Suchergebnisse

Introduction. On the way to European integration, issues of Ukrainian scientifi c terminology remain important and relevant.The approval of new innovative developments, the development of educational concepts and the popularization of the achievementsof domestic science depend on its clarity and unambiguity. Scientifi c interest is to study the historical progress of the enrichment ofthe Ukrainian scientifi c language as a means of developing national science and education in the context of studying the heritage ofoutstanding agricultural scientists.Purpose of the article is to investigate the contribution of Professor Irynarh M. Shchogoliv (1873–1943) to the development ofUkrainian scientifi c natural terminology.Methods. The methodology is based on the general scientifi c principles of historical knowledge: historicism, objectivity,systematization, complexity, scientifi city, multifactoriality and comprehensiveness. In addition, important importance is attached tothe use of general scientifi c methods (analysis, synthesis, generalization), interdisciplinary (statistical, bibliographic) and historical(problem-chronological, descriptive, historical-systemic, comparative-historical, periodization, personalization). Methods of sourceand archival analysis are also involved in the research process.Results. The fi rst organizational attempts to systematize terminological work in the Ukrainian lands took place after the politicalthaw of 1905. Archival research has shown that during I. Shchogoliv's studies at the agricultural department of the Kyiv PolytechnicInstitute in 1906–1910, scientifi c circles played an important role in attracting students to the community work and deepening of theacquired knowledge. In 1906, student I. Shchogoliv became a secretary (clerk) of the «Circle of Naturalists» under the leadership ofO. Yanata. The greatest scientifi c interest is the activity of the Ukrainian Terminological Commission, established in 1910 with theparticipation of S. Veselovsky, I. Shchogoliv and O. Yanata. We have found out that I. Shchogoliv took part in expeditions to selectand systematize the terminological material from printed sources and collect folk names that remained unnoticed. I. Shchogoliv wasinvolved in a project to study the nature of Ukraine as part of a special Commission for Regional Studies of «Circle of Naturalists».In addition, he served as its secretary.During the Ukrainian revolution, Professor I. Shchogoliv worked in the Ukrainian Scientifi c Society as a member of thenatural and agronomic sections. He systematized the materials for the dictionary of zoological terminology. In 1918, I. Shchogoliv's«Dictionary of Ukrainian Entomological Nomenclature» was published.In 1927, two parts of the «Dictionary of Zoological Nomenclature» were edited by the zoological section of the Natural SciencesDepartment of the Institute of Ukrainian Scientifi c Language of the Ukrainian Academy of Sciences, and in 1928 – the third part –«Names of Invertebrates» by Professor I. Shchogoliv and S. Panochini. In addition, Professor I. Shchogoliv edited manuscripts ofvarious scientifi c works and textbooks in terms of terminology and scientifi c language.Originality. We have investigated Shchogoliv's heritage in natural terminology for the fi rst time in historical science. The sourcebase of the study covers a wide range of published and unpublished materials, archival documents and scientists' scientifi c works.His research activity in this fi eld was during 1909–1929 in the «Circle of Naturalists» of the Kyiv Polytechnic Institute; the UkrainianScientifi c Society; the Institute of the Ukrainian Scientifi c Language of the All-Ukrainian Academy of Sciences. We have proved hispriority in the development of zoological nomenclature.Conclusions. The study of scientifi c heritage of the outstanding scientist-entomologist, teacher, professor I. Shchogoliv allowedto open a new milestone of his work: participation in the development of Ukrainian scientifi c natural terminology. While still a student,he joined the terminology deed, managed to organize like-minded people and organize the acquired knowledge in terminological andnomenclature dictionaries, which have not lost their signifi cance to this day. The achievements of the scientist in the formation of a fullfl edged professional nomenclature is a valuable source for studying the historical progress of domestic natural science. Research onthe achievements of predecessors in the fi eld of term formation is timely, because in the light of the new law on language, all branchesof science and technology need systematic terminological work in order to take its rightful place on the world stage. ; Історичну розвідку присвячено дослідженню творчої спадщини видатного українського вченого-ентомолога,професора І. Щоголева. Вперше висвітлено його доробок у природниче термінотворення. Джерельна база дослідженняохоплює широке коло опублікованих і неопублікованих матеріалів. Її основу складають архівні документи та науковіпраці вченого. Поглиблено й доповнено відомості про різні етапи науково-дослідної діяльності І. Щоголева упродовж1909–1929 рр. у «Гуртку натуралістів» Київського політехнічного інституту, Українському науковому товаристві,Інституті української наукової мови Всеукраїнської академії наук. Доведено його пріоритет у розробленні зоологічноїноменклатури. Закладені ним підвалини для розвитку галузі й сьогодні становлять важливе науково-практичнезначення.

The article deals with general state of the national book publishing business of the 20s – 30s of the 20th century. The author reveals and analyses the publications of the university book collection valuable in terms of content, design, and time of printing. The history and destiny of some books of educational, scientific and fiction literature are researched. The author's attention is focused on the problems of book publishing process in Ukraine, in particular books of social, economic, agricultural and technical content. The activity of well-known Ukrainian publishing houses of this period is analysed and a bibliographic review of the repertoire of the publications is given. The author notes a significant percentage of academic literature among Ukrainian book production, in particular the works of scientists in various fields of knowledge.The role and place of publishing houses of the regional level are determined. The literature devoted to the World War I is an important contribution to the development of the Ukrainian publishing space. General picture of preparation and printing of works of Ukrainian fiction literature and popular science editions from various branches of knowledge is created. The attention of publishing houses was paid to the preparation of textbooks for rural schools. the creation of popular serial publications was a special feature. Lviv magazines, bulletins on the history and geography of Ukrainian lands are valuable in terms of content. Materials on censorship oppression and seizure of books on Ukrainian science, literature and art are provided. A number of local history publications related to the national book heritage are revealed and analysed, in particular by D.I. Yavornitsky, I.I. Ohienko, L.V. Pisarzhevsky and others. During the scientific research, the author tries to highlight the unknown and forgotten pages of book printing in Ukraine, which are related to development and inhibition of social, economic and political processes. ; В статье освещены общее состояние национальной книжной издательского дела 20-30-х гг. ХХ в. Выявлены и проанализированы ценные по содержанию, полиграфическим оформлением, и время печатания издания университетского книгозибрання. Исследована история и судьбу отдельных экземпляров учебной, научной и художественной литературы. Внимание сосредоточено на проблемах книгоиздательского процесса в Украине, в частности книг социально-экономического, сельскохозяйственного и технического содержания. По источникам проанализирована деятельность известных украинских издательств этого периода и представлены библиографический обзор репертуара изданий. Среди книжной продукции Украины значительный процент принадлежал академической литературе, в частности работам ученых различных областей знаний. Определена роль и место, которое занимали издательства областного уровня. Весомый вклад в развитие украинского издательского пространства является литература, посвященная Первой мировой войне. Создан общую картину подготовки и печати произведений украинской художественной литературы, научно-популярных изданий по различным отраслям знаний. Внимание издательств уделялось подготовке учебников для сельских школ. Отдельным направлением было создание популярных среди населения серийных изданий. Ценными по содержанию львовские журналы, вестники по истории и географии украинских земель. Предоставлены материалы о цензурные притеснения и изъятия произведений деятелей украинской науки, литературы, искусства. Обнаружено и обработано определенное количество краеведческих изданий, относящихся к национальной книжного наследия, в частности Д.И. Яворницкого, И.И. Огиенко, Л.В. Писаржевского и тому подобное. Во время научной разведки автор пыталась осветить неизвестные и забытые страницы книгопечатания Украины, связанные с развитием и торможением социально-экономических и политических процессов. ; У статті висвітлено загальний стан національної книжкової видавничої справи 20-30-х рр. ХХ ст. Виявлено та проаналізовано цінні за змістом, поліграфічним оформленням, та часом друкування видання університетського книгозібрання. Досліджено історію та долю окремих примірників навчальної, наукової та художньої літератури. Увагу зосереджено на проблемах книговидавничого процесу в Україні, зокрема книг соціально-економічного, сільськогосподарського та технічного змісту. За джерелами проаналізовано діяльність відомих українських видавництв цього періоду та подано бібліографічний огляд репертуару видань. Серед книжкової продукції України значний відсоток належав академічній літературі, зокрема працям вчених різних галузей знань. Визначено роль та місце, яке посідали видавництва обласного рівня. Вагомим внеском у розвиток українського видавничого простору є література, присвячена Першій світовій війні. Створено загальну картину підготовки та друкування творів української художньої літератури, науково-популярних видань з різних галузей знань. Увага видавництв приділялась підготовці підручників для сільських шкіл. Окремим напрямком було створення популярних серед населення серійних видань. Цінними за змістом є львівські часописи, вісники з історії та географії українських земель. Надано матеріали про цензурні утиски та вилучення творів діячів української науки, літератури, мистецтва. Виявлено та опрацьовано певну кількість краєзнавчих видань, що належать до національної книжкової спадщини, зокрема Д.І. Яворницького, І.І. Огієнка, Л.В. Писаржевського тощо. Під час наукової розвідки авторка намагалась висвітлити невідомі та забуті сторінки книгодрукування України, які пов'язані з розвитком та гальмуванням соціально- економічних і політичних процесів.

