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A suggested review is devoted to the textbook «Jurisprudence for students of transport universities» prepared by the staff of the department «Transport Law» of the Law Institute of Russian University of Transport. The textbook in a systematic form sets out the didactic blocks included in the course «Jurisprudence», aimed at specialists of transport universities and containing material necessary and sufficient to build legal competencies for future specialists in the field of transport, which will ensure their successful fulfillment of their future responsibilities in the context of digitalization of the economy and transport logistics. The presented material reflects all modern trends of dynamically developing Russian legislation, recent changes in regulatory legal acts regulating activities in the field of transport. The publication may be of interest not only for students, but also for scientists, teachers, specialists and everyone who is interested in issues of law and its relations with functioning of the transport system. ; Представлена рецензия на учебник «Правоведение для студентов транспортных вузов», подготовленный коллективом кафедры «Транспортное право» Юридического института Российского университета транспорта. В учебнике в систематизированной форме изложены дидактические блоки, включенные в курс «Правоведение», ориентированный на специалистов транспортных вузов и содержащий материал, необходимый и достаточный для формирования у будущих специалистов в области транспорта компетенций правовой направленности, позволяющих обеспечить успешное выполнение ими в последующем обязанностей по предстоящему должностному предназначению в условиях цифровизации экономики и транспортной логистики. Представленный материал отражает все современные тенденции динамично развивающегося российского законодательства, последние изменения в нормативных правовых актах, регулирующих деятельность в сфере транспорта. Издание может представлять интерес не только для студентов, но и для научных работников, преподавателей, специалистов и всех, кто интересуется вопросами права и его связями с функционированием транспортной системы.

The article is devoted to the 125th anniversary from the birth of the outstanding scientist in the area of sports anatomy, MD (1925), professor (1935), honored scientist of the RSFSR (1947) Mikhail Fedorovich Ivanitsky. The anatomists, doctors, figures of the sport and of the ballet and even artists remember this most creative scientist with big gratitude, and students of physical culture institutes study anatomy using his famous textbook until this time. ; Статья посвящена 125-летию со дня рождения одного из выдающихся ученых в области спортивной анатомии, доктора медицинских наук (1925), профессора (1935), заслуженного деятеля науки РСФСР (1947) Михаила Федоровича Иваницкого. Этого креативнейшего ученого с огромной благодарностью вспоминают анатомы, врачи, деятели спорта, балета и даже художники, а по его знаменитому учебнику до сих пор изучают анатомию студенты институтов физической культуры.

The author analyzes A History of Russia: A World-Systems Analysis, a textbook by B. Yu. Kagarliczkij and V. N. Sergeev. It is noted that in their interpretation of Russian history, the authors of the book rely on academician Mikhail Pokrovsky's concept that prevailed in Soviet historiography until the 1930s. The textbook recognizes all the principles of the concept including the constitutive role of commercial capital in the historical processes of the country. Referring to the pattern put forward by M. N. Pokrovsky, the authors consider the main processes of Russian history, such as the introduction of serfdom, Peter I's reforms, and the modernization of the country in the second half of the 19th – early 20th centuries. However, the world-systems analysis used by the authors is quite often merely declarative and is not substantiated by factual material. Nor does the book take into account the geopolitical context of the establishment and development of the Saint Petersburg empire; additionally, it ignores the problem connected with the preservation and consolidation of the state's independence, and the military-defense factor. The description of the Soviet period is even more schematic as it quite often overlooks the influence of intersystem factors. ; Анализируется учебное пособие Б. Ю. Кагарлицкого и В. Н. Сергеева «История России: Миросистемный анализ». Отмечается, что в своей интерпретации отечественной истории авторы руководствуются концепцией академика Михаила Покровского, которая господствовала в советской историографии до середины 1930-х гг. В книге признаются все основные постулаты этой концепции, включая определяющую роль торгового капитала в отечественном историческом процессе. В соответствии со схемой М. Н. Покровского в учебном пособии рассматриваются такие важнейшие процессы российской истории, как утверждение крепостного права, реформы Петра Великого, модернизация страны во второй половине XIX – начале XX в. Однако применяемая авторами методология «миросистемного анализа» нередко носит декларативный характер, не подкрепляется соответствующим фактическим материалом. В книге недостаточно учитывается геополитический контекст в процессе становления и развития Петербургской империи, игнорируются проблема сохранения и укрепления государственной независимости, военно-оборонительный фактор. Еще более схематический характер, зачастую без учета действия внутрисистемных факторов, носит изложение событий советского периода.

