Ways to Develop Employability Skills in Teaching Translation to Final-Year Students

The article examines the key events and trends associated with the establishment and development of the “Belarusian Studies, History of Belarus and the Belarusian Diaspora” academic programme at the Faculty of History, Lomonosov Moscow State University. For the first time, it introduces data on the main stages of intergovernmental cooperation between the Faculty of History at Moscow State University and leading Belarusian educational and scientifi c centres involved in the study and teaching of history. These centres include the Faculty of History of Belarusian State University, the Institute of History of the National Academy of Sciences of Belarus, the Academy of Management under the President of the Republic of Belarus, and others. The article identifi es the initiative contributions of national-cultural autonomies, public organizations, and associations of the Belarusian diaspora in Russia and worldwide to this process. The key results of the joint activities between historians from the Union State are highlighted, including the creation of the academic programme “Belarusian Studies, History of Belarus and the Belarusian Diaspora”, the launch of the fi rst Russian-Belarusian international joint master’s programme off ering dual qualifi cations from Lomonosov Moscow State University and Belarusian State University in “History of the Belarusian Diaspora”, the creation of the unique format of inter-university event “Days of Friendship between Lomonosov Moscow State University and Belarusian State University”, the establishment of the Archive of the Belarusian Diaspora History and the Belarusian Scientifi c Literature Cabinet at the Faculty of History, and the regular organization of scientifi c events involving representatives of the Moscow University History Faculty and Belarusian historians. The article also discusses projects in which the Faculty of History played an active role, which have since become signifi cant intergovernmental initiatives, including the establishment of the Russian-Belarusian Expert and Consulting Council on History. The final conclusion is that the Faculty of History at Lomonosov Moscow State University has made a special contribution to the formation of a unifi ed RussianBelarusian socio-humanitarian space. Within the framework of this collaboration, a unique Russian-Belarusian intergovernmental unified scientifi c school is being systematically established.

Undergraduate Biomedical Science dissertations are the culmination of a student’s academic journey and allow students to refine technical proficiencies, experimental design and data analysis. However, traditional dissertation projects may not fully meet the requirements of diverse student populations and employer’s needs. This research project aims to assess the effectiveness of modifying the assessment format for final-year projects, incorporating elements such as lay summaries, project proposals, scientific research papers, and oral poster defences. The objective was to cultivate higher-order critical thinking skills and enhance written and verbal communication competencies, in addition to developing a suite of transferable skills which are highly sought by employers. Quantitative data were primarily generated via end-of-module feedback reports and the module satisfaction survey. Students rated their confidence in a suite of transferable skills pre and post-completion of the project module using a four-point Likert scale. Staff perceptions (n = 30) and module board reports were also evaluated. For all data, a paired t-test for related groups was conducted. Thematic analysis was used to analyse qualitative data using the Braun and Clark Framework. The end-of-module feedback was overwhelmingly positive with all students agreeing that they were satisfied with the module. Students reported a statistically significant increase in confidence within 11 transferable skills which are considered core within the industry, for example, critical thinking, problem-solving and time management. Furthermore, the mean module mark increased following the module redesign from 66.3% ± 0.2% in 2019 to 70.9% ± 0.6% in 2020 (p ≤ 0.05). Staff provided free text comments, reporting an overall improvement in the module, a reduction in workload and a better teaching experience. Students exhibited appreciation of the new module structure, assessment suit and creative liberty within the projects. The redesigned project module enhanced the teaching experience for staff, whilst students appreciated the diverse range of projects and assessments that featured shorter word limits and a creative flair. Universities must reinvent undergraduate dissertations to equip students with essential employability skills.