It was found that in the 50-60s of the XIX century the opposition of authoritarian and autonomous tendencies of development of university education aggravates. As a result of the positive reform of higher education for educational institutions and the approval of the democratic statute of 1863, the performance of the university's scientific function, serving the interests of society, and the level of academic freedoms increased. Reactionary activists saw a threat in expanding the powers of professorial boards (M. Hiliarov-Platonov, M. Katkov, M. Liubymov, V. Puryshkevych and others). Progressive professors (in particular O. Walter, O. Kovalevskyi, V. Modestov and others) advocated the preservation of the autonomous provisions of the statute of 1863.The process of restoration of university autonomy in 1861–1882 is covered. Organizational autonomy in Kharkiv Imperial University is characterized. Thus, the board of the institution developed regulations for students and outsiders, rules of the university court, instructions of the student inspector, rules on scholarships and financial aid, rules on the use of textbooks, rules on testing applicants' knowledge, rules of student control, projects on faculty division to the branch. The effectiveness of faculty meetings has increased. There was an improvement in the quality of departments; the scientific achievements of applicants for vacant positions were analyzed in detail. The council also filed a petition with the ministry to increase the salary of an associate professor.The academic autonomy of Kharkiv University is analyzed. Professors' lectures became interesting for students due to the attraction of best practices. Teachers constantly underwent scientific internships abroad. A catalog of books was prepared for the library, the funds were constantly replenished due to works published in the university printing house. Cooperation with secondary schools in the district was close.The analysis of organizational autonomy of Kyiv University of St. Volodymyr (council meetings discussed draft legislation proposed by the ministry; approved decisions on reading special courses for students, allocating funds for laboratory equipment, filling vacancies, reviewing student work, etc.). It is also interesting that the minutes of the meetings were published in the "University News".It is proved that the academic autonomy of Kyiv University was characterized by the strengthening of academic freedoms, educational activities of teachers, providing assistance to low-income students, conducting charitable events. The growth of independence could not go unnoticed by the authorities, which was embodied in the relevant regulations. ; Виявлено, що в 50–60 рр. ХІХ ст. загострюється протистояння авторитарної й автономної тенденцій розвитку університетської освіти. Внаслідок позитивної для навчальних закладів реформи вищої освіти та затвердження демократичного статуту 1863 р. посилюється виконання університетами наукової функції, служіння інтересам суспільства, підвищується рівень академічних свобод.Реакційні діячі вбачали загрозу в розширенні повноважень професорських колегій (М. Гіляров-Платонов, М. Катков, М. Любимов, В. Пуришкевич та ін.). Прогресивні ж професори (зокрема, О. Вальтер, О. Ковалевський, В. Модестов та багато інших) виступали за збереження автономних положень статуту 1863 р. Висвітлено процес відновлення автономії університетів у 1861–1882 рр. Схарактеризовано організаційну автономію у Харківському імператорському університеті. Так, рада закладу займалася розробкою положень для студентів та сторонніх слухачів, правил діяльності університетського суду, інструкції студентського інспектора, правил про стипендії й матеріальну допомогу, правил про користування навчальними посібниками, правил про перевірку знань абітурієнтів, правил контролю занять студентів, проектів стосовно поділу факультетів на відділення. Посилилася дієвість факультетських зборів. Спостерігалося покращення якісного складу кафедр; детально аналізувалися наукові здобутки претендентів на заміщення вакантних посад. Також рада порушувала клопотання перед міністерством про підвищення окладу доцента.Проаналізовано академічну автономію Харківського університету. Лекції професорів ставали цікавими для студентів за рахунок залучення передового досвіду. Викладачі постійно проходили наукове стажування за кордоном. Для бібліотеки підготовлено каталог книг, фонди постійно поповнювалися за рахунок праць, які видавалися в університетській типографії. Тісною була співпраця з середніми навчальними закладами округу.Здійснено аналіз організаційної автономії Київського університету св. Володимира (на засіданнях ради обговорювалися проекти законодавчих актів, пропонованих міністерством; затверджували рішення про прочитання особливих для студентів курсів, виділення коштів на облаштування лабораторій, заміщення вакантних посад, рецензування студентських робіт тощо). Цікавим є і той факт, що протоколи засідань друкувалися в «Университетских известиях».Доведено, що академічна автономія Київського університету характеризувалася посиленням академічних свобод, просвітницькою діяльністю викладачів, наданням допомоги малозабезпеченим студентам, проведення ними благодійних заходів. Зростання самостійності не могло пройти повз увагу владних структур, що знаходило втілення у відповідних нормативних документах.

The article is devoted to two main problems. On the one hand, this is the response of the print media to the upcoming event – the 75th anniversary of Victory in the Great Patriotic War. On the other hand, these are opportunities for didactic interpretation of the political portrait genre in the system of teaching Russian as a foreign language. From the point of view of the author, we can now talk about the media topic "The Great Patriotic War", which has multiple genre differentiation. Biographical genres correlate with this media topic, and first of all, biographies of military leaders, top leaders of the country and ordinary war veterans. In addition, the structure of the media topic includes memoirs, the portrait essay genre and polemical genres: "Refutation", "Point of View", "Discussion". In connection with attempts to revise the outcome of the war and falsify history, he received a rebirth and such a genre as "Reprimand" (rebuke, philippic). The genres of "Interview", "Forecast", "Note", "Investigation", "Film review" and a number of other text forms contributing to the replenishment of the genre corps are also actively used in the framework of the media topic "The Great Patriotic War". The author of the article believes that the richest media material has ample opportunities for didactic interpretation, and above all, with the aim of teaching Russian as a foreign language. The need to include material on the Great Patriotic War in Russian-language textbooks on RCTs is due, inter alia, to the absence or insufficiency of information about the largest Russian politicians of the past and present, which leads to the formation of incomplete or distorted ideas about Russia. The aforesaid can be supplemented by means of training materials of a specialized type, which the teacher can use both fully and in parts. As an example, the article presents fragments of such a manual (excerpts from the biographies of A. N. Kosygin and A. Mikoyan, dedicated to their activities during the Great Patriotic War) and implementing two strategies – information and training. Based on the interpretation of the linguistic competence of Y. Apresyan, the author of the article presented a system of instructional tasks for these texts, which contributes to the formation of not only speaking, listening, writing and reading skills, but also a systematic fund of knowledge about Russian politicians of the 20th and 21st centuries. ; Статья посвящена двум основным проблемам. С одной стороны, это отклик печатных СМИ на предстоящее событие – 75-летие Победы в Великой Отечественной войне. С другой стороны, это возможности дидактической интерпретации жанра политического портрета в системе преподава-ния русского языка как иностранного. С точки зрения автора, в настоящее время можно говорить о медиатопике «Великая Отечественная война», который имеет множественную жанровую диффе-ренциацию. С данным медиатопиком соотносятся биографические жанры, и прежде всего – био-графии военачальников, высших руководителей страны и рядовых участников войны. Кроме этого, в структуру медиатопика входят мемуарные жанры, жанр портретного очерка и полемические жанры: «Опровержение», «Точка зрения», «Обсуждение». В связи с попытками пересмотра итогов войны и фальсификации истории получил второе рождение и такой жанр, как «Порицание» (отпо-ведь, филиппика). В рамках медиатопика «Великая Отечественная война» активно используются также жанры «Интервью», «Прогноз», «Заметка», «Расследование», «Кинорецензия» и ряд дру-гих текстовых форм, способствующих пополнению жанрового корпуса. Автор статьи считает, что богатейший материал СМИ имеет широкие возможности для дидактической интерпретации, и прежде всего – с целью преподавания русского языка как иностранного. Необходимость включе-ния материала о Великой Отечественной войне в учебные пособия по РКИ обусловлена, в том числе, отсутствием или недостаточностью информации о крупнейших российских политиках про-шлого и настоящего, что ведет к формированию неполных или искаженных представлений о Рос-сии. Сказанное возможно восполнить посредством учебных пособий специализированного типа, которые преподаватель может использовать как полностью, так и по частям. В качестве образца в статье представлены фрагменты такого пособия (выдержки из биографий А. Н. Косыгина и А. Микояна, посвященные их деятельности во время Великой Отечественной войны), реализую-щие две стратегии – информирующую и обучающую. С опорой на трактовку языковой компетен-ции Ю. Апресяна автор статьи представил систему обучающих заданий к этим текстам, способ-ствующую формированию не только навыков говорения, слушания, письма и чтения, но и систем-ного фонда знаний о российских политиках ХХ и ХХI веков.

