Division is one of the four basic mathematical operations (addition, subtraction, multiplication). Division, like other operations, is important not only in mathematics, but also in everyday life. For example, you as a whole class (25 people) donate money and buy a gift for the teacher, but you don’t spend it all, there will be change left over. So you will need to divide the change among everyone. The division operation comes into play to help you solve this problem.
Division is an interesting operation, as we will see in this article!
Dividing numbers
So, a little theory, and then practice! What is division? Division is breaking something into equal parts. That is, it could be a bag of sweets that needs to be divided into equal parts. For example, there are 9 candies in a bag, and the person who wants to receive them is three. Then you need to divide these 9 candies among three people.
It is written like this: 9:3, the answer will be the number 3. That is, dividing the number 9 by the number 3 shows the number of three numbers contained in the number 9. The reverse action, a check, will be multiplication. 3*3=9. Right? Absolutely.
So let's look at example 12:6. First, let's name each component of the example. 12 – dividend, that is. a number that can be divided into parts. 6 is a divisor, this is the number of parts into which the dividend is divided. And the result will be a number called “quotient”.
Let's divide 12 by 6, the answer will be the number 2. You can check the solution by multiplying: 2*6=12. It turns out that the number 6 is contained 2 times in the number 12.
Division with remainder
What is division with a remainder? This is the same division, only the result is not an even number, as shown above.
For example, let's divide 17 by 5. Since the largest number divisible by 5 to 17 is 15, then the answer will be 3 and the remainder is 2, and is written like this: 17:5 = 3(2).
For example, 22:7. In the same way, we determine the maximum number divisible by 7 to 22. This number is 21. The answer then will be: 3 and the remainder 1. And it is written: 22:7 = 3 (1).
Division by 3 and 9
A special case of division would be division by the number 3 and the number 9. If you want to find out whether a number is divisible by 3 or 9 without a remainder, then you will need:
Find the sum of the digits of the dividend.
Divide by 3 or 9 (depending on what you need).
If the answer is obtained without a remainder, then the number will be divided without a remainder.
For example, the number 18. The sum of the digits is 1+8 = 9. The sum of the digits is divisible by both 3 and 9. The number 18:9=2, 18:3=6. Divided without remainder.
For example, the number 63. The sum of the digits is 6+3 = 9. Divisible by both 9 and 3. 63:9 = 7, and 63:3 = 21. Such operations are carried out with any number to find out whether it is divisible with the remainder by 3 or 9, or not.
Multiplication and division
Multiplication and division are opposite operations. Multiplication can be used as a test for division, and division can be used as a test for multiplication. You can learn more about multiplication and master the operation in our article about multiplication. Which describes multiplication in detail and how to do it correctly. There you will also find the multiplication table and examples for training.
Here is an example of checking division and multiplication. Let's say the example is 6*4. Answer: 24. Then let's check the answer by division: 24:4=6, 24:6=4. It was decided correctly. In this case, the check is performed by dividing the answer by one of the factors.
Or an example is given for the division 56:8. Answer: 7. Then the test will be 8*7=56. Right? Yes. In this case, the test is performed by multiplying the answer by the divisor.
Division 3 class
In third grade they are just starting to go through division. Therefore, third graders solve the simplest problems:
Problem 1. A factory worker was given the task of putting 56 cakes into 8 packages. How many cakes should be put in each package to make the same amount in each?
Problem 2. On New Year's Eve at school, children in a class of 15 students were given 75 candies. How many candies should each child receive?
Problem 3. Roma, Sasha and Misha collected 27 apples from the apple tree. How many apples will each person get if they need to be divided equally?
Problem 4. Four friends bought 58 cookies. But then they realized that they could not divide them equally. How many additional cookies do the kids need to buy so that each gets 15?
Division 4th grade
The division in the fourth grade is more serious than in the third. All calculations are carried out using the column division method, and the numbers involved in the division are not small. What is long division? You can find the answer below:
Column division
What is long division? This is a method that allows you to find the answer to dividing large numbers. If prime numbers like 16 and 4 can be divided, and the answer is clear - 4. Then 512:8 is not easy for a child in his mind. And it’s our task to talk about the technique for solving such examples.
Let's look at an example, 512:8.
1 step. Let's write the dividend and divisor as follows:
The quotient will ultimately be written under the divisor, and the calculations under the dividend.
Step 2. We begin division from left to right. First we take the number 5: 
Step 3. The number 5 is less than the number 8, which means it will not be possible to divide. Therefore, we take another digit of the dividend:
Now 51 is greater than 8. This is an incomplete quotient.
