Keyword: «model»

This article is devoted to the problem of modelling content and language integration in a non-linguistic university. The timeliness of this topic stems from several factors. Firstly, nowadays the need in a well-trained highly-qualified specialist who is able to speak a foreign language in his/her professional field for further education, actualizing his/her knowledge within a lifetime and exchanging his/her professional experience is evident to all. Secondly, due to the Bologna requirements university instruction should encourage students’ academic mobility, while Russian higher education ought to take the internationalization path. Thirdly, more and more university instructors consider content and language integration as an option to raise the efficiency of using a small number of class hours given to foreign language teaching as well as to make teaching special subjects more modern and up-to-date. Modelling content and language integration in higher schools is a challenge as there are many faces of content and language integrated learning and not every way of its implementation can successfully be incorporated into academic environment. Besides, the choice of the very specific model will allow to set the right context for content and language integration in the university as well as to facilitate the further planning process. The aim of this paper is to analyze the existing models of content and language integration, make a decision and ground the choice of the most suitable model for a non-linguistic university. To reach this goal the comparative analysis of all described in the literature models of content and language integration was conducted, then they were grouped into four categories, described in detail, further their key features, benefits and drawbacks for university usage were singled out. As a result, the author has made a thoughtful choice of the most suitable model of content and language integration for a non-linguistic university. In conclusion, the article states the possibility of using these results for further modelling and planning the integration of foreign language and subject disciplines in a non-linguistic university.

The urgency of the problem under study is in an attempt to design the formation model of scientific creative potential of a master's level student in the context of this process concept. To immerse the future master in the innovative educational environment of the university, it is necessary to develop his scientific and creative potential. However, the conceptual provisions of the graduate student scientific and creative potential formation process are insufficiently substantiated in the theory and practice of higher education pedagogy; it is necessary to settle issues of the development of scientific potential concept formation. The purpose of the work is to acquaint readers with the theoretical and practical aspects of designing the model of modern graduate students’ scientific creative potential formation. The leading approach to the study of the problem is the design of a graduate student’s scientific creative potential formation. The following approaches and principles are chosen as a conceptual basis for designing: the system-target approach, the principles of consistency and goal-setting; personality-oriented approach and the principle of cultural and historical development; a subject-oriented approach, including the principle of personality subjectivity; anthropological approach, including the principles of eventfulness, nature conformance, cultural congruence; synergistic-integrative approach and the principles of differentiation, synergism and integration; competence-oriented approach. The leading approach is subject-oriented one, based on a graduate student’s subjectivity development principle. The main results of the article are in designing the formation of scientific creative potential of the modern graduate student based on the working out indicative markers (indicators) of this process success, which consists in creating conditions for the development of the graduate student as a subject of research and practical scientific activity. The theoretical and practical significance of the article lies in working out components and indicators of the master's level student’s scientific creative potential formation in the discourse of this process concept. The practical significance of the study lies in the adaptability and focus on improving the quality of master's education.

The article is devoted to the problems of developing a model of the information life cycle as a commodity in “digital” economy conditions. It justifies the position, which is based on the similarity of information and commodity in a market economy, suggests categories of information in terms of its origin and the period of active existence.

The article presents the tasks and stages of the process of development of marketing competitive strategy of agricultural enterprises. The authors consider the system of competitive strategies, as well as the features of their implementation.

The article is devoted to the study of cognitive-frame features of epistemic adverbs in English. The most frequent adverbs of the English epistemic modality are considered. The aim of the work is to describe the cognitive meanings of epistemic adverbs and identify their textual implementation in the form of frames. The authors argue that the epistemic adverbs have a cognitive-frame structure in the English language, in terms of content reflecting mental processes based on experience and knowledge.