On the nature and direction of scientific research practice. Practice and project work. Who is in charge of scientific practice

In the process of their education, undergraduates take part in two practices: pedagogical and research.

Research master's practice is designed to help conduct scientific research, prepare and design a dissertation work. This practice should be preceded by a methodological scientific seminar, for the preparation of which the material of the first chapter of this manual will be very useful. This workshop should end with the formulation of a research topic (or at least a direction scientific research) and the construction of its methodological scheme. This is the starting point of research practice. Without designating the research topic, without methodology, there is no point in starting a research practice.

Throughout the practice, the undergraduate should actively consult with his supervisor. These consultations should not be spontaneous (as is often the case) - they should be meaningfully ordered. Ordered in the sense that within a certain period of time a graduate of a master's program must present to his supervisor for verification the agreed material of his developments. Thus, if the classes at the methodological seminar are held in a group and are ordered in their conduct as thematic seminars, then the classes in research practice are individual in nature and it is proposed to organize them in the form of thematic consultations. This manual presents only an ordered list of possible consultations, without specifying the time boundaries between each previous and subsequent. This is hardly possible, since consultations are individual in nature. In addition, some undergraduates may need additional meetings to address issues identified in some consultations. Therefore, it is advisable that the supervisor himself determine the time limits between consultations, guided by the current situation with the preparation of the dissertation for the undergraduate.

Consultation N2 1. Clarification of the topic of the dissertation work and methodology for conducting scientific research

The first consultation is a kind of continuation of the last thematic seminar (semester methodological seminar). If, at the end of the seminar, the undergraduate formulated the topic of his research (even if in general terms, as it happens most often) and built his methodological scheme, the first consultation will be very brief. At it, the supervisor and the undergraduate should once again discuss the upcoming work for the period of preparing the dissertation, clarify and finally establish its main positions. But if after the methodological seminar the undergraduate did not have a clear idea about the topic of his dissertation, its content, possible elements of scientific novelty, then the first consultation should be long and serious. It is quite possible that one meeting will not be enough and during the first consultation the head will consider it necessary to conduct an additional consultation, and in order for the conversation to be substantive, he will give the undergraduate a specific assignment that he must fulfill. Thus, the main result of the first consultation should be the final formulation of the topic of the dissertation work and the methodological scheme of the study.

Consultation N2 2. Drawing up a plan for working on a dissertation

The next step in the research practice is to draw up a plan for conducting a scientific study and formalizing its results. An ordered list of proposed consultations, starting with the third, can help. However, such a beginning of the plan is possible only if the undergraduate has already formulated the topic of the dissertation work and built a methodological scheme for conducting research. If this is not the case, then, of course, one should start with the definition of the topic and methodology.

Consultation N2 3. Drawing up a bibliographic list. Literature work. Writing the first chapter of the dissertation

One of the first points of the plan should be the work of a master student with scientific literature. Section 2.2 describes in detail the procedures and methods of such work, the requirements for it, etc. The first thing a master student should do, if he has already formulated a topic, is to select scientific literature on the chosen topic. There are no special quantitative requirements for the literary sources of the research, but it is unlikely that a master's thesis will be considered good if the list of literature used in it contains less than 80 titles. Having prepared a bibliographic list of references, the undergraduate at the third consultation must submit it to his supervisor. The contents of this list, of course, will be a very interesting and useful subject of conversation between the manager and the applicant. Perhaps the manager will advise to include something else in the list, and something (for example, educational literature) to remove.

A master student should come to this consultation not only with a list of references, but also with specific proposals regarding its reflection in his work. Since scientific literature in dissertations is mainly involved in the first chapter, then at this third consultation it is necessary to present an unfinished version of this first chapter, its separate fragments. You should show the leader how the selected literature is used in the text of the dissertation, and, if necessary, let him read individual fragments of the first chapter. The most important thing in the implementation of this part of the dissertation work is the applicant's demonstration of his knowledge about the subject of research and his ability to supplement this total knowledge with new knowledge produced by him personally and constituting elements of the scientific novelty of his research work.

Some undergraduates will compile the first version of the bibliographic list of their research during the methodological seminar. In this case, at the third consultation, they may present an updated or expanded list of scientific literature, as well as a more or less completed version of the first chapter of their dissertation.

