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INFORMATION SYSTEMS AND LOGISTICS IN CIVIL ENGINEERING

The education subsystem in computer-aided design

Vestnik MGSU 9/2012
  • Knyazeva Natalya Viktorovna - Moscow State University of Civil Engineering (MGSU) postgraduate student, Department of Information Systems, Technology and Automation in Civil Engineering 8 (499) 929-50-16, Moscow State University of Civil Engineering (MGSU), 26 Yaroslavskoe shosse, Moscow, 129337, Russian Federation; This e-mail address is being protected from spambots. You need JavaScript enabled to view it .

Pages 247 - 250

The author believes that a software system capable of teaching engineers to use CAD systems
is to be developed in order to increase the number of highly qualified specialists in computer
aided design. The features and principles of the proposed system will be based on its unity,
compatibility, and typifi cation. They also include many components related to software, information,
methodological, mathematical, linguistic, and technical subsystems.
In the course of development of the proposed system, a specialist should pay a lot of
attention to the information subsystem composed of the knowledge database and the knowledge
databank. All information can be divided into incoming, outgoing and intermediate information
sets, the information set used to organize the learning process, and practical information used to
develop educational products. Specific properties of the knowledge database are as follows: (a)
it has a considerable capacity; (b) substantial data heterogeneity capabilities; (c) a low level of
standardization and unification. The system is responsive to dynamic changes over the time.

DOI: 10.22227/1997-0935.2012.9.247 - 250

References
  1. Garyaev N.A., Knyazeva N.V. Proektirovanie sistemy upravleniya protsessom razrabotki uchebno-metodicheskikh materialov [Design of the System of Management of the Process of Development of Educational Materials]. Vestnik MGSU [Proceedings of Moscow State University of Civil Engineering]. 2011, no. 1, pp. 301—305.
  2. Ginzburg A.V. Avtomatizirovannye sistemy upravleniya stroitel’stvom (ASUS) [Automated Construction Management Systems (ACMS)]. In: Sistemotekhnika stroitel’stva. Entsiklopedicheskiy slovar’ [Construction Systems Engineering. Encyclopedia]. Edited by Gusakov A.A. Moscow, ASV Publ., 2004, pp. 11—13.
  3. Ginzburg A.V., Kagan P.B. Avtomatizatsiya organizatsionno-tekhnologicheskogo proektirovaniya v stroitel’stve [Automation of Process Design in Construction]. Otkrytye Sistemy [Open Systems], 1997, no. 4.

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Competence-based approach to automated design in civil engineering

Vestnik MGSU 3/2013
  • Knyazeva Natal’ya Viktorovna - Moscow State University of Civil Engineering (MGSU) postgraduate student, Department of Information Systems, Technology and Automation in Civil Engineering, Moscow State University of Civil Engineering (MGSU), 26 Yaroslavskoe shosse, Moscow, 129337, Russian Federation; This e-mail address is being protected from spambots. You need JavaScript enabled to view it .
  • Volkov Andrey Anatol’evich - Moscow State University of Civil Engineering (MGSU) Rector, Doctor of Technical Sciences, Professor, Chair, Department of Information Systems, Technology and Automation in Civil Engineering, Moscow State University of Civil Engineering (MGSU), 26 Yaroslavskoe shosse, Moscow, 129337, Russian Federation; +7 (499) 929-52-29; This e-mail address is being protected from spambots. You need JavaScript enabled to view it .

Pages 249-254

The authors argue that today the labor market in the construction industry requires a new breed of experts, new dynamic and flexible professionals capable of enhancing the efficiency of enterprises. Obviously, the education system is unable to cover the gap between supply and demand for the new-style professionals.A professional standard is a multifunctional regulatory document setting the scope of responsibilities of employees and requirements applicable to their competences, or professional standards.The competence-based approach is an adaptive model based on the content of education that is not solely related to training in a particular area of knowledge. This approach serves as the basis for the technical requirements applicable to professional standards.The system of competences developed for the educational standard in “InformationTechnology” includes the following positions:1. General professional competences,2. Skill profile competences,3. Competences in basic technologies,4. Outgoing (work-related) competences,5. Supplementary competences.The education system in the Russian Federation is the leading social institution responsible for the update and transfer of knowledge to new generations, personal training and development of the national economy. Interaction between education and business sectors is to be aimed at development of professional standards.