Ocho años después de que se implementara la Ley 1448 de 2011 (Ley de Víctimas) siguen reportándose sistemáticamente dificultades en la atención y reparación a las víctimas del conflicto armado colombiano. Esto sugiere que, sin desconocer la dificultad que representa subsanar los daños que han dejado más de sesenta años de violencia política, los aportes académicos y científicos que se han hecho desde el ámbito psicosocial orientados a la reparación de la población víctima del conflicto armado siguen siendo inadecuados e insuficientes. Este trabajo se propone problematizar los marcos epistemológicos de la psicología clínica hegemónica en Colombia a partir de las capacidades de respuesta demostradas frente a las demandas de reparación de las víctimas del conflicto armado más largo de todo el continente americano. Además, mostrar cómo los marcos de referencia mediante los cuales las víctimas entienden e interpretan sus propias situaciones de violencia se distancian inmensamente de los marcos de comprensión académica y científica . Para comprender algunos de los problemas que actualmente están dificultando el goce efectivo de los derechos de las víctimas, se propone una lectura a la luz de cuatro categorías arbitrarias: 1. Herencias epistémicas europeas y norteamericanas, 2. Marcos incomparables de comprensión, 3. Homogenización y 4. Burocratización. Se realiza una revisión bibliográfica que abarca desde el año 2000 hasta el 2019, aunque se tienen en cuenta libros de texto y artículos que corresponden a años anteriores por su importancia académica y social. Se tienen en cuenta autores pertenecientes a otras áreas diferentes o complementarias a las de la Psicología Clínica, tales como antropología, historia, psiquiatría y filosofía, justamente por la necesidad de poner en debate la psicología hegemónica. Se encuentra que los modelos, técnicas e intervenciones aplicadas que se han generado desde la psicología clínica, y que tanto soporte empírico tienen en la literatura asumen como punto de partida epistémico nociones homogéneas de ser humano que desconocen el papel político y crítico del psicólogo clínico. Además afecta negativamente la atención que se les brinda a las víctimas pues desconoce sus verdaderas necesidades y sus formas de reparación propias. Se concluye que la psicología clínica puede y debe abordarse desde perspectivas situadas, las cuales ya se han estado gestando desde otras disciplinas, con el fin de redefinir las formas hegemónicas y naturalizadas de atención clínica. ; After eight years of the Law 1448 (Victims Law) was implemented, attention and reparation difficulties of the victims of Colombian armed conflict continue being systematically reported. This suggests, without ignore the difficulty that implies remedy the damages done during at least sixty years of political violence, the academic and scientific contributions which have been made by the psychosocial field with the population victims of armed conflict remain being inadequate and insufficient. This work sets out to problematize the epistemological frameworks of hegemonic clinical psychology in Colombia based on the response capacities demonstrated about the demands for reparation of the victims of the longest armed conflict in the entire American continent. In addition, showing how the frameworks of references through which victims understand and interpret their own violence situations differ immensely from academic and scientific understanding frameworks. In order to understand some of the problems that are currently hindering victims' access to their rights, four arbitrary categories are proposed: 1. European and North American epistemic inheritance, 2. Unmatched frameworks of understanding, 3. Homogenization and 4. Bureaucratization. A bibliographic review is carried out covering the year 2000 to 2019, although textbooks and articles corresponding to previous years are taken into account due to their academic and social importance. Likewise, authors belonging to other areas different or complementary to those of Clinical Psychology such as anthropology, history, psychiatry and philosophy are taken into account, precisely because of the need to debate hegemonic psychology. According to this, it is found that the models, techniques and applied interventions that have been generated from clinical psychology, assume as an epistemic starting point homogeneous notions of human beings, which ignore the political and critical role of the clinical psychologist. It affects negatively the care provided to victims because it does not recognize their true needs and their own forms of reparation. It is concluded that clinical psychology can and should be approached from alternative perspectives, which have already been brewing from other disciplines, in order to redefine the hegemonic and naturalized forms of clinical attention. ; Magíster en Psicología con énfasis en Profundización Clínica ; Maestría

Politicians recruit conceptual metaphors, as these means enable them to talk about abstract political problems in terms of more tangible and commonplace entities. This study aims to explore linguistic aspects of Trump's presidential campaign and is conducted in light of premises derived from Critical Discourse Analysis and Critical Metaphor Theory. The selected speeches were analyzed using a corpus research tool, i.e. Metaphor Identification Process was implemented. Donald Trump's campaign speeches were retrieved from internet sources. The period from January 24th, 2015 to October 20th, 2016 was chosen for compiling the primary corpus of 20 speeches. The qualitative analysis indicates that the President used metaphorical expressions frequently. The author of the article enumerates some grand metaphorical themes underlying Donald Trump's campaign speeches. ; Martyna Awier is a PhD student at the University of Białystok, Poland. Her academic interests are in the areas of cognitive linguistics and discourse studies. Her current research focuses on conceptual metaphors and Critical Discourse Analysis. ; University of Białystok ; Barczewska, S. 2017. Conceptualizing Evolution Education. A Corpus-Based Analysis of US Press Discourse. Newcastle upon Tyne: Cambridge Scholars Publishing. ; Beard, A. 2000. The Language of Politics. London: Routledge. ; Bloch, M. (ed.). 1975. Political Language and Oratory in Traditional Society. London/New York/San Francisco: Academic Press. ; Cameron, L. 2010. The discourse dynamics framework for metaphor. In: L. Cameron & R. Maslen (eds.), Metaphor Analysis. Research Practice in Applied Linguistics, Social Sciences and the Humanities, 77-98. London, Oakville: Equinox. ; Cap, P. 2008. Towards the proximization model of the analysis of legitimization in political discourse. Journal of Pragmatics 40: 17-41. ; Charteris-Black, J. 2004. Corpus Approach to Critical Metaphor Analysis. Basingstoke: Palgrave MacMillan. ; Charteris-Black, J. 2005. Corpus Politicians and Rhetoric. The Persuasive Power of Metaphor. Basingstoke: Palgrave MacMillan. ; Chilton, P. & Lakoff, G. 1989. Foreign policy by metaphors. Center for Research in Language 3/5: 2-19. ; Cienki, A. 2005. Metaphor in the 'Strict Father' and 'Nurturant Parent' cognitive models: Theoretical issues raised in an empirical study. Cognitive Linguistics 16: 279-312. ; Deignan, A. 2005. Metaphor and Corpus Linguistics. Amsterdam: John Benjamins. ; Fabiszak, M. 2010. Vilification of the enemy: Different enemies, the same linguistic strategies. In: D. Stanulewicz, T. Wolański & J. Redzimska (eds.), Lingua Terra Cognita II: A Festschrift for Professor Roman Kalisz, 73-97. Gdańsk: Wydawnictwo Uniwersytetu Gdańskiego. ; Fabiszak, M. & Konat, B. 2013. Zastosowanie korpusów językowych w językoznawstwie kognitywnym. In: P. Stalmaszczyk (ed.), Metodologie językoznawstwa. Ewolucja języka. Ewolucja teorii językoznawczych, 131-142. Łódź: Wydawnictwo Uniwersytetu Łódzkiego. ; Gibbs, R. W. 2017. Metaphor Wars. Conceptual Metaphors in Human Life. New York: Cambridge University Press. ; Górska, E. 2008. Four arguments for patterns of metaphorical thought. Acta Philologica 35: 15-31. ; Górska, E. 2014. Dynamiczne podejście do metafory. Prace Filologiczne LXIV/2: 109-122. ; Grey, W. 2000. Metaphor and meaning. Minerva 4: 1-8. ; Lakoff, G. 2002. Moral Politics. How Liberals and Conservatives Think. Chicago: University of Chicago Press. ; Lakoff, G. 2004. Don't Think of an Elephant!: Know Your Values and Frame the Debate – The Essential Guide for Progressives. White River Junction. Vermont: Chelsea Green Publishing Company. ; Lakoff, G. 2006. Thinking Points: Communicating Our American Values and Vision. New York: Farrar, Straus and Giroux. ; Lakoff, G. 2008. The neural theory of metaphor. In: R. Gibbs (ed.), The Cambridge Handbook of Metaphor, 17-38. Cambridge/New York: Cambridge University Press. ; Lakoff, G. 2016a. How to help Trump. http://georgelakoff.com/2016/12/15/how-to-helptrump/ (2 May 2019). ; Lakoff, G. 2016b. Understanding Trump's use of language. http://georgelakoff.com/2016/08/19/understanding-trumps-use-of-language/ (2 May 2019). ; Lakoff, G. 2017. The president is the nation: The central metaphor Trump lives By. http://georgelakoff.com/2017/08/01/the-president-is-the-nation-the-central-metaphor-trump-lives-by/ (2 May 2019). ; Lakoff, G. & Johnson, M. 1980. Metaphors We Live By. Chicago: University of Chicago Press. ; Pragglejaz Group. 