Consultation No. 4. Working with empirical data. Writing the second chapter of the dissertation

A very important point in the master's work plan for the dissertation is the collection, processing and analysis of empirical data on the topic of the dissertation. When designing the methodology of scientific research, the object of observation is determined along with the subject. It can be a separate enterprise, an industry, a complex of industries (or enterprises), a market, etc. For this object, it is necessary to collect data in order to use the methods of scientific research included in the methodological scheme to provide the possibility of identifying new, yet undiscovered, truths. The methods included in the dissertation research methodology can (and should!) be used at the stage of collecting empirical data: observations, surveys, questionnaires, etc. We must not forget about the methods of processing: analysis and synthesis, deduction and induction, abstraction and generalization, mathematical modeling, forecasting, etc.

Sections 1.10, 1.11 and 2.3 are devoted to the collection, processing and analysis of empirical data. Of course, when performing this part of the work, one should not be limited only to this material in this manual. After all, a lot is determined by the specifics of the topic, the subject and object of research, and other factors. So the fourth consultation is very important because the knowledge and experience of the leader can greatly complement the theoretical material received by the undergraduate.

It is obvious that the empirical material initially collected by the undergraduate has a very disordered form. Two contradictory principles often coexist in it: excessive redundancy of information with a clear insufficiency of what is needed to solve the problems outlined in the dissertation. Therefore, the first advice of the supervisor should concern precisely this circumstance, i.e. determination of what is probably not useful from the information brought by the undergraduate (it is elementary information noise), and what still needs to be collected (obtained) one way or another. The second group of advice may relate to the interpretation of the data brought to the fourth consultation: how, how they can be presented, what derivative information can be obtained on their basis and how to use it in solving problems of scientific research. At this consultation, it is necessary to determine the direction of using the brought data to obtain elements of scientific novelty in the dissertation. This will allow the undergraduate and supervisor to outline the transition from the second chapter to the third.

Of course, at the fourth consultation, the undergraduate must show his supervisor and the first fragments of the second chapter of the dissertation. Perhaps this is better done with the presentation of the text of the first chapter - albeit still unfinished. The leader must make sure that there is meaningful continuity between the content of the first and second chapters, that these are two dissimilar fragments, that the chapters are logically related to each other and that the second chapter naturally follows from the first, that, and this is most important, there is no contradiction between them. All this is necessary, since a dissertation is a monolith of scientific ideas that have practical significance, and it must be integral and unified. And the requirement of monolithic dissertation should be ensured already when writing fragments of the first and second chapters.

Consultation N2 5. Generating ideas and suggestions. Writing the third chapter of the dissertation

In many dissertations, it is in generating proposals for improving certain aspects of the subject of research that the essence of scientific novelty lies. This is perfectly acceptable. However, that dissertation looks better in which elements of scientific novelty are already present in the first chapter. Obviously, immediately after studying the literature on the topic under study, new ideas are unlikely to appear. But after analyzing the empirical data, it is quite possible. And it is quite likely that they will touch on some substantive, perhaps theoretical, aspects of the topic. It is quite likely that the undergraduate, having analyzed the definitions of the subject of research in the first chapter, and then, having made an analysis of empirical data, will formulate his own definition, which will constitute an increase in knowledge in the area under study. This, of course, will be an element of the scientific novelty of the first chapter of the work. But such an idea, we emphasize once again, can be generated by a master's student only after a deep analysis of both literary sources and a large amount of empirical data.

Another group of elements of scientific novelty can be made up of proposals for improving the subject of research on the object under study, generated by the undergraduate on the basis of, again, a comparison of the theoretical provisions set forth in scientific literature and described by him (albeit fragmentarily so far) in the first chapter, with real practice. Such proposals, as a rule, have not only scientific novelty, but also practical significance, which makes them of particular value.

Thus, the undergraduate should come to his fifth consultation already with ideas and proposals that can constitute the scientific novelty of his work. Perhaps, by this consultation, the ideas and proposals of the undergraduate will not yet have a finished look. Perhaps they will not yet look convincing, mature. But for that, and consultations, so that in conversations with a more experienced colleague, bring your ideas and proposals to the required level.

