Nadiya

Резюме Engineer

21 февраля 2021 г.

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Name *********** Nadiya

Date of birth September 2nd, 1990

Nationality Ukrainian

Education Ukrainian National Academy of Telecommunications,

Engineering Economical department, diploma with

honor

Institute of Problems of Market and Economical and

Ecological Research (of National Academy of Science

of Ukraine), PhD in economics

Work experience Ukrainian National Institute of Radio and Television,

satellite communication department, specialist

Union Square Internet Development (u2i.com),

Web developing/business technology company (USA),

Now working as a freelancer

4writers, UVOcorp, UAWriters, Essayshark – freelance writer (academic writing for customers from the USA, Canada, Australia, and UAE)

Languages English, Ukrainian, Russian

Special terminology Medicine, Finance, Management, Social Sciences,

International relations, IT, Energy sector

Computer skills Qualified user (international certificate)

Trados, Trados Studio

Additional information Took part in many conferences (including

international) on economics and telecommunications

Contacts Показать контакты

********************

Samples of academic writing are presented below.

https://www.grin.com/document/458018 (https://www.grin.com/document/458018)

https://www.grin.com/document/457908 (https://www.grin.com/document/457908)

https://www.grin.com/document/455224 (https://www.grin.com/document/455224)

https://www.grin.com/document/455289 (https://www.grin.com/document/455289)

Book Review: The Empire of Wealth: the Epic History of American Economic power, by John Steele Gordon

In the modern world, in conditions of globalization, when the level of interdependence of countries from each other is extremely high, the state’s foreign policy potential is measured not by the number of aircraft and tanks, not by the range capability of missiles, but by the attractiveness of its development model. The concept of hard power, implying coercion and based on the threat of the use of military power, is outdated. It is replaced by soft power, which is based on the principles of voluntary participation and mutual sympathy.

The book The Empire of Wealth: the Epic History of American Economic power by John Steele Gordon traces the comprehensive history of the rise of the USA to its place as the wealthiest country in world history, making as an argument the statement that the USA represents completely new type of global power - economic power. Unlike ancient Roman Empire, or British Empire of New Age, the United States built its strength not on military power and conquest but, mainly solely, on the economic power. The US has become an informal imperial system, different from the powerful powers of the past; this was facilitated by objective factors accompanying the emergence and growth of American power.

The author investigates the unique phenomenon of the USA as the empire of new type: "Today, the United States possesses only six percent of the world's land area and six percent of its people ... And yet its influence in the world is far greater than Britain was at the height of its relative power in the mid-nineteenth century" (Gordon, 2005, p.xiv).

The author, John Steele Gordon, is American writer specializing in business and finance history, the author of a range of valuable works, such as Hamilton's Blessing: The Extraordinary Life and Times of Our National Debt (1997), The Business of America: Tales from the Marketplace American Enterprise from the Settling of New England to the Break up of AT&T (2001), The Great Game: The Emergence of Wall Street as a World Power: 1653-2000 (1999), A Thread Across the Ocean; The Heroic Story of the Transatlantic Cable (2002), etc. He is rather famous columnist for New York Times and the Wall Street Journal.

The author carries out a brief, but very informative excursus into history. Americans talk about the attractiveness of their ideas and culture, but the "soft power" of the state was born in the 19th century in Britain. Thanks to the empire, English has become the language of international communication - it is spoken from the Caribbean to Cairo, from Cape Town to Calcutta; English literature is known all over the world. The same refers to the set of English values. Perhaps, Britain was the most successful culture exporter in the history. We are talking today about the "American dream," but before it, there was the "English way of life" - the one that was followed, admired, and copied around the world.

However, Britain could not be a long time to gain a foothold on the heights it has entered into. By the end of the *************th century, the United States caught up with Britain in most industrial indicators, and by the beginning of the 1880s, the USA had already surpassed it. In 1907, Britain produced four times more bicycles than the United States, but the United States produced twelve times more cars. There was noticeable gap in the chemical industry, in the production of scientific equipment, and in many other areas. The overall trend was clear: the UK growth rate fell and continued to fall in the future. Meanwhile, the growth of the United States was about five percent.

The US economy has become the largest in the world in the mid-*************th century and remains so today. In fact, ever since, America retains a surprisingly stable GDP in the total world production, except for short periods in the late 40s and in the *************th century - when the rest of the industrial world lay in ruins, and the share of America’s GDP rose to fifty percent.

The author emphasizes the important conclusion that even the US military power is not the cause of the country's power, but its consequence. Its "fuel" is the economic and technological base, which continues to be very strong. Moreover, the United States has one significant advantage over Europe and all developed countries: the United States is demographically active.

In his discourse, Gordon reminds the readers the well-known, but poorly analyzed by many facts that the modern American economy is rooted in the search for economic gain by European settlers in the 16th, ************th centuries. During this time, the New World has evolved from a minimally successful colonial economy into a small independent farm and, eventually, the most complex industrial economy. During this evolution, the United States created increasingly more complex institutions that would correspond to the growth of the country. With the constant participation of the state in economic affairs, the degree of this participation, in most cases, increased.

Starting talking about the important role of the central bank, the author writes that one of the country's founding fathers and its first finance minister, Alexander Hamilton, put forward an economic development strategy in which the federal government would support an emerging industry through open subsidies and the introduction of protectionist import tariffs. Hamilton also insisted that the federal government should create a national bank and take on the national debt that formed from the colonies during the Civil War. Although the new government was not in a hurry to accept some of Hamilton's proposals, in the end, tariffs became an essential part of American foreign policy and existed until the middle of the 20th century.

The rapid economic development that followed the Civil War laid the foundation for the modern industrial economy of the United States. The 'explosive' growth of new discoveries and inventions led to such profound changes that their results were called the "second industrial revolution." Today, as we can see, the USA is the flagship of the fourth industrial revolution, which, undoubtedly, consolidates the country's position as a leader on the world stage and allows it to gain geopolitical advantages on an economic basis, which is confirmed by Gordon’s conclusions.

