Vol 26, No 195 (2021)

The work deals with the problem of professional self-determination of students in the process of professional training in the universities of the science city. We consider the types of self-realization, present a model of professional self-determination of future young scholars, as well as methodological approaches to building a model and its components. The organizational and pedagogical conditions for the professional self-determination of students on the basis of the cluster approach are presented: the orientation of the educational process of universities in science cities to interact with enterprises, research institutes of the science city, the business community; active organizational and educational position of universities in science cities to promote employment and job placement of students at enterprises in science cities; a combination of various forms, methods of supporting the professional self-determination of students; accompaniment of the educational process with a digital ecosystem for practice-oriented interaction of students with employers and other interested social partners. The implementation of the model in practice will allow students to engage in professionally oriented interaction, including through project activities and interaction through Internet technologies with the world professionally oriented scientific community.

The work reflects the urgency of the problem of military-patriotic education in the troops of the National Guard of the Russian Federation, reveals the need to develop a technology of military-patriotic education of military personnel during the development of moral values system in units, which is confirmed by the creation of the Coordinating Council for Military-Patriotic Education of the Federal National Guard Service of the Russian Federation under the Director of the Federal National Guard Service of the Russian Federation – Commander-in-Chief of the National Guard of the Russian Federation V.V. Zolotov. The subject of the work is the pedagogical conditions of the proposed technology of military-patriotic education of military personnel. The study of the essence of technologies for the development of patriotic qualities makes it necessary to identify the nature of their real implementation, to determine what is characteristic of this process. The chosen method makes it possible to achieve the goal. The obtained results may be applied both in the National Guard troops and in other military formations. The main causes and disadvantages of military-patriotic education of the military personnel of the National Guard troops are analyzed, as a result of which it can be concluded that there is insufficient theoretical, methodological and methodological justification, the lack of an optimal planning system and practice of conducting special classes with military educators from the leading problems of militarypatriotic education, the lack of creative tasks and creative orientation of military-patriotic education, insufficiently effective organization and conduct of military-patriotic education events, weak implementation of educational functions of the military-social environment and the life of personnel, once again emphasizes the relevance of the work.

We consider the peculiarities and prospects of modern methods of teaching English in their connection with the cognitive sciences. The key aspects of teaching English within the framework of the communicative-cognitive approach using cognitive linguistics as a linguistic basis are considered. The importance of the balance of the communicative and cognitive aspects of a foreign language lesson is substantiated while providing evidence in favor of the effectiveness of teaching a foreign language, which is of a communicative and cognitive nature. We provide examples of possible difficulties occurring while organizing foreign language teaching and suggest some ways to overcome those difficulties. The prospects for the development of communicativeoriented teaching of a foreign language are outlined. We provide evidence for high potential of foreign language teaching organized on a linguocognitive basis, in particular in a number of cases that are difficult for traditional approaches. By the example of negation in English, the effectiveness of teaching a foreign language on a linguocognitive basis is substantiated. We provide a classification of functional characteristics of negation from the standpoint of cognitive linguistics. It substantiates the potential of using role-playing games and sketches in the structure of a communicative-cognitive lesson, based on the principles of cognitive linguistics. We provide a set of examples of role-play games and sketches for teaching negation in English on a linguocognitive basis and provides evidence for their high potential in teaching the theoretical and practical aspects of English.

We reveal means of knowledge representation (frame, script and plan) and M. Minskiy’s hierarchical structure of the frame. It highlights different means of applying the frame theory to the native pedagogics as a frame pedagogical technology which enables students to enlarge the volume of knowledge under study without enlarging the volume of time spent on it; as a way of arranging the vocabulary necessary for a text comprehension and as a way of compiling a student’s dictionary. We offer a hyperframe model “A Manual for Master’s Degree Students in International Relations”. We analyze stereotypical and structural lexical and semantic features of mass media texts included into this hyperframe. We focuse on the stereotypical structure of exercises and tasks circulating in the hyperframe: pre-text, text and after-text. The article stresses the importance of stereotypical tasks in each module, like “Agree/Disagree” and “Discussion Points” in order to further develop the soft skills of the 21st century. We offer Quizlet as a way of electronic means of learning new vocabulary and prove the necessity of including tasks aimed at the development of academic writing. The study also points out the pedagogical technology “Flipped Classroom” as one of the methods of working with the textbooks for Reading.