In every educational institution scientific and practical conferences are held. They always form a section for undergraduates. It will be very useful for an applicant for a master's degree to present his achievements publicly - through a speech at a scientific conference. Such a presentation, firstly, will allow him to gain the first experience of participating in discussions of communication with the scientific community. Secondly, to verify the results of their research on the audience. To find out, to feel how the scientific audience of the university in which he studies relates to his work, to the results he has received. If the attitude is positive, it will give him confidence. If it is critical, then it will allow him to correct the situation: to make some adjustments either to the research methodology or to the empirical material, and there is still time for this. In addition, a master student can receive an approbation of his report from the scientific community of the university, which he will submit for defense before the State attestation commission. In any case, it is difficult to overestimate the benefits of the participation of a master student in the work of conferences. Speaking at them is the essence of his “implicit” defense (see Fig. 2.2).

At the sixth consultation, the undergraduate presents the text of his speech at the conference to his supervisor. The leader can read it, or just listen to it. Moreover, the second is preferable to the first, because after listening, the leader will be able to give some advice to the novice scientist on the manner of speaking, intonational expressiveness, etc., and not only on its content. Recommendations on how to prepare presentations for conferences are presented in paragraph 2.5.

Consultation N2 7. The content of the dissertation and the design of its text

For the seventh consultation, the undergraduate prepares the almost completed text of his dissertation work. For how it should look, see paragraphs 2.9-2.13.

By the time of the seventh consultation, the undergraduate should have everything ready: an introduction, three chapters, a conclusion, a correctly designed bibliographic list, and applications (if any). Of course, the text may still be somewhat imperfect. The supervisor must read the dissertation and formulate his comments on it, which the undergraduate must take into account. Comments can relate to both the content aspects and the design of the work. This, in fact, is the meaning of the seventh consultation. Perhaps, if there are a lot of comments on the dissertation after the first reading by its supervisor, then there will be a need for an additional meeting on the program of this consultation.

Consultation N2 8. Preparation of documents for the defense of a master's thesis

As indicated in paragraph 2.14, the dissertation itself is presented for defense, as well as the review of the supervisor and the reviewer's review. These are the documents that need to be prepared by the undergraduate and his supervisor for protection. The leader, of course, prepares a review for his ward himself. As for the review, the undergraduate meets with the reviewer assigned to him, gives him a dissertation for review, then, after reading the work by the reviewer, meets with him again, talks, answers the reviewer's questions, if necessary, defends his point of view (see Fig. 2.2), listens to the comments of the reviewer on the work, etc. and receives a ready-made review from him. After that, he comes to his supervisor for the eighth consultation. It is a joint discussion of the review, preparing responses to the comments of the reviewer. Of course, it would be better if the undergraduate himself, without the help of his supervisor, prepares answers to the comments of the reviewer, and only discusses them with his supervisor at the consultation. However, the first option is by no means considered unacceptable.

Consultation No. 9. Preparation of a master's thesis for defense

This is the last consultation of the undergraduate with his supervisor. For it, he must prepare the final version of his defense report. In it, the applicant for a master's degree in a short (report should not exceed 10-12 minutes), but in a very capacious and expressive form, must present the results of his research.

At the ninth consultation, the undergraduate must submit to his supervisor both the dissertation, and the review, and the text of the report. This is like a "general review" on the eve of an outstanding event in the life of a master student - the defense of a dissertation. It is very useful to arrange a good training for a master student at this review, the essence of which is to rehearse his report (speech with it in front of the leader), and demonstrate illustrative material. You should also train him in answering questions. At the same time, the leader tries to ask the questions that the SAC members may have regarding this dissertation. It is hardly possible to foresee all the questions, but in the course of such training, the dissertator gains confidence that he has prepared a completely acceptable work, knows its content well, and the questions of the SAC members will not confuse him.

