We consider project activities as a social, psychological and pedagogical phenomenon. From the standpoint of systemic and activity-based approaches, we conduct an analysis of the content of the project activities structural components, their relationship and interdependence. As a methodological basis for the study, we use contemporary scientific theories and concepts to identify psychological mechanisms that ensure the success of project activities as a special synthetic form of human activity. We reveal the essential characteristic of value-orientational, cognitive, transformative and communicative components, identified in the project activities structure. The phenomenon is considered from the position of structural and functional approaches, allowing to reveal its general and specific characteristics. The scientific novelty of the study is to substantiate our own position, formulating a new scientific definition of the “project activities” concept.

We substantiate the need for the foreign language grammatical competence formation among high school students. We consider personal, meta-subject, subject results of mastering the main educational program “Foreign Language”, reflected in the Federal State Educational Standard of Secondary General Education, the European system of levels of foreign language proficiency. Based on the fact that the result of mastering the basic course of a foreign language is the achievement of a threshold level of proficiency in a foreign language, the main criteria (the speed of individual operations, the number of grammatical constructions used, variability, accuracy) and the levels of formation of foreign language grammatical competence among high school students were determined. We focus on a complex of grammar exercises and tasks aimed at the reproduction, combined with the substitution; the expansion of a speech sample, the transformation and the combination. The topic “Conditional sentences” was chosen for a more accurate description of the complex of exercises and tasks. It is one of the most difficult grammatical topics proposed for study at school. We prove that methodically competently organized work on the foreign language grammatical competence formation among high school students makes the process of teaching foreign language effective and creative.

Nowadays, the study of the Chinese language is particularly relevant in Russia due to the rapid development of Sino-Russian partnerships and strategic cooperation, as well as Russia’s participation in the Shanghai Cooperation Organization and BRICS. Comprehensive military cooperation between the two countries is growing rapidly, which is expressed both in the organization of international military exercises (“East”, “Naval interaction”), International Army Games, and in the exchange of technology and the supply of military and special equipment. In this regard, the profession of a military interpreter of the Chinese language for providing events of this kind is becoming increasingly relevant. We consider the informal level of Chinese language military discourse– military slang. Due to the high level of cooperation and interaction between China and Russia, as well as the poor knowledge of Chinese military slang and informal vocabulary, further development of the topic will play a significant role in improving the methodology of training specialists, military interpreters, as well as in the military discourse study. A description of the phenomenon under consideration will be given, an analysis of a units sample of informal military discourse will be made and their translation will be provided, and a generalized conclusion will be made and the scope of the research results applied.

Content and language integrated learning (CLIL) of foreign language and profile disciplines is currently one of the innovative approaches to teaching foreign language for professional communication to students of non-linguistic universities. However, this approach is not widely used in universities of the Russian Federation. One of the main problems of this lies in the objective difficulties of a foreign language teacher to develop the content of teaching foreign language for professional communication so that it reflects the features of the future professional activity of graduates of the main professional educational programs. We see the solution of the existing problem in the selection of the subject content based on the principle of reliance actualization of interdisciplinary connection and intraprofile specialization of students. In the this work, we a) analyze three approaches to teaching foreign language to students of non-linguistic universities (English for specific purposes – ESP; English as a medium of instruction – EMI; content and language integrated learning of foreign language and subject area); b) consider studies on the selection of the subject content of teaching foreign language to students of “Jurisprudence”, “Gardening”, “Agricultural chemistry and soil science”, “Musical and Instrumental art”, “Vocal art” and “Art of folk singing” programmes; c) develop the content of teaching foreign language for professional communication to students of an agricultural university in the 35.03.07 – “Technology of production and processing of agricultural products” programme in three teaching profiles: “Expertise of quality and safety of agricultural products”, “Technology of production and processing of crop products” and “Technology of production and processing of livestock products”.