2007. MIP: A method for identifying metaphorically used words in discourse. Metaphor and Symbol 22/1: 1-39. ; Turner, M. 1994. Reading Minds: The Study of English in the Age of Cognitive Science. Princeton, NJ: Princeton University Press. ; Van Dijk, T. A. 1997. What is political discourse analysis? Belgian Journal of Linguistics 11: 11-52. ; Wodak, R. 2009. Language and politics. 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The present article is focused on the search for new approaches in teaching rhetoric and public speaking skills in the system of Russian higher education. The relevance of this topic relates to the lack of rhetorical competences of modern Russian youth. Despite the presence of some authoritative rhetorical schools in modern Russian science and a deep theoretical and applied base, the existing textbooks and manuals on rhetoric and public speaking are largely outdated. It is necessary to introduce some other teaching methods, focused more on practice. Public speaking skills are underestimated in the informational and communicative space of Russian society as well as in the Russian education system. At the same time, there is a need for some appropriate rhetorical tools forming a future specialist of any profession today. They are to be used, taking into consideration all the realities of modern mass communication. The present article gives a comparative analysis of rhetoric in Russia and America. Significant differences in approaches to rhetorical education exist due to cultural, historical and political roots in these countries from one side and to the specific mentality of the Russian and American nations from another side as well. The results of this work include a list of internal and external causes of unsatisfactory quality of rhetorical education in modern Russia and suggestions for improving the situation. Public speaking skills analysis presented in this paper could be extremely useful to all specialists engaged in teaching rhetoric and mass communication in different countries of the world. ; Este artículo está dedicado a la búsqueda de nuevos enfoques para enseñar retórica y habilidades para hablar en público en el sistema de educación superior rusa. La relevancia de este tema está asociada con la falta de competencias retóricas entre los jóvenes rusos modernos. A pesar de la presencia de algunas escuelas retóricas autorizadas en la ciencia rusa moderna y una base teórica y aplicada profunda, los libros de texto y manuales existentes sobre retórica y oratoria están en gran parte desactualizados. Es necesario introducir algunos otros métodos de enseñanza que se centren más en la práctica. Las habilidades para hablar en público se subestiman en el espacio de información y comunicación de la sociedad rusa, así como en el sistema educativo ruso. Al mismo tiempo, existe la necesidad de algunas herramientas retóricas adecuadas para formar el futuro especialista de cualquier profesión en la actualidad. Deben usarse teniendo en cuenta todas las realidades de la comunicación de masas moderna. Este artículo proporciona un análisis comparativo de la retórica en Rusia y América. Existen diferencias significativas en los enfoques de la educación retórica debido a las raíces culturales, históricas y políticas en estos países, por un lado, y la mentalidad específica de los pueblos de Rusia y América, por el otro. Los resultados de este trabajo incluyen una lista de razones internas y externas para la calidad insatisfactoria de la educación retórica en la Rusia moderna y sugerencias para mejorar la situación. El análisis de las habilidades para hablar en público presentado en este documento puede ser extremadamente útil para todos los profesionales involucrados en la enseñanza de la retórica y la comunicación de masas en diferentes países del mundo. ; Данная статья посвящена поиску новых подходов в обучении риторике и навыкам публичных выступлений в системе российского высшего образования. Актуальность данной темы связана с отсутствием риторических компетенций у современной российской молодежи. Несмотря на наличие некоторых авторитетных риторических школ в современной российской науке и глубокую теоретическую и прикладную базу, существующие учебники и учебные пособия по риторике и публичным выступлениям в значительной степени устарели. Необходимо ввести некоторые другие методы обучения, ориентированные больше на практику. Навыки публичных выступлений недооцениваются в информационном и коммуникативном пространстве российского общества, а также в российской системе образования. В то же время, существует потребность в некоторых подходящих риторических инструментах для формирования будущего специалиста любой профессии сегодня. Они должны быть использованы с учетом всех реалий современной массовой коммуникации. В настоящей статье дан сравнительный анализ риторики в России и Америке. Существенные различия в подходах к риторическому образованию существуют из-за культурных, исторических и политических корней в этих странах, с одной стороны, и специфического менталитета русского и американского народов, с другой стороны. Результаты этой работы включают перечень внутренних и внешних причин неудовлетворительного качества риторического образования в современной России и предложения по улучшению ситуации. Анализ навыков публичных выступлений, представленный в этом документе, может быть чрезвычайно полезным для всех специалистов, занимающихся преподаванием риторики и массовых коммуникаций в разных странах мира

The article gives an overview of the origin of the family, the childhood, the acquisition of secondary education and the start of education at the higher school of the outstanding Ukrainian railway scientist, the founder of the scientific school "Organization of Railway Transportation" Volodymyr Sokovich. The biography of his father, Olexandr Sokovich (1840-1886), a well-known Ukrainian teacher, teacher of mathematics, physics and geography, author of a number of textbooks and teaching aids on these subjects, the head of several real colleges and the Belotserkovsky Gymnasium is highlighted. Particular mention is made of membership of O. Sokovich in the South-Western Division of the Russian Geographical Society, which became the center of the scientific and socio-cultural life of Kiyv and Ukraine of its time. It was also determined that his elder brother Evgen Sokovich (1864 - 1946) played a decisive role in the choice of the future scientist for the railway worker. which later, in the period of existence of the Ukrainian People's Republic, became Minister of Railways of its government. A number of facts of his activity are highlighted in this post. The period of training of Volodymyr Sokovich in the Second Kyiv Gymnasium is analyzed, the natural inclination of the schoolboy to exact sciences is noted - especially to mathematics. In connection with which, he began to receive higher education at the Physics and Mathematics Faculty of Kyiv University of St. Volodymyr, and only then entered the St. Petersburg Institute of Railway Engineers. Summarizing the work, we can state that the article identifies the reasons that gave the impetus for the formation of an outstanding scientific personality of the Doctor of Technical Sciences, Professor Volodymyr Sokovich. ; В статье дан обзор происхождения рода, детства, получение среднего образования и начала обучения в высшей школе выдающегося украинского ученого-железнодорожника, основателя научной школы "Организация железнодорожных перевозок" Владимира Александровича Соковича. Освещена биография отца - Александра Антоновича Соковича (1840 -1886), достаточно известного в свое время украинского педагога, преподавателя математики, физики и географии, автор ряда учебников и учебных пособий по указанным предметам, руководителя нескольких реальных училищ и Белоцерковской гимназии. Особо упомянуто о членстве А.