The paper considers some issues connected with developing the innovation theory in Russia and abroad drawing on Russian scientific literature and textbooks. It is revealed that while understanding the need for an innovative way for the development of national economy, Russia lacks a harmonious and conventional innovation theory. The paper presents a critique of theoretical positions of a number of Russian authors concerning classification and essence of innovation, the corresponding terminological paradigm alongside the main mechanisms of innovations diffusion. We provide a comparison and corresponding generalization of our approach to diffusion mechanisms with those of foreign scientists. We note that the insufficient preparedness of many researchers in contextual understanding of both foreign terms and some notions of political economy poses significant obstacles to the development of innovation theory in Russia. We finally offer some recommendations to improve the innovation theory in Russia.

The research objective is developing and theoretical justification of the innovative project of scientifically-methodical teacher training. The teacher should be ready to perform mathematical education modernized in the context of fundamentalization ideas. Scientific originality of the research: it is identified and substantiated the fundamental kernel of the maintenance of scientifically-methodical elementary school teacher training for performing mathematical education; the model of scientifically-methodical training of future teachers for performing mathematical education on the basis of fundamentalization is developed. Scientifically-methodical, psychological and educational literature on the research problem is analyzed. The essence of the concept "fundamentalization of higher vocational training" is identified. The concept "fundamentalization of scientifically-methodical training of elementary school teacher" is determined. The basic result of the research: the electronic textbook "Theoretical basis and technologies of elementary school mathematical education (geometrical values and geometrical figures)".

The article analyzes the methodological contradiction between the introduction of Western management theories into personnel management and the need for a national-original theory and practice of management. It emphasize the negative consequences of imposing management models developed in other socio-cultural conditions on the personnel motivation system. The paper notes that scientific paradigms are formed under the effect of both science development internal logic, and non-scientific factors such as political, economic, and ideological competition between states. The focus on Western management models is due to Russia-USSR defeat/capitulation of in the «cold war» and the voluntary surrender of the Russian scientific and educational space «at the mercy of the winner». The cultural conformity principle has been first proclaimed in pedagogy but its application is appropriate in any other complex field of activity, including personnel management. For Russia, this principle means the justification of the personnel management theory and practice with the socio-cultural values and norms developed by its millennial culture. Content analysis of the textbook and training manual content devoted to personnel management confirmed the assumption that foreign authors topped the rating of reference authors and concepts with a clear advantage. The most frequently mentioned are Taylor, Fayol, Mayo, Maslow, and Ford. Among domestic researchers, Gastev, Kerzhentsev, and Vitke are the closest to them. The Soviet managerial thought during the heyday of the USSR (1950-80s) was not represented practically, although the country launched a man into space for the first time in the world, reached the forefront in many areas of science and technology, and built a socially targeted system unprecedented in the world's history these decades. It is impossible to imagine, that all these achievements are not related to the effective system of management and motivation. The article concludes that in the field of training specialists to work with personnel, it's necessary a turn to develop such training programs, textbooks and textbooks that would reflect the civilizational specifics of Russia, and meet the cultural conformity principle. ; В статье анализируется методологическое противоречие между внедрением в управление персоналом западных теорий менеджмента и потребностью в национально- самобытной теории и практике управления. Подчеркивается, что возможны отрицательные последствия при навязывании для системы мотивации персонала моделей управления, выработанных в иных социально-культурных условиях. Отмечается, что научные парадигмы складываются под влиянием не только внутренней логики развития науки, но и таких вненаучных факторов, как политическая, экономическая, идеологическая конкуренция между государствами. Ориентация на западные модели менеджмента обусловлена поражением/капитуляцией России/СССР в «холодной войне» и добровольной сдачей российского научного и образовательного пространства «на милость победителю». Принцип культуросообразности был впервые провозглашен в педагогике, но его применение уместно в любой иной сложной сфере деятельности, включая управление персоналом. Для России этот принцип означает обоснование теории и практики управления персоналом социокультурными ценностями и нормами, выработанными ее тысячелетней культурой. Контент-анализ содержания учебников и учебных пособий, посвященных управлению персоналом, подтвердил предположение о том, что в рейтинге референтных авторов и концепций с явным преимуществом преобладают зарубежные. Наиболее часто упоминаются Ф. Тэйлор, А. Файоль, Э. Мэйо, А. Маслоу, Г. Форд. Из отечественных исследователей ближе всех к ним примыкают А. Гастев, П. Керженцев, Н. Витке. Советская управленческая мысль периода расцвета СССР (1950–1980-е гг.) практически не представлена. Хотя в эти десятилетия страна запустила впервые в мире человека в космос, вышла на передовые рубежи по многим направлениям науки и техники, построила беспрецедентную в мировой истории социально-ориентированную систему. Невозможно представить, что все эти достижения не связаны с эффективной системой управления и мотивации. В статье делается вывод о том, что в области подготовки специалистов по работе с персоналом необходим поворот к разработке таких учебных программ, учебников и учебных пособий, которые отражали бы цивилизационную специфику России и отвечали принципу культуросообразности.

