������������������������������������� 83
V Mohan Varma ��������������������������������������������������������������������������������������259 Asim Vehbi �������������������������������������������������������������������������������������������236 Yurii Voronenko �����������������������������������������������������������������������������������249
W Arieh Warshel ��������������������������������������������������������������������������������������153
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S Eva Sandor-Kriszt ������������������������������������������������������������������������������301 Sergei Schennikov �����������������������������������������������������������������������������239 T. Seisembekov ������������������������������������������������������������������������������������ 91 G. Sermanizova ������������������������������������������������������������������������������������� 91 Mazhit Shaidarov ��������������������������������������������������������������������������������241 Kulyash Shamshidinova �������������������������������������������������������������������248 Alexander Shpak ��������������������������������������������������������������������������������295 B. Shyntemirova ����������������������������������������������������������������������������������� 83 A. Sidorova ��������������������������������������������������������������������������������������������� 90 Brice Augustin Sinsin ������������������������������������������������������������������������256 Y. Sinyagin ���������������������������������������������������������������������������������������������� 73
Leonid Yakovenko ������������������������������������������������������������������������������298 Shinya Yamanaka �������������������������������������������������������������������������������298 Akira Yoshino ���������������������������������������������������������������������������������������299
Z Zafar Ullah Chaudhry �������������������������������������������������������������������������257 D. Zaitsev ����������������������������������������������������������������������������������������� 66, 90 Vladimir Zavyalov �������������������������������������������������������������������������������300 Natalia Zemnaya (Zubitskaya) ��������������������������������������������������������302 Rostislav Zhelyaskov �������������������������������������������������������������������������304 V. Zhernosek ������������������������������������������������������������������������������������������ 90 Ludmyla Zhukova �������������������������������������������������������������������������������306