Step 4. We put a dot under the divisor.
Step 5. After 51 there is another number 2, which means there will be one more number in the answer, that is. quotient is a two-digit number. Let's put the second point:
Step 6. We begin the division operation. The largest number divisible by 8 without a remainder to 51 is 48. Dividing 48 by 8, we get 6. Write the number 6 instead of the first dot under the divisor:
Step 7. Then write the number exactly below the number 51 and put a “-” sign:
Step 8. Then we subtract 48 from 51 and get the answer 3.
* 9 step*. We take down the number 2 and write it next to the number 3:
Step 10 We divide the resulting number 32 by 8 and get the second digit of the answer – 4.
So the answer is 64, without remainder. If we divided the number 513, then the remainder would be one.
Division of three digits
Dividing three-digit numbers is done using the long division method, which was explained in the example above. An example of just a three-digit number.
Division of fractions
Dividing fractions is not as difficult as it seems at first glance. For example, (2/3):(1/4). The method of this division is quite simple. 2/3 is the dividend, 1/4 is the divisor. You can replace the division sign (:) with multiplication ( ), but to do this you need to swap the numerator and denominator of the divisor. That is, we get: (2/3)(4/1), (2/3)*4, this is equal to 8/3 or 2 integers and 2/3. Let's give another example, with an illustration for better understanding. Consider the fractions (4/7):(2/5):
As in the previous example, we reverse the 2/5 divisor and get 5/2, replacing division with multiplication. We then get (4/7)*(5/2). We make a reduction and answer: 10/7, then take out the whole part: 1 whole and 3/7.
Dividing numbers into classes
Let's imagine the number 148951784296, and divide it into three digits: 148,951,784,296. So, from right to left: 296 is the class of units, 784 is the class of thousands, 951 is the class of millions, 148 is the class of billions. In turn, in each class 3 digits have their own digit. From right to left: the first digit is units, the second digit is tens, the third is hundreds. For example, the class of units is 296, 6 is ones, 9 is tens, 2 is hundreds.
Division of natural numbers
Division of natural numbers is the simplest division described in this article. It can be either with or without a remainder. The divisor and dividend can be any non-fractional, integer numbers. 
Sign up for the course "Speed up mental arithmetic, NOT mental arithmetic" to learn how to quickly and correctly add, subtract, multiply, divide, square numbers and even extract roots. In 30 days, you'll learn how to use easy tricks to simplify arithmetic operations. Each lesson contains new techniques, clear examples and useful tasks.
Division presentation
Presentation is another way to visualize the topic of division. Below we will find a link to an excellent presentation that does a good job of explaining how to divide, what division is, what dividend, divisor and quotient are. Don’t waste your time, but consolidate your knowledge!
Examples for division
Easy level
Average level
Difficult level
Games for developing mental arithmetic
Special educational games developed with the participation of Russian scientists from Skolkovo will help improve mental arithmetic skills in an interesting game form.
Game "Guess the operation"
The game “Guess the Operation” develops thinking and memory. The main point of the game is to choose a mathematical sign for the equality to be true. Examples are given on the screen, look carefully and put the required “+” or “-” sign so that the equality is true. The “+” and “-” signs are located at the bottom of the picture, select the desired sign and click on the desired button. If you answered correctly, you score points and continue playing.
Game "Simplification"
The game “Simplification” develops thinking and memory. The main essence of the game is to quickly perform a mathematical operation. A student is drawn on the screen at the blackboard, and a mathematical operation is given; the student needs to calculate this example and write the answer. Below are three answers, count and click the number you need using the mouse. If you answered correctly, you score points and continue playing.
Game "Quick addition"
The game "Quick Addition" develops thinking and memory. The main essence of the game is to choose numbers whose sum is equal to a given number. In this game, a matrix from one to sixteen is given. A given number is written above the matrix; you need to select the numbers in the matrix so that the sum of these digits is equal to the given number. If you answered correctly, you score points and continue playing.
Visual Geometry Game
The game "Visual Geometry" develops thinking and memory. The main essence of the game is to quickly count the number of shaded objects and select it from the list of answers. In this game, blue squares are shown on the screen for a few seconds, you need to quickly count them, then they close. Below the table there are four numbers written, you need to select one correct number and click on it with the mouse. If you answered correctly, you score points and continue playing.