In the postwar years, the role of the state in the economic life of the United States grew even more. However, the regulation of the economy, having a significant impact on certain types of economic activity or even controlling them, did not change the basic structure of the economy. On the one hand, the state increasingly interfered in the process of economic development, assumed responsibility for solving many economic problems associated with production, distribution of products, and, on the other hand, market relations not only survived, but also received further development. Strengthening the regulatory functions of the state was manifested in the increase in government procurement, the provision of subsidies to private firms, in the conduct of favorable tax policy.

The author urges to pay special attention to the fact that the core culture of America was and remains the culture of the first settlers, including elements of the Christian religion, Protestant values and morals, work ethic, English, British traditions of law, justice, restrictions on the power of government, and European tradition of art. On the basis of these elements of culture, the first settlers formed the "American creed" with its principles of freedom, equality, the value of an individual, respect for the rights of citizens, representative government, and private property. This credo has not yet undergone fundamental changes and is very attractive as an international basis for the functioning of societies and states.

The book is unconventional and interesting research. Although the book is too nationalistic and pathetically patriotic, the reasoning and conclusions of the author are quite fair. Investments in human capital, the creation of conditions for the freedom of creativity and personality should be the main core of the new empire. The 21st-century empire should be built on completely new principles, different from the methods of previous empires. The United States represent, namely, such an empire.

This book can be highly recommended for those who study political economy and international relations, as well as for those who is just interested in understanding the issues of global alignment of forces on international arena.

Academic writing:

The emergence of international space law as an independent branch of international law is closely connected with the beginning of practical research and exploration of outer space. The key principles of international space law were originally conceived and proposed by publicists in legal doctrine. An analysis of the early views of various authors on the legal regulation of space activities reveals their common characteristic feature - namely, that outer space and celestial bodies must be free for research and use by all states according to the general principles of international law, including the UN Charter, and not subject to acquisition by states.1 (#ftn1) Thus, proclaiming the freedom of research and use, as opposed to the creation of new zones of sovereignty, it was stated that outer space should serve the interests of all mankind. Outer space is a unique and essentially new field of human activity. The nature and physical characteristics of outer space are such that the activity is predominantly international. While international relations are regulated by international law, some specific norms and principles regulating the activities of states in outer space, including the Moon and other celestial bodies, were formed.

The method of regulation and the sources of international space law and general international law are identical. The purpose of international space law as an integral part of modern international law is to ensure and maintain international peace, security, and cooperation of states, protect the sovereign rights of states and the interests of all mankind by regulating the relationship of subjects of international law.2 (#ftn2)

The Treaty on the principles governing the activities of states for the exploration and use of outer space, including the Moon and other celestial bodies of *****************, commonly referred to as the Outer Space Treaty, is considered the cornerstone of international space law. The Treaty contains some fundamental principles that establish the basic legal framework for the activities of states in outer space. However, considering the treaty as a legal basis for space activities, many reputable lawyers in space law note the lack of proper accuracy and certainty in the use of terms.3 (#ftn3) Such a lack of clarity of law principles in some cases was the result of a deliberate omission. Despite such criticism, the Outer Space Treaty is the most important source of international space law. All the activities of states in the field of exploration and use of outer space are subject to its broad parameters. It should also be borne in mind that, according to its title, it is a treaty of principles and is considered the legal basis on which more specific agreements can be developed.

By the beginning of the 80s of the last century, in the opinion of the majority of lawyers, the system of international space law basically developed. Its main sources are, first of all, the five international treaties developed by the UN, and five non-binding documents adopted also by the UN, called the Principles. Moreover, there are a large number of bilateral and multilateral agreements governing the international aspects of cooperation in space. Sources of space law in a broad sense can also include a variety of national legislation, which, in some cases, plays a decisive role in regulating some issues that have not yet been reflected in international agreements, for example, in relation to space debris.4 (#ftn4)

However, by the end of the 20th century, large-scale changes occurred in the global space industry due to the end of political confrontation between East and West. As a result, the scale of international cooperation in space exploration has dramatically increased; the rapid commercialization of space activity and its deregulation at the state level began.

While in the founding document of international space law - the 1967 Space Treaty - space is called the province of all mankind (Art. I), in the study and use of which the entire humanity is interested (Preamble), it appeared not conducive to consensus as to whether space can actually be used for military purposes. Outer space, which, in a general sense, means everything that is more than 100 km from the Earth’s surface, becomes an arena for demonstrating technological power, from launching reconnaissance satellites to weapons testing. For example, China destroyed one of its old meteorological satellites using an anti-satellite missile prototype.5 (#ftn5) China's space program is gradually transforming from a purely research one to an instrument of diplomacy. Beijing has begun to actively include other countries in its influence, attracting them with various benefits, which also confirms its claim to world leadership.

The fact that many states have been calling for a treaty on the prevention of an arms race in space for decades, and recently with renewed vigor, speaks of the conviction of the international community that, under the existing legal regime, it is impossible to stop the militarization of space gaining momentum.

Until the mid-1980s, regulation of relations in the exploration and use of outer space was almost exclusively a subject of international space law. National regulation of these relations, if there was, then at a very limited scale in the context of the specification of the requirements of international space law. The only exceptions were the United States, where the National Aeronautics and Space Act was adopted in 1958, i.e., before the formation of the system of international space law.