А. Соковича в Юго-Западном отделе Русского географического общества, который стал центром научной и общественно-культурной жизни Киева и Украины своего времени. Также определено, что решающую роль в выборе будущим ученым профессии железнодорожника сыграл его старший брат Евгений Александрович Сокович(1864 – 1946). который в дальнейшем, в период существования Украинской Народной Республики стал министром путей сообщения ее правительства. Указан ряд фактов его деятельности на этом посту. Проанализирован период обучения Владимира Соковича во Второй киевской гимназии, отмечена природная склонность гимназиста к точным наукам - особенно к математике. В связи с чем, высшее образование он начал получать на физико-математическом факультете Киевского университета Св. Владимира, а уже затем поступил в Санкт-петербургский Институт инженеров путей сообщения. Обобщая работу можно констатировать, что в статье выявлены причины, которые дали толчок для формирования незаурядной научной личности доктора технических наук, профессора В.А. Соковича. ; У статі дано огляд родового походження, дитинства, здобуття середньої освіти та початку навчання у вищій школі видатного українського вченого-залізничника, засновника наукової школи "Організація залізничних перевезень" Володимира Олександровича Соковича. Висвітлено біографію його батька Олександра Антоновича Соковича (1840 -1886) – досить відомого у свій час українського освітянина, викладача математики, фізики і географії, автора низки підручників та навчальних посібників з зазначених предметів, керівника кількох реальних училищ та Білоцерківської гімназії. Окремо наголошено на членстві О.А. Соковича у Південно-Західному відділі Російського географічного товариства, що став центром наукового та суспільно-культурного життя Києва та України того часу. Також визначено, що вирішальну роль у виборі майбутнім ученим професії залізничника відіграв його старший брат Євген Олександрович Сокович (1864 – 1946). який в подальшому, у період існування Української Народної Республіки став міністром шляхів сполучень її уряду. Надано низку фактів його діяльності на цій посаді. Проаналізовано період навчання Володимира Соковича у Другій київській гімназії, наголошено на природній схильності гімназиста до точних наук – особливо до математики. У зв'язку з чим, вищу освіту він почав здобувати на фізико-математичному факультеті Київського університету Св. Володимира, а вже потім вступив до Санкт-Петербурського Інституту інженерів шляхів сполучень. Загалом можна констатувати, що у статті виявлено причини, що надали поштовх для формування непересічної наукової особистості доктора технічних наук, професора В.О. Соковича.

У статті розглянуто стан розвитку освіти на півдні України у складний період Української революції початку, прослідковано зміни у галузі національного виховання, пов'язані з діяльністю різних урядів у зазначений період, висвітлено рівень популярності української мови в Одесі на прикладі однієї з найвідоміших жіночих гімназій міста – Маріїнської. Зокрема, проаналізовано заяви батьків учениць гімназії щодо викладання української мови та виведені можливі причини їх громадянської позиції щодо українства загалом. ; Recently in Ukraine the question of bilingual society is being discussed. Especially this situation is visible in the Eastern regions of Ukraine. At the same time, Ukrainian language and culture is being discriminated freely, despite of the existing laws. The aim of research is to follow the Odessa citizens` attitude towards Ukrainian language and culture at the beginning of XX century, based on the example of innovations in Odessa Mariinska Gymnasium. Also, in the article such cases are observed as the development of national education on the South of Ukraine at the beginning of XX century; changes in the sphere of national parenting discovered, which were connected to the activity of different governments in the mentioned period; the level of language popularity in Odessa is showed, based on the example of one among the most famous women's gymnasiums - Mariinska. Particularly, applications of students' relatives have been analyzed regarding the Ukrainian language tutorial and the overall reasons of their civil position regarding everything Ukrainian have been followed. In the second half of XIX century on the territory of Dnieper Ukraine the idea of Ukrainian nationalism was suppressed. Ukrainians, like other people enslaved by Russian Empire, felt the harsh methods of russification policy. Harassment of Ukrainian language and culture were felt at all levels. In particular, in the sphere of education there was a deficit of the relevant textbooks and also lack of Ukrainian specialists. Meanwhile, according to the first nationwide census in 1897 on the territory of the Dnieper Ukraine, Ukrainian language was declared as a native by 17.8% of the total population. Odessa, which was on the fourth place in Russian Empire by the number of inhabitants, had five major language groups, including Ukrainians among others, who took the third place after Russians and Jews. It should be noted that the progressive community attempted to improve the situation. Political forces which were acting in Ukraine during 1917-1919, defended the Ukrainian national idea of the renaissance, and adopted a number of important decisions to protect Ukrainian culture. However, radical position of russified intellectuals on the South of Ukraine hampered their implementation, and the Ukrainian movement was too weak to achieve improvements. Thus, despite of the changes in the state and society, Ukrainian language had not become popular in Odessa. Citizens avoided its spreading deliberately. In accordance with a legal act, published in Odessa newspapers in January 1919, Ukrainian language tutorial in schools was considered as an optional. Most parents of Odessa Mariinska Gymnasium pupils were conservative about any fundamental changes in the educational process. Their actual attitude to Ukrainian language they had demonstrated when faced the choice of the Ukrainian language as one of the training courses for their children. The majority had opposed its studying, often without even understanding all the content of the subject. Obviously, the attitude to Ukrainian language was so negative that many of parents even did not go into explanations of refusal on behalf of their children learning the relevant subject. Especially surprising was the position of intellectuals, that should understand better than others the importance of language learning for their children development. However, they usually did not want or were afraid to change their own views contrary to the established imperial traditions. Thus, attempts to introduce Ukrainian language into the educational process in Odessa Mariinska Women's Gymnasium had not succeed. Such factors as popularity of Russian in Odessa and Russian-speaking origin of most girls certainly influenced the negative decision of their parents and guardians. Only optional teaching of Ukrainian was achieved. It was not the time to change the language of tutoring. ; В статье рассматривается состояние развития национального образования на Юге Украины в начале ХХ в., прослеживаются изменения в отрасли национального образования, связанные с деятельностью различных правительств в указанный период, показана популярность украинского языка в Одессе на примере одной из самых известных женских гимназий города – Мариинской. В частности, осуществлен анализ родительских заявлений учениц гимназии по вопросу о введении украинского языка в качестве учебной дисциплины, а также определены возможные причины отношения горожан к украинизации в целом.

