Since 2018 an educational project “School of Competences”, aimed at making the students of a classical university with a whole range of additional professional competencies is implemented at Derzhavin Tambov State University. The project is held within the framework of the institute of mentoring by the United Students’ Scientific Council on the basis of the university, as well as in cooperation with the partners of the university. One of the thematic modules of the “School of Competences” is the project “Youth Entrepreneurship”, during which participants can form a number of entrepreneurial competencies. In this paper, the authors 1) substantiate the relevance of the formation of competences in the field of entrepreneurship among students of a classical university; 2) conduct a review of research on the formation of entrepreneurial competencies in students; 3) describe the five stages of the implementation of the project “Youth Entrepreneurship”; 4) offer methodological recommendations for the implementation of this or similar projects on youth entrepreneurship in universities. The project “Youth Entrepreneurship” includes the following five stages: 1) the program of the joint student scientific council; 2) an innovative business incubator program; 3) the program of the center of support of small and medium business “Geometry of business”; 4) development of startups and 5) opening of small and small innovative enterprises. For the successful implementation of the project it is recommended to consider several conditions affecting the efficiency and productivity of its results: a) the time and duration of the project; b) contingent of project participants; c) contingent of project coaches; d) the project site and e) the format of the classes. The work describes in detail the stages of project implementation and guidelines for its successful implementation.

We consider the aspects of experiential marketing development as a marketing philosophy. The direction of experiential marketing was developed in line with experience economy. The concept is based on the thesis that a product or service purchase is accompanied by the impressions formation from the purchase process, and the nature of these impressions determines the consumers’loyalty to the brand of the company that offers goods or services. Experiential marketing develops at the junction of relationship marketing, emotional marketing, event marketing and show marketing. Experiential marketing is designed to make the process of purchasing a product or service more personalized. Experiential marketing began to be applied in areas related to sales of impression (hotel, restaurant business, etc.). The idea of marketing is used in the process of promoting university educational services. We cover the event promotion cases of Derzhavin Tambov State University, the essence of which reflects the ideas of experiential marketing. As a case study, we focus on experience of holding a special event “Night at Tambov State University named after G.R. Derzhavin”, aimed at development of positive impression among the guests. One of the “Night at Tambov State University named after G.R. Derzhavin” tasks was to demonstrate the university capabilities in an informal way, different from traditionally held events.

We substantiate the necessity of the student’s self-development ability formation in the conditions of multi-level educational programs implementation in a technical university. We analyze various pedagogical and psychological approaches to the formulation and use in the relevant sciences concept of “self-development of a personality”. We explain the choice of a scientific approach, in which self-development is defined as the process of purposeful activity of a personality in continuous self-transformation, conscious management of your own development, choice of goals, ways and means of self-improvement corresponding to your own life values and attitudes. We define one of the main tasks of technical universities – the task of updating and managing students’ professional education, the result of which is an organically formed personality capable of self-development through self-education and self-upbringing. We formulate external factors (scientific, academic, informational, social and sports bases of the university; research and professional activities at the educational stage; upbringing work under the guidance of lecturers and supervisors; academic work under the guidance of lecturers) and internal factors (factors contributing to students’ self-learning; factors contributing to the self-realization of your own plans and ideas) affecting the readiness for self-development of the future engineer. We substantiate the main external factor – the factor of personal influence of university professors on students’ self-development. Personal characteristics of the main types of technical university teachers are highlighted. We analyze the views of various scientific schools scientists on the problem of lecturer’s personality influence on the formation of self-education and self-development abilities of students.