Aim: The purposes of the study were to explain the concept of employability, define employability skills in the context of the hospitality industry, Identify the various employability skills needed in the hospitality industry and to examine the most important employability skills needed by the recruiters’ from various studies conducted in the field of the hospitality industry.
 Methodology: In this study, only such studies were incorporated which were conducted in the field of the hospitality industry across the globe and empirical in nature. The published papers were selected from the duration between 1983 to 2018, which were related to the skills needed by the hospitality industry.
 Results: The most commonly needed skills by the hospitality industry were: leadership, communication, problem-solving, interpersonal, oral and written communication, personality development, teamwork, positive attitude, customer service, professional and ethical standards, personnel management, professionalism or professional attitude, hard and soft skills, time management, decision-making and information technology.
 Conclusion: The study conducted from the industry perspective; hence the academic institutions while designing curricula, create such academic ambiance where the skills reported by the study can be inculcated among their students through theoretical as well as practical knowledge, and develop them by developing employability skills and attributes required globally. The study also conferred about moderate and least reported skills also must be focused by the institutions. The study was confined to the most preferred employability skills by the hospitality industry and in the future, the studies may be carried from the other stakeholders i.e. students and academic view point’s.

The proceedings of the Round Table on "Reason vs Post-Truth: Ontology, Axiology, Geopolitics" (Lomonosov Moscow State University, Moscow, November 21, 2018).Authors of the proceedings:V.V. Mironov (Lomonosov Moscow State University, Corresponding Member of the Russian Academy of Sciences , D.Sc. in Philosophy, Professor)K.K. Momdzhyan (Lomonosov Moscow State University, D.Sc. in Philosophy, Professor)A.V. Belokobylskyi (Ukrainian Institute of Strategies of Global Development and Adaptation, D.Sc. in Philosophy, Professor)A.P. Kozyrev (Lomonosov Moscow State University, Ph.D. in Philosophy)O.A. Efremov (Lomonosov Moscow State University, Ph.D. in Philosophy, Associate Professor)M.V. Bratersky (National Research University Higher School of Economics, Ph.D. in Political Sciences, Professor)A.V. Pilko (Lomonosov Moscow State University, Ph.D. in History)V.S. Levytskyy (Ukrainian Institute of Strategies of Global Development and Adaptation, Ph.D. in Philosophy)

As rightly said by Robert Greene, “The future belongs to those who learn more skills and combine them in creative ways” (Greene, n.d.), the future of the workforce and learning is rapidly evolving due to technological advancements, changing global demographics, and the growing need for skills in new and emerging industries. To meet these challenges, it is essential for the workforce and education systems to adapt and stay ahead of the curve. The role of continuous learning and transferable skills in the future workforce cannot be overstated. These will be essential in preparing individuals for the future of work. With the increasing pace of technological change, it’s likely that many jobs will become automated in the coming years. In order to remain relevant and competitive in the job market, individuals must be able to adapt to new technologies and continuously learn new skills. The key to success will be a focus on lifelong learning and the development of transferable skills that can be applied in a variety of contexts. Besides this, interdisciplinary approaches, inclusive and diverse learning environments, and the integration of technology in education will be crucial in preparing individuals for the workforce of the future. The future of workforce and learning is an exciting and dynamic field, and it is important for individuals, organizations, and governments to actively engage in shaping its trajectory.

The study of excitation transfer between light-harvesting antenna and reaction center in chromatophores from purple bacterium Rhodospirillum rubrum by selective picosecond spectroscopy

This study investigated the influence of competence acquired through the Bachelor of Secondary Education (BSEd) program on the development of employability skills among graduates in Midwestern Uganda. This research begets a core question- what are the relevant competencies for employability skills of graduate teachers in mid-western Uganda? To unveil the socially constructed realities shaping BSEd teachers' perceptions of competence and the development of employability skills, we applied qualitative methodologies particularly case study design with interviews. Hence the study found out that, well-mastered principles of the subject would render a university teacher graduate employable. Communication skill was also an antecedent for greater performance within the teaching trial. Several other skills were found to depict our study employability skills framework and cognizant of the nature of training that empowered the BSEd graduates in various employable skills. Withal, school administrators reported a lack of some of the 21st-century skills from the graduate teachers (for example problem-solving, and critical thinking skills). It’s recommended that universities align BSE programs with the competence-based curriculum to ensure more employable and relevant citizens

The roundtable took place on May 18, 2018 within the International forum MARX—XXI in commemoration of Karl Marx 200th birth anniversary. The event gathered leading Russian economists representing Lomonosov Moscow State University, Higher School of Economics, Financial University, Russian Academy of National Economy and Public Administration. The participants of the roundtable assessed the role of Karl Marx’s heritage studies in the intellectual development of contemporary Russian economists, shared their personal experience in Karl Marx’s “Capital” studies during the special seminar at the economic faculty of Moscow State University, determined the most challenging problems of today, which were raised by Marx, and presented their recommendations on Karl Marx’s works studies in Russian universities.