The article presents the political, economic, cultural, educational aspects of teaching the Chinese language in Russia. Indicates the sources of introducing the Chinese language into Russian everyday life, describes the causes and difficulties encountered in teaching the Chinese language, the issues (difficulties) that Russian citizens face when studying the Chinese language are examined. You are paid attention to the design of existing textbooks and methodological developments aimed at studying the Chinese language in the Russian state. The main areas of state policy that contribute to the expansion of the teaching of the Chinese language in Russia are highlighted. ; Представлены политический, экономический, культурный и образовательный аспекты преподавания китайского языка в России. Указаны основания и источники внедрения языка Поднебесной в российское современное общество, описаны причины и возникающие сложности при преподавании китайского языка, рассмотрены вопросы (трудности), с которыми сталкиваются российские граждане при его изучении. Уделено внимание структуре существующих учебников и методических разработок, предназначенных для изучения китайского языка носителями русского языка. Выделены основные направления государственной политики, ориентированные на развитие преподавания китайского языка в России.

Traditional "analog" form of the educational environment (textbook, system of classroom lessons) undergoes significant transformation driven by innovative educational configuration ("human – computer – digital educational environment"). Numerous electronic systems, resources, online-courses, mobile applications are developed and included in educational process. Immediate availability of considerable informational volumes and the content variability creates new operating conditions of personal cognitive processes. Since the possibilities and diversity of digital technologies are rapidly growing, and there are no adequate methodologies for studying them, studies of the problems of modern digital education – including its effectiveness – are still insufficient to develop generalized requirements for the effectiveness of e-learning. The fundamental issues of creating generalized model of digital education and digital educational environment on the basis of system and activity approach are discussed. Besides its theoretical importance for fundamental psychology and modern neuroscience and pedagogics, the model is important in terms of digital economy advancement and information society development in Russian Federation.

Demand and supply — categories with a rich history, introduced into scientific circulation 250 years ago, comprehensively investigated from the positions of quantitative analysis. But it turns out that the glossaries of microeconomic textbooks do not give either the definition of demand (there is a reference — see the demand curve) or the units of demand measurement (there are no units of measurement between the price and quantity) and, accordingly, supply
that restricts their practical application. The model of the general economy — the synthesis of the "Capital" of Marx, micro- and macroeconomics — allows us to supplement the quantitative analysis of all market categories with qualitative analysis and, in particular, to define demand and supply through two factors of the commodity–use value and cost. The definition of categories and units of their measurement makes it possible to expand the field of application of theory (the demand for a set of goods and the supply of a set of goods) and formulate an algorithm for their use in business practice.