In recent decades, under the influence of the commercialization of space activities, the pace of development of national space legislation has exceeded the pace of development of international space law. In more than twenty countries of the world, quite extensive systems of national space legislation have already been formed. At the same time, systemic laws in this area appeared. These are, in particular, the laws of Sweden On space activities (1982), Great Britain and Northern Ireland Outer Space Act (1986), the Russian Federation law On space activities (1993), the Republic of South Africa Space Affairs Act (1993), Australian Space Activities Act (1998), etc.6 (#ftn6)

In November 2016, the Parliament of Japan adopted the Law on Space Activities, which determines the procedure for state supervision and admission to space launches of enterprises that launch rockets and satellites. It is expected, a law, providing for such measures as state participation in damage compensation in case of accidents in cases where its value exceeds a certain amount, will contribute to a wider participation of private sector enterprises in the space business.7 (#ftn7)

Intensive development of the national space law system put on the agenda the problem of its harmonization with the system of international public and private space law. For all its significance, the national space law is not in a position to ensure universal law and order in outer space from a unified position. At the same time, it seems to complement international space law, including national legal mechanisms in the sphere of solving the problems of the "province of all mankind," taking into account the principle of the priority of the norms of international law over the norms of national legislation.

Back in 2010, President Barack Obama identified the priorities of American politics in space. Among them, there is the right to self-defense in outer space. The United States opposes the deployment of weapons in near-Earth space; however, given the actions of the Russian military, they refuse to accept Russian-supported agreements to limit the militarization of space, in particular, the projects on the Treaty on the Prevention of Weapons Placement in Outer Space and the resolution on non-deployment of weapons in the outer space.8 (#ftn8)

As noted in the US National Space Security Strategy, over the past fifty years, the exploitation of space has provided US politicians, military, and their allies with unprecedented opportunities for decision-making, military operations, and national security.9 (#ftn9)

The withdrawal from the ABM Treaty exacerbated the issue even more. The effectiveness of ground-based interceptors is critically dependent on the timely detection of missile launches, which is impossible without the normal functioning of the satellite constellation; its effectiveness is equally important for a successful "disarming" strike, in the context of which the US missile defense is designed to operate. At the same time, the main echelon of missile defense is, precisely, space one, the deployment of which was announced last year.10 (#ftn10)

A special feature of the US space strategy is its orientation towards the information component of the use of space, since, namely, information greatly increases the efficiency of functioning of other systems. The United States is beginning to shift its focus from strengthening combat power to the use of the information space and is striving to dominate in this area.11 (#ftn11)

An analysis of the US space strategy will be incomplete if one does not touch on one of its most important features: from the very beginning, the space was explored for military purposes; at present, increasingly more attention is paid to its civilian use, as well as the development of dual-use technologies. The civil and military components of the use of outer space are now interdependent and complementary.

In general, the new US space policy is built in a "non-confrontational" manner with an emphasis on ensuring sustainability, strengthening stability in space, a responsible attitude towards its development, the right of all peoples to free access to outer space, and international cooperation. It contains calls for openness in the implementation of space programs. The usefulness of confidence-building measures in space activities is emphasized. It is mentioned with certain reservations even the possibility of considering proposals in the field of arms control measures in space. All this, taken together, can create prerequisites for countries in the development of interaction with the United States in the space field, in some areas.

The international space legislation develops much more slowly, than world space activity. For example, the question of the use of civilian space objects and equipment for military purposes remains unresolved. Meanwhile, recently, the tendency of militarization of civilian space aspects is intensifying. In particular, during the US military operation in Iraq in 2003, up to 80% of military communications in the theater of operations was provided by commercial satellite systems.12 (#ftn12)

Perhaps, the main task is not to define what is meant by "peaceful goals," but to define "militarization": Are concepts "militarization of space" and "placement of weapons in outer space" synonymous (the latter is also sometimes found in this context)? Or do they affiliate to specific processes? If a direct prohibition on the use of celestial bodies for military purposes were extended to all outer space, would this be an obstacle, for example, to use satellites for targeting certain types of weapons on Earth? Lawyers, hot for peace, should agitate for such a prohibition with great care, taking into account that, from a practical point of view, satellites use of for targeting some weapons types can improve the accuracy of strikes and, consequently, reduce "collateral damage" - losses among civilian population. It should be remembered when the work on the new treaty finally begins.

The world is being regionalized. There are new players who are ready to realize their ambitions at the expense of the security of the whole world. The United States responds to these changes, trying to respond as adequately as possible to emerging threats. Taking into account the desire of many states to acquire space technologies, as well as the vigorous actions of some of them to strengthen their positions in space, and accordingly, in the regions, America needs to do everything to avoid an arms race in space. It is quite obvious that the deployment of weapons of mass destruction in outer space will cause an even greater imbalance in the existing system of international relations. At the same time, the unlimited testing of anti-satellite technologies creates a threat of collateral damage to all objects in one or another orbit.

Actions to prevent an arms race in space are already being taken. At the official level, it is recognized that the deployment of weapons of mass destruction in space is a very expensive and not yet implemented initiative. Instead, the United States is actively developing the information component of space, and also pays a lot of attention to the balanced development of the civil and military components of space and their interdependence and complementarity.

However, measures are also being taken to strengthen their positions in space, create more sophisticated defense systems, and enhance the intelligence capabilities of the United States. Space is becoming a solid foundation for the transformation of the US armed forces. One of the main steps of transformation should be the creation of a dynamic Global Information Grid, which would enhance the effective power of information and increase the effectiveness of the implementation of military space programs.

The main objectives of the legal regulation of space activities at this stage are to ensure security in the military aspect, the safety of people, and the natural environment, and the achievement of sustainability in the use of outer space in the long term. All three tasks are interrelated and complement each other. In theory, many of these problems could be resolved by a new international treaty. However, the current political context is fundamentally different from the picture of the 1960s, when there were actually only two parties at the negotiating table - the USA and the USSR, who offered the world to support the compromise they found.13 (#ftn13) Nevertheless, given the successful experience of the United States as an organizer of the peaceful settlement of multilateral conflicts (such as the Iranian Nuclear Agreement and efforts to stabilize the situation in the Middle East at that time), it seems reasonable for the USA to actively participate in the development of new international standards for the peaceful use of outer space.

