We analyze the foreign experience of training specialists for science and high technologies on the example of leading universities in China: Hong Kong Polytechnic University (China), Hong Kong University of Science and Technology (China). We study educational programs, features of their development management in the context of innovation and promotion of advanced technologies. The novelty of the research lies in the fact that as a result of generalization of scientific and pedagogical experience, for the first time, conceptual approaches to the development of the science city university as an innovative scientific and educational platform – professional selfdetermination of future scholars will be identified and substantiated. As a result, conceptual approaches to the successful development of science cities are identified: the university should have its own base for research, a high level of technical development; training is focused on international programs, norms, requirements; student research is supervised by academic and industry experts; internship and approbation in industries, the possibility of training in foreign educational institutions; participation in exchange programs, mentoring, student competitions; support from federal, regional and local authorities, grant support; consolidation of large and small technology companies into clusters. The practical significance lies in the fact that technologies and methods of training young researchers for breakthrough technologies will be built on the basis of the identified conceptual approaches.

Modern distance learning technologies offer unique opportunities for organizing the educational process. In the world practice distance education occupies more than 60% of the educational services market. However in Russia distance education has so far remained in low demand. The forced transition to the distance learning format contributed to the revision of the methodic potential of distance learning technologies and distance learning in general. In view of this, teachers had a lot of questions regarding the organization of feedback with the training group, the transfer of educational materials to distance education platforms, the implementation of perfor mance monitoring and much more. The issue of developing the competence of foreign language teachers has become particularly relevant in the pedagogical environment. Due to the lack of appropriate skills teachers had to adapt to the new educational conditions and completely rebuild the educational process. The formation of an educational environment with the use of distance learning technologies in teaching a foreign language is a time requirement that needs a modern solution to the tasks set. We consider the terminological apparatus on the topic of the problem under study, determine the advantages and disadvantages of using these technologies, the forms of organizing distance learning as well as the content of the competence of a foreign language teacher at a university.

The work discusses the problem of teaching students of civil engineering departments English-language civil engineering discourse, in particular, communicative tactics of this type of discourse. We substantiate the need to form students’ skills in using the communicative tactics applied in civil engineering discourse in professional communication. We give an overview of communicative tactics of written discourse used by the authors of English-language documentation in civil engineering professional field. The purpose of the study is to determine the level of students’ skills in using communicative tactics in a foreign language professional written speech. Theoretical and practical research showed that in a modern technical university, insufficient attention is paid to teaching students this component of professional discourse. At the same time, the level of students’ skills to use communicative tactics in professional communication is quite low, which led us to the conclusion that it is of paramount importance to include this component in the program of teaching a foreign language in a professional field. The results of the will serve as the basis for the development of a methodic model of teaching civil engineering students the communicative tactics of professional civil engineering discourse.

Since the launch of the UN Secretary-General’s Global Education First Initiative (GEFI) in 2012 global citizenship education including the formation of the younger generation’s readiness to live in a “universal world” has been one of the modern education priorities. Having analyzed scientific research in the field of global citizenship, the international experience of global citizenship education, as well as the current situation in the world, we substantiate the need for the global citizenship formation among university students. We define the organizational and pedagogical conditions for the global citizenship education of bachelors of humanities in the foreign language education process. We believe that for the successful implementation of this goal, the teacher must be aware of the need for global citizenship education, possess knowledge related to the phenomenon of global citizenship, which will allow him/her to effectively manage the learning process and interact with students. It is also very important to create the environment that provides an atmosphere of cooperation, active behavior, and broad scope for initiative, where intersubjective relationships based on mutual respect, mutual trust, and acceptance of each other as values are of primary importance. We describe the experience of integrating the course “Facing Global Challenges” into the process of foreign language education. It provides an understanding of global governance structures, the Sustainable Development Goals, the importance of the connection between global, national and local systems and processes. It has been proved that systematic use of innovative teaching methods will contribute to the development of students’ global thinking, the development of skills, values and attitudes necessary for active interaction in solving global challenges to humanity.

