„EXAMENUL DE STAT” ȘI PROIECTUL DE DIPLOMĂ ÎN ȘCOALA ROMÂNEASCĂ DE ARHITECTURĂ A ANILOR 50

Author(s): Ana-Maria Vesa Dobre / Language(s): English,Romanian Issue: 8/2016

The fifteen post-war years of the Romanian School of Architecture are a time of deep quest, as well as of confusion and loss. They are the sad paradox of both the innovations and education reforms that will eventually warp the School on its whole, shaping it in tune with the newly set up political ideology. The short history of the School, cast during the early 20th century and the inter-war period, becomes more and more scattered in the 50’s; its curriculum is gradually shaped after the Soviet paradigm, discharging important traditional lectures, such as Art History, History of World Architecture, Byzantine Architecture etc., while focusing instead on the industrial, agrarian and massive urban planning programmes. In the same time, the academic curriculum is shaped into 6 years of study (12 semesters) and finals get a new structure, that include the Final Exam (or State Exam) and the Diploma project – the latter being developed during the whole last year of study. Every detailed aspect, of economic and social context, is directly applied into any diploma project, thus having a strong effect on the students’ mindset as well as the profession’s, in general, while the ideological restraints place them in a convergent perspective. The general compulsory rule of the Socialist Realist, official architecture is adopted, yet absurd and all the more so imperative in deployment. The individuality, original ity or innovation – as essential qualities as they are in the evolution of this artistic field are strictly cancelled and any means of their further occurrence will be taken as a straight injury towards the system. The experiment, the idealistic-utopia or innovation within the projects is progressively diluted into the “realism” of the socialism building. Until 1947, the Romanian architect could still enjoy a liberal practice, either as a freelancer or as a principal of an architectural bureau. In the post-Stalinist era (1953) though, his professional private practice is forbidden. In the meanwhile, the building regulations become strict and compulsory applied into the architectural design and urban planning, while indirectly they also infuse the architectural education system. Consequently, the study of the 50’s tries to discover the various aspects of both the Romanian architectural practice and the School of that time – by analysing its Diploma Project, as well as its Final Exam, developed as significant and meaningful pieces of this very process.

„SZANOWNY PANIE KOLEGO”. LISTY JANA ADAMUSA DO JANA KAMIŃSKIEGO Z LAT 1929–1932

Author(s): Maciej Jońca / Language(s): Polish Issue: 123/2022

Background: Letters of the Polish historian of law Dr Jan Adamus sent from Lviv to Dr Jan Kamiński in 1929–1932. Research purpose: Presentation of lesser known episodes from the „Lviv” period of Jan Adamus’s life. Methods: All quoted letters were transcribed, commented on and annotated. Conclusions: 1. Jan Adamus’s private correspondence complements his official biography in many important ways. 2. Jan Adamus left military service because it impeded his scientific development and prevented him from pursuing an academic career. 3. We discuss the phenomenon of the “Dąbkowski school” at the Jan Kazimierz University in Lviv before 1939.

„Tulburările scolastice” de la Iași (septembrie 1857 – februarie 1858). Excurs metodologic și documentar

