Physics has been and keeps being of primary importance in the formation of the modern civilization. That its results are behind every natural science and advanced technology is not the only point. In fact, the ideas, techniques, principles, and models of physics, which were initiated by physicists in solving their specific problems, have formed the skeleton of any scientific knowledge and found applications in even those scientific, applied and humanitarian fields that are rather distant from physics. The examples are numerous: the modern model of the protein molecule was developed by physicists; quantum chemistry is based upon quantum mechanics, which was created by physicists; a great deal of problems in modern mathematics were posed and elaborated by physicists; well-known geological models are formulated in terms of physics equations; many successful business people — on the domestic and international markets — have educational backgrounds in physics.

A QUALIFIED PHYSICIST POSSESSES KNOWLEDGE AND SKILLS THAT ALLOW HIM OR HER:

• to develop, maintain, and, if necessary, upgrade present-day scientific and technical equipment, and also find for it original and unexpected applications;
• to effectively use mathematical techniques for qualitative and quantitative description of diverse phenomena and processes and also for quantitative estimates of their consequences;
• to professionally develop and utilize software applications for computer simulation of potential scenarios of evolution in complex
  natural and socioeconomic systems.

Such professional qualities enable a physicist to integrate relatively easily into almost any field of human activity, making it there. For instance, physicists working for major financial corporations rely upon the nuclear reaction controlling methods in order to reduce financial risks in investment portfolio and money flow management. Professionals involved into research on the properties of fluids discover surprising, but yet unclear statistical regularities in classical literature masterpieces and musical compositions. And much more examples like these can be given.

Therefore, the fundamental higher education in physics that we offer may be of great interest not only for anyone of you who has already made up their mind to become a scientist, engineer, faculty member or high-school teacher in the field. This education | also opens a world of opportunity for those still trying to find themselves.

As other professionals, physics students specialize in certain areas by registering for formal training programs in several sections and departments. In this respect, the Faculty of Physics at Odessa National University offers its students a comprehensive approach. Don't miss this chance to secure your future!

The enterants are enrolled into seven sections where they major in physics or astronomy. The sections and their objectives are as follows:

• Teachers Section - the training of university, college and high-school
  teachers in physics, information science and astronomy;
• Research-and-Production Section — the training of researchers, engineers and experts in physics, to work in industry, at research institutions and test laboratories;
• Computer-Aided Physics — the training of software development
  engineers, with specialization in computer simulation, visualization and animation of dynamic processes in physical objects and systems;
• Management of Science and High Technologies - - the training, for financial and industrial groups and corporations, of experts capable of
  using mathematical methods and contemporary physics models for
  forecasting market processes and investments protection;
• Medi cal Physics — the training of researchers and operators specializing in development, exploitation, setting-up and maintenance of complex medical apparatus and systems designed to analyze and display medico-biological information;
• Stellar Physics and Cosmology — the training of professionals in stellar astrophysics, solar system physics and astronomical instrument-making;
• Cosmic Geoinformation Technologies..

Though the studies in the seven sections are pursued in different directions, the core courses — those in general, theoretical and mathematical physics, pure and applied mathematics, and programming techniques — are based upon and taught according to common curricula and syllabi. This gives the students an opportunity to change, if necessary, their sections. On the other hand, those interested in gaining extracurricular professional skills can take some of the courses offered in different sections.

There are, however, significant differences in the sections' curricula and syllabi as regards the basic theoretical and specialized courses and also the internship programs. For example, psychological and pedagogic disciplines (psychology, pedagogy, teaching and recitations techniques,! etc.) have a significant place in training the students in the teachers section; so does the study of finance in training the students in the section of management of science and high technologies.

From the third year on, the physics students chose to specialize in certain areas of physics by taking advanced courses and doing independent research at one of these departments of the Faculty:

• the department of theoretical physics;
• the department of experimental physics;
• the department of solid state physics and electronics;
• the department of general and chemical physics;
• the department of heat  physics.

• the department of astronomy.

AND ARE CONFERRED ON THESE DEGREES:

• those who has taken a 4-year program and passed the State Examinations — of Bachelor of Science;
• those who has completed the fifth-year program after a BS and presented their Diploma or Master Thesis — of Specialist or Master of Science The School assists its graduates in finding employment.

The Faculty of Physics confers on its graduates the degrees of:

• Bachelor of Science (4 years of study);
• Specialist of Science (5 years of study);
• Master of Science     (5 years of study).

A graduate of the Faculty is qualified to work at:

• educational institutions of different levels (universities, colleges, and high schools);
• research organizations (institutes, laboratories, and design offices);
• manufacturers (factories and concerns);
• computer centers;
• astronomical observatories;
• controlling, information and managing units and agencies;
• commercial businesses;
• environment- and ecology-monitoring organizations;
• ba nks;
• consulting firms;
• advertising agencies;
• medical institutio;