One of the achievements of the reflectivist turn in international relations theory in the late 20th century was the attention given to the role of discourse and other ideational factors in international politics. In recent years, however, approaches critical of the discursive emphasis in international studies have emerged, seeking to restore the significance of non-discursive aspects of international relations such as geography, technology, and the non-human. This article offers a perspective on the development of international relations theory from the standpoint of the debate between materialism and idealism. Within this framework, it provides a brief overview of the historical evolution of international relations theory and subsequently delves into a detailed analysis of three strands of the new wave of materialist theorizing in the field - critical realism, new materialism, and neoclassical geopolitics. The article suggests considering the new materialist wave as, on the whole, a positive development, but also points out the necessity of taking into account the risk of "exiling" the human element from international relations research as such concepts proliferate. The possibility of collaboration between reflecivists and post-reflecivists, as well as between idealists and materialists in general, is underlined for the comprehensive study of contemporary international realities.
This is an overview of the reports presented at the International conference on Italian Languages, Literature, and Culture Alisovskiye chteniya held on February 20, 2023 at the Faculty of Philology, Lomonosov Moscow State University. The academic gathering celebrated the anniversary of Professor Alisova, a founder of the italianistics in Russia. More then 50 attendees included language, history, literary, art and cultural experts from Russia, Belarus and Italy
In the 1960s the Komsomol began to give particular attention to its international activity, which was not only limited to participation, but also involved the organization of many different events for foreign youth and students - international friendship camps, forums, trips of foreign delegations. The creation of the Committee of Youth Organizations of the USSR (KMO USSR) and the Sputnik International Youth Tourism Bureau (BMMT) contributed to the intensification of the tourist exchange between Soviet and foreign youth. Both organizations were subordinate to the Central Committee of the Komsomol and received funding from the Komsomol budget. In 1962, additional funds started being allocated for international activities, as evidenced by a new item of expenditure that appeared in the budget of the Komsomol. Most of this money was spent by the Central Committee, with excessive expenditure on the reception of foreign delegations and gifts, which was repeatedly noted by audit checks. Twelve to thirty committees with international youth camps (out of 86 regional Komsomol committees) received money under the framework of this funding item. During the period under study, the Komsomol actively helped with the payment of organizational fees to the funds of the World Festivals of Youth and Students, and then began to provide direct material assistance to the youth organizations in Eastern Europe, Asia and Africa, which regularly applied for it. It is important to note that the annual increase of spending on international activities occurred in the context of the termination of state funding for the Komsomol, which in 1959 became fully financially self-sufficient. Based on a wide range of archival documents introduced into scientific circulation for the first time, the article presents an analysis of the financial activities of the Central Committee of the All-Union Leninist Young Communist League, its sources of funding and directions for spending the funds allocated for international activities. The relevance of the study is determined by the lack of serious scholarly investigation of this problem and the need to study the financial support of international activities in order to give a comprehensive assessment of its impact and efficiency.
The article presents the International conference Language, Culture, Creativity in Transdisciplinary Dimensions: Traditions and Innovations, which took place on October 22‒24, 2021 in Minsk (Belarus) and was dedicated to the 90th anniversary of the birth of prof. V.N. Teliya and the 100th anniversary of the Belarusian State University. The article contains a brief overview of a wide range of problems of modern linguistics, phraseology, linguoculturology, lexicography, which became the subject of discussion in plenary and sectional reports, as well as during the round table.