The case method is one of the methods of problem learning, which allows, based on the description of the problem, to organize the learning process in order to develop a number of universal skills and foreign language speech skills of students. The history of the case method, the typology of cases, the didactic and linguodidactic potential of the case method are described. Based on the analysis of scientific literature, we distinguish the following typological features: a) the complexity of the case; b) the purpose and objectives of the case; c) the degree of structuredness; d) the volume of the case; e) the presence of the plot; f) temporary space; g) subjectivity; h) dominant type of activity; i) subject-content area; j) the number of participants; k) language of the project. The work describes in detail the types of cases for each type. The case method has a didactic potential, allowing to develop analytical skills, critical thinking, professional creative thinking, practical skills, communication skills, social and reflexive skills. When teaching a foreign language on the basis of foreign language cases of a general cultural or professionally oriented direction, students will be able to develop productive (speaking and writing) and receptive (listening and reading) types of speech activity. A nomenclature of speech skills developed in the process of using the case method for each type of speech activity is presented.

It is known that the main difference between a military specialist and a civilian is the ability to work with military information. The main tool for the development of the comprehensive competence of a military linguist is the modeling of a kind of “virtual reality” that reflects the tasks of various types of translation activities. Accordingly, teachers are faced with the task of developing and improving cadets (students) of the basic translation skills and abilities in the field of military professional activities of military translators. In the preparation of military translators, a competence-based approach is used, which, in turn, determines the main requirement for university graduates – the ability to perform tasks of any complexity based on the knowledge gained during training. Based on the foregoing, it becomes obvious the need to develop a specialized teaching materials (TM) for the practical course of military translation. We cope with this task on the basis of the latest research in the field of methods of leading foreign language universities. Within the framework of the developed teaching materials, we implement a competence-based approach, since for full and high-quality preparation for the performance of specific job duties, the tasks of the complex must meet the goals and objectives of training, and its content must correspond to the list of competencies of a military linguist. The problems of training specialists in the field of military translation are outlined, the most important competences of military linguists are given, the criteria and aspects of the development of an teaching materials for a practical course of military translation are considered, the constituent elements of the teaching materials, stages of development of its content aimed at solving complex problems, and preparing the corresponding exercises.

The history of the emergence of the “case-study” method as a significant method for the national methodic science is briefly presented in a historical cut. From a theoretical point of view, the main trends in the development of the “case-study” method in the domestic school foreign language education are outlined. It is emphasized that there is a rapid spread of the “case-study” method in the school methods of teaching foreign languages. This method becomes an effective means of organizing the educational and cognitive process, coexists with other interactive methods. The “case-study” method is actively used in teaching foreign languages both in general educational institutions and in higher educational institutions, and is already one of the components of the educational process. It is emphasized that, working with teaching, training and systematizing cases in the process of learning a foreign language, students receive an analysis of the usual situation and a solution to the problems raised by means of a foreign language. The study of cases gives students the opportunity to use a ready-made scheme for solving a communication problem in a certain communicative situation, forms the skills for solving deeper problems. Naturally, students will be able to apply this experience in similar cases in the implementation of future intercultural activities.

The development of students’ professional identity is one of the main goals of their education at the senior level of basic general secondary education. Achievement of this goal will largely help school students to make a choice of a direction of training or specialty at a university for higher education and upon completion of professional activity. In this case, in the context of specialized education at school, elective language courses aimed at immersion in the world of future professions by means of the studied language can play a special role. Content and language integrated learning is one of the innovative approaches for the domestic education system, which consists in the simultaneous study of a foreign language by students and mastering a specialized discipline or specialty. Elective language CLIL-courses, built on the model of integrated learning, are able to create didactic conditions for the simultaneous achievement of three learning goals: a) mastering by students of a foreign language; b) mastering the profile discipline by students; c) creating conditions for the professional self-determination of school students and their career guidance. We consider: a) the linguodidactic potential of language elective courses; b) describe the linguodidactic capabilities of content and language integrated learning; c) define and substantiate the key characteristics of an elective CLIL language course. These characteristics include: 1) a three-aspect learning goal; 2) CLIL-course should include thematic modules, revealing the features of one or different professions; 3) the system of problematic tasks and cases of a professional orientation should act as the methodological dominant of the CLIL course; 4) the use of a cluster approach to organizing and conducting a CLIL course; 5) teaching tandem in teaching CLIL-course. We describe in detail each of their key characteristics.