Any analysis of the militarization of space should also take into account its impact on the environment. China was criticized for the testing of weapons, among other things, because as a result, 800 more debris appeared in near-earth orbit (this problem is an increasing danger because it can lead to a phenomenon known as Kessler's syndrome).14 (#ftn14) In fact, Art. IX of Space Treaty obliges states to avoid adverse changes in outer space or celestial bodies. Considering, again, that tests of weapons in space can be regarded both as complying with this provision and as violating it, this is another reason to start work on a new treaty as soon as possible.

Academic writing:

The Principles and practice of Waldorf early childhood care and practice

Waldorf pedagogy is based on the idea of R. Steiner, the essence of which is that all the forces - the soul, thoughts, feelings, will of the child represent one integrated whole. It is believed that learning should affect not only the intellect, but the whole person as a whole. Intellect is only one of the spiritual components of an integral personality, and any imbalance leads to a one-sided development of the child, various diseases. An important distinguishing feature of the pedagogical views of the founder of Waldorf Pedagogy - Steiner - is his philosophical anthropological approach to teaching a child. In the art of education and training, first of all, a deep knowledge of human nature is necessary (Petrash, 2002).

The main idea of Waldorf pedagogy is that the child should get acquainted with the world in interaction with the environment and, thus, gain life experience. The focus is on the perception and understanding of life truths, the ability to properly respond to external stimuli and behave in different life situations, rather than learning to read and write (Edmunds, 2004).

A child goes through three stages of maturation: from birth to seven years, the main thing is to take care of the physical development of the child; from seven to 14 years, the formation of his feelings is going on; from the age of 14 to 21, thinking develops and, as a result, the matured person has the ability to independently explore the world around him. At the same time, it is believed that early development of children is a very important component of their upbringing, and such development should be started as early as possible -practically, from the first days of life (Follari, 2014).

In the first three years, the child acquires those properties that determine his being as a person. During the first year of his life, he learns to walk; in the second year, he masters speech, and in the third year, he is experiencing an awakening of thinking. Combined, these abilities allow a person to realize himself, to know the world and act in it. The central event of this period occurs, usually, in the third year - the child begins to talk about himself "I." He becomes aware of himself. The time of crisis comes - the child very often says the words "no" and "I want," he shows real stubbornness. However, the child did not suddenly become bad and stubborn - in this way, he tries to find his boundaries and distance himself from the world. He awakens, feels himself, and wants to know: where am I and where is the world? (Follari, 2014).

After three years, a new amazing ability awakens in children: fantasy. Out of the most ordinary things, the whole world 'magically' arises: the handkerchief becomes a nodular doll, a piece of bark turns into a bridge, and the shell becomes a plate. Indeed, from the simplest things, with the help of fantasy, everything is going on anew. This implies in children the highest degree of intrinsic activity and mobility. At the same time, the view of the game itself is changeable and mobile; the game does not move in a smooth and even flow, but 'lives' in constant transformation, like a spring spurting out of the ground. The child seems to be jumping from one activity to another, but, at every moment, he is very intensively busy with his activities. If, let us say, a creative free game in a group lasts an hour and a half, then a four-year-old child can appear in ten different game situations (Nicol & Taplin, 2012). This cannot be understood at this age as incompatibility, inability to concentrate, because the child is really focused on the game as such, and, namely, it is its living space. The variety of game situations speaks again about his extraordinary internal mobility.

When children are about five years old, their game changes significantly. If earlier the impulse to the game came from the outside - any object impelled imagination and activity, now the impulse comes from within. The child has inner images and ideas and seeks to translate them into action. He already knows all the play and building materials in the group and skillfully uses them. Children at this age can create complex buildings consisting of several parts, having their specific purpose and a special arrangement. By the age of seven, children have within themselves a certain plot of the game, defined roles for all participants. The game becomes long and focused on a goal that is already visible to children (Querido, 1983).

Early childhood (according to Steiner, the first seven years of life) is a time for bodily development. The early age of children involves the assimilation of a huge amount of information. The task of the parents is to ensure that the process of teaching the child new knowledge is extremely unobtrusive and in the most accessible form for him. The main principles of this system, taking into account the early age of children, is the formation of figurative thinking, empathy, and sensory knowledge of the surrounding world (Honigblum, 2017).

The task of an adult in the Steiner pedagogical system is to help the child unleash the unlimited creative potential laid down in him, and not to infuse the final set of knowledge and competences into child' consciousness, preparing him for adulthood. On the contrary, the child is given the opportunity to remain a child as long as possible, enjoying the joys of childhood. Childhood is a unique time in the cycle of life, which has its specific characteristics, values, and objectives. The only task of the child is to develop his world, open up, and realize himself through the age-specific leading activities. At the same time, for the entire preschool period, it is a game - firstly objective, and later subject-role-playing.

Children go to a Waldorf kindergarten at three years of age and go to school at the age of seven. It is believed that, up to three years old, baby learns upright posture and speech, for which he needs a home environment. After the appearance and consolidation of his "Self" in the child’s personality and mastering the basics of the role-playing game, he is ready for kindergarten (Honigblum, 2017).

Supporters of Waldorf pedagogy believe that the child comes into the world not as a "clean board," but as a highly spiritual being, with a large baggage of "pre-Earth," cosmic, spiritual experience. In the process of long-term cosmic evolution, a human passes through many stages of development, wandering from planet to planet and reincarnating. In the womb, a person goes through all the previous stages of his condition (who he was on Saturn, the Sun, the Moon, before taking the human form) (Childs, 1992). After birth, he must adapt to new conditions of life outside the womb, to a new way of breathing and nourishment. That is why Waldorf pedagogy categorically denies the child’s intellectual stimulation: in the first few months, not the abundance of impressions is important, but peace and security. A reliable shield from the outside world, its hustle and noise can be an old cradle for the baby, roasted with a transparent pink cloth. The swinging cradle suspended in the air forms a smooth transition from the state of life in the womb to the physical world. Understanding body, getting to know loved ones, crawling - every new achievement is very important for a baby, and to make them, he needs help. However, according to Steiner, it is not necessary to accelerate development: the child needs time, which does not mean that it is necessary to remain inactive: the task of the parents is to give the child what he needs right now, at the moment, and not in the future. This is the basic principle of Waldorf education (Petrash, 2002).