Work on a dissertation, as has been emphasized more than once on the pages of this manual, is a creative process. And the work on it, its writing can hardly be formalized in the form of a specific instruction, following which, everyone can get a finished scientific product. Therefore, the proposed method of organization research the practice of undergraduates, within which a master's thesis should appear, can be considered only an approximate scheme, starting from which, each undergraduate and his supervisor can choose their own unique path in solving the problems outlined in the dissertation. In other words, when conducting research practice in each specific case, the proposed scheme can be somewhat adjusted. In particular, some consultations may change their order. For example, consultation #6 on testing the results of the study could be held earlier. This is determined by when, in what months of the year conferences are held at the university and how this correlates with the time of research practice. A slightly different system of consulting can also be applied, expressed in a decrease in the number of consultations, which may be due to business trips or illness of the applicant or his supervisor. The increase in the number of consultations is hardly justified. However, it is quite possible to increase the number of meetings within one consultation topic, but the number of consultation topics suggested in the consultation agenda given here is quite acceptable.

Thus, the proposed scheme for undergraduate research practice is by no means obligatory. She's just one of options organization of the undergraduate's work on the dissertation.

Requirements for the organization of research practice

Research practice is one of the types of practice for undergraduates of 1 year of study.

The purpose of the research practice is to prepare the student to solve problems of a research nature in the workplace and to complete the final qualifying work.

Place of practice:

Graduating departments, their branches

· Industrial enterprises

· Research organizations and institutions where it is possible to study materials related to the topic of the final qualification work.

Research practice provides for:

· Preparation of thematic scientific and technical reviews of published works on the chosen master's program.

· Conducting experimental (or computational) studies.

· Preparation of master's thesis.

Otherwise, it should be connected with the scientific topics of the department, with the theme of the master's thesis and be a work on the collection, analysis and systematization of the materials necessary for this.

The internship program is given to each student by the head of the research practice at the organizational meeting before the start of the internship.

Certification is carried out in the form of a written report of the undergraduate on the results of the practice and its evaluation (defense) at a meeting of the department.

Basic concepts about research work

The entire course of scientific research can be represented in the form of the following logical scheme:

1. Justification of the relevance of the chosen topic.

2. Setting the goal and specific objectives of the study.

3. Definition of the object and subject of research.

4. Choice of method (technique) of the research.

5. Description of the research process.

6. Discussion of the results of the study.

7. Formulation of conclusions and evaluation of the results.

Justification of the relevance of the chosen topic is the initial stage of any research. As applied to the dissertation, the concept of "relevance" has one peculiarity. The dissertation, as already mentioned, is a qualifying work, and the way its author is able to choose a topic and how correctly he understands and evaluates this topic in terms of timeliness and social significance characterizes his scientific maturity and professional readiness.

Coverage of relevance should not be wordy. There is no special need to begin its description from afar. It is enough to show the main thing within one typewritten page - the essence of the problem situation, from which the relevance of the topic will be visible. Thus, the formulation of the problem situation is a very important part of the introduction. Therefore, it makes sense to dwell on the concept of "problem" in more detail.

Any scientific research is carried out in order to overcome certain difficulties in the process of learning new phenomena, to explain earlier unknown facts or reveal the incompleteness of the old ways of explaining known facts. These difficulties manifest themselves in the most distinct form in the so-called problem situations, when the existing scientific knowledge turns out to be insufficient for solving new problems of cognition.

The problem always arises when the old knowledge has already shown its inconsistency, and the new knowledge has not yet taken a developed form. Thus, a problem in science is a contradictory situation that needs to be resolved. Such a situation most often arises as a result of the discovery of new facts that clearly do not fit into the framework of previous theoretical concepts, i.e. when none of the theories can explain the newly discovered facts.

The correct formulation and clear formulation of new problems are of great importance. They, if not entirely, then to a very large extent determine the strategy of research in general and the direction of scientific research in particular. It is no coincidence that it is considered that to formulate scientific problem- means to show the ability to separate the main from the secondary, to find out what is already known and what is still unknown to science about the subject of research.

Thus, if a master student manages to show where the border between knowledge and ignorance about the subject of research lies, then it can be easy for him to clearly and unambiguously define a scientific problem, and, consequently, to formulate its essence.

Separate dissertation research aims to develop the provisions put forward by a particular scientific school. The topics of such dissertations can be very narrow, which does not detract from their relevance. The purpose of such work is to solve particular issues within the framework of one or another already sufficiently tested concept. Thus, the relevance of such scientific works as a whole should be assessed from the point of view of the conceptual setting that the dissertation adheres to, or the scientific contribution that he makes to the development of a general concept.