Author(s): Leonidas Rados,Maria Rados / Language(s): Romanian Issue: XIII/2021

In the Autumn of 1857, the educational environment of Moldavia has been highly disturbed by a fierce conflict between the Transylvanian A. T. Laurian, the general school inspector (backed up by the School Council), and a large part of the educational staff of the Iași public schools. The first one had been accused by the teachers of overly violent behavior including insults, threats and constantly exerting pressure. That has led over 17 teachers to step down in 1857 and to ask for Laurian’s resignation, in order to come back to their jobs. Amongst them were mostly teachers at the elite schools (Normal School, Gymnasium, and Law Faculty). The Ministry of Public Instruction got involved, and discreetly supported the teachers, making it known that the offending language used by Laurian (and the School Council), nor the disrespect towards the higher authorities, were not to be tolerated. The ruler Vogoride has assigned a special committee, albeit with no results, because of the teacher’s refusal to agree on anything less than Laurian’s removal. The case had reached Moldavia’s Administrative Council which suggested the sanctioning of the protesting teachers and Laurian’s demission for offensive conduct. Surprisingly enough, Vogoride declined the proposal and proceeded to sanction both sides with a warning. Nevertheless, he allowed Laurian to maintain his position and asked for the protesters to quickly return to their jobs. Since new educators were assigned instead. The whole situation became even more complicated a few weeks later when the students at the Gymnasium Boarding School decided to revolt against their unsatisfactory living conditions. Moreover, the educational system was in shambles, given the fact that a lot of classes were taught by substitute teachers. Following, one of Laurian’s associates had been beaten by students, which lead to the residents leaving the boarding school, which was closed. A new committee had been assigned by the ruler to identify the reasons for the students' revolt against the system and to put forward measures for re-establishing order and restoring an appropriate school climate. On the 24th of January, the committee presented its report. It said that one of the main causes was the removal of the teachers, both locals and Transylvanians, and asked for a new committee to reform the system. Laurian and his associates (Al. Papiu Ilarian, Gh. Giușcă, M. Alboteanu, Iosif Patriciu) resigned and the contesters had been reinstalled in their positions, which allowed the system to restart. For this investigation, we used resources such as autobiographies, articles, press releases, and published correspondence (including the letters written by Laurian’s group). But our main source for this investigation consists of unedited archive documents, out of which we have selected 62 of the most relevant ones and published them at Annexes. In the scientific literature, “the scholastic disorders” in Iasi have been interpreted in two ways. The first one considered a conflict between the local teachers and those coming from Transylvania; this had proven to be a misunderstanding, caused by a mistakenly published document of V. A. Urechia in his masterwork History of Schools, which we address in this study. The second key to interpretation relies on the political fights between the unionists and the anti-unionists, which could stand base for the conflict. According to this one, the teachers had been constantly manipulated by the intriguing “genius” anti-unionists such as N. Istrati, Gh. Asachi, and Vogoride itself. However, this interpretation is reductionist, and the documentary base is weak: it almost exclusively consists of a series of letters written by Laurian and Papiu Ilarian, his close collaborator. In one of these documents, named The Violent Debate by the one whom it was addressed to (G. Barițiu), Laurian’s group’s own version of the scholastic scandal is presented. Moreover, this manner of interpretation originates in the sphere of political history analysis, although in the absence of specific tools, vital when pursuing the history of education. It is not by chance that our study also has an important methodological component. Even taking account of the political polarization of the teachers, we consider that the eruption of the “scholastic disorders” was mainly a cause of Laurian’s violent behavior. Otherwise a competent scholar with good intentions, the general school inspector became “an impossible man” due to his highly conflictual nature that aroused many dislikes over the years. Also relevant for the genesis of a critical mass against Laurian are his linguistic exaggerations, given his attempts to re-Latinize the Romanian language, implicitly getting rid of any Slavic remaining; he purposefully started to change even some toponyms in his textbooks, a practice that was perceived as an insult to the local history and traditions.

ІНТЕЛЕКТУАЛЬНА СПАДЩИНА УКРАЇНСЬКОГО ПЕРІОДУ ЖИТТЯ ЛІКАРЯ-МИСЛИТЕЛЯ МИКОЛИ ІВАНОВИЧА ПИРОГОВА

Author(s): Mykhailo Badiuk,Iryna Pasko,Mykhailo Boychak,Mykola Matviychuk / Language(s): Ukrainian Issue: 4/2020