The main stimulus for the development of a child is full contact with the mother -bodily, mental, and spiritual. It manifests in everything: in breastfeeding, swaddling, care, carrying on hands, caresses, games, activities. Everything else - rattles, developing design nursery - represents only a small addition.

From birth, parents seek to establish a regime for the child, or, as the followers of the Waldorf system call it, a rhythm. Rhythm is needed not only by the youngest children, but it is necessary throughout the entire period of childhood. It is proposed to alternate during the day the phases of "inhalation" and "exhalation." The inhale phase is a lesson under the guidance of an adult or reading aloud. The expiratory phase is the child’s self-expression through the creative play (Petrash, 2002).

Keeping the rhythm gives a connection with the land and nature, which modern people, living in the city, completely lose. This enables the child, through his or her activities, to experience the rhythm of the year, connect with it, and experience what autumn, winter, spring, or summer are (Jaffkre, 1996).

Many traditional kindergartens have visual aids that develop abstract thinking, but the child does not experience anything. In Waldorf pedagogy, it is very important that children have a tactile experience: dealing with spikelet, then children touch them, feel how hard their tendrils are, then they tap and watch how many grains fall out. Children know what happens at different times of the year, and they know this not because they memorized it, but because they experienced it. It gives mental health, stimulates interest in the world, and develops a sense of belonging to it (Nicol & Taplin, 2012).

According to the program document of the European Council for Steiner Waldorf Education, the formative principle of Waldorf pedagogy is anthroposophy (Honigblum, 2017). Steiner seeks to subordinate pedagogy not to the opportunistic requirements of the "late industrial democratic society of achievements," but to the needs of the development of the child. These needs are considered by him in the light of his anthroposophical hypotheses about the triunity of human, his four essences, and the teachings on temperaments (Oldfield & Nutbrown, 2012). In a person, Spirit, Soul, and Body are combined, which correspond to thought (intellectual and cognitive abilities), feeling (emotional sphere, artistic, and creative abilities), and will ("production and practical" abilities). Therefore, the task of pedagogy is not only the development of intellectual abilities, but also emotional maturing and the formation of the will (Petrash, 2002).

The learning material is given in blocks (epochs), but the day at all stages of education (from the nursery to the seminaries) is divided into three parts: spiritual (where active thinking prevails), mental (learning music and eurhythmy dance), creative and practical (here, children learn, first of all, creative tasks: sculpt, draw, cut out of wood, sew, and so on). The rhythm of the day can be subordinated to the subject, the block of which is now in the study (for example, if mathematical material is studied, children are offered to "see" it while dancing or sewing). Moreover, educational material is given taking into account the compliance to the child’s development and the development of the historical society (Honigblum, 2017).

For a child, the external rhythmic organization of life is of paramount importance, helping in a healthy way to adjust not yet balanced internal rhythms. Rhythm helps the child to move easily from activity to activity, instills in the child a sense of confidence and security, and represents the most important condition for the mental well-being of the child.

The statement about the meaning of the rhythmic system for human health and its connection with the sphere of feelings and emotional life has opened up great opportunities for pedagogy regarding the health effects on the child’s body. Developing the children' sensual sphere through the artistic image as the leading methodological and didactic principle in arts lessons, teachers of Waldorf kindergartens and schools awaken aesthetic principles in schoolchildren, reinforce the sense of beauty that they believe has a beneficial, harmonizing effect on the entire body (Oldfield & Nutbrown, 2012).

In the context of the holistic pedagogical process of Waldorf kindergartens and schools, two groups of principles can be distinguished: the principles of the organization of the pedagogical process and the management of children' activities. The first group includes the principle of anthropocentrism, the principle of free development and creativity, interdisciplinary connections, the connection of the subject with life, and the principle of visualization. The second group includes the principle of nature conformity, the preceding of the artistic to the intellectual, the principle of rhythm, reliance on the authority of the teacher, imitation, and example (Nicol & Taplin, 2012).

Waldorf kindergartens work according to the following pedagogical principles: creating an atmosphere conducive to the development of the child; education through imitation and example; the cultivation of diverse forms of gaming activities; creating a space conducive to the development of free play; organization of a healthy rhythm of life of the group; classes in various types of labor activity ("pedagogy of the hand"), and various arts (painting, music, modeling, eurhythmy) (Nicol & Taplin, 2012).

The early age of children, usually, involves all-round development, so this method focuses on the following: learning poems, fine art, musical education, mastering labor skills (Oppenheimer & Almon, 2007).

According to the Waldorf concept, the child’s development goes on for seven-year cycles. The first seven years is the most important. It is the foundation for later life; it lays the foundation for a healthy strong will in feelings, thoughts, actions, and aspirations. The deepest layers and levels of the personality are formed in the child. That is why not formal requirements for knowledge, but human relations with the teacher, the general well-being of the child in kindergarten, the atmosphere in the group come to the fore. The development of a child begins with perception - to see, experience, be surprised. Thus, life experience is acquired, then conclusions are drawn from it and theories are built (Oppenheimer & Almon, 2007).

The child is not a "blank sheet" on which one can write what he likes. The child is the individuality. He already brings with him certain properties, inclinations, and predispositions. Educators should help this individual unleash his abilities and rework weaknesses and problems. At the same time, the efforts of parents and all other adults involved in upbringing should be united in their striving to know and understand the child’s individuality; therefore, the main practical skill of the Waldorf educator is precise observation and action appropriate to the circumstances and nature of the child. It is necessary to take the child for what he is, see what he came to the earth with, and try to give the child everything he needs to develop his creative potential. In no case life should be dictated to him, but educators should help him to find a way (Edmunds, 2004).