Building research skills for students of technical universities attracts the attention as an important component of the professional competence. One of the possible solutions is to use elements of research work in the process of foreign language teaching, since this academic discipline provides a variety of opportunities for acquiring these skills. Studying a foreign language contributes to the development of research skills, analytical skills and critical thinking. Teaching students how to work with a text, to extract information, to use compression skills (summarizing) and expanding information (commenting), using citation, compiling a bibliographic list will help them gain skills for writing articles. The ability to make a presentation, ask questions and prove their point of view will prepare students for a presentation at a scientific conference and participation in a scientific discussion. Use of computer technology at all stages of training (information retrieval, creation of a written text, preparation of a presentation) also contributes to the skills necessary for a contemporary specialist. Attracting students’ attention to research work in a foreign language contributes to the increase of motivation for scientific work, and to the further studies of a foreign language, which becomes a means of obtaining professional information and generalizing existing knowledge in scientific work.  Reliance on previously obtained knowledge brings research skills development in the framework of “foreign language” programme to the fore for non-linguistic students. These conclusions can be useful for teachers and students of a technical university and can improve research work organization of future specialists.

We consider the peculiarities of teaching the pragmatical aspect of negation in English on linguocognitive basis. We analyze such a functional aspect of negation as negative communicative reaction and prove its importance in communication. We provide a classification of negative communicative reactions, as well as the peculiar features of each of them. The possibility for simultaneous teaching the verbal and non-verbal means of conveying negative meanings while teaching English within the framework of linguocognitive basis, is substantiated. We provide a number of successful examples for such an approach to education. It includes teaching through gestures and bodily movements that are the instruments of language teaching and the objects of studying at the very same time. The necessity of teaching students the peculiarities of non-verbal communicative behaviour of native speakers is an important aspect of the linguoculture under analysis. Certain recommendations on optimization of the educational process, build around the linguocognitive foundations, are provided. Such an approach to teaching allows for integration of the methods of traditional didactics into teaching a foreign language on linguocognitive basis, thus demonstrating an integrative property of this innovative teaching. We mention certain difficulties that may be encountered while organizing linguocognitive-oriented classes, as well as the ways to overcome them.

We consider studies in the field of educational Internet projects and method of projects, as well as the grammatical skills formation of linguistic university students on the basis of educational Internet projects implementation. In the sources analysis, we use the method of analysis and synthesis of research results on this topic. The usage of method of project involves a certain level of creativity and communication between project participants. According to many scientists, given the current stage of educational process development, the introduction of information technologies can improve the learning process through the use of Web 2.0 technologies. However, most of the works on the use of Internet technologies in the framework of the project methods are devoted to the development of social and cultural competence, without adequately investigating the formation of grammatical skills of students. We pay particular attention to the Web 2.0 technologies feature, such as teaching aspects of the language, namely, grammar through projects, based on the above technologies. We indicate the presence of a certain theoretical base for the further study of the psychological and pedagogical conditions of grammatical skills formation using the selected from the total number of Internet projects. We develop typology of linguistic Internet projects, which corresponds to the task of grammatical skills formation of linguistic university students. Further use of the research results will allow to consider in detail the psychological and pedagogical conditions for the successful use of linguistic Internet projects in the process of foreign language teaching to linguistic university students.

The using of modern Internet-technologies in a foreign language teaching is one of the most promising areas from the standpoint of optimizing the educational process. We propose the author’s definition of the term Internet-technology, which refers to the multi-species system of interaction between a teacher and a student with using modern technical tools of the Internet, aimed at the realization of the tasks set by communication. Also group blog is defined as the most promising subtype of Internet-technologies. It was given the author’s definition as a collective blog in which students from one group publish their work for further discussion with the aim of developing thought-thinking skills. The constituent elements of the communication act, including the participants, purpose, theme, language tools and circumstances, are implemented with group blog using. The advantage of didactic properties and methodological functions of the group blog in the formation and development of the communication skills “reading”, “writing”, “speaking”, “speech” and “listening” is noted. Studied in the scientific research center type of blog is presented as a unified platform for communication and space for teamwork of users group and moderator. Based on the constant set of statuses and roles in the teacher–student dyad, the thematic focus of blog is determined by the moderator – completing of assignments, participation in discussion of published material, reflection on other users’ messages. We also examine the group blog as one of the modern Internet-technologies in foreign language teaching.