В статье рассматриваются чувашские и немецкие пословицы о природосообразном воспитании, проводится их сравнение, выявляется общее и специфичное, обнаруживается потенциал для совершенствования образовательного процесса через его этнопедагогизацию. Активное обращение к опыту народного воспитания актуально сегодня ввиду сложной политической и экологической ситуации в мире. Материалом для исследования послужили малоизвестный труд немецкого филолога А. Виттштока «Воспитание пословицей», высказывания реформатора М. Лютера о воспитании детей, труды академика Г. Н. Волкова, а также деятельность этих ученых в сфере образования. Основное внимание в статье уделено немецкоязычному труду «Воспитание пословицей», который можно по праву назвать энциклопедией немецкой народной педагогики, где автором дано представление о принципах воспитания молодежи, идеях прогрессивных педагогов того времени, приведены примеры из жизни выдающихся людей. Несмотря на разницу в несколько веков между источниками паремий, сравнительно-сопоставительный анализ чувашских и немецких пословиц позволяет выявить общие черты в педагогических представлениях народов о последовательности в воспитании, ценности детской игры в обучении детей, роли матери, семьи, специфике женского образования, уважении к труду, бережном отношении к единой для всех народов природе. На основании проведенного исследования делается вывод о способности паремий внести вклад в приобщение современного поколения к истории, коллективной этнической памяти, воспитание достойных граждан своей страны, ценящих традиции и ответственно относящихся к окружающей среде. The article deals with the Chuvash and German proverbs about nature-based education, compares them, reveals some common and specific features, presents their potential for improving the educational process through its ethnopedagogization. An active use of the experience of folk education is relevant today due to the difficult political and environmental situation in the world. The little-known work of the German philologist A. Wittstock "Education through a Proverb", the statements of the reformer M. Luther on the upbringing of children, the works of academician G. N. Volkov, as well as the activities of these scientists in the field of education provided the material for the current work. The main attention in the article is paid to the book "Education through a Proverb" in German which can be called the encyclopedia of German folk pedagogy, where the author gives an idea of the principles of educating young people, the ideas of progressive teachers of that time, and also provides examples from the lives of prominent people. Despite the difference of several centuries between the sources of paremias considered, a comparative analysis of the Chuvash and German proverbs reveals some common features in the pedagogical ideas of peoples about consistency in education, value of children's play in teaching children, the role of mother, family, specifics of women's education, respect for work, care for nature. On the basis of the study, a conclusion is made about the ability of proverbs to contribute to familiarizing the modern generation with history, collective ethnic memory, educating worthy citizens of their country who appreciate traditions and treat environment responsibly.
Статья посвящена одному из основных этапов Международной просветительской акции «Пушкинский диктант» - конкурсу методических материалов. Как считают учредители этой акции (АССУЛ), при составлении конкурсных заданий допустимы широта подхода к исходному материалу, свобода выбора микротем и мотивов пушкинского творчества. Данная позиция не может быть принята безоговорочно. Для того чтобы обеспечить равные условия всем категориям участников «Пушкинского диктанта», необходимо создание единой научно-методической основы для разработчиков заданий. Авторы статьи, исходя из собственного опыта проведения «Пушкинского диктанта - 2022», выработали систему принципов составления конкурсных заданий, которые могут быть приняты как базовые для Пушкинского диктанта на постоянной основе. В работе приводятся примеры конкретных заданий разного типа, в методологическом и историко-литературном аспектах анализируются их сильные и слабые стороны. Отдельно подчеркивается, какие содержательные составляющие могут влиять на успешность конкурсного задания. В статье прослеживается механизм реализации предлагаемых принципов при составлении заданий Международной акции, где главная цель - просветительская. Статья представляет интерес для составителей заданий «Пушкинского диктанта - 2023», а также всех тех, для кого «Пушкинский диктант» стал средством широкого межкультурного общения. The article is devoted to one of the main stages of the international educational campaign "Pushkin Dictation", which is the competition of teaching aids. According to the founders of this action (Association of Teachers of Literature and Russian), a wide approach to the source material, freedom of choice of micro-themes and motives of Pushkin's works are acceptable in compiling the contest tasks. This position cannot be accepted unconditionally. In order to provide equal conditions for all categories of participants in the Pushkin Dictation, it is necessary to create a single scientific and methodical basis for task developers. Based on their own experience in the Pushkin Dictation - 2022, the authors have developed a system of principles for compiling contest tasks, which can be accepted as basic for the Pushkin Dictation on a permanent basis. The paper presents examples of various types of tasks and analyses their strengths and weaknesses from both methodological and historical and literary perspectives. It is also emphasized which content components may influence the success of a contest task. The article traces the mechanism of implementation of the proposed principles in compiling contest tasks for the international campaign, the main goal of which is educational. The article is of interest to the compilers of the tasks for the "Pushkin Dictation - 2023", as well as to all those for whom the "Pushkin Dictation" has become a means of cross-cultural communication.
The emergence, diffusion and internalization of international norms face underestimated challenges in the sphere of arms control, which attempts to regulate and restrict the development and use of weapons. We explore the concept of uncertainty and reveal how it sets arms control apart from some other spheres that have experienced a rapid development and consolidation of international norms. The dynamic nature of technological change creates expectations of revolutionary novelty and perceptions of radical uncertainty, which run against some of the main mechanisms supporting international norms including grafting, strategic bargaining and moral consciousness raising. An original qualitative case study on norms related to the prohibition of biological weapons confirms that overcoming uncertainty is particularly difficult in arms control and that norms regulating weapons remain fragile after their institutionalization, due to ever-evolving technological change.