The kid at this age is a single sense organ; he is open to the world around him, he absorbs it like a sponge. All good and bad deeds, joy and anger, mimicry and intonation of adults - all this the child perceives and, imitating, learns. A child is a single sense organ, and manifestations of will power represent his fundamental need. Intuitively, a child absorbs everything, what is happening around him, even the thoughts and intonations of adults. He is entirely and completely as if a single sense organ. Steiner believed that the child is the perfect sense organ, but the sense organ in which desire (will) acts (Honigblum, 2017). A child before second dentition, i.e., preschooler child, is completely open to sensual impressions, defenseless against them. Steiner constantly emphasized this fact, calling the preschooler a child entirely "sense organ." That which happes in the child’s environment is directly imprinted in him, and, moreover, in the most varied way. The outburst of an adult’s anger, which occurred in the presence of a child, is not for the latter only an optical or acoustic perception, but penetrates deeply into physicality and affects blood circulation and metabolism. With the help of twelve sectors of sensual activity, the world is opened up to human, becoming in him the living experience of the corporeality of his own, of surrounding world, and spiritual world of other people (Soesman, 1999).

For child' full development, it is necessary for the world around us to be understandable and real: with a consistent, natural connection between events and phenomena. Adults should also accustom themselves to thinking, to express their thoughts, behave in such a way that the child’s immense need for imitation finds examples that will remain a model for him for life. Through imitation and play, he establishes a connection with the outside world, and also transforms and absorbs all the impressions received from it (Querido, 1983).

Will exerts a decisive influence on the formation of a growing up person at this age, which is so evidently expressed in the desire to emulate (Meyerkort, 2000). Therefore, we do not contribute to its development in any way, for example, if we sit and read a newspaper or watch TV. We must consciously do something with the children: for example, tidying up the house, sewing, carpentry, baking or building, singing, drawing - do everything that requires meaningful movements. All kinds of outdoor games, ranging from games on the fingers and ending with game dances, represent a great 'asset' in this sense. Simple beautiful toys from natural materials strengthen the imagination and feelings genuinely. Realizing the fundamental importance of the first years of a child’s life, we are imbued with a sense of deep responsibility, which, at first, can be overwhelming. However, relief and confidence are found in working together with children, where we become witnesses of their continuous development. It is important that the days and hours spent together take a meaningful and interesting form. Its integral part is the rhythmic repetition of individual moments.

Rhythm and repetition constitute the most important organizational basis for life in the kindergarten. Rhythms permeate the whole human existence: blood circulation, digestion, breathing, wakefulness, sleep, and much more - these are our internal rhythms. Rhythms surround us in the outside world: the change of day and night, darkness and light, seasons, etc. The rhythmic system of the body, which has the heart and lungs as its center, is located between the pole of the nervous system concentrated in the head and sensory organs, as well as the system of metabolism and the extremities. A disease can be interpreted as a shift in equilibrium towards one of these poles, while the rhythmic system is a dynamic balance - the source of health (Petrash, 2002).

For a child, the external rhythmic organization of life is of paramount importance, helping in to adjust the unbalanced internal rhythms a healthy way. Rhythm helps the child to move easily from activity to activity, instills in the child a sense of confidence and security and is the most important condition for the child's mental well-being (Edmunds, 2004).

In kindergarten, children live in the rhythm of the day, week, year, and this rhythm is not some far-fetched pedagogical invention, but corresponds to the great wisdom of our ancestors: to live in harmony with what surrounds us, what was and always will be, regardless of us and our desires - the phenomena of nature, the changing seasons. Rhythm is a carrier of health; all life processes are connected with rhythm. If a certain rhythm is created for the child, and the opportunity to live through a constant sequence of events in his life is given to him, he will gain confidence and calm (Follari, 2014). The rhythm of the week is associated with classes that are repeated on the same days.

The annual rhythm is associated with changes of seasons - in winter, spring, summer, and autumn. Each season brings with it special feelings that the educator conveys to the children in the game, round dance, poetry, songs, needlework, and painting. For example, in winter, children mold from warm wax, which gives the kids a sense of security and comfort. In the summer, the children paint with watercolors that bring freshness and coolness with them. In the spring, when nature awakens, the caretaker tells that the time has come to cultivate the land, and the kids on the playground make their beds and plant wheat, make woodwork, vines, wool, and cloth. So, children experience the mood of the season, and a feeling of closeness with nature is born out of this empathy. The completion of each season, a whole epoch for a child, is always celebrated with a special holiday, which is not prepared in advance and is not rehearsed day after day. It is as if born of itself and becomes the culmination of all the senses. The best food on it is pies baked by children, made from flour, which they ground from wheat, which they themselves grew (Nicol & Taplin, 2012).

Here, we should recall the above statement that, cccording to the principles of Waldorf pedagogy, the development of a preschooler takes place in a rhythmic change of two polar processes - impressions that the child receives from the outside world ("inhaling"), and creative objectivities in which the child expresses the inner impulses of his being, processing and assimilating his impressions and experiences ("exhalating") (Honigblum, 2017).

"Inhaling" means that impressions penetrate into the depths of the nature of the child and have a formative - positive or negative - effect on him. "Exhaling" means the inner processing of impressions, in the process of which the experience received by the child is absorbed by the structures of his soul and body. Possible negative impressions and experiences are also processed and, if possible, harmonized. Such assimilation and processing of impressions takes place in a dream, in fantasies, in reflections, repeated internal recalling, in imitative reproduction of the absorbed, in the arts, etc. (Honigblum, 2017). Ideally, the kindergarten program should realize the balance of these two polarities - the various impulses received from outside and the child’s autonomous creative activity.

Groups in kindergarten are not divided by separate ages, but represent a mixed, uneven-age group from three to six years, in which children live like in a large family. A small child seeks to imitate the elders, to participate in everything they do, and to learn. Older children imitate the tutor and reinforce their skills by helping the kids. Among children of different ages, a child consistently and harmoniously experiences his growing up, as if climbing the steps of the stairs leading to the big world. Looking at the kids, he can see whom he was before. Using the example of elders, he understands what he will be in a year - strong, smart, fair. He knows that the older children have their adult responsibilities - they are the main assistants to the educator, they are allowed what is not allowed to the younger ones. Moreover, older children know many interesting games; they can jump rope, deftly throw and catch the ball, run fast. They can come to the rescue, calm and reconcile young children.