We substantiate the necessity of teaching students foreigners the aesthetics of Russian language, speech culture and oratory. This is due to the fact that the students in the learning process have to speak publicly: to participate in discussions, conversations, dialogues, make presentations and reports on scientific topics, read the verses, retell the texts, defend coursework, diplomas, etc. It is necessary for them to acquire communication skills to communicate in Russian language, get acquainted with the culture, traditions and customs of our country. It is well known that public speaking foreigners studying Russian language at home in most cases, using textbooks and with fewer practical classes are not always convincing, of course. It is well known that public speaking of foreigners who studied Russian in their native country, in most cases with the help of textbooks and with a small number of practical classes, do not always sound convincing and naturally. Poverty of lexicon leads to voids in the speech, ignorance of basic grammar rules entails the use of nouns only in the nominative case, and verbs in the infinitive form. Students, especially from Asian countries, are very much afraid of public speaking, nervous, worrying, often go astray, forget words, etc. In connection with this we analyze the main aspects of teaching foreign students the public speaking. We formulate the requirements for the speech technique and speed, intonation, tone and timbre of their voices, the use of specific rhetorical techniques, lexical means of expressiveness, pantomimicry of students and the formation of general informativeness, expressiveness and beauty of oratorical speeches.

We present the social and pedagogical aspects of the formation of student potential as a personnel reserve. We reveal the functions and applied tasks of the social and pedagogical activity of the formation of student potential as a personnel which includes diagnostic, organizing, educating, developing, correcting, forming, prognostic components. We distinguish several typologies of the personnel reserve according to the type of activity, the speed of replacing posts, and the level of preparedness of a strategic and operational reserve. We study the student potential as a personnel reserve through an analysis of public opinion among full-time students of higher and secondary specialized educational institutions of Moscow and Tambov. The survey involved 220 full-time students. In addition to the survey, students were interviewed by the heads of various structural divisions and firms in order to find out their opinions on student employment and the formation of student potential as a personnel reserve. We indicate that in the process of formation of the personnel reserve a number of interrelated stages are distinguished: social and psychological study, selection of psychodiagnostic methods, psychodiagnostics and social and psychological prognosis.

Social work in Vietnam is currently considered a promising new science and profession going through a period of institutionalization. Along with evolving charitable activities, there is a need for training social workers, which is confirmed by the need to provide highly qualified assistance to people in difficult situations. Social policy is one of the most important policy systems of each country, which are developed, managed and implemented by the state. In addition, social policy is considered as an instrument of the state’s political system to solve social problems, the implementation of the state’s social functions. We give a review of the system status of future bachelors of social work professional training, as well as the policies of the government and ministries of Vietnam to maintain and develop social initiatives. We conclude that the decisions, directions and prospects for the development of policy preparation in the field of practical social work and the training of professional personnel for it in Vietnam in the near future are a rather promising strategy supported by the Government of the country at all levels, as they are considered as an important basis to develop the social work of Vietnam during its international integration.

We present a detailed analysis of the “social experience” concept from the point of view of philosophy, sociology, psychology and pedagogy. When considering social experience as an integral concept, we carry out a separate analytical interpretation of the “experience” and “socialization” categories in the context of various scientific disciplines. The analysis of the designated concepts from the point of view of philosophy contains a historical digression that reveals the position of the phenomena studied in different philosophical schools. Sociology is considered as a source of the concept of “socialization” in its contemporary meaning. Psychology is considered as a discipline in which the study of human experience and interaction with it occupies a central place. Socialization is considered in the context of pedagogy as a science with its own unique specificity focusing on work with the educational process and its subjects: we analyze the basic pedagogical concepts of understanding socialization as a process of mastering social experience, and variative interpretations of this concept in scientific and pedagogical sources are considered. As a result of the analysis, we conclude that social experience should be understood as the experience of human participation in joint activities, which determines the level of knowledge and skills, as well as understanding of life in general. We also reveal the position of this phenomenon in a contemporary pedagogy.

We consider aspects of highly skilled athletes organism physiological adaptation to influence of mental and physical loadings. We define the basics of functional processes in the athlete body, especially the functioning of the cardiovascular and respiratory systems under stress. We reflect the interrelation of the human body functional state with the level of stress experienced by them, as well as the level of personal state anxiety. We consider the intensive mental activity and emotional overstrain formation mechanisms at athletes, including, high class. We show the physical activity influence mechanism on the level of pulmonary ventilation and cardiovascular activity. We consider the change of stress level experienced by highly qualified athletes in conditions of intense mental and physical activity. We highlight the physical activity influence on the physiological processes in the athlete body through the implementation of nervous and humoral mechanisms regulation.