The aim of the study. The article presents materials for the study of the intellectual heritage of the doctor-thinker Pirogov, formed during the last twenty-five years of his life in Ukraine. The authors focus on the philosophical, conceptual and generalizing nature of scientific works of Pirogov. It is noted that in the intellectual heritage of the outstanding doctor-thinker during the fourth century of the Ukrainian period of life the unique own scientific-practical and organizational-administrative experience gained by M.I. Pirogov in the process of brilliant clinical activities both in peacetime and during the provision of medical care to the wounded in the military conflicts of the second half of the XIX century. Research methods: The system-historical method was used to study in chronological order the intellectual heritage of the doctor-thinker Pirogov, formed during the last twenty-five years of his life in Ukraine. The biographical method was used to study life events on the basis of eyewitness reports and testimonies. Scientific novelty. The authors pay special attention to the works of Pirogov, which were written in the 1870s as a result of his stay in the theaters of war of the Franco-Prussian and Russian-Turkish wars. Comprehensive professional competence, great authority, colossal practical experience of a military field surgeon allowed Pirogov to go far beyond the inspection functions assigned to him and become in fact the main consultant on the organization of medical support of troops. In works written by Pirogov in his estate in the Ukrainian Podillya, he not only summarizes his own views on the organization of medical care and military field surgery, but also expresses his views on field hygiene, military field therapy and epidemiology. In particular, it is noted that the philosophical views of MI are especially relevant today. Pirogov on the common features of wars and related wars, epidemics. Competence Pirogov on the organization of medical care and control of infectious diseases are confirmed by his works, written in 1869 and 1872 at the request of the Poltava Provincial Zemstvo. In particular, there are views on the organization of health care and the collection of statistics that will allow for the necessary preventive measures, as well as sharp criticism of local government agencies for the illusory ideas about the effectiveness of the fight against infectious diseases. In preparing the article, the authors used materials from the lifetime editions of works by Pirogov, deprived of censorship of that time, as well as publications about the outstanding thinker of authoritative authors (M. Burdenko, F. Walker, A. Georgievsky), which have been studied to this day insufficiently and quite fragmentarily. Conclusions. Analysis and publication of the main provisions of little-known and little-studied professional publications MI Pirogov, written by him during the years 1860-1870 testify to the extremely active educational, organizational, clinical and scientific activities of Pirogov in Ukraine. During the fourth century, the outstanding physician-thinker wrote and published his most powerful scientific works, which convincingly testify to the significant contribution and assistance of Pirogov progress of Ukrainian education in medicine and science.

ІСТОРИЧНІ АСПЕКТИ РОЗВИТКУ УКРАЇНСЬКОЇ ВОКАЛЬНО-ПЕДАГОГІЧНОЇ ШКОЛИ У ХХ – НА ПОЧАТКУ ХХІ СТОЛІТТЯ

Author(s): Femiy Mustafayev / Language(s): Ukrainian Issue: 36/2019

Purpose of Article. The purpose of the research are to identify and characterize the main stages of the development of the national vocal pedagogical school in the context of the sociocultural processes of the 20th – early 21st centuries that took place in Ukrainian society. Methodology. The research methodology is based on the application of historical cultural, systematic and analytical methods, which have allowed us to consider the history of the Ukrainian vocal pedagogical school in its interconnections with the sociocultural processes of the 20th – early 21st centuries. Scientific Novelty. The scientific novelty of the article is the fact that for the first time Ukrainian science reflects the activities of the national vocal pedagogical school in the syncretism of artistic and sociocultural factors, which have been acting in the inextricable unity throughout the 20th century and 21st century. Conclusions. In the 20th century the Ukrainian vocal pedagogical school went through three stages of its development, each of which lasted a third of a century, in the 21st century its fourth stage began. The first stage was marked by the foundation of a national vocal pedagogical school, based on academic singing in combination with Ukrainian vocal traditions. The second stage is characterized by stagnant trends, associated with its isolation from global processes of vocal performance development. The third stage is characterized by a pluralistic interpretation of the vocal pedagogical school, which includes academic as well as other types of singing today that are relevant in the world cultural space. The fourth stage has not finished yet; it is characterized by the continuation of the main trends of the previous ones. Regarding to the same period of the 20th century, it is more dynamic. At the new historical stage it repeats its cultural outburst, which is the foundation of the Ukrainian vocal pedagogical school.