Over time, the child gradually masters all these complex actions, as if he grows up to them. His role in the group is changing; serious things are beginning to be entrusted to him - for example, cutting fruits and vegetables for lunch, helping adults to fix wooden furniture, organizing a game, etc. The child becomes an "adult"; now, he himself helps the caregiver, he himself can come to the rescue of the younger ones. This feeling (which is very important) ripens in the child itself. Educators do not need to specifically teach children to behave properly. The child gets this experience by creatively repeating the actions of older children (Oppenheimer & Almon, 2007).

Waldorf system is unthinkable without a game, which plays a crucial role in the educational process. The most useful is independent game without the intervention of adults. The free play of a child is one of the foundations of development; a will is formed in it, and a creative imagination manifests itself.

Although free creative play is not didactic in the narrow sense, carried out only for the achievement of the educational goals set by adults, the child learns intensively in the process of free play. In a free playing, the child reproduces his experience, creatively uses objects and masters their properties, interacts intensively with other children, voluntarily obeys the general rules. Thus, free play is understood, primarily, as the creative, free disclosure of the child’s essential forces (Follari, 2014).

Typical children's games are "Daughters-mothers," "Hospital," "Shop," "Building a house," "Train ride." Imitation of adult work in the game (cooking, caring for the child, treating the patient, selling goods in the store, etc.) contributes to the appearance in children of the qualities that they will need later in their adult life (Oldfield & Nutbrown, 2012).

The role of free play in the development of fantasy, all the creative forces of the personality is great. In the process of free play, the child experiences a variety of emotions, gets used to various images. In the game, he naturally exercises and improves speech, while younger children easily increase their vocabulary by communicating with older children. Free play is an organic way to master a variety of skills and abilities.

Practice confirms that children's free play proceeds best against the background of any creative activity of adults. From it, child receives creative impulses for his game, as well as new examples to follow. Fundamentally important is the mood with which the educator sews, repairs old or sews new toys, or engages in some other creative activity. The mood should be bright, inspirational. Bright, tasteful work tends to attract children (Honigblum, 2017). The child can freely leave his play to join the caregiver and his activities, and then return to it again.

Toys are made from natural materials. In extreme cases, they are bought from craftsmen. Dolls and animals are sewn or knitted and stuffed with loose wool. The second principle of making toys is that they are simplified to a primitive level. It is believed that simple toys - for example, a wooden block that serves as a table, then a car, then a horse - not only contribute to the development of children's imagination, but also correctly affect the development of internal organs (Oppenheimer & Almon, 2007).

Children should play as much time as possible in the open air, work in the garden, which brings children closer to nature. Steiner offers key crafts for children: growing plants, weaving baskets, baking bread, embroidering and weaving, cutting wood, making toys, working on a pottery wheel. Children should paint and chalk, sculpt from wax - but without samples and proposed patterns, without a given theme and certain rules. In this case, children are offered three basic colors: red, yellow, and blue. The remaining colors are created by the kids themselves, mixing and diluting the primary colors (Oldfield & Nutbrown, 2012).

Most often, teachers make the game material with their hands from natural materials, together with children. The creation of toys can involve cones, bark, straw, and wood. The main thing is that it is a natural and environmentally friendly material. Moreover, one game item can be endowed with several functions. Also, the children are involved in the process of drawing, modeling, staging performances. It is worth noting that clay in the Waldorf type institutions is not used. Instead, a specially prepared wax is used (Nicol & Taplin, 2012).

Holidays in Waldorf Garden occupy a special place. After all, these holidays are not a demonstration of achievements, but an important part of the common life. They are carried out in the spirit of folk traditions. Children are not trained according to the prepared scenario. These are real holidays of the children's soul, where children, parents, and educators are both guests and hosts at the same time. Therefore, they do everything together - they decorate the kindergarten, they bake pies right in the group, set the table, learn poems, sing songs, and dance.

At the heart of the organization of all the life of children a specially developed system of activities lies, which is related to seasonal cycles. With the help of theatrical performances, games, dramatizations, fascinating "events," children "dive" into new areas of reality, within which they absorb new knowledge and skills (Oppenheimer & Almon, 2007).

In Waldorf kindergarten, in addition to calendar holidays (Christmas, New Year, Women's Day), there are other holidays. For example, Harvest Day, on which a fire is made from leaves, potatoes are baked, and each kid receives a basket with autumn gifts. In November - the Lantern Festival - children and adults, "armed" with homemade lanterns, go in search of the treasure that the dwarfs hid. At Christmas, a performance about the Miracle, candles, apples, and soft music is carried out (Oppenheimer & Almon, 2007).

Holding holidays with children is a special pedagogical task, an important part of the life of the Waldorf kindergarten. They are not something separate, but correspond to the annual rhythm and the change of eras and seasons. Preparation for the holiday begins long before it and makes up the rhythm of the week and day. Children, parents, teachers, and educators are both organizers and participants of the holidays - the role of the audience here, as a rule, is not provided (Follari, 2014).

All major holidays are associated with different virtues - courage, kindness, gratitude, love, sympathy, loyalty. These virtues are embodied in fabulous, including biblical, images; for them, there are their specific stories and plots. Holidays develop the will, promote moral education, give children the opportunity to experience a wonderful time; through them, traditions are transmitted, and the culture of nations is expressed.

Rudolf Steiner linked the holidays with the one-year movement of the sun, and the movement of the sun throughout the year - with the spiritual development of human. He believed that, looking at the daytime movement of the sun, we can attribute to it what is beneficial to our body; looking at the annual movement of the sun, we can attribute to it what is useful to our soul (Edmunds, 2004). Thus, holidays in Waldorf pedagogy are not considered as separate events, but as the most important stops on the path that passes through the entire one-year circuit.