Teaching a foreign language is aimed at the formation of foreign language communicative competence. The purpose of foreign language teaching is the development of speech skills. The methodology of foreign languages teaching continuously searches for new forms of work that increase the productivity of the process and have a large linguodidactic potential. For many years teachers has used one type of work at foreign languages lessons – a dictation. Dictogloss is dictation with more ambitious goals, develop not only writing, but also speaking, reading, listening. The analysis of the Model Foreign Language Programs for Schools shows that it is necessary to develop exercises that help in the shortest possible time to develop as many speech skills as possible, increasing the productivity of the process of foreign language teaching. So we study a number of research of both Russian and foreign authors on dictogloss and derive on their basis the dictogloss technique in stages and a variety of this type of work. We present: 1) the definition of dictogloss; 2) the main stages of its implementation (preparation, dictation, processing, analysis and correction); 3) the dictogloss types; 4) the great linguodidactic potential of the dictogloss, expressed in the application of students' lexical and grammatical not separately, but in a complex for solving practical speech tasks.

The development of written speech skills of students of non-linguistic programmes should be focused on the future professional activity of graduates. We consider three approaches to foreign language teaching for professional communication: foreign language for specific purposes, integrated subject-language teaching and teaching profile disciplines in a foreign language. We conclude that integrated subject-language teaching creates the most optimal conditions to study a foreign language and profile subject content. The analysis of works on the subject content selection of teaching students of non-linguistic programmes in the framework of integrated subject-language teaching allowed to distinguish the content of teaching written speech to students of “Journalism” programme, which includes invariant and variable components. The invariant part of content of written speech teaching is characteristic for most of the humanitarian programmes and includes skills development for writing personal letter, essay, structural abstract, report, and filling out questionnaire. The variable part reflecting the specifics of the journalist’s professional activities will include the development of the following skills: a) informational genres: writing chronicle of events, informational correspondence, writing notes, an information report, informational interview, coverage, necrology, blitz survey; b) analytical genres: compile analytical report, analytical survey, conduct analytical correspondence, prepare analytical interview, write material in the conversation genre, comments, reviews, articles, journalistic investigation, outlooks, material in the media review genre, forecast, analytical press release.

We consider the problem of the development of the lexical competence of the future linguists who study French language after English in the higher education system. We also analyze English borrowings in French language, consider their adaptation in the receiving language and reveal the semantic features of foreign words. It is disclosed that the lexical competence of a future linguist who studies French in multilingual terms, is the ability of the learner to determine the contextual meaning of foreign words, to compare the volume of their meanings in English, French and Russian languages, to explicate the meanings of words showing sensitivity to differences in languages. Future linguists have the opportunity to learn the phenomena of the French language, accept them, or through dialogue and textual analysis of linguistic information correct their mistakes. It is revealed that at the semantic stage of the integration of anglicisms into French language, their semantic expansion or restriction occurs. It is proved that the knowledge component of students’ lexical competence includes ideas about interlanguage lexical correspondences, word-formation structure of the word and their semantic features. Different strategies are used to study lexical units: searching for information in paper and electronic dictionaries, language supports, interlanguage contrasting exercises, which contribute to the improvement of the lexical competence of students in multilingualism terms. The use of information and communication technologies allows to develop receptive and productive lexical skills of students, contributes to the expansion of their vocabulary, leads to the development of future specialist’s awareness.

We consider the issues of studying medical terminology in the lessons of the Russian language with a foreign audience. Medical terminology is a macroterminosystem consisting of subsystems (anatomical and histological, clinical, pharmaceutical), each of which has its own characteristics. This phenomenon must be considered in creating a system of tasks and exercises for teaching Russian as a foreign language to medical students. We analyze the methods of semanticization of medical terms, describe the principles of planning the program of the Russian language course for foreign medical students, suggest methods for developing the skills of dialogical speech at different stages of the lesson. We review and group the most productive methods of language aspects teaching, their use in writing and speaking; we present the criteria for the selection of educational material aimed at the formation and improvement of phonetic, lexical, grammatical, morphological and syntactic skills. Listening is a mandatory component of any Russian as a foreign language lesson. We present the possible topics and options for working with anatomical and clinical terminology. We conclude that teaching the language of the specialty for medical students should be diverse, multidisciplinary and include work to realize three main aims: teaching, developing and educational. 