Assessment is an essential component of the training system. In teaching a foreign language, control occupies a special place due to the complexity of the subject itself for study and the variety of the developed theoretical base. Analysis of the methodic literature on this issue has shown that many terms, especially foreign ones, are interpreted by researchers in different ways. In order to clarify the concepts, we consider traditional definitions of assessment, as well as related terms: “evaluating” and “evaluation”. Clarified and explained English terms, based on the ambiguity of their translation into Russian. To develop the methodic thinking of teachers, some teaching theories are presented and their connection with assessment is shown. Based on the analysis and comparison of learning theories, an explanation is given for three assessment approaches. The first approach looks at learning control and its advantages and disadvantages. This approach, which offers the idea of “assessment-measurement”, is contrasted with another direction in the theory of control. This direction combines “teaching” approaches to assessment: assessment for training and assessment as training. An explanation of these approaches is given, as well as the principles underlying them. The necessity of applying the above theoretical knowledge for methodically competent teaching of a foreign language is substantiated.

The purpose of this work is to find ways to develop compensatory and pragmatic competencies in teaching English to future doctors using the case method. The relevance is due to modern trends in combining skills developed in higher education under a single professional competence, which requires the combination of all elements of education. The definitions of compensatory and pragmatic competences are given, their features are described. The components of these competencies in their systemic connection with each other and with teaching methods are considered, the necessary conditions for their formation are identified. The scientific novelty lies in the fact that in order to achieve the goal, the case method was adapted to the specifics of medical programmes. The proposed changes made it applicable in problem language learning by shifting the emphasis of control from a solution to the communicative part of the search process. The methodology of the work included abstracted modeling of educational and language situations and their subsequent analysis. The stages of work with the case are highlighted: problematization, discussion, consensus, aimed at the development of compensatory and pragmatic competence. An algorithm for carrying out a case on medical topics is proposed.

One of the new approaches to foreign language teaching for professional communication in non-linguistic universities, including agrarian ones, is content and language integrated learning. In contrast to a foreign language for special purposes, an integrated approach aims to develop a foreign language communicative competence and professional competence of students within one course. In this case, the discipline “Foreign Language for Professional Communication” is aimed at intra-profile specialization. However, the main difficulty in developing an integrated course arises in determining the subject-thematic content of training, reflecting the future professional activities of students. A foreign language teacher, for objective reasons, is not competent to highlight this subject-thematic content of education. In this regard, interdepartmental interaction is presented as an effective and efficient solution to the current problem. In this work we: a) determine the relevance of interdepartmental interaction for the development of integrated courses; b) highlight the key differences between teaching a foreign language for special purposes and content and language integrated learning; c) illustrate interdepartmental interaction at all stages of the development of an integrated course and teaching materials. There are seven such stages in the work: 1) assessment of students’ needs; 2) defining the goals and objectives of the course; 3) definition of course topics or subject-thematic modules; 4) definition of subtopics of each subject-thematic module; 5) selection of foreign language texts of a professional orientation; 6) development of problematic tasks of foreign language speech and professional orientation; 7) course assessment.

The possibilities of implementing game technologies for distance learning of Russian as a foreign language using online services are considered. The relevance of the work is due to the development of education digitalization and the high didactic potential of gaming. The purpose of this study is to formulate guidelines for the selection of Web 2.0 services for the implementation of gaming technologies aimed at the development of linguistic, communicative, linguistic-cultural competences of foreign students in the course of distance learning of their Russian language. The study analyzed the techniques and methods of using online game tasks in teaching Russian as a foreign language from the standpoint of the following features: methodic tasks, distance learning format, the number of players, the presence of automatic verification of answers, the nature of the choice, the presence of a creative component, the possibility of instant switching of the game template within one content, translation features. It is concluded that many traditional game techniques that have become habitual in face-to-face work can be applied in distance learning. Online tools make it possible to organize manipulative play activities, team play, and communication in a digital environment in a form that is fun for students. The results of this study are essential both for understanding the methodoic features of the organizing distance learning process in general, and for the effective use of gaming technologies when teaching Russian to foreigners.