ІСТОРІЯ ОРГАНІЗАЦІЇ НАВЧАЛЬНОГО ПРОЦЕСУ В СЕРЕДНІЙ ТА ВИЩІЙ ШКОЛІ: ДИСТАНЦІЙНА І ЗМІШАНА ФОРМИ НАВЧАННЯ

Author(s): Antonina Anistratenko,Tetyana Anistratenko / Language(s): Ukrainian Issue: 2/2021

The Ukrainian education system has been involved into the process of distance learning because of epidemic prevention. So issues that needed immediate answers and solutions were stand behind the scenes of studying process. The main goal of study is to determine basic prologue of change was the fact that the remote form of organization of the educational process was due not only to the context of civilizational change and also to analyze independent factors of the development of education and culture, namely: epidemiological danger, so regardless of the level of preparedness of the educational process, technical and educational components, the transition took place in the shortest possible time. The novelty of presented research is made up first time analyzing the comparative history of distance learning in high and secondary school. Methodological base of study is comparative principle of distance learning in high educational system of Ukraine and in secondary school of our country. Conclusions. So, we can summarize that the establishment of the training system on the one hand took place during the implementation of real-time training, and on the other – the participants of the educational process (teachers, students, interns, graduate students, doctoral students, teachers, students, parents, administrative staff, etc.) give large and common personal influence at the distance learning process. However, the system of secondary education still received a short ―test period to implement the transformation of all elements of classroom learning to the distance one. High educational institutions in Ukrainian educational space has been somewhat improved in distance learning a bit faster than schools by the availability of online educational resources (Moodle, repository, web resources of higher education institutions with elements of self -study), which have not yet been widely used in secondary schools generally.

ІСТОРІЯ СТАНОВЛЕННЯ КАФЕДРИ МУЗИКОЛОГІЇ УНІВЕРСИТЕТУ ІМЕНІ АДАМА МІЦКЕВИЧА В ПОЗНАНІ

Author(s): Oksana Hysa / Language(s): Ukrainian Issue: 1/2021

The purpose of the article is to analyze the activity of the Department of Musicology of the Adam Mickiewicz University in Poznan from its foundation in 1922 to the beginning of the XXI century. The methodology consists of applying the historical-system method - to study the problems of musicology as an academic discipline in close connection with the socio-historical context and reproducing a holistic picture of its development, as well as biographies - to outline the figures of Polish general and special musicological school. The scientific novelty of the work lies in the coverage of the Poznan School of Musicology, which covers traditional musicological issues and develops a methodology for new interdisciplinary research in the humanities. Conclusions. The formation of musicology as a discipline at the Adam Mickiewicz University in Poznan took place on the basis of the European music-educational tradition. The article emphasizes the importance of this process of organizational experience and methodological position of German musicology and departments of musicology of Lviv and Jagiellonian universities.

ЈАВНОСТ - лист за наукe и политику (1873/13)

Author(s): Author Not Specified / Language(s): Serbian

Крагујевац, 28. Новембра; Рад народне скупштине; ВЕЛИКА ОПШТИНА - Шабац 21. Новембра; Политични преглед; Професорски испит; Л. БЕЧ месеца Децембра; Београд 23. Новембра. 1873. год.; СРЕТЕН СТОЈАНОВИЋ; ДОПИСИ;

Школовање српских официра у Аустро-Угарској и Немачкој у XIX и првој деценији XX века

Author(s): Slobodan Đukić / Language(s): Serbian Issue: 1/2014

Cooperation between Serbia and Austria in field of military education has long tradition and it was closely connected with formation of regular army during first reign of Prince Miloš Obrenović. By the mid 19th century and creation of National army largest number of Serbian youth was educated in Prussia whose army at that moment became model for other European armies as well. By the 80’s when conscription was introduced in Serbia, officers in majority of cases went for Austria-Hungary to continue their education. Serbian officers that have been educated in Prussia and Austria-Hungary executed dominant influence on development and modernization of Serbian armed forces by the end of 19th and beginning of 20th century.