Meanwhile, undergraduates often avoid taking on narrow topics. It is not right. The fact is that works devoted to broad topics are often superficial and little independent. A narrow topic is worked out more deeply and in detail. At the beginning, it seems that it is so narrow that there is nothing to write about. But as one gets acquainted with the material, this fear disappears, the researcher discovers such aspects of the problem that he had not suspected before.

From proving the relevance of the chosen topic, it is logical to move on to formulation of the purpose of the research being undertaken, and also point to specific tasks to be addressed in accordance with this goal. This is usually done in the form of an enumeration (study, describe, establish, find out, derive a formula, etc.).

The formulation of these tasks must be done as carefully as possible, since the description of their solution should form the content of the chapters of the dissertation. This is also important because the headings of such chapters are born precisely from the formulation of the objectives of the research being undertaken.

The object and subject of research as categories of the scientific process are related to each other as general and particular. In the object, the part that serves as the subject of research is singled out. It is on him that the main attention of the undergraduate is directed, it is the subject of research that determines the topic of the dissertation work, which is indicated on the title page as its title.

Choice of research methods is a very important stage of scientific research, which serve as a tool in obtaining factual material, being necessary condition achievement of the goal set in this work.

Description of the research process- the main part of the dissertation work, which highlights the methodology and technique of research using logical laws and rules.

Discussion of the results of the study is also a very important stage of scientific research, which is carried out at meetings of profiling departments, where a preliminary assessment of the theoretical and practical value of the dissertation and a collective review is given.

conclusions are the final stage of scientific research, which contain something new and significant that constitutes the scientific and practical results of the dissertation work.

The success of the dissertation to the greatest extent depends on the ability to choose the most effective research methods, since it is they that allow you to achieve the goal set in the dissertation.

The internship program includes a section of the student's research work, developed jointly with the internship supervisor from the Department of Land Management. Scientific research work student may include work in certain areas:

1. Organizational and research:

Exploring activities researcher(the work of theorists and experimenters of scientific research in the field of land management and cadastres, the development of methods and methods for performing land management and cadastral works, the application modern technologies, instruments and equipment for solving the problems of land management, cadastres and monitoring);

The need for an integrated approach to solving a number of problems, to understand the interdependence of the staff of the scientific team, as well as the importance and influence of the scientific environment on the fruitful activity of the scientist.

2. Research:

Study of methods for improving land management, cadastral and monitoring activities.

3. Experimental:

Carrying out work on the application of developments and proposals in the field of land management, cadastral and monitoring activities.

Study of the conditions for obtaining reliable results.

The purpose of the research work of the bachelor is the formation of professional competencies in the field of research activities:

· the ability to self-replenishment, critical analysis and application of theoretical and practical knowledge in the field of land management for their own scientific research;

· possessing the skills of independent analysis of the main regularities of the functioning of the land management object with a statement of reasoned conclusions;

possessing the skills of qualified analysis, commenting, summarizing and summarizing the results of scientific research conducted by other specialists, using modern techniques and methodologies, advanced domestic and foreign experience;

· Possessing the skills to participate in the work of scientific teams conducting research on broad land management issues.

During the passage of pre-diploma industrial practice, the student must collect the necessary material for conducting research work. The purpose of the student's participation in the scientific research of the department is to acquire deeper knowledge in special disciplines, mastering modern methods design, substantiation of design decisions and scientific research, acquisition of skills of independent research work.

An individual task for collecting materials for scientific research, the topics of scientific research of a student in industrial practice are established by:

- teachers of the department who manage scientific research in the student scientific society (SSS);

- leaders and executors of departmental topics of scientific research, attracting students to participate in these studies;

- teachers of the department - heads of practice.

The educational and research work of the student during the internship will allow him to make presentations at the meetings of the Student Scientific Society (SSS) circle and student conferences, take part in the preparation of competitive works, prepare an abstract and articles for publication in the scientific works of the university, and more thoroughly review the sources on the research topic, write the first chapter, and develop and justify design decisions in the WRC.