DOI: 10.22227/1997-0935.2013.3.249-254

References
  1. Kruglyy stol: «Professional’nyy standart kak osnova povysheniya kachestva stroitel’stva» [Roundtable Discussion: “Professional Standard as the Basis for the Improved Quality of Construction Operations]. Tekhnicheskoe regulirovanie. Stroitel’stvo, proektirovanie i izyskaniya [Technical Regulations. Construction, Design and Research]. 2012, no. 1, pp. 9—13.
  2. Sukhomlin V.A. Professional’nye standarty i obrazovanie. Perpendikulyarnyy vzglyad [Professional Standards and Education. A Different Viewpoint]. 2012. Available at: www.za-nauku.ru. Date of access: 15.09.12.
  3. Obsuzhdenie Kontseptsii profobrazovaniya i formirovaniya plana profstandartov pod egidoy AP KIT [Discussion of the Concept of Professional Education and Generation of the Plan for Professional Standards under the Auspices of Association of Enterprises Specializing in Computer and Information Technologies]. Available at: http://www.apkit.ru. Date of access: 21.09.12.
  4. Professional’nyy standart «Arkhitekturno-stroitel’noe proektirovanie» Proekt. Natsional'noe ob»edinenie proektirovshchikov [Professional Standard for “Architectural and Structural Design”. Draft. National Association of Designers.] Moscow, 2011.
  5. Knyazeva N.V. Model’ upravleniya transferom professional’nykh znaniy v sistemakh avtomatizirovannogo proektirovaniya v stroitel’stve [Model for the Management of Transfer of Professional Knowledge in Systems of Computer-aided Design in Civil Engineering]. Izvestiya KGASU [News of Kazan State University of Architecture and Civil Engineering]. 2012, no. 2 (20), pp. 298—304
  6. Volkov A.A. Ekonomicheskiy analiz tekhnicheskikh i tekhnologicheskikh innovatsiy v stroitel’stve [Economic Analysis of Technical and Technological Innovations in Civil Engineering]. Stroitel’nye materialy, oborudovanie, tekhnologii XXI veka [Construction Materials, Machinery and Technologies of the 21st Century]. 2005, no. 12, pp. 54.

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Influence of philosophy of science onto formation of scientific views of postgraduate students

Vestnik MGSU 9/2012
  • Pamyatusheva Viktoriya Viktorovna - Moscow State Academy of Municipal Economy and Construction (MGAKHIS) Candidate of Philosophical Sciences, Associated Professor, Moscow State Academy of Municipal Economy and Construction (MGAKHIS), 30 Srednyaya Kalitnikovskaya St., Moscow, 109029, Russian Federation; This e-mail address is being protected from spambots. You need JavaScript enabled to view it .

Pages 264 - 271

The present-day Russian society is undergoing profound structural social and cultural transformations.
The existence of the Russian society and the relevance of problems of science and
education are playing a key role in the present-day social and economic environment. A high level
of skills acts as the main source of material prosperity and advancement of the Russian science
and culture.
This level is attainable through the involvement of universities and the professional education
that they provide, namely, professional training at universities. Undoubtedly, it is necessary to
improve the quality of teaching and science management at undergraduate and graduate levels.
In addition, there is a pressing need to develop and to implement a youth research policy and to
consider the problems of youth within its framework. Third, there is a need to decide on the postponement
of the army service for full-time students and postgraduates. Fourth, there is a need to
reconsider the remuneration.
The research work of graduate students in a specialized field of knowledge is based on the
foundation of general knowledge, including the philosophy of science. The study of philosophy and
philosophy of science facilitates the development of skills of young researchers and their heuristic
thinking. Researchers specializing in the philosophy of science should focus on the new areas in
their research and generate a new vision of their own problems to refocus the mode of thinking of a
young scientist. Currently, besides the growing complexity of the post-graduate research that serves
as the reason for (i) the growing need for its information support, (ii) its longer duration, and (iii)
the need for sophisticated process equipment required for experimental studies, profound changes
in the relationship between theoretical and applied knowledge and domination of the former are
underway. The centre of gravity is transferred into the sphere of the sciences of man and society.
Whoever believes that his or her objective is to to link their lives with the science of the XXI
century, whoever thinks about developing new technologies, increasing the production rate and
the economic well-being of our society as a whole, must, above all, understand that he or she is
dependent not only on the laws of the market, but on the will to live a life the main value of which is
a harmonious development of a personality, human rights, social stability, and education rather that
the profit generation.