У статті розглянуто стан розвитку освіти на півдні України у складний період Української революції початку, прослідковано зміни у галузі національного виховання, пов'язані з діяльністю різних урядів у зазначений період, висвітлено рівень популярності української мови в Одесі на прикладі однієї з найвідоміших жіночих гімназій міста – Маріїнської. Зокрема, проаналізовано заяви батьків учениць гімназії щодо викладання української мови та виведені можливі причини їх громадянської позиції щодо українства загалом. ; Recently in Ukraine the question of bilingual society is being discussed. Especially this situation is visible in the Eastern regions of Ukraine. At the same time, Ukrainian language and culture is being discriminated freely, despite of the existing laws. The aim of research is to follow the Odessa citizens` attitude towards Ukrainian language and culture at the beginning of XX century, based on the example of innovations in Odessa Mariinska Gymnasium. Also, in the article such cases are observed as the development of national education on the South of Ukraine at the beginning of XX century; changes in the sphere of national parenting discovered, which were connected to the activity of different governments in the mentioned period; the level of language popularity in Odessa is showed, based on the example of one among the most famous women's gymnasiums - Mariinska. Particularly, applications of students' relatives have been analyzed regarding the Ukrainian language tutorial and the overall reasons of their civil position regarding everything Ukrainian have been followed. In the second half of XIX century on the territory of Dnieper Ukraine the idea of Ukrainian nationalism was suppressed. Ukrainians, like other people enslaved by Russian Empire, felt the harsh methods of russification policy. Harassment of Ukrainian language and culture were felt at all levels. In particular, in the sphere of education there was a deficit of the relevant textbooks and also lack of Ukrainian specialists. Meanwhile, according to the first nationwide census in 1897 on the territory of the Dnieper Ukraine, Ukrainian language was declared as a native by 17.8% of the total population. Odessa, which was on the fourth place in Russian Empire by the number of inhabitants, had five major language groups, including Ukrainians among others, who took the third place after Russians and Jews. It should be noted that the progressive community attempted to improve the situation. Political forces which were acting in Ukraine during 1917-1919, defended the Ukrainian national idea of the renaissance, and adopted a number of important decisions to protect Ukrainian culture. However, radical position of russified intellectuals on the South of Ukraine hampered their implementation, and the Ukrainian movement was too weak to achieve improvements. Thus, despite of the changes in the state and society, Ukrainian language had not become popular in Odessa. Citizens avoided its spreading deliberately. In accordance with a legal act, published in Odessa newspapers in January 1919, Ukrainian language tutorial in schools was considered as an optional. Most parents of Odessa Mariinska Gymnasium pupils were conservative about any fundamental changes in the educational process. Their actual attitude to Ukrainian language they had demonstrated when faced the choice of the Ukrainian language as one of the training courses for their children. The majority had opposed its studying, often without even understanding all the content of the subject. Obviously, the attitude to Ukrainian language was so negative that many of parents even did not go into explanations of refusal on behalf of their children learning the relevant subject. Especially surprising was the position of intellectuals, that should understand better than others the importance of language learning for their children development. However, they usually did not want or were afraid to change their own views contrary to the established imperial traditions. Thus, attempts to introduce Ukrainian language into the educational process in Odessa Mariinska Women's Gymnasium had not succeed. Such factors as popularity of Russian in Odessa and Russian-speaking origin of most girls certainly influenced the negative decision of their parents and guardians. Only optional teaching of Ukrainian was achieved. It was not the time to change the language of tutoring. ; В статье рассматривается состояние развития национального образования на Юге Украины в начале ХХ в., прослеживаются изменения в отрасли национального образования, связанные с деятельностью различных правительств в указанный период, показана популярность украинского языка в Одессе на примере одной из самых известных женских гимназий города – Мариинской. В частности, осуществлен анализ родительских заявлений учениц гимназии по вопросу о введении украинского языка в качестве учебной дисциплины, а также определены возможные причины отношения горожан к украинизации в целом.

Villem Tamm, who was called also as Tamme Villu or simply Villu, was born on 10th of February 1942 in Viljandi county Kabala. He studied seven years in Villavere school and then in high school in Viljandi. He graduated Tartu State University as "economic cybernetics" (mathematical economists) in 1969. His course mates considered him as a capable and talented person and predicted him successful and fast career as a lecturer and scientist. Villu worked at the Faculty of Economics and Business Administration, University of Tartu, almost 40 years. He started as assistant and continued as senior lecturer, associate professor in the Chair of Economic Cybernetics and Statistics (during the years 1991-1992 he was the head of this chair). During the years 1993-1996 he was professor of statistics and also the head of the Institute of Informatics and Economic Modelling. In the following years he worked as associate professor of statistics and retired in 2007. The new specialisation in the soviet economic education with the name "economic cybernetics" was opened at the Tartu State University in 1967 and there was an urgent need for academic staff who could teach the subjects of specialisation. Villem Tamm was assigned to teach basic principles of "economic cybernetics" and mathematical and statistical methods. He was one of the main lecturers who were teaching the specialisation subjects of "economic cybernetics" and also one of the main supervisors of students' research papers and Diploma Thesis. He has remarkable contribution in preparation of almost 450 students, who have graduated the specialisation of "economic cybernetics". In essence he is one of the founders of the new direction in education of economists – "economic cybernetics" - in Estonia. During his career he was teaching different statistical and mathematical planning courses in Estonian and in Russian for stationary students and for Open University students. For those students, who specialised to economic modelling, Villu was teaching subjects like principles of economics prognosis, input-output tables, Leontief's economic equilibrium models, system analysis in economics, etc. Lot of students from Pärnu and Narva Collage, private universities of Audentes and Veritas can consider him also as their lecturer. Students evaluated him highly as a lecturer, as he was concrete in his taught subjects, he was thought-provoking and the personality to his lectures added his smugly humour. He was innovative and quickly adopted new technics and methods to modernise the teaching process. For example in 1980 he made dozens of dispositive about statistics, prepared punched card test for controlling students' knowledge. In 2003 together with his colleague he designed a web-based course "Statistics", which get the first price in the faculty's competition. In total Villem Tamm has published nine textbooks and voluminous methodological materials for six courses. The way to the candidate (Ph.D) degree was not so quick. He continued his post-graduate studies in 1977 and defended Ph.D thesis (candidate in economics) in 1985. His main research areas have been very diverse: starting from the studies devoted to efficiency and effective use of labour resources, regularity of working processes up to problems and misunderstandings of statistical information. During several decades he was doing research in the field of input-output tables. From his personality Villem Tamm had good leadership abilities and as a head of different structural units he was tolerant, steady and fair leader. He had desire to motivate and direct both students and his colleagues; at the same time being dispassionate in communication and dignified in his behaviour. He was helpful and mindful of others; he had skills to solve complicated situations humanly and peacefully. During his working career he had also to fulfil different administrative obligations. He was 15 years supervisor and leader for different courses, curator of cooperation agreement between economic cybernetics from Vilnius, Latvia and Tartu Universities, member of teaching methodology commission, member of faculty's council, etc. He was one of the founders of Estonian Statistical Society, alumni society "Hermes", lecturer of association "Teadus" ("Science"), etc. He was participating in conducting population censuses, where he could implement his statistical knowledge and organiser's abilities. Since the independence of Estonia he was several times leading the local election commissions during the parliament and local elections. Even if sometimes others could not see active engagement to these named and also to lot of others not mentioned activities, everything was functioning and was done at high quality.

Population geography is a subdiscipline of Human geography and studies the
distribution, concentration and density of population over the terestrial
surface, as well as differences in population size, changes and
characteristics, like structures, migrations, activity etc, among some places
present compared to others. Population geography has had a perscientific
stage as long as human history. First modern scientific treatis of population
in geography was the F. Ratzels book Antropogeography in 1882. During the
first half of the XX century, French geographer Vidal de la Blanche gave a
capital importance of population studies in his work Principes de Geographie
Humaine. In interwar years, various aspects of population were studied. After
The Second World War started the renovating movement of geography and new
tendencies appear in human geography and, consequently in population
geography. Attempts were made to define population geography as a separate
sub-discipline. The world wide trend of treating population geography as
separate discipline was expressed by publishing monographs, bibliographies
and textbooks. The most significant authors who worked on defining population
geography were French geographers P. George (1951, 1959), Beaujen-Garnier
(1965, 1966); North-american geographers: G. Trewarta (1953, 1969), W. Bunge
(1962), J. Clance (1965, 1971), W. Zelinski (1966); in Great Britain: J.I.