After the end of the production practice, the student writes a report. The internship report is a small independent study and analytical (practical) work, which is presented as a combination of the results of an independent study, theoretical and practical skills during the pre-diploma internship at the enterprise.

A correctly constructed report plan serves as an organizing beginning in the work on its writing by a student, helps to systematize the material, and ensures the consistency of its presentation. Therefore, it is necessary to be able to correctly present the material, correctly present the acquired and assimilated knowledge.

The experience of the internship management shows that the student, as a rule, does not pay enough attention to the issue of high-quality design of materials submitted for defense, which hinders the successful defense of internship.

The volume of the report should be 25-35 pages, including tables and figures, using diary entries.

The structure of the report should be as follows:

1. Introduction - 1-2 pages;

2. Chapter 1 Characteristics of the organization - places of practice - 3-4 pages;

3. Chapter 2 Works performed during the internship - 10-15 pages;

4. Chapter 3 Research work in practice - 5-7 pages;

5. Chapter 4 Composition and content of collected materials - 3-5 pages;

6. Conclusion - 1-2 pages;

7. List of sources used - 1 page;

8. Applications (if necessary, the volume is not limited).

Introduction

The introduction sets out the relevance, goals and objectives of the production practice, provides the content and scope of the report on production practice.

Relevance is a mandatory requirement for any scientific work. Coverage of relevance should be laconic. It is enough to show the main points of the relevance of the topic within one or two paragraphs of computer typing.

Goal and tasks- the goal always corresponds to the title of the work itself and its content. For industrial practice, the goal is to apply in production theoretical knowledge obtained at the university and conducting experimental work in accordance with the theme of the WRC.

Taking into account the goals of the practice (to develop professional competencies, to study the activities in the profession, to conduct research), it is necessary to determine the tasks that allow these goals to be achieved. Such tasks may be the study of the enterprise and the regulatory documents governing the functioning of this enterprise (this part is in any reports and is often indicated in the introduction) and the study of certain professional activities (functions, features, responsibilities). In addition, the tasks may be the performance of a certain professional activity(you can write down exactly what tasks the student performs in professional practice) or writing a research paper.

Scope and content- the final part of the introduction, which indicates the entire list of sections. The volume of the report, the number of tables and figures, the sources used are given.

Chapter 1. Characteristics of the organization - places of practice

This chapter provides a brief description of organization - a kind of report on the enterprise, on the basis of which the student had an internship. The characteristic, if possible, should include photographs of the enterprise itself, its staff and the student's workplace and have the following content:

· general information about the organization: name, address, place of registration;

the structure of the organization;

management of the organization;

form of organization of the enterprise;

type of economic activity of the organization;

· Short story organizations;

The specialization of the organization

The most important firms-contractors and firms-competitors;

number of employees, incl. management personnel;

organization of land management works in the organization (production unit).

At the end of the section, the student must give the motivation for choosing this particular organization for the internship.

Chapter 2. Work performed during the internship

One of the main and largest sections of the report should contain a photo report on the internship and include the following information:

1. Position held, terms and duration of practice. Incentives and penalties received during the practice.

2. Types and volume of work performed (in physical and monetary terms), terms and quality of performance, development of standards for weeks and for the entire period of practice. This item should, in addition to the textual description, contain a summary table from which you can clearly understand the amount of work performed by the unit in which the student had an internship and his personal contribution to this work.

3. Brief description of the objects of work (location, total area, composition of land by category, owners, land users and lands, natural and economic conditions).

4. Characteristics of the territory of the object, the state of planning and cartographic, survey and land management material (year of surveying, scale of planned material, reference points).

5. Management of work by the university and production.

6. The degree of land management of the territory where the work was carried out.

7. Methods and procedure for performing work (justification of the applied methods for performing work, procedure, methods and results of performing work):

a) preparatory work (obtaining a task, selection, study, preparation of documents, drawing up the order of work);

b) field work (content, order of execution, applied methods and devices used);

c) office work (content, order of execution, applied methods and software).

8. Organization of work at the facility (device with housing and a workplace, transport provision, working day schedule, work schedule).

9. Comments on the course of the practice. Proposals for improving the conditions and quality of work. Negative and positive aspects of the organization of practice.