The author studies the policy of Habsburg government in the sphere of national identity formation in the Austrian part of Austria-Hungary's population which was – among others – carried out through the system of elementary and secondary education system controlled by the Ministry of Culture and Enlightenment. The research is based on the library funds of the Austrian Federal Ministry of Education, Art and Culture. The analysis of the most wide-spread textbooks of the period in question helps reveal the main means of all-Austrian identity propagation through teaching geography and history. ; Рассматривается политика габсбургского правительства по формированию наднациональной идентичности у населения австрийской половины Австро-Венгерской монархии, осуществляемая в том числе через контролируемую Министерством культуры и просвещения систему начального и среднего образования. Исследование базируется на материалах библиотечных фондов австрийского федерального Министерства образования, искусства и культуры. Анализ наиболее распространенных в исследуемый период учебников по истории позволяет выявить основные способы трансляции «общеавстрийской» идентичности через преподавание в школах предмета «География и история».

The Enlightenment created the political life, crystallized the form of creating a state, set the basis through the development of the army, the finances, the administration and the diplomacy. The state took on the rational aims: the education, the science, the authority over the church. The idea of enlightenment on the Balkan started in 19 century. In Macedonia, the Macedonian civil class (merchants and craftsmen) started the struggle against the Hellenism, the struggle for independent church and introduction of the vernacular in the schools, the struggle for development of the civil consciousness and inducement of the Macedonian national consciousness. After their initiative the church-school communities were created, which became the essence of the enlightenment. Supporters of the idea of enlightenment in Macedonia were the authors of textbooks, collectors of the folk literature, printers, representatives of the literature of the enlightenment (philosophical popular writings, moral weekly newspapers, edifyingentertaining magazines, pamphlets, calendars, student debates, human documents, memorys, chronicles, travels were written), representatives of the art (carvers, wood carvers, icon-painters) and representatives of the musical culture (the first melographs).

В учебнике приводится общая характеристика основ конституционного права государств – участников Содружества Независимых Государств (СНГ), в том числе, понятие, предмет и источники конституционного (государственного) права стран СНГ; понятие, сущность и функции конституции; содержание института гражданства в странах СНГ; система государственных органов стран СНГ; проводится рассмотрение конституционных основ государств – участников СНГ (Беларусь, Молдова, Украина, Азербайджан, Армения, Грузия, Казахстан, Кыргызстан, Таджикистан, Туркменистан, Узбекистан), в том числе, органов законодательной, исполнительной и судебной власти в странах – участниках СНГ; приведена дифференциация стран СНГ по геополитическому и геостратегическому признакам. The textbook provides the general characteristic of fundamentals of constitutional laws of the states-participants of the Commonwealth of Independent States (CIS), including their notions, subjects and sources; the notion, essence and functions of a constitution; the essence of the institute of citizenship in the CIS countries; the system of state bodies of CIS countries; the constitutional bases of CIS state-participants (Belarus, Moldova, Ukraine, Azerbaijan, Armenia, Georgia, Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, Uzbekistan), including the bodies of legislative, executive and judicial power in the countries – participants of CIS; the differentiation of CIS countries according to their geopolitical and geostrategic attributes.