Clarke (1965); in USSR: Ju.G. Sauskin i D.N. Anucin (1950), V.V. Poksisevskij
(1966), D.I. Valentej (1973); in Poland V. Ormotski (1931), L. Kosinski
(1967) A. Jagelski (1980). Those authors and their works had the significant
influence on the development of population science in the world and also in
Serbia. Although the development of population geography was different in
different countries and scientific research centers, we can clearly defined
four stages. First stage lasted untill 1960s and was characterised by works
of G.Trewarta, H. Doerres Ju.G. Sauskin, D.N. Anucin, J. Beaujeu-Gariner. G.
Trewarta argued that the population is the point of reference from which all
other elements are observed and from which all derive significance and
meaning. This view was adopted and shared by authors dealing with population
items, explicitly or implicitly. Second stage lasted from 1960s till 1970s
and the most significant authors dealing with population problems were W.
Zelinsky, W. Bunge; H.Bobek, W. Hartke, K.Ruppert, F.Schaffer; D.I. Valentej,
K.Korcak. This phase was characterized by the application of quantitative
methods and efforts for understanding the spatial structure of the
population. Many scientists see this development phase as a particularly
prosperous period, because it carried more intensive relations of geography
and demography through the introduction of statistical, mathematical and
demographic methods and techniques in studies of population geography. Third
phase lasted from 1970s to 1980s, and was characterized by close relations
between population geography and formal demography. Development and
application of GIS and computer data, have made population studies more
complex and applicable in practice, through population policy and population
projections. The most significant authors in this period were L. Kosinski, A.
Jagelski, H?gerstrand. And at last, fourth stage started in 1980s and in many
countries lastes untill present days. In population geography appeared new
tendencies associated with the critique of positivism, the establishment of
humanistic approaches and modifications of general geographic concepts. In
this period, spatial analysis and quantitative scientific methods were
reaffirmed, and because of that some population studies were redefined in
spatial demography, a time dimension advocated in historical demography. In
this context, we emphasize the work of D. Plane and P. Rogerson. Population
geography is viewed differently from one country to another. Its definition
differs from too narrow to overly broad. But two research areas were of
particular interest to geographers - population distribution and migration.
Both items acquired an international dimension. Recently, eminent population
geographers exchanged various view points in an attempt to provoke new
thinking on subject and define the answers of new fields research in
population geography. Population geography in the XXI Century is no longer a
field comprised of spatial applications of fertility, mortality and migration
only. Contemporary population geography is theoretically sophisticated,
integrating spatial analysis, GIS and geo-referenced data. Future progress in
the field of population geography will derive from more research at the
intersections of population processes and societal issues and concerns. Major
themes of future empirical researches in population geography should be:
global population growth, studies of migration, transnationalism, human
security issues, population-health-environment nexus, human-environment
sustainability, economic development and poverty issues.

It stands to reason that at the early stage of independence the five republics in the Central Asian region-Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan-previously closely linked to the Soviet economic and political systems, faced a number of challenges, most of which were inherited from the Czarist-Soviet regimes. Coping with the challenges posed by the transition period required foreign support, and all the republics, except Turkmenistan, have been engaged in active cooperation with global powers such as the U.S. Considering the main features of the Western powers' involvement in the post-Soviet arena, we can agree with Gertrude Schroeder, who defined the first years since 1991 as a period of "mutual learning." On the one hand, the leaders of the newly independent states have learned from their experience of establishing a market economy at the speed and with the specifics permitted by domestic reality. While on the other hand, international organizations and countries have obviously contributed enormously to this learning processand, through investment and bilateral assistance programs, also learned much about dealing with a previously unknown environment. Schroeder refers to this process as follows: "They [international organizations and countries] now have much more in-depth knowledge about physical and behavioral legacies from the old Soviet order, legacies that differ significantly among the post-Soviet states. They have learned that changing the habits and mind-sets of employees in the numerous government bureaucracies with which they must deal is a slow, painful, and frustrating business. They have learned that the specifics of reform policies and programs are usually highly controversial among domestic participants, even though consensus may exist on the desired goals and long-run outcomes. They now perceive that general 'textbook' solutions or those based directly on 'another country's' experience may require modification to take into account the peculiarities of the communist legacy in each state. Finally, they have learned, hopefully, to avoid some of the inevitable mistakes of the initial years of involvement. For instance, the perceived failure of donors, especially of technical aid, to involve the recipient country's experts in all phases of project development has been a frequent complaint, especially from local intellectuals." We will note the quite distinctive nature of American policy in Central Asia. In December 1991, Secretary of State James Baker announced that the U.S. "will work with those republics and any common entity which commit to responsible security policies, democratic political practices, and free market economies." Baker specified that some republics (Russia, Ukraine, Kazakhstan, Armenia, and Kyrgyzstan) seemed more prepared to take this course. Kazakhstan, like Russia and Ukraine, on this list was given priority in U.S. policy because it possessed nuclear weapons. While recognizing the sovereign status of all twelve former Soviet republics in 1991, the U.S. administration established diplomatic contacts with only five of the former states, plus Belarus, while omitting the Muslim republics of Azerbaijan, Tajikistan, Turkmenistan, and Uzbekistan from the list, "even though they had not been excluded for that reason [of being Muslim republics]." Even the establishment of diplomatic relations with the Kazakh and Kyrgyz sides does not signify immediate involvement of the U.S. As Olcott stated, it was rather "show than substance in these bilateral relationships." Actual interest grew considerably under George W. Bush with the announcement of the "war on terror" in 2001. Kyrgyzstan and Uzbekistan were among the most actively involved players in military cooperation with the U.S. by allowing the use of their airbases in Bishkek and Khanabad, respectively. On the American side, the U.S. Department of Defense has been among the most active players in defining the priorities and channeling huge military assistance to the region, which peaked in 2002-2003. It is important to specify an essential feature of American aid-conditionality. Particularly in the cases of Kazakhstan and Uzbekistan, the allocation of American aid (aid in Foreign Military Financing [FMF] and International Military Education and Training [IMET]) was linked to progress in the area of human rights. This paper focuses on analyzing the special features of U.S. Central Asian policy, especially regarding regional security and cooperation issues. I divide my analysis into two periods: the first period covers the years of early sovereignty between 1991 and 2001; and the second period starts from U.S. involvement after the 9/11 events until early 2010, including the policy of the Obama administration.