Chapter III. Research work in practice

The report on research work must be issued in the form of an abstract and executed in accordance with GOST 7.32-2001.

The abstract must contain:

Information about the volume of the report, the number of illustrations, tables, applications, the number of parts of the report, the number of sources used;

List of keywords;

Abstract text.

The list of keywords should include from 5 to 15 words or phrases from the text of the report, which characterize its content to the greatest extent and provide the possibility of information retrieval. Keywords are given in the nominative case and are printed in lowercase letters in a line separated by commas.

The text of the abstract should reflect:

Object of research or development;

Objective;

The method or methodology of the work;

Results of work;

Basic design, technological and technical and operational characteristics;

Application area;

The cost-effectiveness or value of the work;

Forecast assumptions about the development of the object of study.

If the report does not contain information on any of the listed structural parts of the abstract, then it is omitted in the text of the abstract, while the sequence of presentation is preserved.

Chapter IV. Composition and content of collected materials

This section sets out the characteristics of the object selected for graduation design, the content of the project for this object:

- name of the object, its location;

- a brief description of municipality, land management facility, existing organization of the territory and production;

- the main indicators of the development of the economy (object) for the future;

- a brief but comprehensive content and justification of the project: the purpose and reasons for land management; main production indicators for the project; specialization and size of production; land use changes; the content and justification of the project for all components and elements; measures for the protection of land and the environment natural environment;

- substantiation of the legal viability of the land management carried out, i.e. checking the compliance of the adopted design decisions with the current legislation, regional regulatory legal acts, determining the forms of ownership of land plots of the land management object.

At the end of the section, a complete and detailed list of all materials collected during the internship for the preparation of the WRC and the practice report is given (a detailed list of materials collected is given). The characteristics of their quality and completeness for the development of WRC are given.

Conclusion

The conclusion should be a logical conclusion to the report. The student must analyze whether the goal has been achieved and whether the tasks set in the introduction have been fulfilled. Give the main figures achieved during the practice. Make a conclusion about the general course of practice. Formulate the main positive and negative aspects of the practice. Give comments and recommendations for possible improvement of the internship.

The introduction and conclusion should be creative, namely the author's work. In many ways, the overall assessment that will be given to the student depends on clearly formulated tasks and conclusions drawn.

List of sources used

The list of sources used is drawn up in accordance with GOST R 7.0.5-2008. The list should include all legal acts, literary sources, books, articles, as well as electronic sources used in writing the report and conducting research work. The list includes only those sources that have been referenced in the text.

Report design

The internship report is compiled at the place of internship on sheets of A-4 format. The form of the title page is given in Appendix 7.

The text of the explanatory note is made by computer typing. The font is Times New Roman. Size - 14. Spacing - one and a half. Paragraph indent - 1.25. Margins: left - 3 cm, right - 1.0 cm, bottom and top - 2 cm.

The text should use accepted land management (and other) terminology. All words, as a rule, must be written in full. Abbreviations may be allowed only generally accepted. Page numbering should be common for the entire text, starting with the title page and including all tables (on separate pages) and ending with the list of sources used. The page number is put down in Arabic numerals in the center at the bottom of the page (except for the title page).

Each chapter of the explanatory note begins on a new sheet, at the beginning of the chapter indicate its number and title. Chapters and paragraphs are numbered with Arabic numerals. Numbering of paragraphs within each chapter.

According to the available tables, conclusions should be drawn and references to them should be given. A large table is placed on a separate page behind the page on which it is first mentioned.

The tables are formatted as follows. In the upper left corner they write: “Table 1” (numbering is the same throughout the text). Further on the same line write the name of the table corresponding to its content. If the table is transferred to the next page, then above the table, instead of its name, they write “Continuation of the table” or “End of the table”. If the table and its name are placed along the sheet, then its name should be located where the sheet is filed (near the spine).

All project illustrations (drawings, maps, charts, graphs, diagrams, photographs, etc.) are considered drawings. The numbering is end-to-end, before the figure, a reference in the text is required. Figures are signed in the center of the page after the figure itself as follows: "Figure 1. Title".