Pure cultures of 19 strains of spore-forming bacteria were obtained from the equipment surfaces of the Russian segment of the International Space Station. The study of morphological, cultural and physiological-biochemical properties of these bacteria allowed us to attribute all strains to the genus Bacillus. As a result of using MALDI-TOF methods and genome-wide sequencing, it was found that out of 19 bacillus strains, six belong to the species B. paralicheniformis, four to B. pumilus, four to B. subtilis, two to B. cereus and one to B. amyloliquefaciens. In accordance with the requirements and norms of EUCAST 2023, the resistance of bacillus strains obtained from the Russian segment of the International Space Station to antibiotics such as imipenem, meropenem, ciprofloxacin, levofloxacin, norfloxacin, vancomycin, erythromycin, clindamycin and linezolid was studied. Resistance to erythromycin was found in 11 strains of bacilli and five strains showed resistance to clindamycin. Only one strain showed resistance to imipenem, levofloxacin and norfloxacin, respectively. Analysis of the complete genome of bacterial strains in which resistance to erythromycin and (or) clindamycin was found made it possible to establish that resistance to these antibiotics in B. paralicheniformis strains SE71, SE131, SE181, SE182, SE183 provides the ermD antibiotic resistance gene. In B. cereus SE43, resistance to erythromycin encodes the mphL gene.
The article presents an overview of the work of the international scientific and practical conference Literary Digital Archive as Cultural Practice and Social Experience, held on October 20, 2022 at the Gorky Institute of World Literature of the Russian Academy of Sciences and dedicated to the results of a research project carried out at IMLI with the support of a grant from the Russian Science Foundation (RNF) - Transcript: Politics and Literature. Digital Archive of Literary Organizations of the 1920s-1930s. The essence of the project consisted in digitizing transcripts of meetings of proletarian writers' unions and placing them in a specially prepared digital database. Turning to these sources allows the literary critic to focus on the functions of literary institutions: production, communication, consumption and distribution of material and symbolic goods. The speakers noted the prospects of an extensive path - the expansion of the material involved in digitization, and the intensive development of the project. The discussion of the results ended with general support for the idea of publishing the next volume of the Literary Legacy, dedicated to the history of proletarian writers' unions, the output of which would crown the historical and literary research vector set by the project Transcript: Politics and Literature.
Статья посвящена анализу лингвистических особенностей дискурса электронных образовательных курсов на лексическом и грамматическом уровнях, созданных для международного адресата. Актуальность данной тематики обусловлена ростом популярности электронных образовательных курсов и возникающей в связи с этим потребностью в создании качественных онлайн-курсов, что приводит к переосмыслению коммуникации в образовательном дискурсе. Материалом исследования выступает курс на английском языке, представленный русскоязычным лектором на платформе Coursera. В ходе исследования был использован преимущественно метод дискурсивного анализа, а также методы классификации, интерпретации, обобщения и систематизации. В результате исследования сделан вывод о том, что на лексическом уровне дискурс массовых открытых онлайн-курсов (МООК) характеризуется использованием эмоционально окрашенной и оценочной, общенаучной и дисциплинарной лексики, позволяющей представить курс в доступной и увлекательной форме. На грамматическом уровне употребляются вводные, сравнительные и уточняющие конструкции, которые делают лекцию более структурированной и упрощают понимание материала, так как помогают выстраивать необходимые логические связи в информационном потоке. Использование инклюзивных местоимений, местоимений-обращений, директивных и вводных конструкций позволяет лектору разместить себя в единую коммуникативную плоскость с обучающимися, установить с ними диалог. Выявленные дискурсивные средства позволяют не только ясно и увлекательно передавать информацию обучающимся, но и конструировать доброжелательную среду, мотивирующую обучающихся изучить представленный курс. The article is devoted to the analysis of linguistic means of the discourse of electronic educational courses at the lexical and grammatical levels created for an international addressee. The relevance of this topic is due to the growing popularity of electronic educational courses, and the resulting need to create high-quality online courses, which leads to a rethinking of communication in educational discourse. The research corpus comprises an English-language course presented by a Russian-speaking lecturer on the Coursera platform. During the research the method of discursive analysis, as well as methods of classification, interpretation, generalization, and systematization were used. As a result of the research, the authors conclude that at the lexical level the discourse of mass open online courses (MOOC) is characterized by the use of emotionally charged and evaluative, general scientific and disciplinary vocabulary, which allows to present the course in a clear and engaging manner. At the grammatical level, introductory, comparative and clarifying constructions make the lecture more structured and simplify the understanding of the information. These means help to create necessary logical connections in the information flow. The use of inclusive and addressing pronouns, directive and introductory constructions unites the lecturer with his students, allows to establish a dialogue with them. Thus, the identified discursive means not only convey the information to students in a clear and engaging manner, but also construct a friendly environment that motivates students to finish the course.