Школовање српских официра у Русији у XIX и првој деценији XX века

Author(s): Slobodan Đukić / Language(s): Serbian Issue: 1/2015

The first country Serbian military officers were sent to for military education was Russia in 1833. By the mid-19th century, Russo-Serbian official military cooperation had been interrupted; however, Serbian officers went privately to Russia to continue their military education and career advancement. During the last decades of the 19th century, Serbian officers were routinely trained and educated in military academies in St. Petersburg and Moscow. Military cooperation was supplemented by sending Serbian officers to Russian field schools as well as on internships. By the beginning of the 20th century, Serbian officer education in Russia reached its peak. Large numbers of officers of different specialties were sent to Russia for further education. Russia was the only foreign country that opened the doors of its military educational institutions without reservation. Serbia saw Russia, with which it had many similarities, as a model. Both the Serbian and Russian armed forces emphasized recruit literacy and reinforcing national and religious consciousness. Officers educated in Russia contributed to a large extent in the modernization of the Serbian armed forces. Generals Dimitrije Đurić and Mihaio Magdalenić were noted for their mastery of military theory, while those who served as minister of the army, including Generals Sava Grujić, Mihailo Živković, Milutin Marinović, and Miloš Božanović, and Colonel Radoje Bojović, were extremely influential in organizing the Serbian Army.

Школовање Чеха и Словака у Србији 1945–1958.

Author(s): Slobodan Selinić / Language(s): Serbian Publication Year: 0

Taken together, the Czech and the Slovak minorities were the third largest minority group in Serbia and Yugoslavia after the Second World war, only the Albanian and Hungarian ones being larger. According to the 1948 census, 39.015 Czechs and 83.626 Slovaks lived in Yugoslavia. Out of that number, 6.760 Czechs and 73.140 Slovaks lived in Serbia. As a national minority, the Czechs and Slovaks had the right to education in their mother tongue in communities they inhabited. The post-war development of the Yugoslav society brought about also the increased number of schools of the Czech and Slovak minorities. There were 42 Czech and Slovak elementary schools with 7.480 pupils and one secondary school with 516 students in 1938/39. There were 19 Czech and 35 Slovak primary schools in 1955/56 with 6,319 pupils, two Czech and 15 Slovak eight-class and secondary schools with 2,842 pupils and one Slovak teachers training college with 56 students. These schools lacked schoolbooks and teachers, some of whom were insuffi ciently trained, even though the Yugoslav state tried to train teachers for minority schools too in its educational system. This lack of teachers was partly alleviated by bringing teachers from Czechoslovakia. Part of the young Czechs and Slovaks decided to continue their education after having finished secondary schools, i.e. they decided to acquire academic education. The place of living infl uenced also the place of study. The Czechs turned mostly to Zagreb, and the Slovaks to Belgrade and Novi Sad. In 1955/56 the largest number of the Czechs and the Slovaks were to be found in the lecturerooms of the Faculty of Arts, Economic, Legal and Medical faculties. One of the best known Czech schools in Serbia was the Masaryk School in Belgrade (Československá škola Masarykova v Bělehradě) which had its premises in the Czechoslovak House. The importance of this school went far beyond the number of pupils (some 30) attending it. This school was a focal point for Czechoslovak children, youths, intellectuals, elite and diplomats. It contributed to good relations between the Czechoslovak colony in Belgrade and the Belgrade, Serbian and Yugoslav society, it fostered national culture, language, music costumes, history, it aided the young Czechs and Slovaks in preserving their mother tongue, memory of their mother-country and the history of which they were part, it helped the Czechoslovak community adapt more easily to great political changes in the post-war Yugoslavia. The headmaster was a teacher from Czechoslovakia Augustin Streit. The school enjoyed large support of the Czechoslovak Embassy in Belgrade and Czechoslovak minority associations (Československá obec and Udruženje čehoslovačkih žena) and it also received aid from the Czechoslovak Ministry of Schools and Education and from several individuals. It was shut down in early 1950s as the Yugoslav-Czechoslovak relations deteriorated.