We consider a set of educational technologies that improve the process of developing competence in the field of social-project activities. It is noted that the teacher becomes a navigator, and students are active designers of their educational trajectory, active participants in the educational process, as well as creators of social projects that guarantee the solution of significant human and social problems. We show the relationship between the introduction of social innovations and the development of competence in social-project activities, as well as the applied educational technologies. Various understandings of the term “educational technologies” in modern foreign studies are considered. Based on the method of analysis of research positions, an understanding of educational technologies as a conceptual tool for improving educational practice is given. The essence and features of the organization of the most effective educational technologies for the development of components of social-project competence in students are analyzed. The complex and three groups of educational technologies that influence the development of competence in the field of social-project activities among students are identified: traditional didactic technologies (lectures, seminars, etc.), integral didactic technologies (case analysis, project training, portfolio, etc.), innovative didactic technologies (flipped learning, digital technologies, etc.). It is established that it is the integrated implementation of educational technologies in Bachelor's and Master's programmes of social orientation that allows us to qualitatively improve not only educational, but also positively change social practice, influence their joint result.

At present, health preservation, physical education and sports are an important area of activity for an individual and an active participant in numerous positive social processes. You can go in for sports and physical education both individually and in special groups (fitness groups), on public areas (gyms, fitness centers, special facilities, etc.), and on individually organized areas (home exercise equipment, home gyms, playgrounds, etc.). At the Institute of Law and National Security of Derzhavin Tambov State University, since September 2018 a group of “fitness and applied physical training” has been functioning. The peculiarity of this study is that it reflects the specificity of physical training of students and the variety of forms and technologies used in the work of teachers. As part of the classes, students master various elements of many health technologies: crossfit, stretching, cycle, Pilates, tabata training, callanetics, kettlebell lifting, bodybuilding, powerlifting. The ability to properly organize the training process, rationally alternate between rest time and training time is one of the main conditions for achieving effective training results and avoiding the state of overtraining. In the work, the main methodic techniques and recommendations for getting out of the state of overtraining are analyzed.

The study is devoted to the issues concerning the professional physical training of cadets and students in educational institutions of higher education of the system of the Ministry of Internal Affairs of Russia. The aim of the study is the issue of the introduction of non-traditional methods of professional physical training of cadets and students with the help of kettlebell lifting. We use the questionnaire method and the pedagogical experiment method. The sample consisted of 320 cadets from the first to the fourth year. The received results showed the significance and importance of kettlebell lifting as an effective method of physical training of cadets and students. We also note the advantages and advantages of kettlebell lifting in the development of physical qualities of students as professionally significant. The program of physical training of cadets and students of an educational institution of higher education of the system of the Ministry of Internal Affairs of Russia should include elements of kettlebell lifting, which will develop such qualities as endurance, agility, and coordination of movements. The results of the study allowed us to draw a unified conclusion that the development of the above qualities will make it possible to form in future law enforcement officers of the Ministry of Internal Affairs of Russia the readiness to use physical force to prevent illegal actions by offenders.

We discuss the use of Nordic walking as a health technology in physical education classes at the university. Students who have abnormalities in their health and are medically assigned to special and preparatory medical groups were engaged in Nordic walking during the fall semester. Before the start of classes, students’ level of physical development was determined using functional diagnostics methods based on the following indicators: Brock index, Quetelet index, body mass index, Stange test, Genchi test, Romberg test. At the end of the semester, these tests were repeated. Analysis of the results obtained using mathematical statistics methods revealed positive dynamics of changes in the indicators above. The data obtained testified that Nordic walking classes, used in training sessions with students in the disciplines “Physical Education and Sports” for the 1st year and “Elective Courses in physical Education and Sports” for the 2nd year, have a positive effect on the level of physical development. These data confirm the data of scientific literature about the health-improving effect of Nordic walking and the possibility of its use in educational institutions of higher professional education.

We substantiate the importance and the phenomenon of patriotic education in institutions of additional education, the role of the teacher in the development of patriotic feelings in adolescents. The main indicators of the patriotic upbringing of adolescents include cognitivesemantic, emotional-value and behavioral indicators. The study analyzes the activities of the Lipetsk youth center, which revealed an extensive material and technical base and a high level of qualifications of teachers, but at the same time the institution lacks a patriotic education program. Also, an experimental work was carried out with the participation of adolescents (12–14 years old), parents and teachers, consisting of three stages. At the ascertaining stage, it is established that the level of patriotism among adolescents is lower than among adults (mostly low), which is due to the Soviet system of patriotic education. On the basis of the developed social and pedagogical technology and the patriotic program “I am a patriot” at the formative and ascertaining stage, the diagnostics of the results of the level of development of patriotic feelings of the experimental and control groups is carried out, which demonstrated an increase in the values to the middle and high levels. The results of the experimental search work indicate a positive dynamics in the development of indicators of patriotic education in adolescents with the use of folk art.