Game "Piggy Bank"
The Piggy Bank game develops thinking and memory. The main essence of the game is to choose which piggy bank has more money. In this game there are four piggy banks, you need to count which piggy bank has the most money and show this piggy bank with the mouse. If you answered correctly, then you score points and continue playing.
Game "Fast addition reload"
The game “Fast addition reboot” develops thinking, memory and attention. The main point of the game is to choose the correct terms, the sum of which will be equal to the given number. In this game, three numbers are given on the screen and a task is given, add the number, the screen indicates which number needs to be added. You select the desired numbers from three numbers and press them. If you answered correctly, then you score points and continue playing.
Development of phenomenal mental arithmetic
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From the course you will not only learn dozens of techniques for simplified and quick multiplication, addition, multiplication, division, and calculating percentages, but you will also practice them in special tasks and educational games! Mental arithmetic also requires a lot of attention and concentration, which are actively trained when solving interesting problems.
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Conventionally, all people are divided into three body types:
The first human body type is ECTOMORPH
This type includes people who are naturally thin, have a minimal level of subcutaneous fat, have narrow shoulders, thin bones, in a word, they look like nerds.
It’s very difficult for these people to build muscle, but it’s still possible! If you spend a lot of time and effort, there are cases that such people even became champions, but this is very hard work, you need to really want to change your body and put every effort into it. Some people use steroids to change their physique; this method is faster, but has many disadvantages; a person sacrifices his health.
Steroids are harmful to health.
For this type of physique, you need to exercise 3 times a week, or even better, 2 times, their muscles are slowly restored, and of course they grow slowly, if you feel that you have not yet recovered (you feel that the muscles are still sore) from the last workout, do not It’s worth going to the gym to let your muscles rest, if you go and don’t get any benefits.
Change your training program every month or once every two months, the muscles get used to one and the same exercise and don’t want to grow later, so you need to change the exercises.
Eat 5-6 times a day, you need a lot of calories for muscle growth to begin. There is no need to get carried away with aerobic exercise (running, cycling, etc.), during these activities a lot of energy (calories) is lost, and you need them to gain weight. Don't forget to drink a lot of water, water is needed for digestion of food and muscle growth.
You must learn to be calm (relaxed), because stress (fear, anxiety, lack of sleep) is harmful because of it, a huge amount of energy is lost, a person even loses weight. What is stress? Stress is a big loss of energy. You may have heard some people talking about how I was so worried that I lost 5 kg in weight. If you follow the tips written above, you will achieve good results. Ectomorph training program for this body type.
The second human body type is
MESOMORPH
This type includes people who are naturally strong, have a beautiful body, broad shoulders, they have larger bones, they look as if they once went to the gym and lifted weights, these people are very lucky, if they go to the gym and start working out they get fantastic results. results, these are the people who take first places in bodybuilding competitions. Their body recovers faster after physical training, and muscle growth automatically occurs faster. This type of person can go to the gym 3 or 4 times a week and their muscles will still grow. But you need to be careful not to overtrain, because the more the better. They have very good bodybuilding genetics.
The third human body type is
To change the appearance of your body, you need to train a lot, you won’t do it in one day and not in a month, if you are thin - you will have to first
Although mathematics seems difficult to most people, it is far from true. Many mathematical operations are quite easy to understand, especially if you know the rules and formulas. So, knowing the multiplication table, you can quickly multiply in your head. The main thing is to constantly train and not forget the rules of multiplication. The same can be said about division.
Let's look at the division of integers, fractions and negatives. Let's remember the basic rules, techniques and methods.
Division operation
Let's start, perhaps, with the very definition and name of the numbers that participate in this operation. This will greatly facilitate further presentation and perception of information.
Division is one of the four basic mathematical operations. Its study begins in elementary school. It is then that the children are shown the first example of dividing a number by a number and the rules are explained.
The operation involves two numbers: the dividend and the divisor. The first is the number that is being divided, the second is the number that is being divided by. The result of division is the quotient.
There are several notations for writing this operation: “:”, “/” and a horizontal bar - writing in the form of a fraction, when the dividend is at the top, and the divisor is below, below the line.
Rules
When studying a particular mathematical operation, the teacher is obliged to introduce students to the basic rules that they should know. True, they are not always remembered as well as we would like. That's why we decided to refresh your memory a little on the four fundamental rules.