We identify features of the design and implementation of opportunities to improve the quality of self-realization and cooperation of the individual in the sports and educational environment. The sports and educational environment is determined by the model of realization of the productive solution of the tasks of development, self-realization and cooperation of the individual through “sports”, “education”, and “science”. We define the basic concepts and models that are connected with the functioning of the sports and educational environment, i. e. definition of the concepts of “sports educational environment”, “design and implementation of opportunities for quality improvement of self-realization and individual cooperation in the sports educational environment”, “models for quality improvement of self-realization and individual cooperation in the sports educational environment”, “functions for quality improvement of self-realization and individual cooperation in the sports and educational environment”, “principles of quality improvement of self-realization and individual cooperation in the sports and educational environment”, “technology to quality improve of self-realization and cooperation of the individual in the sports and educational environment”, “pedagogical conditions for quality improvement of self-realization and cooperation of the person in the sports and educational environment”; the models, functions, principles, goals and objectives of quality improvement of self-realization and individual cooperation in the sports and educational environment. We detail the practice of theorizing the quality improvement of self-realization and individual cooperation in the sports and educational environment. We highlight the pedagogical conditions for improvement the quality of self-realization and individual cooperation in the sports and educational environment. We prove the perspectives of studying and measuring the quality of the theorization of self-realization and individual cooperation in the sports and educational environment.

The problems of modernization of Russian education pose new requirements for the physical education organization in secondary schools, and are aimed at finding new approaches, concepts, and technologies for the physical education of the young generation. The real volume of motor activity of middle and high school students does not provide full and harmonious physical development and strengthening the health of the growing generation. In this regard, a major problem of today is the low level of physical preparation of secondary schools students. A significant decrease in moving activity explains the low level of physical qualities manifestation, including the strength capabilities of school students and flexibility. A mandatory and integral component of physical education lessons at school is the measurement of the level of physical fitness of school students. To this end, testing is conducted that determines the dynamics of the physical fitness of students and the process of physical education effectiveness in general. The theme of the revival of the All-Russian physical education and sports Ready for Labour and Defence complex is also relevant among school students, as it includes the normative basis for physical education, and is considered as an aspect of determining the level of physical fitness of school students. We present the results of exercises on flexibility and strength performed by 8–11 grade school students. We reveal relevant issues of accordance of physical fitness level of school students with the regulatory requirements of the All-Russian physical education and sports complex “Ready for Labour and Defence”.

The Russian school of gymnastics is distinguished by the high performing skills of female athletes, a wide range of styles, the composition integrity, which is achieved with the help of choreographic training. The concept of “choreography” includes everything that relates to the art of classical, folk, historical and everyday, modern dance. Choreographic training in gymnastics is understood as a system of exercises and influence methods aimed at nurturing the motor culture of the gymnasts, at expanding their arsenal of expressive means. In addition, when practicing choreography, flexibility and coordination of movements develops, strengthens the musculoskeletal system, increases the density of the workout, which has a positive effect on the cardiovascular and respiratory systems of the body, contributes to the development of special endurance. Along with this, choreography lessons solve technical training problems: mastering various elements and combinations, an individual image in the composition. To create an image, expressiveness is indispensable, which is inextricably linked with the beauty of the movements, grace, dancing character, etc. A choreographer in rhythmic gymnastics has to work with a constant shortage of time, since choreographic training is only part of the training process. This time is not enough for the full development of the “rhythmic” gymnasts’ choreography. A characteristic feature of training in jazz gymnastics is the performing of exercises that fully activate the body’s motor system, with the participation of the greatest possible number of muscle groups. Also for those engaged in jazz gymnastics is characteristic dynamism, expression, together with wide and smooth movements. The nature of the movements is expressive. All this contributes to the development of “rhythmic” gymnasts’ choreography. Analysis of scientific literature and practical experience indicates the lack of jazz gymnastics use in the choreographic training of “rhythmic” gymnasts. Our research is related to the development of this particular direction, which determines its relevance.

The relevance of the study is the need to find ways to effectively develop coordination abilities among children of primary school age with mental retardation. In this study we develop and test the method of developing coordination abilities among children of primary school age with mental retardation on the basis of an integrated approach that takes into account the types of formation stages of coordination abilities, hierarchy, consistency and parallel development of their types. Attention is drawn to the methodology implementation features among children of primary school age with mental retardation. We present the coordination abilities dynamics development in the implementation of the methodology in terms of defining: the ability to arbitrary relaxation (A.A. Artemenkov, N.I. Sapozhnikov), the ability to the preservation and maintenance of static balance (Romberg's test), dynamic balance (Turnings on gymnastic bench, P. Hirtz), the ability to manifest the accuracy of fine motor skills (Fist-sharp of the hand-palm, N.I. Ozeretskiy), ability to assimilate motor rhythm (Sprint in a given rhythm, P. Hirtz), the ability to harmonize body movements and its parts in the motor actions (step over through gymnastic stick, V.I. Lyakh), the ability to orientation in space (Jumping to the goal, P. Hirtz), the ability to differentiate effort, time, space (Jump down to the markup, P. Hirtz), the ability to manifest response time (Releasing stick – response, V.F. Lomeyko, K. Mekota).