Школство у Јагодинској нахији за време Првог српског устанка

Author(s): Ninoslav Stanojlović / Language(s): Serbian Issue: 1/2016

The starting of the First serbian uprising striving for creation of free national state brought to further disintegration. The new layer of military commanders had specific influence on development of educational system. Many dukes, and other individuals, initrated opening of schools in their counties. In 1808 schools were opened in Jagodina, Belusić and Velika Drenova.

Штатные смотрители в организации системы уездных училищ Казанской губернии в первой половине XIX века

Author(s): Guzel Vazykhovna Ibneyeva,Aisylu Ilgizovna Shakirova / Language(s): Russian Issue: 3/2020

The paper is devoted to the activities of staff caretakers who performed control functions over district schools of the Kazan Governorate in the first half of the 19th century. Based on archival sources, the role of these officials in the organization of the system of district schools was analyzed. Particular attention was paid to identification of the means and methods of implementing the state policy in relation to staff caretakers, as well as to the principles of appointment to this position. It was demonstrated that the status of a staff caretaker was largely determined by their official duties, which were administrative in nature. It was revealed that under their leadership was the entire educational process: they monitored the course of teaching, provided educational literature, supervised the punishment system, managed the economic part of the district school. The powers of full-time caretakers were considered. It was concluded that the financial competence of representatives of the school administration was limited, because cost overruns were strictly regulated by law. Staff caretakers played an important role in the formation and development of public education in the Kazan Governorate. Caretakers were on the periphery of the administrative department, i.e., in collaboration with teachers, local authorities, and the population. They helped to increase the number of schools and to keep elementary schools in good condition. In turn, the administrative status and opportunities of the full-time superintendents of the district school predetermined their involvement in the process of modernization of the provincial society.

Щрихи към българистиката в Кьолнския университет през последните години

Author(s): Iliana Chekova / Language(s): Bulgarian Issue: 42/2021

Щрихи от дейността на учителката от Поликраище Трифонка Романова Попниколова

Author(s): Mariana Georgieva,Georgi Georgiev / Language(s): Bulgarian Issue: 2/2014

The key points from the educative work of the teacher in Bulgarian language and literature in the Primary school „St. St. Cyril and Methodius” – Polikraishte, district Veliko Tirnovo Trifonka Romanova Popnikolva, are considered. Her contribution for the advancement of the level of education in Polikraishte to one of the best in Bulgaria is underlined. Her most significant achievement is the excellent command of the literary Bulgarian language from all her pupils. The distinctive features of her pedagogical labour are presented – phenominal exactingness and very good organization, strict discipline and order in the implementation of the school hours, usage of modern for the time technical means, the introduction of readers’ diaries in which the instructed retell the readthrough, creation of a „Diary of literary works” where first attempts for composing poems and short stories by pupis, inclined to write, are carried. The out-of-class occupations in the theatrical and literature circle „Artistic speech” which she directs, are also properly reflected. As a result of her unflagging efforts, her alumni are more qualified than the Veliko Tirnovo high-school boys and girls and the Sofia students.Attention is paid to her public activity as a Member of the County Committee of the Fatherland Front and as an enlightener in its local organization, oriented towards raising the culture of the population. Her most representative appearances in this path are the restorations of ancient folk customs from the life in Polikraishte. As author, scenario-writer, producer, organizer and director of the staging “Seeing-off to gourbet” (going to gourbet means going abroad to make a living) in which 75 persons take part, she is laureate of the county festivals “Folk art and customs” in Veliko Tirnovo in 1980. The awards with which the National Council of the Fatherland Front honours her for her enormous labour of great public utility, are pointed out, as well.