We consider the methods of teaching professional communication in the field of medicine at the lessons of Russian as a foreign language. The stages of work with professionally directed material in the aspect of speech competence are presented. The description of listening as a productive form of language teaching from the perspective of perception and understanding of professional terminology is given. In addition, examples of assignments for all types of pre-text, text and post-text listening work are given. A generalized characteristic of teaching dialogue and monologue speech based on the material of professional medical nomenclature is given. The most productive types of tasks that ensure the development of communicative competencies of future doctors have been highlighted. The conclusion is formulated that tasks for the development of speech among foreign students should contribute to effective mental activity; activation of language guess; enrichment of passive and active vocabulary; predicting the naming ability of text and text units, key concepts of a word and main content; the development of the ability to extract the main information from the text, independently evaluate what has been read, and also improve the lexical and grammatical competencies of students. The work is addressed to lecturers of Russian as a foreign language, teachers of Russian as a foreign language in secondary schools.

Statistical data on the problem of juvenile delinquency are presented, which show that in the city of Tambov in 2020, juvenile delinquency increased by more than 5 %. The problematic field of juvenile offenders is considered, which is quite extensive and covers the range of emotional-psychological, material, intellectual and other areas of problems of this category of the population. The key direction in the system of crime prevention is highlighted as a comprehensive development of a program for early prevention of juvenile delinquency, with the help of which the circumstances and conditions that give rise to illegal behavior of adolescents are identified and eliminated. The programs of social prevention of juvenile delinquency, implemented in educational institutions, are considered. The content of the activities of a specialist in the implementation of social prevention programs in a general educational institution is analyzed, which carries out it through the study of the psychological and age characteristics of adolescent offenders, organizes various types of socially useful activities, helps to implement legal protection and social support for a juvenile offender and his family, and directs actions teachers on the prevention of offenses among students. A model is designed for organizing programs for the social prevention of juvenile delinquency in a general educational institution, which includes the following blocks: target; conceptual; content-methodological; procedural; criterion-effective, allowing in the early stages to prevent the emergence of illegal behavior of minors.

A special place in the assessment of the physical fitness of university students is given to the state of individual muscle groups, including the level of strength and strength endurance of the abdominal muscles. Developed abdominal muscles play a significant role in maintaining a high level of physical performance of female students in health-improving aerobics classes, which are especially popular among girls. At present, the insufficient value of the power load in physical education classes and the low level of independent motor activity of student youth lead to a decrease in the power indicators of the abdominal muscles. The need to assess the strength endurance of the torso muscles of students involved in health-improving aerobics, as well as the choice of means and methods for its development, determined the purpose of this study, aimed at determining the initial level of development of strength endurance of the abdominal muscles of 1–4 year students. The analysis of the values obtained as a result of the fulfillment of the test task “Raising the torso from the supine position” in one minute by the 1–4 year students showed a significant discrepancy in the development of strength endurance of the abdominal muscles (Ρ < 0,05). The highest values in torso flexion were registered in the 2nd year students, after which these indicators returned to the initial level shown in the first year. In accordance with the results obtained, a scale for assessing the level of strength endurance of the abdominal muscles of female students engaged in health-improving aerobics are developed, as well as theoretical and practical aspects related to the development of strength and strength endurance of the abdominal muscles in university students are analyzed.

An overview of the research into digital leisure that has intensified in recent decades is presented. When studying this issue, a variety of interdisciplinary integrations and collaborations arise, which made it possible to identify positive and negative trends, as well as promising directions for the development of this segment of leisure activities. In particular, foreign studies have established vectors for the development of digital leisure associated with overcoming the dichotomy of the workspace and the recreational sphere, gamification of work processes, the simultaneous execution of several types of activities, including leisure. The “digital turn” leads to the deterritorialization of space and leisure time, overcoming the inequality of resources and opportunities, contributes to personalization, privatization, simplification and marketization of the public sphere, and stimulates a recreational and entertainment model of behavior. Digital technologies, on the one hand, alienate family members, and on the other, connect physically separated friends and relatives. At the same time, online activity reduces the time for communication with other people, sports activities and amateur creativity. On this basis, a variety of Internet addictions and addictive behavior arise. According to the research results, it was found that digital leisure significantly affects the indicators of well-being of older people: their physical and cognitive functioning is optimized, intergenerational interactions improve, and social isolation decreases.