Basic rules for dividing numbers that you should always remember:
1. You cannot divide by zero. This rule should be remembered first.
2. You can divide zero by any number, but the result will always be zero.
3. If a number is divided by one, we get the same number.
4. If a number is divided by itself, we get one.
As you can see, the rules are quite simple and easy to remember. Although some may forget such a simple rule as impossibility or confuse the division of zero by a number with it.
per number
One of the most useful rules is a sign that determines the possibility of dividing a natural number by another without a remainder. Thus, the signs of divisibility by 2, 3, 5, 6, 9, 10 are distinguished. Let us consider them in more detail. They make it much easier to perform operations on numbers. We also give an example for each rule of dividing a number by a number.
These rules-signs are quite widely used by mathematicians.
Test for divisibility by 2
The easiest sign to remember. A number that ends in an even digit (2, 4, 6, 8) or 0 is always divisible by two. Quite easy to remember and use. So, the number 236 ends in an even digit, which means it is divisible by two.
Let's check: 236:2 = 118. Indeed, 236 is divisible by 2 without a remainder.
This rule is best known not only to adults, but also to children.
Test for divisibility by 3
How to correctly divide numbers by 3? Remember the following rule.
A number is divisible by 3 if the sum of its digits is a multiple of three. For example, let's take the number 381. The sum of all digits will be 12. This is three, which means it is divisible by 3 without a remainder.
Let's also check this example. 381: 3 = 127, then everything is correct.
Divisibility test for numbers by 5
Everything is simple here too. You can divide by 5 without a remainder only those numbers that end in 5 or 0. For example, let’s take numbers such as 705 or 800. The first ends with 5, the second with zero, therefore they are both divisible by 5. This is one one of the simplest rules that allows you to quickly divide by a single-digit number 5.
Let's check this sign using the following examples: 405:5 = 81; 600:5 = 120. As you can see, the sign works.
Divisibility by 6
If you want to find out whether a number is divisible by 6, then you first need to find out whether it is divisible by 2, and then by 3. If so, then the number can be divided by 6 without a remainder. For example, the number 216 is divisible by 2 , since it ends with an even digit, and with 3, since the sum of the digits is 9.
Let's check: 216:6 = 36. The example shows that this sign is valid.
Divisibility by 9
Let's also talk about how to divide numbers by 9. The sum of digits whose divisible by 9 is divided by this number. Similar to the rule of dividing by 3. For example, the number 918. Let's add all the digits and get 18 - a number that is a multiple of 9. So, it divisible by 9 without a remainder.
Let's solve this example to check: 918:9 = 102.
Divisibility by 10
One last sign to know. Only those numbers that end in 0 are divisible by 10. This pattern is quite simple and easy to remember. So, 500:10 = 50.
That's all the main signs. By remembering them, you can make your life easier. Of course, there are other numbers for which there are signs of divisibility, but we have highlighted only the main ones.
Division table
In mathematics, there is not only a multiplication table, but also a division table. Once you learn it, you can easily perform operations. Essentially, a division table is a reverse multiplication table. Compiling it yourself is not difficult. To do this, you should rewrite each line from the multiplication table in this way:
1. Put the product of the number in first place.
2. Put a division sign and write down the second factor from the table.
3. After the equal sign, write down the first factor.
For example, take the following line from the multiplication table: 2*3= 6. Now we rewrite it according to the algorithm and get: 6 ÷ 3 = 2.
Quite often, children are asked to create a table on their own, thus developing their memory and attention.
If you don’t have time to write it, you can use the one presented in the article.
Types of division
Let's talk a little about the types of division.
Let's start with the fact that we can distinguish between division of integers and fractions. Moreover, in the first case we can talk about operations with integers and decimals, and in the second - only about fractional numbers. In this case, a fraction can be either the dividend or the divisor, or both at the same time. This is due to the fact that operations on fractions are different from operations on integers.
Based on the numbers that participate in the operation, two types of division can be distinguished: into single-digit numbers and into multi-digit ones. The simplest is division by a single digit number. Here you will not need to carry out cumbersome calculations. In addition, a division table can be a good help. Dividing by other - two-, three-digit numbers - is harder.
Let's look at examples for these types of division:
14:7 = 2 (division by a single digit number).
240:12 = 20 (division by a two-digit number).
45387: 123 = 369 (division by a three-digit number).
The last one can be distinguished by division, which involves positive and negative numbers. When working with the latter, you should know the rules by which a result is assigned a positive or negative value.
When dividing numbers with different signs (the dividend is a positive number, the divisor is negative, or vice versa), we get a negative number. When dividing numbers with the same sign (both the dividend and the divisor are positive or vice versa), we get a positive number.