With all the above in mind, it can be said with confidence that the main feature of Waldorf pedagogy is the denial of the direct impact on the child. Education and training go through the gradual formation of the emotional sphere, the intellect, to the education of the child's volitional sphere. The core of educational work is the organization of moral education, which is based on Good, Beauty, and Truth. These qualities will serve the child in the future the basis of morality, creativity, and wisdom. Waldorf pedagogy can rightfully be attributed today to the most promising and successfully developing areas of world non-traditional pedagogy.

Academic writing:

An investigation into the external factors preventing SME pharmaceutical companies from becoming global

Introduction

The world pharmaceutical market is one of the fastest and dynamically developing commodity markets in the world economy. Globalization in the world economy predetermines its stable development.

The world pharmaceutical market is a dynamic system, and corporations respond to the challenges of the market, determining by their actions the redistribution of capital in the industry, shifts in the international division of labor and in the location of production assets (Campbell & Chui 2010).

The processes of globalization predetermined the development of the world pharmaceutical market in recent years. At present, it is a multi-stage structure with steadily growing rates of sales, production, and profitability. In the literature, key indicators of the modern pharmaceutical market include the following: high profitability of drug production; large investment in research and development, a high level of marketing and marketing costs, extensive state intervention and market control, market development taking into account the trends of globalization and the integration of the world economy.

At the same time, the pharmaceutical industry is one of the dynamically developing and promising sectors of the modern world economy. Compared to, for example, other sectors of the manufacturing industry, where the level of net profit is about 5% of gross income, pharmaceutics is a highly profitable business where this index can reach 18% per year (Business Sweden 2016). The industry was a high-tech segment even during the global financial and economic crisis. If we compare the indicator of research and development in the industry, then in the pharmaceutical sector, the corresponding investments substantially exceed this index in other sectors. Annual allocations for research and development in the industry amount to about 120 billion US dollars, which, for example, is 2.5 times higher than capital investment in the electrical ************* times chemical and 5 times the aerospace industry (IMIS Institute for Healthcare Informatics 2014). To this, we should add that, for example, in Japan, a fifth of the total profit from the sale of medicines is reinvested in research and development (in the United States about 20%, in the EU about 15%) (IMIS Institute for Healthcare Informatics 2014). No other industry is doing such intensive research and development activities. Accordingly, this determines the need for pharmaceutical companies to have very significant financial resources, which is a serious obstacle for SMEs.

The high level of science intensity of the world pharmaceutical industry has led to close cooperation within the framework of interbranch relations of pharmaceutical companies with other industries, for example, energy, biotechnology, defense-industrial complex, petrochemistry. Therefore, the world pharmaceutical industry, according to some researchers, is the most complex branch of the chemical, as well as biotechnological, industry, with a high level of research and development and large commercial and capital expenditures (CPhI Pharma Insights 2016). The key role in this is played by the largest innovative pharmaceutical transnational companies (TNCs) (ITA 2010) in shaping the consumer value of the industry's products.

In the modern world, up to forty new drugs appear every year. Currently, at various stages of design, there are more than three thousand new drugs, most of which are intended for the treatment of oncology, diabetes mellitus, and the treatment of rare diseases. At the same time, the introduction of new drugs to the market is negligible (about 25-*************,*****************%), since many of them do not pass clinical trials (Goldacre 2013). Obviously, this is also a serious obstacle to the emergence of SMEs on the global market, since it carries the risk of large financial losses that can put a small or medium-sized enterprise in a difficult financial situation.

The foregoing determines the need for a comprehensive analysis of external factors preventing SME pharmaceutical companies from becoming global and to make recommendations for improving the SMEs strategy and public policy measures to increase the competitiveness of SMEs in the global pharmaceutical market.

Significance of the research

Complicating the situation in the global pharmaceutical business and increasing competition cause the need to change organizational approaches to the management of the company's goods portfolio, with a subsequent focus on meeting real public health needs and with a steady increase in the importance of strategic marketing and research, which, in the opinion of some scientists, will give a new impetus to the stable development of the industry (Tempest 2011). We agree with this point of view, but we believe that the complication of the situation in the global pharmaceutical business in the coming years will be associated with the complication of the structure of the world demand for medicines, which is difficult to be predicted in the face of new, previously unknown diseases.

In general, the problem of stable development of SMEs in the world market of medicines appears to be multifaceted in view of the fact that the material flow of medical products is formed not only in industrial enterprises, but also in a large-format retail network (pharmacy and wholesale, using a set of marketing activities).

According to the total revenue of the largest pharmaceutical TNCs, only 25% of the world market is controlled by regional leaders and national companies, i.e. those with more than half of the assets and sales concentrated in their home countries (in regional leaders- in the home regions) (Law 2016). Meanwhile, high competition encourages small and medium-sized enterprises to search for innovative methods of doing business and development, which can have a very positive impact on the world pharmaceutical industry and market (AbdelLatif & Zaky 2013).

In the globalization of the world economy, one of the options for the development of the industry is the further consolidation and globalization of the pharmaceutical industry, due to the constant increase in the costs of developing and creating new original medicines, as well as the unequivocal position of large medical institutions aimed at reducing procurement prices. This obviously leads to the need for the development of integration processes in the industry under investigation and manifests itself in the form of alliances, the unification of sales systems, and the organization of information exchange, and these areas of work not only contribute to optimizing the technological, scientific, marketing, and administrative divisions of companies, but also contribute fairly noticeable reduction in costs. The latter, in turn, leads to cheaper prices for drugs sold on the market and promotes the accumulation of financial resources for the development of new pharmaceutical products.

At the initial stage of development of the pharmaceutical business (second half of the 19th century), all pharmaceutical production was controlled by national companies, mainly Western European and American. However, with the acceleration of globalization, these companies, taking advantage of their competitive advantages, went to neighboring region

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