The focus of preschool education national system is on the positive socialization of the individual, the development of flexible social behavior skills in children, the basis of which is social intelligence. The development of the basic parameters of social intelligence (cognitive, emotional, behavioral) most successfully occurs in the process of joint activity of a child with peers and adults. Joint activity with peers creates the prerequisites for positive socialization, the formation of the foundations of collective relationships, the development of communicative abilities, the development of leadership qualities of the child, the improvement of children's cooperation, the overcoming of the egocentrism objectively characteristic of preschool children, expressed in the first attempts to act in the interests of other people. We propose a model for the social intelligence development in older preschoolers in the process of joint activities of various subject areas, which includes two parts: the first part reproduces the structural and functional relationships between the main components of the model and serves as a source for teachers to develop methodological tools for the development of social intelligence; the second part of the model reproduces the successive stages of the educational work of the teacher on the development of social intelligence in older preschoolers in the process of joint activity in the conditions of a preschool educational organization.

We consider the influence of innovative activities implemented in the comprehensive organization on improving the quality of students education. Also we present a characteristic of a functioning school-based apprenticeship sites innovative content. Particular attention is paid to the basic concepts and options of innovation in the educational organization. We define and reveal the basic reference points and key directions of innovative school activity, its purposes and tasks. Materials on school-laboratory of innovative development are analyzed and generalized. We develop and realize a set of innovative approaches to achieve a new quality of education and the innovative students competencies formation. As an example, we consider the main forms of the work: the department management system, the “Researchers forum”, which presents the results of design and research activities, the annual days of science, the methodological council “Development” and others. We summarize the experience of the organization of school social partnership with the region leading universities.

The relevance of the study is determined by the circumstances that method of projects began to be actively introduced into Russian primary education of the twenty-first century, as evidenced by publications in professional scientific and methodological sources, in particular, in the journal “Elementary School”. However, the understanding of method continues, especially given the fact that in the Soviet school method was criticized and rejected. We associate the change in attitudes towards the method of projects in the pedagogical environment mainly with convergent and activity approaches to the use of methods in the system of national education, with the focus of contemporary methods on the child’s personality development. We reveal the essence of method and give classification of projects. We show how in project activities under the guidance of a teacher and younger students themselves acquire new knowledge and use already existing ideas about various phenomena of the surrounding world. We also show how project participants improve their communication (group work) and research (finding truth) skills, develop creative thinking, master the skills to learn and techniques of organizing their own activities, which is especially important in contemporary conditions and that Federal State Educational Standard of Primary General Education and the Federal State Educational Standards of Higher Education require. We identify factors that hinder the effective implementation of project method. The use of the project method in education and upbringing is one of the important components of modern teacher’s professional competence. In this regard, we reveal the importance of mastering the method by future primary school teachers.

In the Russian Federation, as a multinational country, bilingualism is widespread: the process of learning the state language (Russian language) and national language (Bashkir, Yakut, Buryat, etc.) is programmed, vital and natural. We see the problem in that the national languages of the indigenous peoples of Russia are studied from the perspective of patriotic upbringing and education, while the Russian language is presented to Russian-speaking children more as the official state language of our country and, to a lesser extent, as their native language. When studying the Russian language, either its undoubted rich history and culture is leveled out, or a small and unsystematic amount of national values associated with the Russian language is provided to students. Underestimation of the axiological, communicative and culturological approach to the study of Russian as a native language we consider an urgent problem of contemporary education. In primary school these approaches are of particular importance. We consider the issues of studying the Russian language as a state language, as a native and as a foreign one. We put forward the idea of integrating approaches to the Russian language study, the leading role of speech training of school students. In this regard, we conduct a detailed analysis of textbooks on the Russian language for grades 1–4 and a comparative analysis of Soviet and Russian textbooks. We pay attention to foreign experience, the study of Russian as a foreign language, and textbooks on the Russian language for foreign students. We connect the conclusions about the formation of the value attitude of younger school students to the Russian language both with the educational material content and with the form of its presentation to children.