These are brief memoirs dedicated to the 80th anniversary of the Department of Ethnography / Ethnology, Faculty of History, Lomonosov Moscow State University. The author’s personal impressions date back to 1968-1974, when a whole galaxy of talented ethnographers worked under the leadership of the outstanding scientist S. A. Tokarev. They trained a large number of specialists who mastered the basics of scientific work, field research methods and continued the work of their wonderful teachers in various parts of the country. This testifies to the continuity of traditions in the field of ethnologica science and its relevance up to the present.

The article describes the work of Physics Laboratory of M. V. Lomonosov Moscow state university under the supervision of Professor A. N. Matveev in the 1970-1980s. Using newly discovered archive data and memoirs of contemporaries, the author provides information concerning updating and development of equipment resources and diversification of lecture demonstrations of the country's largest Physics Laboratory in the above-mentioned period, its faculty and staff.

The article evaluates educational motivations of students doing their studies in Geographic Faculty of Moscow State University. The conducted research allowed us to conclude that for all students of Geographic Faculty the motives of social approval and avoiding of failure are the factors of low significance while the motives of professional activity and learning processes are the factors of high significance. No difference between the student doing different studies within the Faculty has been revealed. Relatively low significance of motives in educational process is typical of the first-year male students and the second-year female students.

Along with good academic record, the corporate world also looks for ‘Employability Skills’ in a job aspirant. Despite the fact that the universities are churning out lakhs of graduates every year yet the feedback from the Industry regarding the ‘Employability Skills’ of these job aspirants is quite discouraging.The reason being that all technical and management colleges are characterized by diversity. Students come from different geographical and varied academic backgrounds and hence there is no uniformity in the skill sets that they possess when they take admission in these professional courses. Institutes need to develop the Employability skills of the students in order to make them job ready. | Employability skills also referred as Soft Skills or Transferable Skills are not job specific but they are skills that serve across all jobs in the industry. Communication skills, both oral and written, presentation skills, team work, time management skills, leadership skills, problem solving, critical thinking, analytical ability are some of the important employability skills. The institutions can play a significant role in developing these skills by effectively incorporating them into regular teaching. | This paper aims to identify the important employability skills required by graduates, specifically in India, to be successful at their work place. It also tries to find out how a shift in teaching pedagogy from the lecture method to task based method would help students enhance these employability skills. A study of a pilot group of 50 students was undertaken to find out if the ‘Task based approach’ of teaching would develop the required skills and in turn, help the students perform better in their work environments. Measures have also been suggested to Institutes, curriculum designers and faculty members for successful implementation of task based teaching pedagogy in enhancing the Employability skills of the students. |

The article aims to study the contribution of quality management in higher education through state audit and financial control to the implementation of the socio-investment model of economic growth. The article is based on the scientific hypothesis that quality management in higher education should be based on university rankings. The article presents the authors’ view on the interpretation of recent results in the research field of quality management in higher education and reveals the strengths and weaknesses of the hypothesis. Systematization and critical analysis of the indicators of quality and effectiveness in higher education based on the leading university rankings for 2022—the Ministry of Education and Science of the Russian Federation—are performed. The case study method is used for the case analysis of the management of quality and effectiveness on the example of the leading Russian university, which has been the leader of these rankings for many years: Lomonosov Moscow State University (MSU). The scientific novelty and originality of the article are associated with a systematic view of the quality and effectiveness of higher education, which was first formed by the authors through a combination and grouping of indicators from the leading university rankings for 2022. The theoretical significance of the authors’ conclusions lies in the fact that the article clearly identifies a significant contribution of the quality control of education and the performance management of universities to the implementation of the socio-investment model of economic growth. The practical significance of the obtained results is that the scientific and methodological basis for monitoring and assessing quality and effectiveness in higher education based on the leading university ratings for 2022 makes it possible to improve the state audit and financial control of university activities in the implementation of the socio-investment model of economic growth.