The necessity of studying the stylistic features of A.S. Dargomyzhsky’s vocal creativity is substantiated to understand the relationship between music and words in works for voice and piano, as the actual content of the process of developing competencies necessary for the pedagogical and concertmaster activities of graduates of a music and pedagogical university. The necessity of using the pedagogical component in the study of the concertmaster activity of composers, authors of chamber vocal and opera works has been proved. The main performing techniques of A.S. Dar gomyzhsky, developing the principles of representatives of the Russian vocal school, are analyzed. We show the general and distinctive features in the methods of vocal teachers of other national schools: Italian, French, German. An understanding of the role of the creative union of singers and accompanists in the embodiment of the artistic content of musical works is formed. A.S. Dargomyzhsky’s innovative interpretation of traditional vocal genres led to the subordination of the means of musical expression to the main goal – to reveal the meaningful storyline of songs and romances. A parallel is drawn with the formation of performing and pedagogical principles in modern musical culture. The conclusion is made about the dominant role of artistic content in the performing interpretation of musical compositions, as the priority of the activities of musiciansteachers and performers of our time.

The introductory part of the article provides historical information about the origin and development of types of reading and readers in Russia. The main part describes the experience of children self-learning to read in the conditions of different social groups families in the past and present. The results of survey methods, questionnaires, and comparative analysis of materials used in the study of the problem of self-learning to read are shown. The opinion of scientific psychologists (D.B. Elkonin) and methodist (M.R. Lviv) on self-learning to read in preschool age is expressed. In the process of studying the methodic phenomenon of self-learning to read, the pedagogical conditions necessary for the implementation of the desired result are developed and generalized. We emphasize the importance of the theory of developing the correct reading activity of professor N.N. Svetlovskaya for the professional organization of learning to work with a book in kindergarten. The conclusions reflect a pedagogical pattern: knowledge of the age capabilities of preschoolers contributes to the correct choice of types of reading activity, which should be combined with the game as the leading children’s activity, as well as with methods and techniques of work on the general and speech development of the child. In summary, the problem of further research of the topic is named.

The research is devoted to the study of the emergence and evolution of the institution of governorship. We consider the place and role, the specifics of the division of powers of the governor-general and the ruler of the viceroyalty in the system of government of the Russian state in 1775–1796. Catherine II, from the beginning of her reign, made many efforts to strengthen the authority and power of the sovereign’s representative at local level – the governor. The governorgeneral and the governor were representatives of the central government and carried out its instructions. In the newly created viceroyalties, the governor served as the direct ruler of the viceroyalty, and the role of the governor–general was to oversee the local administration and the communication between it and the central government. The inconsistency of the administrative and ter ritorial reform led to the fact that one governor-general was appointed to several governorates, and the governor remained in each. The vertical structure of executive power built by Catherine II led to the high authority and quite successful activity of the governors. After becoming emperor, Paul I brought the reform carried out by Catherine II to its logical conclusion. During the reform of the governorate administration, the institution of the governor-general was abolished, and the governor became the main type of governor of the governorate.

We consider the history of studying the history of Kurds in Russia in the early 20th century. The plans of cooperation between the Russians and Kurds against the Ottoman Empire are analyzed. We consider the socio-political and research activities of Russian politicians and scientists in the framework of solving the Kurdish issue. Research on Kurdistan, which began in the 19th century, continued and developed in Russia. Along with military and strategic studies, there were studies of Kurdish clans and Kurdish society. In addition to Russian scientists, Russian diplomats also contributed to the development of Kurdish studies. Before World War I, Russia tried to establish consulates and shopping centers in Kurdish cities. In the early of 20th century in Russia, Kurdish studies were developing rapidly, which was due to both the international situation and the activity of well-trained specialists-orientalists. Often they, like V.F. Minorsky and I.A. Orbeli, combined official (diplomatic) and research activities. Active role in the formation and development of Kurdish studies played N.I. Marr and A.S. Shamilov, who had no formal linguistic education and has been at the epicenter of political processes in the Soviet historiography and linguistics (repression, criticism of “marisma”). Despite the complex political processes of the early 20th century, it was during this period that the main ideas about Kurdish history and the Kurdish language were formed, and the main scientific schools were formed, which were developed after 1945.