The problem of the application of punishment to realization political goals in international relations is considered. The author characterizes the social institution of punishment, indicates its place and role in the structure of social relations. The political and legal component of punishment is analyzed in the context of unilateral sanctions of some sovereign states against others. The main forms and content of the influence of political goals on the institution of international legal sanctionspunishments are determined. The author's vision of such specific phenomena as "self-punishment" and "political engagement" is substantiated. An algorithm for identifying the political bias of decisions on the imposition of international legal penalties, as well as possible ways to develop an adequate response to them from the "punished" subjects (target states) is formulated. The empirical base of the study includes materials on the application of punishments by individual and collective subjects of international relations against the Russian Federation, including the geopolitical consequences of the relevant sanctions decisions.
The IV Russian International Conference on Cryo-Electron Microscopy (RICCEM-2023) was held at the Faculty of Biology of Lomonosov Moscow State University in a hybrid (offline and online) format and brought together more than 250 researchers from 10 countries. Following the conference, a special issue of the journal "Lomonosov Biology Journal" ("Vestnik Moskovskogo universiteta. Seria 16. Biologia") was published. This article briefly summarizes the main results of the conference and the content of the works published in the special issue.
Цель статьи – исследование существующих моделей сертификации по латинскому языку. Для этого были выбраны три наиболее известные системы тестирования: американская National Latin Exam (NLE), европейская European Latin Exam (ELEX), проводимая ассоциацией Euroclassica, и European Latin Linguistic Assessment (EULALIA), организатором которой является Университет Болоньи в рамках программы Европейского союза Erasmus+. Актуальность исследования связана c отсутствием в настоящие время общей системы сертификации по латинскому языку для русскоязычных обучающихся и с вопросом о целесообразности и эффективности языковой сертификации применительно к классическим мертвым языкам. В статье проанализированы и сопоставлены история создания экзаменов, их философия, формат проведения, цели, задачи и содержание. Новизна работы заключается в системном сравнительном исследовании международных экзаменов как нового этапа в истории классического образования. В результате исследования была выстроена история возникновения и развития тестирования по латинскому языку. Выяснилось, что существующие экзамены имеют общую тенденцию – заимствование моделей оценки владения живыми языками для классического языка. Такой подход может быть реализован лишь отчасти, так как латинский язык имеет свой уникальный набор ключевых компетенций, необходимых для освоения. Международная сертификация по латинскому языку – это движение, которое всесторонне влияет на подходы к преподаванию латинского языка. The purpose of this paper is to investigate the existing models of Latin certification. For this purpose, three currently known testing systems were chosen: the American National Latin Exam (NLE), the European Latin Exam (ELEX) conducted by the European Association Euroclassica and the European Latin Linguistic Assessment (EULALIA), which was organized by the University of Bologna within the framework of the European Union Erasmus+ programme. The relevance of the research is due to the lack of a common certification system in Latin for Russian-speaking learners and due to the question of the expediency and effectiveness of language certification in relation to classical dead languages. The article analyses and compares the history of the creation of the examinations, their philosophy, format, goals, objectives and content. The novelty lies in the systematic comparative study of international examinations as a stage in the history of classical education. As a result of the study, the history of the emergence and development of Latin language testing has been constructed. It turned out that the existing examinations have a common tendency: borrowing models of assessment of proficiency in living languages for the classical language. This approach can only be partially realized as Latin has its own unique set of core competencies to master. International Latin language certification is a movement that is comprehensively influencing approaches to Latin language teaching.
The article presents the content of research reports made at the International Scholarly Conference dedicated to the 200th anniversary of the critic, poet, novelist and translator Apollon Grigoryev. Th e conference was attended by 34 speakers from a range of countries and research institutions, including the Faculty of Philology of Lomonosov Moscow State University. Th e speakers focused on Apollon Grigoryev's critical legacy, the impact of his ideas on contemporaries, primarily Slavophiles, writers of the Silver Age and up to the mid-twentieth century. A special meeting was dedicated to researchers of Grigoryev's heritage — Boris F. Egorov and Anna I. Zhuravleva.