ЭВОЛЮЦИЯ СИСТЕМЫ НАЧАЛЬНОГО И СРЕДНЕГО ЖЕНСКОГО ОБРАЗОВАНИЯ В РОССИЙСКОЙ ИМПЕРИИ ВО ВТОРОЙ ПОЛОВИНЕ XIX — НАЧАЛЕ XX В. (НА ПРИМЕРЕ ОРЛОВСКОЙ ГУБЕРНИИ)

Author(s): Ekaterina Nikolaevna Khabaleva / Language(s): Russian Issue: 3/2017

The article analyzes the evolution of the system of female primary and secondary education in the Orel province in the second half of XIX — early XX c. The peculiarities of educational process organization, the maintenance of schools and gymnasiums subordinated to the Ministry of Education are uncovered. The novelty of the research is determined by the fact that in addition to all-Russian tendencies of development of primary and gymnasium education for women, the author analyzes the state of these educational levels in a particular region of the Orel province. The article presents the data of archival materials, which allow to judge about the number and condition of schools and high schools in the province of Orel.

Экспертный опрос «Такая разная интелли- генция: исторический опыт отечественной интеллигенции в 1917—2017 гг.» и его результаты

Author(s): Valery Sergeyevich Memetov / Language(s): Russian Issue: 3/2017

The article deals with the organization, conduct and results of the expert question on the development of the research of intelligentsia studies. Analyzed is the composition of respondents, shown is the distribution of responses for the main groups of questions in the questionnaire. The conclusion summarizes the findings of the survey reflecting the state and prospects of the intelligentsia studies.

Эмоциональное сообщество и повседневная жизнь учителей Магнитогорска (1929–1941 годы)

Author(s): Nadezhda Nikolayevna Makarova / Language(s): Russian Issue: 30/2020

Using a broad source base, including previously unpublished materials, this study examines teaching in Magnitogorsk in the period of accelerated industrialization as a unique emotional community with a special type of daily life.. The predominant historical sources are recollections of Magnitogorsk teachers, written at different times relative to the time of studied events. The article uses methodological tools proposed by Iu. Bessmertny, H. R. Iausom, J. Plamper, and W. Reddy. The social portrait of a Magnitogorsk teacher was far from ideal. Teachers were dominated by women under the age of 20, with minimal experience and education, but official discourse and memories about teachers at Magnitostroi drew on a universal reference image of a professional Soviet teacher. The educational community at Magnitostroi was a complex emotional microcosm in which a variety of emotional repertoires coexisted, and teachers themselves belonged to different emotional communities that demonstrated sometimes unusual emotional reactions. Features of social conditions, the overall level of improvement of teachers’ lives and work of teachers, defined the landscapes of everyday life and features of the dominant emotional regime. The last was an official state ideology, adapted to the specific sociocultural and individual peculiarities of city, community, and people.

Эпициклоида

Author(s): Inkar Askar,Kamila Sarsenbayeva / Language(s): Russian Issue: 4/2018

The paper presents results on the epicycloid of Kazakhstan students in the frames of the net research project “Encyclopedia of notable plane figures: we work by ourselves”. What are used in the investigation are analytical geometry methods and experiments by computer applying the software products GeoGebra and The Geometer’s Sketchpad. The Google Cloud Service is used in the organization of the interaction between the participants.

ЭТНОГРАФИЯ КАВКАЗА И ЕЕ СОЦИАЛЬНАЯ ОРГАНИЗАЦИЯ

Author(s): Alexander Formozov,Sergei Arutiunov / Language(s): Russian Issue: 1/2010

Sergei Arutiunov in Conversation With Alexander Formozov