We examine the purpose, reasons and course of the anti-Semitic campaign of 1909– 1912 in the Tambov Governorate, raised by the governor N.P. Muratov. On the basis of archival and memoir sources, the conflict between N.P. Muratov and the director of the Tambov music school S.M. Starikov is reconstructed, the main reason for which was the anti-Semitic views of the Tambov governor. The practices and approaches used by N.P. Muratov in the implementation of discriminatory legislation and his views in the context of their prevalence in the governor’s corps of the period under study are considered. The relevance of the research topic is associated with the need for a clearer understanding of the mechanisms and principles of interaction between the provincial government and society in the Russian Empire in the early 20th century. It is concluded that, despite the discriminatory legislation against Jews in force in the Russian Empire, N.P. Muratov could not deprive S.M. Starikov of his post thanks to the support provided to him by the Im perial Russian Musical Society. At the same time, the anti-Semitic views of N.P. Muratov do not reflect the views of the entire governor corps of this period or the officials of the Russian Empire as a whole.

We examine the philosophical differences between V.I. Lenin and the head of the Proletarian cultural and educational organizations A.A. Bogdanov. It is pointed out that after the October Revolution of 1917, their views were transformed into a discussion about the essence, foundation and tasks of proletarian culture. Previously, this topic was mainly the subject of philosophical research, but did not become part of historical research. The author of the article made an attempt to assess the influence of the ideas of V.I. Lenin and A.A. Bogdanov on the formation of various approaches to the cultural policy of the Soviet government in the 1920s. In the course of the work, historical-genetic and historical-comparative methods, traditional for historical science, were applied. The use of the sociocultural method made it possible to consider the views of party ideologists on culture as a system of values that developed before the revolution and developed in subsequent years. It was noted that at the turn of the 1910–1920s polemics of V.I. Lenin and A.A. Bogdanov went beyond the limits of private contradictions and led to the emergence of two possible trends in the development of Soviet fine arts. Conclusions were made about the approval of the official point of view on cultural policy based on the traditions of realistic art.

We consider the financial situation of students of Soviet universities in the 1920s. The relevance of the study is due to the growing interest in the history of everyday life, in particular, soviet students in the 1920s. The main approaches to the study of this problem are the theories of psychological development, life world and social interaction. In the first decade after the October Revolution, a reform of higher education was carried out, in which the proletarian students were supposed to play the leading role, therefore, since 1918, financial assistance was provided to needy students (scholarships, rations, provision of places in hostels, etc.). However, in the realities of social and economic upheavals, with an annual increase in the number of young students, the state could not afford to provide even the minimum needs of students. During the New Economic Policy period, the material situation of the majority of students deteriorated sharply, since students rarely had support from their parents, paid for their studies, housing, food and household needs. The research is mainly based on students’ letters “to power”, which reflect a wide everyday and emotional spectrum: moods, feelings, attitudes towards power and mentality; problems faced by students as a result of the transformation of education and the state.

The study is devoted to the Moscow Military Railway School activities in the command and control staff qualifying for the Special Corps of Railway Troops during its existence from 1932 to 1941. The relevance of the research is due to the lack of the issues of construction and training studies of the Special Railway Corps military personnel and the little studied aspects of command and control staff training in the Moscow Military Railway School during the period of Russian historiography. Factor analysis of justification of Railway School foundation historical necessity is carried out. We reveal the main activities of the military authorities, management and teaching staff of the school to train specialists for the Railway troops of the Workers’ and Peasants’ Red Army. The experience of deploying the material and training base of the military school within a limited time frame is analyzed. The specificities of the school’s variable staffing system are also noted. The background for the school establishment discontinuing is analyzed, and the conclusion is drawn that this reorganization in March 1941 on the eve of the Great Patriotic War is unjustified, as well as the need to restore historical memory of the school.