It is on February 4, 2007 that Prof. Dr. habil. Stanislovas Martišius celebrates his 70-birthday. The Professor has spent many successful years working in the academic and scientific fields at the Economics Institute at the Lithuanian Academy of Sciences and at the Faculty of Economics at Vilnius University, combining his position as a pedagogue, instigator of social activities and administrator to great acclaim. His scientific activities can be divided into several stages: the period between 1961 and 1976 saw his involvement in scientific research concerning the quantitative economic analysis of production, the development of statistical theory and methods and the application and promotion of these economic methods; while in the second stage, from 1977 to 1981, his scientific work concentrated on social prediction methods, problems in ecomometric prediction and the analysis of dynamic economic processes.Through his many published articles, books and studies Prof. S. Martišius has successfully carried on in the footsteps of A. Rimka, V. Jurgutis and other politicians in the fields of economics, economic statistics and policy, and continued and developed the search for methodical and methodological findings in the fields of economic analysis, statistical indexing and prediction. He was also one of the first to initiate wider research into analytical thinking among Lithuania's economists. In recognition of these Bnd other merits Prof. S. Manišius was awarded the A. Rimka Memorial Prize.Prof. S. Martišius has worked hard and productively where over his 15 years as Head of the Department of Statistics he has been able to engage the whole collective in focused collaboration towards these goals. Together with colleagues from the Department of Statistics (now known as the Department of Quantitative Methods and Modelling) in the Faculty of Economics at Vilnius University he has produced several studies and textbooks. The main directions Prof. S. Mani!ius has taken his scientific research in over the last decade have been applied statistical theory, economic science methodology and the history of economic thinking in Lithuania. Statistical theory, or empirical social cognition methodology, is the main legacy left by this significant individual in discussions on statistical theory as a methodological science.Prof. S. Martišius has managed to ideally combine his scientific and social involvement with the important role of Head of the Department of Statistics and his enterprising leadership of the Faculty of Economies (12 years). I sincerely wish Prof S. Martišius all the very best in further developing new economic thinking, and in this way further adding to the improvement of the quality of the economy and of people's standard of living. ; 2007 m. vasario 4 d. prof. habil. dr. Stanislovas Martišius šventė gražų 70-ies metų jubiliejų. Profesorius daugeli metų sėkmingai dirbo mokslinį ir akademinį darbą Lietuvos mokslų akademijos Ekonomikos institute ir Vilniaus universiteto Ekonomikos fakultete, sėkmingai derindamas pedagoginę, visuomeninę veiklą ir administracines pareigas. Mokslinė jo veikla skiriama į kelis etapus: pirmame veiklos etape (1961-1976) vykdyti gamybos kiekybinės ekonominės analizės, ūkio statistikos teorijos ir metodų plėtojimo, ekonominių metodų taikymo ir jų propagavimo srities moksliniai tyrimai; antrajame (1977-1981) - mokslinė veikla sutelkta socialinių sričių prognozavimo metodų, ekonometrinio prognozavimo problemų, dinaminei ūkinių procesų analizei.Prof. S. Martišius savo straipsniais, knygomis, monografijomis sėkmingai ir rezultatyviai pratęsė Alb. Rimkos, Vl. Jurgučio, kitų politikų mokslini palikimą ekonomikos, ūkio statistikos ir politikos srityse, pratęsė ir išplėtojo metodinius ir metodologinius ieškojimus ekonominės analizės, statistinių indeksų, prognozavimo srityse; vienas iš pirmųjų pradėjo platesnius Lietuvos ekonomistų analitinės minties tyrinėjimus. Už paminėtus ir kitus nuopelnus prof. S. Martišiui paskirta Alb. Rimkos vardinė premija.Prof. S. Martišius pats daug ir produktyviai dirbdamas ir 15 metų vadovaudamas Statistikos katedrai sėkmingai sutelkė šiam darbui ir katedros kolektyvą. Kartu su Vilniaus universiteto Ekonomikos fakulteto Statistikos katedros (dabar Kiekybinių metodų ir modeliavimo katedra) darbuotojais parengė kelias monografijas, mokomąsias knygas. Paskutinio dešimtmečio pagrindinė prof. S. A. Martišiaus mokslinių tyrimų kryptis - taikomoji statistikos teorija, ekonomikos mokslų metodologija, Lietuvos ekonominės minties istorija. Statistikos teorija - empirinio socialinio pažinimo metodologija - toks pagrindinis jubiliato braižas aptariant statistikos teoriją kaip metodologinį mokslą.Prof. S. Martišius savo mokslinę ir visuomeninę veiklą puikiai derino su atsakingomis Statistikos katedros vedėjo pareigomis ir sumaniu vadovavimu Ekonomikos fakultetui (12 metų). Linkime profesoriui S. Martišiui toliau plėtoti naują ekonominį mąstymą, tuo prisidėti prie Lietuvos ekonomikos ir visuomenės gyvenimo kokybės gerinimo.

What is the role of educators, scholars, cultural and business leaders, parents, and the learners in curriculum development? Who "owns᾿ the curriculum of elementary and secondary schools in Québec? And what is the proper role of the government? Curriculum is more than a set of documents, approved textbooks, or official examinations. It is the script for a dialogue between a society and its young people, a narrative about what we think is important. Over the last half century, there have been four major models of curriculum organization in Québec: (1) prior to the 1960s, divided and centralized Catholic and Protestant structures, with authority largely outside the government; (2) the reforms of the 1960s, with direct centralized government control over policy but decentralized procedures; (3) a tightening up of control over both policy and procedures in the late 1970s, part of a general back-to-basics movement; (4) the current reforms beginning in the late 1990s, with government-directed approaches to organization, competencies and evaluation. These different reforms have exhibited a number of relatively stable characteristics: periodic rather than continuing reform, dominant role of the MEQ (now Ministry of Education, Leisure and Sport [MELS]), initial consultation on broad questions and an unclear relationship with subsequent policy decisions, extensive documentation, managerial and technical approach to curriculum, limited academic and professional influence on final decisions, stress on a single coherent system for all schools, and little emphasis on research, curriculum practices elsewhere and information technologies. At the present time, curriculum planners in Québec are facing a number of dilemmas, especially quality of standards and equality of access, centralization and adaptability, and different views about the relative roles of the public, the government and the teaching profession. For the future of Québec curriculum, a number of scenarios are worth considering: continuing the dominant role of the MELS putting all curriculum on-line, outsourcing curriculum development, forming partnerships with various education bodies, giving more authority to the education profession, accrediting schools, and creating a separate curriculum council to coordinate research and development. L'ÉTAT ET LE CURRICULUM. QUESTIONS ET OPTIONS POUR LE QUÉBEC Quel est le rôle des enseignants, des universitaires, des acteurs du domaine culturel et du monde des affaires et des apprenants dans la conception du curriculum ? Qui est le « détenteur du titre de propriété » pour le curriculum au niveau primaire et secondaire au Québec ? Quel est le juste rôle du gouvernement ? Le curriculum est bien plus qu'un ensemble de documents, de manuels scolaires approuvés et d'examens de fin d'année. Il s'agit d'un scénario pour la création d'un dialogue entre la société et la jeunesse, un récit à propos de ce que nous considérons important. Depuis la dernière moitié du siècle dernier, il y a eu quatre principaux modèles d'organisation du curriculum au Québec : 1- celui d'avant 1960 divisés en secteur catholique et protestant avec des structures centralisées; 2-les réformes des années 1960 avec un contrôle gouvernemental centralisé quant aux politiques mais avec des procédures décentralisées; 3- une prise en charge plus serrée sur les politiques et les procédures durant les années 1970 qui s'inscrivait dans un mouvement du retour à l'essentiel; 4-les réformes actuelles qui ont débutées à la fin des années 1990 avec des approches gouvernementales dirigistes à l'endroit de l'organisation, des compétences et de l'évaluation. Ces différentes réformes ont démontré plusieurs caractéristiques récurrentes : les réformes sont ponctuelles plutôt que continuelles, le rôle central du ministère de l'Éducation, du Loisir et du Sport (MELS); des consultations initiales à propos de questions très vastes et des liens plus ou moins clairs avec les grandes orientations décisionnelles; une documentation abondante; une approche gestionnaire et technique du curriculum; une influence limitée de la part des universitaires et des professionnels quant aux décisions finales; un accent important sur un seul système cohérent pour toutes les écoles et finalement peu d'importance accordée à la recherche, aux pratiques curriculaires hors-Québec et aux technologies de l'information. À l'heure actuelle, les concepteurs de curriculum au Québec font face à plusieurs dilemmes, plus particulièrement en ce qui concerne la qualité des standards et un accès équitable; la centralisation et l'adaptabilité et finalement différentes visions quant aux rôles du public, du gouvernement et de la profession enseignante. Pour l'avenir du curriculum au Québec, certains scénarios valent la peine d'être considérés : Poursuivre le rôle dominant du MELS; mettre tous les curriculums en ligne, ouvrir à la compétition le développement curriculaire; établir des partenariats avec plusieurs entités éducatives; donner plus d'autorité à la profession enseignante; accréditer les écoles et créer un conseil curriculaire autonome qui coordonne la recherche et le développement.