The study of materials on the history of military temple construction is particularly relevant today. Archival sources play a special role in the study of the history of military temples of Saint Petersburg of the 18th – early 20th centuries. Official documentary and records management materials on military temple construction were partially covered in the study of the military clergy, the history of urban development, and mostly did not become the subject of special research in Russian literature. The purpose of the study is to identify and study a complex of historical sources on the history of the military temples construction in the funds of the Russian State Historical Archive. The methodological basis of the study is based on the principles of objectivity, historicism, systematic scientific analysis based on the scientific method of cognition, includes general historical research methods, and the method of historical heuristics is applied. The study is devoted to the description of materials on the history of military temples construction stored in the funds of the Russian State Historical Archive (RSHA). We highlight types of documents, collections of funds are described. We note the importance of studying the complex of official and records management documentation on the history of military temple construction. We consider the importance of technical documentation, which allows to obtain information on the technical condition of military temples and to reveal the dynamics of their construction. We carry out the analysis of sacristan inventory list, giving an idea of specific liturgical objects stored in churches and cathedrals.

The relevance of the research topic is due to the determining influence of social class appearance, the occupation and the previous geographical place of migrants’ residence on the further social and economic development of the populating region. On the example of the largest rural settlement of Tambov Governorate – Rasskazovo village – we show the features of state peasants migrations to the region of traditional agriculture (Central Black Earth Region) on the microhistorical level during the foundation and settlement by them the separate settlement in Zalesskiy stan of Tambov County in the late 17th – early 18th century. During the study we define the date and geographical location of the Rasskazovo village foundation – Lesnoy Tambov. We give brief information about the biography of its founder beekeeper S.A. Rasskaz – Vodyanov. We describe the nearest surroundings of the village with the indication of smallholders and the names of their owners. We analyze the course of home settlement of the village in the first years of its existence with the usage of data of census lists, census books and household censuses. We determine the range of settlement from which palace peasants moved to a new place of residence. We try to determine the class structure of the villagers in the first half of the 18th century. We also trace the demographic growth of the village in the period 1697–1744. We reveal a number of features of the primary (to the village) and secondary (to new places of residence) migrations of the first Rasskazovo settlers.

The streamlining history of the educational process in the Tambov Governorate should be attributed to the end of the 18th century, according to the decree of 1798. However, this did not lead to the religious schools improvement. In this connection, at the beginning of the 19th century, reforms of the spiritual and educational system of seminaries were carried out. As a result of the reform, the Tambov Seminary, which preserved the best traditions of the pre-reform school, received a qualitative update. However, there were still unresolved issues in the educational process. The methods of teaching suffered, there was a shortage of trained personnel, material provision and home appliance of the seminary. All these issues were to be resolved in the second half of the 19th century. Therefore, we reveal the life period of the seminary of 1870–1880. Foundations of a new educational system in the Tambov Seminary were laid during this period. Education was still specifically theological; the range of theological subjects increased. At the same time, the study of general subjects, classical languages, and church singing was deepened. All this developed the mental capacity of students, expanded their spiritual needs, guaranteed the training of highly educated and responsible clergy and other workers on the field of spiritual enlightenment and public education. However, by bringing its educational system in line with the general standard, the Tambov Seminary lost its missionary focus, ceasing studying the languages of other peoples living in the Tambov Governorate.

July 12, 1889 Alexander III approved the draft law according to which “Regulations on territorial chiefs” was published. As of 1913, county congresses and governorate presences and territorial chiefs were introduced in forty-three governorates of European Russia, including the Tambov Governorate. The need for a new body of state control was due to the lack of a strong governmental power close to the people. The autocracy introduced this institute with the aim of restoring the landlords’ power over the peasant world, lost as a result of serfdom abolition in 1861. The powers of territorial chiefs were extensive: administrative, judicial, oversight, including control over the activities of peasant rural and volost institutions. However, over time, the functions of territorial chiefs were changed in comparison with what was originally written in the Regulation. We focus on issue of territorial chiefs participation in the political sphere of the state. The main sources for this research were data from the State archive of the Tambov Region. The government gave territorial chiefs the control of the peasant’s life from all sides, but due to circumstances, they were also drawn into the political processes of the state, especially at the beginning of the 20th century. We show that territorial chiefs were obedient executors of government policy, which was carried out in the counties, which was not at all provided for in their main functions. We investigate territorial chiefs’ role in the work of the State Duma. Thus, in the presence of different functions directions, we could hardly expect a positive effect from the institute as a whole.