The work deals with the problems of the development of artistic consciousness among students of higher educational institutions, music and pedagogical faculties, studying to play the piano. Methodic recommendations for the development of ear for music, musical rhythm and musical memory are given, taking into account the specifics of teaching a piano class. The work is based on the concept of “play”, described in the book by J. Huizinga “Homo Ludens. A Study of the Play-Element in Culture”. A description of the belonging of music to the concept of “play” in culture is created, and also the relationship between playing a musical instrument and playing forms of culture are shown. The work is the first to apply the analogy between the philosophical concept of “playing” and directly playing the piano. Playing as a cultural phenomenon, playing a musical instrument, concert activities that bring pleasure to listeners are the main parameters that allow researchers to combine not only philosophical concepts, but also to touch upon the pedagogical problems facing a piano teacher at a university. On the basis of the concept “Taxonomy of pedagogical goals”, a classification of areas of pedagogical activity for the development of artistic consciousness in teaching students to play the piano is created. When analyzing pedagogical tasks, we use the experience of leading performers – F. Busoni, G. Neuhaus, S. Savshinsky, I. Hoffmann.

The work presents a scientific study of an emotional preschool student with disabilities by means of art activities in inclusive education. The number of children with the status of “child with disabilities” in preschool institutions is increasing annually. We study children “included in inclusive practice” as children, who need not only a special educational conditions, but also conditions that provide them with emotional well-being, emotional responsiveness, adequate expression of their own feelings. The results of an experimental study carry out on the basis of kindergartens in the city of Tambov are presented. 40 preschool students with disabilities took part in the experimental work. The study of the emotional sphere is carried out with the help of diagnostic methods: “Anxiety Test” (R. Tammle, M. Dorkey, V. Amen); “Locomotive” (S.V. Veliyeva); “Non-existent animal” (M.Z. Drukarevich); “Cactus” (M.A. Panfilova); “Methods for studying the ability to recognize emotional states” (L.F. Fatikhova, A.A. Kharisova). The results of the study show a low level of emotional development in preschool students with disabilities. The conducted research presents the program “Rainbow of Colours” aimed at emotional development and overcoming negative emotional states in preschool students with disabilities by means of artistic activity in an inclusive education. The pedagogical program includes work with children, parents and educators. In the developing parts of the experiment, methods of work that provide the skills of emotional self-expression of children in visual activity, influencing their awareness of their feelings, experiences and emotional statesare also used. The work presents a comparative analysis of the emotional development of preschool students with disabilities using non-traditional means of visual activity at the control stage. The obtained experimental data confirm the effectiveness of the tested program and can be used in the system of inclusive education.

The study is devoted to the analysis of Russian historiography of the problems of the formation and development of local self-government in Russia from the late 1980s to the early 2000s. The relevance of the study lies in the increasing role of local government in solving key issues of socio-economic development of the country and its regions at the present stage. We note the position of local self-government at the junction of many areas of scientific knowledge, it is determined that the research of problems of local self-government is often interdisciplinary in nature. The decisive significance of the changes that took place in the political system of Russia, which set the methodological and ideological foundations for scientific research from the late 1980s to the early 2000s, is revealed. As a result of the use of historical-comparative and retrospective research methods in the work, it is possible to establish the main stages in the development of the historiography of local self-government in the period under study, to determine the key problems solved at each of these stages, to identify and interpret the opinion of scientists from various fields of science regarding the problem under study. As the analysis of the historiography of local self-government has shown, despite the incompleteness of the source base in the late 1980s and early 2000s, it was during this period that fundamental works on local self-government were created, which laid the foundation for subsequent scientific research. We draw conclusions about the need for further study of historiography with the expansion of the range of sources, which will highlight the most promising directions for the development of local self-government and, possibly, will be of practical interest for modern public authorities.