One of priority areas the work of each university is the preparation of a personnel reserve for scientific activities, which is why scientific practice is an obligatory component of the educational process. This type of practice is quite difficult (especially for students who do not have a talent for scientific research), but it is possible to master it.

Passage of scientific practice.

Scientific or scientific practice is a type of practical activity of students, which is carried out at the beginning of the second year of the master's program, when students are already ready for serious scientific research.

Of course, the student is not trusted to fully independently implement his scientific ideas and hypotheses, he does this under the control of a representative of the department and the enterprise.

Research practice helps the student to prepare productively for writing his research, and also contributes to the expansion of professional skills acquired throughout the university studies.

Before the internship, the student must be familiarized with:

• tasks prescribed in the practice program (they will need to be completed in full);
• individual assignments;
• methodical.

All of the above nuances are usually discussed at a meeting before practice, and Toolkit you can also ask at the department (if it was not given out at the meeting).

At the end of the internship, the undergraduate must pass:

• practice calendar plan (remember that it is necessary to show and approve it with the head from the practice base even before the start of practical activities);
• a diary;
• final report.

All these documents are signed by the head of practice from the organization or enterprise and only then are handed over to the supervisor from the department, without them they are not allowed to the final report.

Features of scientific practice vary depending on the specialty, but its main “framework” is common to all faculties.

Place and terms of scientific practice

Where do scientific practice take place?

Approximately 16 weeks are allotted for scientific practice, usually it is set after the winter session, when the undergraduate only has to write a dissertation and prepare for the State Educational Standard.

The place of passing depends on the topic of the thesis research on which the undergraduate is working, it can be:

• enterprise or organization (when it is required to study its structure, features, etc.);
• educational institution (if the scientific development has a theoretical, educational and methodological orientation or is related to pedagogical activity).

If there is an opportunity to do an internship within the walls of their native university, students usually use it, believing that it makes it easier general process because the atmosphere and faces are already familiar. Nevertheless, scientific practice at an enterprise unfamiliar to you is also a great option, because it allows you to meet new people and provides an excellent opportunity not only for scientific, but also for professional growth.

Who is in charge of scientific practice?

How to choose the head of scientific practice?

The practice is usually supervised by a teacher of the corresponding department. He must have an academic degree and (or) an academic title.

The leader controls the organization of the internship and its passage, conducts general consultations for, and also solves problems related to the internship on an individual basis.

At the end of the practice, the head (alone or with representatives of the department) accepts the final reports and defense, and then puts the result in the test.

What does the student learn during the practice?

During scientific practice, the student must perform a number of tasks of a different nature:

• theoretical;
• practical;
• educational and educational-research;
• creative.

Tasks are selected or formulated by the head of practice on the basis of the theoretical base of students obtained during the period of study at the magistracy. After it is approved by the council of the department. Tasks are selected in such a way as to activate:

• independent critical approach to solving problems;
• skills of analysis, synthesis and systematization of information;
• mastering the principles and technologies of scientific work;
• development of non-standard thinking;
• development creativity student and the ability to apply them in science;
• development and improvement of the ability to prepare and conduct a scientific experiment;
• development of the ability to evaluate the results obtained during the experiment and formalize them.

All these skills and abilities are a powerful driving force of scientific research.

Advice for those who have to go through scientific practice.

1. If you want to change the place of scientific practice, you need to contact the supervisor with this question, he will tell you what needs to be done for this.
2. Everyone remembers the film about Shurik and the legendary phrase “Announce the entire list, please,” so you should be guided by it too. Before completing the tasks, read their entire list, then sort the tasks into complex and not very difficult, this will help you properly allocate your time.
3. Keep in mind that the result of this type of practice, like others, is a report. Data for it needs to be collected throughout the practice, and not on the last evening before the surrender.
4. The practice leader should be regularly updated on the progress of your work and if problems or difficulties arise in the course of your work.
5. Do not forget that your activity depends not only on the curators of the practice from the department or organization, but also on the supervisor, you can also contact him for advice.

Even if you are not going to go into science, do not miss the chance to take from practice what will be useful in further professional activities. Remember, it is up to you whether scientific practice will bring benefits or become a waste of time.

You can learn about the work of the youth scientific school "Space exploration: theory and practice" by watching the video:

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