The relevance of the research is determined by the necessity for study of the set of documents related to the migration of the rural population in the Soviet country after the World War II. The movement of the Soviet peasantry was an important part of the resettlement process on a national scale. An array of primary data from the echelon lists of migrants stored in a number of regional archives has not yet been introduced into scientific circulation. It is in them that information is concentrated on the composition of the migrant’s families, their nationality, education, profession, labor activity, property and places of exit, up to village councils. We analyze the content of acts on the arrival of migrants to the Kaliningrad Region. Its agricultural workforce was formed primarily through migration organized by the authorities. The materials of the acts reflect important aspects of the organization and conditions of the controlled movement of the peasantry across the Soviet Union. Acts on the acceptance of resettlement echelons, along with statistical sources, memoirs and administrative and managerial documentation, allow you to reconstruct an objective picture of the Soviet resettlement campaign in the post-war period.

This study examines the election campaign to elect representatives of the Federation Council of the Federal Assembly of the Russian Federation in the Yaroslavl Region in 1993 and its results. We examine the political context against which the elections took place, as well as give a brief overview of the election campaign in different regions of the country. The programs of the main candidates, their goals and objectives implemented during the election campaign, as well as the process of summing up the results of the vote are analyzed. An attempt was made to explain the success of some candidates and the failure of other candidates, to find out the specific reasons that contributed to the success of candidates A.I. Lisitsyn and E. B. Mizulina, as well as the defeat of their opponent D.A. Starodubtsev. The studied events are presented in a nationwide context, and the process of establishing legal procedures related to the formation of the upper house of the Federal Assembly is also being studied, for the first and last time in the recent domestic history elected in the course of direct. The social and political composition of the Federation Council of the first convocation is presented. The study is based on a wide range of archival and published sources, as well as research literature.

We explore the logic and techniques of using the concept of “jingo” in the publishing practice of “Punch” magazine as a tool of political technologies aimed at shaping public opinion on key issues of foreign policy and electoral behavior in Britain in 1878–1879. The urgency of the problem being analyzed is due to the importance of a comprehensive understanding of the phenomenon of jingoism as one of the significant manifestations of the political history and culture of Victorian England. The study adopted a cross-disciplinary approach, which involves politically and linguistically indirect analysis of the concept of “jingo” in the context of the political and ideological realities of British history during the Eastern crisis of the 1870s of the 19th century. Specific examples show that the peculiarities of the genre of the magazine, its popularity, consideration of the cultural request of its audience determined the choice of language means, the style of presentation of the material and the choice of images. It is justified that the methods used in the texts of Punch were aimed at maintaining a positive image of the liberals and discrediting opponents both at the personal level and the party. It is concluded that the concept of “jingo” in the propaganda campaign of “Punch” has taken meaning propaganda cliches, which acted as a means of political identification, social and political advertising and anti-advertising, served as a tool to manipulate public opinion. This study may provide material for a number of further studies in the study of British political culture.

The influence of the First World War on the social and economic position of Vienna, the capital of the dualistic Austro-Hungarian Empire in the first two years of the war, is considered. It was during these two years that there was an increase in contradictions between various social groups, which would ultimately lead to the collapse of the Empire in 1918. One of the important sources when analyzing the situation in Vienna is the weekly police reports. It is by studying the materials of police reports that a picture of wartime Vienna appears in front of us. As the problems grew, the volume of reports constantly increased, new headings appeared, which made it possible to study not only the existence of problems in the capital of Austria-Hungary, but also to trace their dynamics and the measures taken by the government of Franz Joseph. A special role is given to the food problem, in particular, the dynamics of prices, the deterioration of the quality of bread, the growing shortage, the growth of speculation. In addition, the national relations and the attitude of the Viennese towards the arriving refugees were analyzed. Based on the material studied, it was concluded that the First World War greatly changed the life of the population of Vien na, showed the inability of the government and local authorities to quickly solve the emerging problems of the city.

The monograph under review presents a five-year experience of building and functioning of a model of organizing scholars’ research at the Derzhavin Tambov State University. The problem areas of the development of scholars’ research in a classical university indicated in the work are accompanied by proposals for overcoming them. The goals and objectives of the development of scholars’ research in a classical university are outlined. The level model and the main vectors of development of scholars’ research in a classical university, theoretical foundations for the development of the mentoring institute, goals and objectives of the development of the university-wide student research society are developed. A description of the most striking projects of student self-government in the research area “School of Competencies”, “Youth Entrepreneurship” and “I Want to Be a Post-Graduate Student” aimed at attracting students to research and innovation activities is given. This monograph is a practical guide for building an effective model for organizing scholars’ research in a classical university, contributing to the involvement of a larger number of students in research and innovative activities.