We present the results of educational and methodical work during the implementation of activities on the issues of teaching Russian in a multi-ethnic environment in the Republic of Dagestan. The issues of identifying intercultural competence as a result and criterion of the education quality in a multi-ethnic educational process are considered. We also define the need for expanding the linguodidactic base for the intercultural competence development in teaching Russian through the inclusion of teaching materials with the national and cultural component. The specific practical examples (use of interactive educational technologies: the method of projects, case-study, web-quest) demonstrate ways of organizing educational activities aimed at the development of intercultural competence. The relevance of this study is confirmed by the presence of contradictions between the needs of modern society in effective intercultural interaction, highly qualified teaching staff, the requirements of regulatory documents and the insufficient level of potential use in the process of learning Russian in a multi-ethnic audience. Particular attention is paid to the methods of demonstrating students’ own national identity in a multi-ethnic environment and presenting native culture through the Russian language, issues of improving the professional competence of Russian teachers required for teaching in a multilingual environment and defining intercultural competence.

We center on the issues of contemporary preschool education, priority objectives, educational environment quality and the problems of assessing its quality. We describe and substantiate different approaches used in assessing education quality. We pay attention to the description of ECERS-R methods “Scale for comprehensive assessment of education quality in preschool educational institutions”, the latest version of which has been pre-adapted and tested in Russian regions. We also analyze the experience of using this technique in other countries. We show that the ECERS-R method is not only highly reliable, but also plays an important role in preschoolers development, as the method tool has a high level of elaboration and is based on humanistic pedagogy ideas. In the context of contemporary Russian education, this technique is relevant, since the evaluation criteria given in it (sub-scales and indicators in the ECERS-R scale tools) have a direct analogy with the educational areas described in the Federal State Educational Standard of Preschool Education.

The relevance of this study is due to the increased interest in the problems of the cultural and material heritage of the monasteries in Russia. At the moment, when there are numerous discussions about the fate of the monastic shrines between the state and the Russian Orthodox Church, an appeal to the history of this issue is very important. Monasteries in various regions were a peculiar center of spiritual and material culture, around which various sections of the population united and formed a single historical understanding of the past, present and future of their region. Over the centuries, in the minds of each person the feeling of tremulous and sacred attitude to the history of their ancestors has developed, which made it possible to realize the significance of each local holy place for the entire Russian people as a whole. The main sacred and valuable relics in the Russian Orthodox monasteries, of course, were: the relics of saints, icons (many of which were considered miraculous), collections of books. As a result, whole system of cultural, educational and social activities was gradually built around the monasteries. It was implemented in various directions. In the monasteries of the Tambov Eparchy there are several main directions: public education, charity, social guardianship in various fields, education. The main objective of this study is the most detailed disclosure of these aspects of monastic activity on the territory of the Tambov Region, as well as identifying the main patterns and development trends of the designated areas in their interdependence.

We describe the features of the reserve replenishment formation of the Russian army at the expense of soldiers’ children in the 19th century. We reveal the historical and legal aspects of the social and class status of the “military class” representatives descendants: soldiers’ children, recruits of soldiers’ children. Born in the recruits families and lower ranks during the service period in the Russian army, either retired, soldiers on indefinite leave and disabled veterans, the soldiers’ children had a special social and legal position in the class structure of Russian society, which are specifically regulated, as the legislative and enforcement practices in the capitals and provinces in the Russian Empire in the 19th century. The involvement of a fairly wide range of archival sources and published materials allowed to conduct the reconstruction of both the existing legal regulation and the actual social parameters of the “military offspring” in the armed forces. We also reveal the aspects of education of military cantonists in special military educational institutions and similar military units (military orphan units, training battalions and companies, carabinieri regiments) reflected in the primary archival documents and legislative acts, social and legal, class and everyday conflicts and trends that determined the life and fate of “military children”. We clarify statistical errors in the calculation of the military class representatives – soldiers’ children – in the Russian province. We give a detailed historiographical study assessment of the legal status of cantonists and recruits of soldiers’ children, as well as identifying research gaps in the works of domestic and foreign historians. We made conclusions about the prospects of the scientific problems study by domestic historians, as well as the presence of primary archival documents that need to be introduced into scientific circulation. It is proved that the category of “soldiers’ children” was the most important component of the Russian armed forces combat capability formation, allowing to prepare a significant reserve. We also show the prospects of the cantonists transformation into professional soldiers, as well as their role in the military history of the Russian Empire in the considered chronological period.