Робота присвячена проблемі морального виховання за допомогою математичної освіти. Ретельно вивчено, як вірменські діячі освіти реалізовували питання морального виховання учнів в освітніх установах, а також які цінності вважалися першочерговими в справі формування особистості. Розглянуто також ряд підручників з математики, складених древніми місцевими авторами з давніх часів до XIX століття, а також роботи, присвячені етиці. В результаті проведеного дослідження стає ясно, що в історії вірменської педагогіки особливу увагу було приділено обговорюваного питання, а також наявні певні підходи до його вирішення. ; Studying history of Armenian pedagogy from the ancient times to the 19th century, we see that the issue of implementation moral education by mathematical education is one of the important problems of education. During this period the education mainly organized by schools, colleges and educational institutions, where educators paid special attention of education, particularly moral education. It should be mentioned, that the moral values were perceived various in different times: It was due to social-economics and political conditions of country and accepted moral norms of society as well. In that period when Christianity accepted as a state religion of Armenia, the basis of moral education were Christian virtues and commandments of the Bible. In the 7th century Armenian great mathematician-educator Anania Shitakacy wrote his textbook of Mathematics. This manuscript includes mathematical textual problems and problems-entertainments, which devoted to the various moral values such as kindness, patriotism, mercy and so on. So, Anania Shirakacy offered a way of implementation moral education by solving textual problems of Mathematics. After that, Armenian educators of middle ages highlighted formation of moral values in the teaching process of school subjects too, also they wrote several manuscripts devoted to the morality: in that way they supported implementation moral education of learners. In these manuscripts authors mentioned various moral values as the basis of moral education. In the 19th century Armenia was divided into two parts: Western Armenia and Eastern Armenia. In the Western Armenia there were Armenian schools, where educators paid attention of schoolchildren moral values system. The teachers sure that ,,Ethics'' subject played significant role of formation of learners' moral values. Armenian educators of Eastern Armenia, said that formation of moral values is one of the essential problems of education and they thought that patriotism and humanity were the most important moral values. The famous educator S. Mandinyan said that it is necessary condition to formulate moral values in the teaching process of all school subjects, including Mathematics. So, as our research shows, Armenian educators from all periods, highlighted the importance of moral education by Mathematics, and wrote many papers, textbooks for promoting formation of moral values.

The article provides a brief overview of the scientific, organizational and pedagogical activities of the outstanding Russian historian and sociologist N.I. Kareev (1850–1931). The main focus is his participation in the processes of the initial period of institutionalizing sociology in Russia: the publication of scientific papers and textbooks on sociology. He was the first person in Russia to give a systematic course in sociology to university students, was co-opted to the Council of the Psychoneurological Institute, in which the first department of sociology was established in Russia. During Soviet times N.I. Kareev taught sociology in Petrograd at Women's Courses. In 1918, by decision of the People's Commissariat of Education, he was included in the list of 30 Russian professors who taught sociology at universities of Petrograd and sociological courses for sociology teachers working at secondary schools. N.I. Kareev took an active part in the formation and functioning of the sociological section at the Historical Society of St. Petersburg University and the М.М. Kovalevsky Sociological Society. In 1919, N.I. Kareev actively participated in the formation of the departments of sociology, sociological and social studies at the Faculty of Social Sciences of Petrograd University. But later, his activity began to receive less and less approval from the new organizers of science and education in Russia.

The blast trauma on Navy occurs both in military, and in a peace time. The defeats by various factors of blasts are possible at personnel being on ships, afloat, under water, on shoal. The mine blast wounds and injuries, the particular case of blast trauma, are highly actual. When rendering the medical-sanitary aid to defeated at blasts is required the differentiated and pathogenetically reasonable medical and diagnostic approach. In article are described the algorithms of a therapeutic aid to defeated at blasts on Navy. The materials of article were included into new textbooks on naval surgery and naval therapy published in Russian Military Medical Academy in 2015. ; Взрывная травма на Военно-Морском Флоте встречается как в военное, так и в мирное время. Возможны поражения различными факторами взрыва на кораблях, при нахождении личного состава на плаву, под водой, на мелководье. Высоко актуальны минно-взрывные ранения и повреждения - частный случай взрывной травмы. При оказании медико-санитарной помощи пострадавшим при взрывах требуется дифференцированный патогенетически обоснованный лечебно-диагностический подход. В статье описаны алгоритмы терапевтического пособия пострадавшим при взрывах на Военно-Морском Флоте. Материалы статьи вошли в новые учебники по военно-морской хирургии и военно-морской терапии, изданные в Военно-медицинской академии им. С.М. Кирова в 2015 г.