We consider the multifactorial effects of the military class, including the soldiers of the Russian army and their families, as well as indefinite, spare and retired soldiers, military disabled, on the social and cultural, ethnic and confessional, social and class development of the Central Black Earth Region. Included in it Voronezh, Kursk, Orel and Tambov Governorates were the largest densely populated, agricultural regions, traditionally used by the government for military procurement, cantonment of troops and other military mobilization activities in the Russian Empire in the 18th – early 20th century. The military factor had almost continuous impact on all aspects of life of the Central Black Earth Region population, forming in its inhabitants a special character, endurance and stamina, which allowed to be quite successful in a peaceful, “non-military” life. We give the evaluation of historiographical approaches and interpretation of sources on the role of the military class in the Center Black Earth Region development in domestic and foreign historiography. We pay special attention to the impact of recruitment on the daily life of the population in the cities of the region and rural areas. We reveal the historical and legal aspects of changes in the legal status of male and female representatives of the “military class” in the agrarian society in the Imperial Russia. We clarify military and statistical indicators of military class representation in the social structure of the provincial society during the period of conscript obligation and in post-reform Russia, as well as the complexity of accounting for family members of military servicemen during the service and after retirement. The involvement of archival documents, statistical and other published materials allowed for a successful reconstruction of the social and legal regulation and the position of the military class in the Center Black Earth Region of the considered chronological period. We draw conclusions about the prospects of studying the post-reform ethnic and social, social and cultural, class and legal features of the military class life in a non-belligerent provincial society. We prove that the military class was a special social institution in the Russian province of the Imperial period of Russian history.

We give the historiographic criticism of the governorate party newspaper “Tambovskaya Pravda”. We analyze the reflected in its pages relation of the party management to handicraft industry. We provide examples of a newspaper’s propaganda role in engaging handicraftsmen for country needs. We consider the publications devoted to government measures of handicraft industry stimulation at the state and local levels. Among the main areas of state activities we highlight cooperation, holding handicraft exhibitions, the allocation of loans to industrial cooperatives through the bank for consumer cooperation, the involvement of small producers in the political life of the country, as well as the increase of their professional and general cultural level. We pay special attention to the All-Russian Agricultural and Handicraft Exhibition in 1923 and its accompanying events. We give characteristic of the changes in policy that followed the 14th All-Union Conference of the All-Union Communist Party (Bolsheviks) and the 3rd All-Union Congress of Soviets. Based on the articles in the 1927 issues, we conclude that many party undertakings did not have adequate success. We also analyze data on the peculiarities of the handicraft industry restoration in the governorate. We consider the specificity of the county distribution of crafts, as well as their ratio in urban and rural environments.

We consider unknown facts from the history of journalistic education – about the functioning of the regional party newspaper school, which worked in Michurinsk in the 30s of the 20th century. The aim of the study is to introduce into scientific circulation new documents proving the existence of the regional party newspaper school in the Tambov Region. The relevance is connected with filling the gaps in the journalistic education history and the analysis of the school’s work in the context of today’s tasks of professional education. This research is interdisciplinary and is connected with history, pedagogy, philology in addition to journalism. We apply various sciences methods, including the ideographic method by which this phenomenon is described. The historical and typological method allows us to compare the past and the present of the process of professional journalistic education, to classify this historical object. The socio and cultural aspect of the study of this phenomenon, as part of a systematic approach to the study of journalism, is dictated by the need to determine the place and importance of the functioning of the newspaper school in the social paradigm of the 20th century. Main results: we specify and detail the facts of existence of the initial stage of professional education in journalism in the Tambov Region; we analyze various aspects of journalistic education in the newspaper school, including the organization of the educational process, the effectiveness of this form of education; also we substantiate the importance of this educational structure for the development of regional journalism of the 20th century.