For clarity, consider the following examples:
Division of fractions
So, we have looked at the basic rules, given an example of dividing a number by a number, now let’s talk about how to correctly perform the same operations with fractions.
Although dividing fractions may seem like a lot of work at first, working with them is actually not that difficult. Dividing a fraction is done in much the same way as multiplying, but with one difference.
In order to divide a fraction, you must first multiply the numerator of the dividend by the denominator of the divisor and record the resulting result as the numerator of the quotient. Then multiply the denominator of the dividend by the numerator of the divisor and write the result as the denominator of the quotient.
It can be done simpler. Rewrite the divisor fraction by swapping the numerator with the denominator, and then multiply the resulting numbers.
For example, let's divide two fractions: 4/5:3/9. First, let's turn the divisor over and get 9/3. Now let's multiply the fractions: 4/5 * 9/3 = 36/15.
As you can see, everything is quite easy and no more difficult than dividing by a single-digit number. The examples are not easy to solve if you do not forget this rule.
conclusions
Division is one of the mathematical operations that every child learns in elementary school. There are certain rules that you should know, techniques that make this operation easier. Division can be with or without a remainder; there can be division of negative and fractional numbers.
It is quite easy to remember the features of this mathematical operation. We have discussed the most important points, looked at more than one example of dividing a number by a number, and even talked about how to work with fractions.
If you want to improve your knowledge of mathematics, we advise you to remember these simple rules. In addition, we can advise you to develop memory and mental arithmetic skills by doing mathematical dictations or simply trying to verbally calculate the quotient of two random numbers. Believe me, these skills will never be superfluous.
In the AutoCAD system, in addition to the usual dimensions used for annotating (measuring) a drawing, there are other types of dimensions. I propose to consider their distinctive features and areas of application in the daily work of the designer.
All dimensions that can be applied to a drawing (both in model and sheet space) can be divided into three types:
Annotative dimensions (annotative dependencies)
These are the dimensions that each user places on his drawing at the stage of measurement and design. Dimensions of this type are entered in the electronic drawing exactly as they will look on paper, they are attached to specific objects and their meaning depends on the size and geometry of these objects. The magnitude of these dimensions does not depend on the operation of zooming the image on the screen. Annotative dimensions are always secondary to the geometry of the drawing, i.e. changing the drawing leads to changes in dimensions.
Commands for setting annotative dimensions are on the ribbon Annotations
Use dimension styles to customize the appearance and size values. You can also set the annotation scale for them.
Often when drawing, it is necessary that the dimensional value differs from the one that is set automatically (for example, inaccurately constructed geometry, quickly changing the drawing without correcting the geometry, etc.). To change it you need to go to the size properties in the section Text enter a new value in the field Text string.
It is important that in this case the dimension value will not be associated with the geometry and changing it will not lead to recalculation of the dimension text! In addition, you can always see the actual size value in the field Size value. In order for the dimension text to become associative with the geometry again, simply clear the Text string field.
Dynamic constraints (dimensional constraints)
These are the dimensions that control the geometry of the drawing. It is with the help of these dimensions that the parameterization of sketches, drawings and models is carried out. Such dimensions are not printed; they are displayed only in the electronic version of the drawing. Dynamic dependencies are always primary in relation to geometry, i.e. changing the size value leads to a change in the geometry of objects. Commands that allow you to apply dimensional constraints are on the ribbon Parameterization
When applying this type of dimensions, each of them is automatically assigned a variable d1, d2... or dia1, dia2 and others
The variable name can always be changed in the properties in the field Name, while at the size itself the variable name also changes
The size value can be either a regular number or a formula that relates the sizes to each other. To do this, in the size properties in the field Expression Just enter the required formula. At the same time, on the size itself, the dimension text will change - the inscription fx: will appear in front of the text - this means that the size depends on the value of other dimensions
By default in the properties of dynamic dependencies in the field Type of dependency value set Dynamic. This means that the dimension is not printed and has fixed height values for the dimension text and arrows, i.e. When you zoom, these elements will retain their size. In this case, the annotative dimensions change their sizes.
If you set the parameter in the dynamic dependency properties Abstract, then it will acquire all the properties of an annotative size, it will be possible to apply a dimension style to it, it will be printed, etc.
Reference dependencies (reference dimensions)
These types of dimensions are not created using a separate command; they are obtained by transforming dynamic constraints. These dimensions are for reference only; their value cannot be changed; you can only change the name of the dimension variable. Reference dimensions are always shown in parentheses
To get a reference size, you need to go to the properties of the dimension dependency in the field Entry choose Yes.