DOI: 10.22227/1997-0935.2012.9.264 - 271

References
  1. Toynbee A.J. Issledovanie istorii [The Research of History]. Moscow, 2006, Oleg Abyshko Publ., 2006.
  2. Zakharov V.E. Chto i kak nado spasat’ v rossiyskoy nauke [What Is to Be Saved in the Russian Science and How It Should Be Done]. Nezavisimaya gazeta [Independent Newspaper]. Available at: http://www.ng.ru/science/2010-01-13/12_ran.html. Date of access: 03.07.12.
  3. Balabanov S.S., Bednyy B.I., Kozlov E.V., Maksimov G.A. Mnogomernaya tipologiya aspirantov [Multi-dimensional Typology of Postgraduates]. Sotsiologicheskiy zhurnal [Journal of Sociology]. 2003, no. 3, pp. 147—160.
  4. Rakitov A.I. Budushchee natsii: nauka, tekhnologiya, obrazovanie — reshayushchiy faktor blagosostoyaniya i sotsial’no-ekonomicheskogo razvitiya Rossii [The Future of the Nation: Science, Technology, Education as Decisive Factors of Prosperity, Social and Economic Development of Russia]. Available at: http://istina.inion.ru/html/rak1.html. Date of access: 03.07.2012.
  5. Rogov S.M. Rossiya dolzhna stat’ nauchnoy sverkhderzhavoy [Russia Is to Become a Scientific Superpower]. Vestnik Rossiyskoy akademii nauk [Bulletin of the Russian Academy of Sciences]. 2010, no. 7, pp. 579—590.
  6. Nalivayko N.V., Panarin V.I., Parshikov V.I. Global’nye i regional’nye tendentsii razvitiya otechestvennogo obrazovaniya (sotsial’no-filosofskiy analiz) [Global and Regional Trends in the Development of Education (Social and Philosophical Analysis)]. Novosibirsk, SO RAN Publ., 2010.
  7. Porus V.N. Filosofi ya nauki dlya aspirantov: experimentum crucis [The Philosophy of Science for Post-graduate Students: Experimentum Crucis]. Mysl’ Publ., 2008, no. 7, pp. 9—22.
  8. Zobov V.N. Filosofi ya nauki: problemy i perspektivy [Philosophy of Science: Problems and Prospects]. Filosofi ya i nauka: al’manakh po filosofi i obrazovaniya, evristike, metodologii i metodike prepodavaniya sotsial’no-gumanitarnykh distsiplin [Philosophy and Science: Collected Works in the Philosophy of Education, Heuristics, Methodology and Methods of Teaching Social and Humanitarian Disciplines]. St. Petersburg, SPGU Publ., 2006.
  9. Habermas J.H. Filosofiya kak «mestoblyustitel’» i «interpretator». Moral’noe soznanie i kommunikativnoe deystvie [Philosophy as a «Locum Tenens» and «Interpreter». Moral Consciousness and Communicative Action]. St. Petersburg, 2000, pp. 8—9.
  10. Mamzin A.S. Kak prepodavat’ filosofiyu nauki aspirantam spetsial’nykh fakul’tetov [How to Teach Philosophy of Science to Post-graduate Students of Specialized Departments]. Filosofiya i nauka: al’manakh po filosofii obrazovaniya, evristike, metodologii i metodike prepodavaniya sotsial’no-gumanitarnykh distsiplin [Philosophy and Science: Collected Works in the Philosophy of Education, Heuristics, Methodology and Methods of Teaching Social and Humanitarian Disciplines]. St. Petersburg, SPGU Publ., 2006.