A special role in the public life of the Tambov province was occupied by the seminary. Particular importance in its development was attached to the administrative structure, a prototype of which is the current organization of higher educational institutions. The election of the rector was held on an alternative basis. The collegial body of management was the pedagogical assembly from 1867–1884. A new phenomenon for this period the seminary functioning was the general assembly, which included pedagogical (membership of 6 years) and regulatory (membership of 3 years). The pedagogical assembly was held once a month. Regulatory – once a week. The decision was made by a majority of votes. This experience of introducing an elective element in the Tambov Seminary has had a useful influence on its activities. Unfortunately, not everywhere this practice led to positive results, which later seemed to be the reason for the abolition of this norm during the reforms of 1884, when it was decided that the Holy Synod nominate candidates for such important posts as rector and seminary inspector. It should be noted that similar reforms or “counter-reforms” carried out in the reign of Emperor Alexander III affected all educational institutions of the Russian Empire, including universities, where they toughened some norms of the university statute and, in particular, abolished the current provision according to which rector was elected for his post on an alternative basis.

We try to support an idea that urban riots as an important side of the Russian Revolution of 1917 and Civil War had grown up and worked as a part of general social-natural synergism to control traditional and transitive societies including armed social aggression as an effective
exogenous tool to suppress overpopulated populations. The source base and the methods’ set made it possible to trace hundreds of human millions in their social group-strata combinations in long unbreakable lines of sociography supporting true scholar approach and valid, highly objective conclusions. Anthroponymic (naming) indices, female, officers’ and outstanding people shares, indices of migration, age-sex balance, rear garrisons and finally of riots act as markers of social aggression of 134 urban populations having had made their way through the Russian “war-revolutionary phase”. The main investigation results are displayed in eloquent graphs.

We present a memories witnesses collection of the life and ministration of St. Luke – a famous scientist, renowned surgeon, doctor of medicine, professor, winner of the Stalin Prize of the first degree. The topic throughout all of the analyzed data is the significance of the personal contribution of the Bishop of Tambov St. Luke (Voyno-Yasenetsky) to the revival of the Tambov Eparchy: the renewal of the successive tradition of the church life, the return of previously closed churches to believers, the decoration of the interior of churches, strict selections in the recruitment of cadres, innovations in church missionary ministration, preaching. At the same time, witnesses testify that the nationwide fame of the archpriest-surgeon was a response to his ministration as a surgeon-consultant for Tambov evacuation hospitals, thanks to which, many people he healed came to faith, following the high example of the archpastor. The voice of witnesses provides a detailed picture of military life, under which conditions St. Luke had to restore a destroyed eparchy. Recorded, collected together and processed oral memories, legends and testimonies about the exploits of the ministration of St. Luke in Tambov, taken as a whole, colorfully illustrate the events that are not generally accepted in official documents and studies. It is also valuable that in the current decade a lot of previously unknown evidence of the Tambov period of ministration of Archpriest Luke was discovered, among which particular interest shown in memories of direct witnesses to the saint's archpastoral exploit. We present the memories of the prior of the Pokrovsky Cathedral, an honorary citizen of the city of Tambov – archpriest Nikolai Stepanov and his wife Nina Petrovna Stepanova, whose mother, being a nurse, helped Luke in surgeries; testimonies of the famous Tambov ethnographer Valentina Andreyevna Kuchenkova, who in her childhood was brought to the Pokrovsky Cathedral for blessing. We also consider testimonies of: Roza Petrovna Sebyakina, Raisa Semyonovna Muravyova, Valentina Ilinichna Dobronravova, Tamara Ivanovna Komarova, Nina Vasilyevna Malina, Zoya Vladimirovna Illarionova, Valeria Pavlovna Bogoyavlenskaya, Lyudmila Alekseevna Taganova, Lyudmila Alekseevna Ivanova. Fragments of diary entries from 1944–1945 are published for the first time. They were written by Vyacheslav Tikhonovich Grozdov, son of the famous Tambov surgeon, Tikhon Mitrofanovich Grozdov. Thanks to the acquaintance and communication with daughter of V.T. Grozdov – Marina Vyacheslavovna Ganieva, there is an opportunity to study these diaries by museum specialists, who take an active part in the creation of the house-museum of St. Luke in the city of Tambov. All surviving memories and witness accounts of the earthly exploits of the ministration of St. Luke are a living chronicle, preserving the sincere memory of a kind, merciful archpastor – healer of suffering people. 