Three type of university accreditation - basic, advanced and leading. Kommersant learned how the system of state accreditation of universities can change. HSE Rector Yaroslav Kuzminov said that an interdepartmental working group created by the government is discussing the option of creating three types of accreditation - basic, advanced and leading. At the same time, the basic university must replace a significant part of the subjects with online courses that will be developed by leading universities. The opinions of rectors are divided: some consider the innovation justified, others regard it as an encroachment on the autonomy of universities.
HSE Rector Yaroslav Kuzminov spoke about possible changes in state accreditation of universities, talking with a Kommersant correspondent on the sidelines of the international educational conference EdCrunch 2018. “The issue of what for higher education programs is now being discussed there will be three levels of state accreditation: basic, advanced and accreditation of a leading university,- he said. - The basic one will assume that the university should implement a significant part of the courses in online form, when instead of traditional lectures there will be online courses of the National Open Education Platform. Thus, professors from leading universities will be responsible for the quality of these courses.
Advanced accreditation assumes that a university can prepare all courses on its own. “And holders of accreditation from a leading university will have it only if they undertake to implement all their basic courses in their field of study and a significant number of elective courses in online form and make them available to a wide audience,” said Mr. Kuzminov.
According to him, this option is now being discussed by the working group on state accreditation, which includes representatives of the Ministry of Education and Science, Rosobrnadzor, the National Council for Professional Qualifications, the university community and employers' associations. It is worth noting that the day before, Mr. Kuzminov announced the HSE’s complete refusal of traditional lectures - he promised that instead of them, teachers would record online courses for students (see Kommersant, October 2).
Let us recall that the public discussion about revising approaches to monitoring the activities of universities unfolded after the European University in St. Petersburg (EUSP) was deprived of its license to conduct educational activities in 2017 (restored in August 2018). In May of this year, Rosobrnadzor deprived the Moscow Higher School of Social and Economic Sciences (Shaninka) of state accreditation. In July, the Association of Leading Universities of Russia and the Global Universities Association, which includes 50 of the largest universities in the Russian Federation, approached President Vladimir Putin with a proposal to adjust the accreditation system. After this, an interdepartmental working group was created.
“If licensing and accreditation takes into account not just the presence of all the documents at the university, but first of all objective criteria independent of Rosobrnadzor, such as ratings, citation indices and the average Unified State Exam score of applicants, this will only benefit the system,” Kommersant said. EUSP Rector Vadim Volkov.
However, he notes that the introduction of three types of accreditation may “create some imbalance”: “If basic universities use up to 70% of the materials of leading universities, this will further strengthen the position of the latter. If the license and accreditation are combined, depriving the base university of one thing, the leading one will completely remove it from the educational market and make it impossible to continue operating.” “The main thing is that the club of leading universities does not become closed,” he believes. However, according to Mr. Volkov, if the initiative is also extended to non-state universities, it will bring a rather positive effect for the European University.
Rector of Phystech Nikolai Kudryavtsev also has a positive attitude towards the idea: “Time passes, and approaches change. The trend of the last five to seven years is the development of online courses. Here the departments have caught the general mood; they are preparing a regulatory framework so that innovations are taken into account during the licensing process.” “When working with students, we try to approve each person’s own program. Why then should it be different with universities? - Mr. Kudryavtsev continues. “You don’t need to keep an eye on the leading universities, they can handle it themselves, and Rosobrnadzor knows this.” But problem universities really need a different approach.”
Rector of the Kazan Federal University Ilshat Gafurov told Kommersant that he has an “extremely negative” attitude “towards the latest reforms (Rosobrnadzor - Kommersant).” According to him, each university must independently decide what programs to develop: “We have national universities, we have flagship universities, and no one can draw a line between them. Universities are autonomous, and too much invention always leads to negativity.” Mr. Gafurov believes that the department’s initiative will distract universities from “engaging in scientific activities”: “Nowhere in the world is there such a thing that universities devote a lot of energy to this kind of thing and inventions, instead of teaching.”
“This proposal, like many others, can be considered by an interdepartmental working group, which was created specifically for this purpose. The final decision will be made only after a detailed and constructive discussion. It is also important to note that any proposed ideas for improving the procedure should not have a negative impact on the sector,” the press service of Rosobrnadzor reported.
Alexander Chernykh, Ksenia Mironova