We study historiographic sources on one of the most urgent and of public importance, the agrarian history of Russia – collectivization of the agricultural sector in the black earth village. The purpose of the study is to examine the main articles and monographs devoted to the problem under study, to analyze domestic and foreign sources on the institutional and social dimensions issues in the course of collectivization. In this research we present and summarize the main conclusions of researchers about the historical experience of agrarian reforms carried out by the Soviet government during collectivization. The historiography of this issue is traditionally divided into four stages: works of the 1930s, works of the middle1950s – middle1960s, articles and monographs of the second half of the 1960s – 1980s and the modern stage. During this period, more attention was paid to the topic of institutional transformation in the studies. The collectivization social dimension has rarely been understood, mostly since the 1980s. Complement the domestic historiography of the work of foreign researchers: S. Fitzpatrick, M. Levin, S. Rosefield, E.H. Carr-Robert, W. Davis and S.G. Wheatcroft, A. Graziosi, P. Gregory and others. In their works, they explore the social, political, demographic aspects that accompanied the collectivization of the Soviet village. Analysis of domestic and foreign historiography allows us to prepare a synthesis of scientific papers on the problems of Soviet agrarian reforms 1928–1930s.

The relevance of the study is due to the fact that at present, not only in the Baltics, but also in our country, there are many negative interpretations of the 1944–1953 events, which took place in the Baltic region. In this regard, in the Baltics are increasingly heard statements that in Lithuania, Latvia and Estonia innocently suffered in the postwar period, “forest brothers” who were hiding from the Stalinist regime. Today on the streets of Lithuania, Latvia, Estonia proudly marching “forest brothers” and veterans of SS divisions, while veterans of the Great Patriotic War are judged for the “genocide” of Nazi accomplices of the Sonderkommando. To date, the events that took place in the Baltic Region in 1944–1953 are of particular interest to researchers. Our task is to show the general public what tasks faced the internal military forces of the NKVD–MVD–MGB of the USSR on the territory of the Soviet Baltic States in 1944–1953. The facts collected and systematized in this study show the specifics of the activities of the internal military forces of the NKVD–MVD–MGB of the USSR in ensuring public safety in the Baltic States during this period. As a result of the activities of the NKVD–MVD–MGB internal military forces of the USSR by 1953 in the Baltic Region, the nationalist movement as such no longer existed.

We consider a poorly studied topic related to the rural population movement at the level of particular regions. We study the districts of five regions of the Central Black Earth Region and adjacent regions over a long historical period of the late Soviet society and early of the post-Soviet period. We reveal dozens of facts of formal changes in the population of certain regions associated with administrative and territorial changes, especially with the transfer of a number of rural settlements to urban-type settlements or inclusion in the city boundaries. We establish that the prevailing, but not the only direction of demographic processes in 1959–2010 was a decrease in the number of inhabitants mainly under the influence of urbanization, and in the group of districts due to the Chernobyl disaster. We reveal that throughout the entire period remained a certain number of regions with developed industry, suburban agriculture, and transport infrastructure (in 2010 – 20 %), where the rural population grew. In the 1989–2010 period the depopulation rate in most other districts has slowed down compared to the previous segment. We draw conclusion that the thesis of the widespread and rapid extinction of the rural population does not have a factual basis.

We analyze the personal involvement of Boris Pavlovich Mansurov in the history of the Russian presence in the Holy Land. We show that as part of his work, he proposed not only an ideological, but also an economic concept of the Russian presence of Palestine. We reveal that the implementation of the “Palestinian project” was seen by him through the execution of a broad preparatory program for the relevant infrastructure construction, the organization of a steamship communication with Palestine, and the consular support of pilgrims. Through the study of business trips to Palestine, we consider the circumstances of the technical documentation creation for the construction of Russian infrastructure, the purchase of land, and the organization of pilgrimage. We analyze the popularization activities of B.P. Mansurov to draw attention to Palestine among the higher authorities. We also reveal the circumstances of the Palestinian Committee creation, its importance for the creation of the Russian infrastructure in Palestine. As part of the first stages analysis of the Palestinian Committee’s work, we consider the question of the relations between B.P. Mansurov and the Head of the Russian Orthodox Ecclesiastical Mission in Jerusalem, Bishop of Melitopol, Cyril (Naumov). In addition to the work done by B.P. Mansurov in 1857–1864 we note the large role of personal initiative and its efficiency for the development of the main provisions of the “Palestinian project”. We reveal that as a result of his active work, the prestige of Russia in the Middle East was not only preserved, but also multiplied. The achieved success became the basis for the development of Russian Jerusalem in the future.