The development of the city police of the Ural region, starting with the police reform in the second half of the 19th century, is considered. The relevance of the study for domestic science lies in the fact that, despite a serious study of the Ural city police, no generalizing works about it still exist. The aim of the study was, therefore, to study the development of the police in the cities of the Urals in close relationship with the processes of imperial modernization, which significantly accelerated after the abolition of serfdom. The theory of modernization of Russia proposed by B.N. Mironov. The methods of research are “classical” methods of historical science, formulated by I.D. Kovalchenko: historical-genetic, historical-comparative, historical-typological, historicalsystemic. The result of the research was a comprehensive study of the institute of the police in the above geographical and chronological framework. The results obtained can be used in teaching courses: “History of the Urals”, “History of Russian Law Enforcement Agencies” and others. It is concluded that the Reform of 1862 failed to create police bodies in the Urals adequate to the rapid modernization processes that began during this period. Further strengthening of the police was greatly hampered by the limited funds of local budgets and the reluctance of the city authorities to increase police spending.

The work is devoted to the prominent statesman and public-spirited person Yuri Vasilyevich Davydov. We study his activity as Chairman of the Tambov governorate zemstvo council in 1909–1917. The work attempts to give an objective assessment of the council chairman Y.V. Davydov. Sources for this researchare record keeping documentation of zemstvo institutions, periodicals, as well as materials stored in the State Archive of the Tambov Region. The work analyzes the activities of the chairman of the governorate council related to the development of the governorate’s economy, ways and means of communication, health care, veterinary medicine, public education, etc. Separate consideration is given to the measures taken by Yuri Vasilyevich to supply the army and the governorate population with food during the First World War. Particular attention is paid to the struggle of the chairman of the Tambov governorate zemstvo council for the unification of zemstvos throughout the country and the expansion of the rights of zemstvo institutions, their democratization. The work proves, on the example of the activities of Y.V. Davydov, that prominent zemstvo figures were able to do a significant contribution to politics, socioeconomic development and culture not only of their region, but also of the country as a whole.

An analysis of various interpretations of the concept of the “North Atlantic Triangle” in the context of the development of Canadian foreign policy in the late 19th – first half of the 20th centuries is presented. The relevance of the work is due to the need to study the interaction of the Atlantic powers in historical dynamics, with an emphasis on the origins of the development of the “North Atlantic triangle”. Based on the classic works of Canadian historians and the works of modern researchers, the concept of the “North Atlantic Triangle” is analyzed through three main ideas: the “bookkeeper’s puzzle”, the idea of “counterweight” and the idea of a “bridge” or “linchpin”. It is concluded that the development of Canadian national interests began long before Canadians recognized themselves as a nation and gained the ability to pursue an independent foreign policy. This process was largely determined by a specific relationship between two centers of gravity: Great Britain and the United States. Canada was the weakest side of this construct, therefore, for reasons of security and the preservation of its own interests, it developed certain scenarios of relations with the Atlantic partners. Depending on historical circumstances, the emphasis in these scenarios was different. That is why interpretations of the concept of the “North Atlantic Triangle” often differ depending on the subject content and chronological boundaries of a particular study. However, it has been proven that the main goal setting of Canadian foreign policy priorities – to ensure their own security and derive maximum benefit from relations within the “North Atlantic Triangle”, skillfully smoothing out contradictions and maneuvering between Great Britain and the United States – remained unchanged.

The subject of this research is the criticism by the populist party, which went down in history as one of the most radical farmers’ organizations in North America, of the text of the US Constitution, which for many generations of Americans has been considered the “holy book” of freedom as the standard of building a democratic state. The views of a number of party ideologists on the process of adoption and on the essence of the Basic Law of the American state are considered. This study is the first study in the domestic literature in which, on the basis of archival and published sources, it is shown the reasons for the negative perception by populists of the foundations of a federal structure, which, in their opinion, serves exclusively the interests of corporate capital, from which it is concluded that the US Constitution is not intended to protect human rights, but to reduce them to a minimum through a number of means designed by the “founding fathers” (creation of a strong federal government, indirect elections of senators and the president of the country, irreplaceability of Supreme Court judges, as well as the right to judicial review of laws for compliance with the Constitution, etc.). In the conclusion, the methods proposed by populist ideologues to correct the shortcomings and democratization of the US constitutional order are described in detail.