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A PARTNERSHIP OF LECTURERS AS A NEW ORGANIZATIONAL FORM OF CIVIL ENGINEERING EDUCATION IN MOSCOW IN THE EARLY 20th CENTURY

Vestnik MGSU 8/2012
  • Panteleeva Tatyana Leonidovna - Moscow State University of Civil Engineering Candidate of Historical Sciences, Senior Lecturer, Department of History and Culture Studies, Moscow State University of Civil Engineering, 26 Yaroslavskoe shosse, Moscow, 129337, Russian Federation; This e-mail address is being protected from spambots. You need JavaScript enabled to view it .

Pages 234 - 240

The article based on unpublished archived documents deals with the history of the first civil
engineering colleges in Moscow. They served as the foundation of professional training in civil engineering.
Many distinguished persons, well-known as the founders of academic schools started
their careers there.
The first civil engineering college in Moscow, founded by M.K. Priorov in 1905, enjoyed high
enrolment rates due to the growing needs in skilled builders. However, officers of the Ministry of
Education filed complaints about poor quality training at Priorov's college. In 1907, several teachers
headed by V.N. Obraztsov decided to launch another civil engineering college and to establish
"Special Partnership of Lecturers and Engineers" to raise funds for the college equipment.
Thirteen persons signed the agreement to join the Fund as shareholders. The General Meeting of
the Founders voted in favour of three persons who entered the Fund Administration Board. V.N.
Obraztsov, Director, had extensive powers in day-to-day affairs. The College was successful, and
its success was highly appreciated by the Ministry of Education. It served as a good example for
a team of lecturers at Priorov's college. In 1914, they reorganized this educational institution into
a special partnership, which made it possible to develop their college more successfully. Until
1917, there were two civil engineering colleges organized as special partnerships of lecturers in
Moscow.

DOI: 10.22227/1997-0935.2012.8.234 - 240

References
  1. Panteleeva T.L. K 105-letiyu pervogo Moskovskogo stroitel’no-tekhnicheskogo uchilishcha [Concerning the 105th Anniversary of the First Moscow College of Civil Engineering and Technology]. Vestnik MGSU [Proceedings of Moscow State University of Civil Engineering]. 2010, no. 4, vol. 3, pp. 90—94.
  2. Central Moscow Historic Archives. F. 459. Op. 5. D. 2199. L. 11. ob.12.
  3. Central Moscow Historic Archives. F. 459. Op. 5. D. 2658. L. 105, 179—180.
  4. Central Moscow Historic Archives. F. 459. Op. 5. D. 2661. L. 1—6, 73—74 ob., 82—82 ob.
  5. Central Moscow Historic Archives. F. 459. Op. 5. D. 2752. L. 2—3, 47, 92.
  6. Central Moscow Historic Archives. F. 459. Op. 5. D. 3484. L. 36—37, 54.
  7. Central Moscow Historic Archives. F. 459. Op. 5. D. 4696. L. 40—44 ob.
  8. Central Moscow Historic Archives. F. 459. Op. 5. D. 5205. L. 32—33.
  9. Molokova T.A. Moskovskiy gosudarstvennyy stroitel’nyy universitet: istoriya i sovremennost’ [Moscow State University of Civil Engineering; History and Present Time]. Moscow, 2001, pp. 8—15.
  10. Telichenko V.I., Korolev M.V., Molokova T.A. MISI-MGSU: traditsii i novoe razvitie [MGSU-MISI: Traditions and New Development]. Moscow, 2006, pp. 12—13.

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