We present the key directions in the activity of the Russian Orthodox Church in preserving and restoring the historical memory of the Great Patriotic War. We consider the main stages and aspects of the church's activity in this direction. The construction of the Great Patriotic War historical memory now occupies a large place in patriotic and civic education. The issues of historical memory and its differences from the actual history in Russia began to work with recently. We also consider various ways of preserving historical memory of the Russian Orthodox Church contribution to the victory in the Great Patriotic War in connection with the peculiarities of the source base. Also, in the conditions of limited actions of the Russian Orthodox Church as a full-fledged subject of law, in different periods of time certain types of historical memory preservation came to the fore. The main areas of activity in terms of preserving historical memory of the Russian Orthodox Church contribution to victory are identified. Among them we highlight the coverage of church activities in the official publication of the Russian Orthodox Church “Journal of the Moscow Patriarchate”, the construction of churches in memory of the war, the biography restoration of repressed priests and believers during the war, co-operative work on museums and museum exhibitions, etc. We also reveal the correspondence of the work content with historical memory to basic Russian values.

We analyze the evolution of the Fukuyama’s views on the development of modern globalized world. The relevance of the topic is due to the fact that this issue is not fully covered in the Russian scientific literature. In particular, little attention is paid to the Western critics of F. Fukuyama, who from the very beginning put forward serious remarks against his concept. We rely on a chronological method, in which the ideological evolution of F. Fukuyama correlates with key events in the history of international relations, for example, September 11, 2001. It is proved, that as a result the American thinker seriously revised his famous concept of “end of history”. Although F. Fukuyama still does not see any serious competition between liberal democracy and rival ideologies, he admits that there are fundamental problems in the system he proposed earlier. F. Fukuyama notes that the main peril for liberal democracy comes from its internal weaknesses, which are related to the biosocial nature of human and the structure of his inner personality. At the same time, F. Fukuyama acknowledges, it is impossible to suspend the development of technologies, specifically biotechnologies, and to predict the results that it can bring to the whole mankind. Because of that, we conclude that the “end of history” is postponed, and liberal democracy is only a short step in the endless spiral of the existence of human society.

We give the assessment of the monograph, dedicated to the history of the peasant issue studies in Russia. We highly appreciate the historiographic qualification of A.N. Dolgikh. We also emphasize specifically the usage of the large number of works on peasant issue history and serfdom in Russia in the monograph, the thorough analysis of historic environment, in which these works were created, and also A.N. Dolgikh’s own opinion on argumentative issues of the subject.

We devote this article to the anniversary of a talented, purposeful person who has a vast life experience along with scientific and pedagogical experience, a professor of General and Russian History Department of the Derzhavin Tambov State University, Yury Aleksandrovich Mizis. Y.A. Mizis thanks to his poise, benevolence and exactingness, energy, and organizational skills, not only earned universal respect, but also made an enormous contribution to the life and development of the department, and the entire History, World Policy and Sociology Faculty.