<p>Early Carboniferous igneous rocks are widespread in the Southern Urals. We have obtained new stratigraphic and isotopic data on plutonic and volcanic complexes, allowing us to determine correlation of their age and to construct a new geodynamic model.</p><p>The prevailing tectonic setting in the Southern Urals during the Early Carboniferous was sinistral transtension. Volcanic and plutonic complexes in transtensional zones were synchronously formed along large submeridional orogen-parallel strike-slip faults, but are particularly abundant within two N–S-trending zones: Magnitogorsk and East Ural.</p><p>The upper Tournaisian–lower Visean sequence in the Magnitogorsk zone consists mainly of moderately alkaline volcanic rocks, basalt and rhyolite are predominant, but pyroclastic, volcano-sedimentary, terrigenous, and carbonate rocks are also widespread. The middle Visean sequence consists of moderately alkaline basalt, andesite, dacite including lavas, tuffs and tuffites. The thickness of the Lower Carboniferous volcanic group varies from 1200 to 5500 m. The age of the volcanic rocks has been proved by findings of foraminifera in limestone interbeds. The oldest volcanic rocks appear in upper Tournaisian, while the youngest are found in the middle upper Visean. New U–Pb zircon dating using SHRIMP is now in progress.</p><p>Volcanic rocks in the East Ural zone occur within a few tectonic sheets. The sequence consists of lavas and tuffs of basalt, basaltic andesite, andesite and rhyolite. The total thickness of the sequence varies from 800 to 1500 m. The age of the sequence is determined by findings of fossil plants as middle Visean.</p><p>We studied eight plutons in the Magnitogorsk and six in the East Ural zones. Most of them record several intrusive phases. The composition of the rocks varies from gabbro to granodiorites and granites from normal to moderately alkaline series. We combined our new isotopic data on zircons (SHRIMP) with published ages and came to the following conclusions.</p><ul><li>Two main stages of Early Carboniferous plutonism can be distinguished in the Southern Ural. The first began simultaneously in both zones at the Devonian/Carboniferous boundary (ca. 356–357 Ma) and then changed to volcanic activity at around 346 Ma in the Magnitogosk zone and at around 340 Ma in the East Ural zone, respectively. The second stage began after the termination of volcanic activity and corresponds to 334–327 Ma interval in both zones. So, stages of active volcanism and plutonism alternate in time.</li> <li>Early Carboniferous rifting began with intrusion of plutons, usually associated with transtensional zones under oblique collision. The subsequent volcanic stage corresponds to local extension. The next stage of plutonism began just after volcanism termination and marked a cessation of tectonic activity.</li> </ul><p>The reported study was funded by RFBR and Czech Science Foundation according to the research project № 19-55-26009. Centre of collective usage ‘Geoportal’, Lomonosov Moscow State University (MSU), provided access to remote sensing data.</p>

A reconstruction model of surface solar radiation (SR) is developed. The results of reconstructing the interannual SR variability for the period of 1968-2016 are tested against the observations at MSU (Lomonosov Moscow State University) Meteorological Observatory for the warm season (May-September), the comparison showed a good agreement (the coefficient of determination R2 = 0.8). The analysis of temporal variations in SR over Northern Eurasia (40-80 N; 10 W-180 E) due to various factors revealed that in most cases there has been a trend toward an SR increase since 1979. In addition, it is demonstrated that the long-term SR variability over Northern Eurasia was effectively explained by variations in the cloud transmission of Sr, except for the polluted regions of Siberia and China and several stations in Northern Europe, where the aerosol factor dominates in some cases.