Suchergebnisse

Актуальность и цели. Изменения в системе восприятия литературных произведений с течением времени обусловливают необходимость обращения к классическим текстам русской литературы. Цель работы проанализировать образ центральной героини пьесы А. Н. Островского «Гроза» с точки зрения современной науки. Результаты. В статье на основе тщательного анализа текста показано, что характер Катерины, главной героини драмы, создан писателем нецельным и противоречивым, лишающим персонаж традиционно приписываемых ей силы и стойкости. Автор статьи показывает, что драматург следовал тенденциям демократической критики той поры, прежде всего рекомендациям революционного демократа Н. А. Добролюбова, и на этом пути осуществил искусственную подмену конфликта любовного конфликтом социальным первую влюбленность героини представил в виде ее гражданской позиции, общественные порядки сделал ответственными за незрелость ее любовных чувств. Выводы. В статье показано, что единый образ Катерины отчетливо распадается на два самостоятельных характера, не имеющих общих точек соприкосновения. Изучение системы образов пьесы «Гроза» позволяет уяснить, что «любовный треугольник» драмы сформирован искусственно и немотивированно. Трагическая смерть героини прочитывается как случайная. ; Background. Various changes in the system of perception of literary works over time cause a necessity to address classical texts of Russian literature. The purpose of the work is to analyze the main female character of the play by A. N. Ostrovsky "Thunderstorm" from the point of view of modern science. Results. On the basis of a thorough analysis of the play the article shows that the character of Catherine, the main character of the drama, was created by the writer as an integral and contradictory one, depriving the character of strength and firmness traditionally attributed to her. The author shows that the playwright followed the trends of the democratic critics of that time (for example, N. A. Dobrolyubov). He realized the artificial substitution of a love conflict by a social conflict. A. N. Ostrovsky presented the first love of his heroine in the form of her citizenship. The playwright has made the public orders responsible for the immaturity of her love feelings. Conclusions. The article shows that the image of Catherine clearly splits into two independent characters which don't have common ground. Deep studying of the image system of the play allows to understand that the "love triangle" was artificial and unmotivated, the tragic death of the character is perceived as an occasional one.

Рассматривается ситуация в кадровом составе западносибирских зодчих, сложившаяся в период с 1840-х по 1850-е гг. Обозначаются основные архитектурно-строительные учреждения России, выпускники которых участвовали в градостроительстве Западной Сибири. Характеризуется деятельность ведущих западносибирских зодчих в градостроительном процессе Западной Сибири. Отмечаются частные случаи использования на должности архитекторов лиц, не имевших специального образования. ; In the West Siberian town planning in the XIX early XX centuries attended lots of graduates of the leading Russian architectural education institutions, but their participation at different times was different. In the first third of the XIX century mostly graduates of the Academy of Fine Arts, Moscow courtly architecture schools and military engineers concerned with the problem of building of the West Siberian town. In the period of 1840-1850s. in Western Siberia appeared graduates of the Institute of Railway Engineers and Construction College. A significant increase of graduates of the Institute of Railway Engineers in the staffing of the West Siberian architects in 1840-1850s. can be seen on the example of the construction personnel in Tomsk and Tobolsk. In the 1840s. there were the first graduates of the School of Construction. In the 1850s. compared with the previous decade the number of college graduates Construction in Western Siberia has doubled, their role in urban development became more important. In the 1840-1850s. in Western Siberia were working graduates of the Academy of Fine Arts. They designed the most important sites of the city. In Tomsk the provincial architect A.A. Arefev was engaged in architectural and construction work, he completed the construction of a building of government offices. In Barnaul in the 1840-1850's. continued his activities Y. Popov, under his leadership was built the central part of the city. In the 1840-1850s. in Western Siberia stayed representatives of the Moscow Palace of architectural schools and military engineers but their role was the most significant only in the architecture of Omsk.Thus, in the 1840-1850s. the stuff of the construction personnel supplemented with graduates of the Institute of Railway Engineers and Construction College. The most numerous architectural and construction personnel were graduates of the Institute of Railway Engineers and the Academy of Fine Arts. Graduates of the Moscow school of architecture of the palace and military engineers worked there hardly, although their role was still significant in the architecture of Omsk. In the period 1840-1850 s. was noted only one case of work of academician of architecture in Western Siberia, his activity was associated with the most significant building of that period the construction of the Trinity Cathedral in Tomsk. In the period 1840-1850s. among the personnel of construction committees were identified particular cases of the use of experts, who had no professional education.

Представлены обзор зарубежных публикаций, посвященных теоретическим и практическим аспектам организации и успешной реализации партнерств в области образования; теоретические подходы к конкретизации содержания и основных характеристик образовательного партнерства как феномена развития современных социальных институтов. Обозначены функции образовательного партнерства и принципы его организации; показана роль образовательного партнерства в создании нового знания; проанализирован потенциал развития партнерства в условиях зарубежной образовательной практики как интегративного ресурса и инструмента решения актуальных задач социальных практик в развитии человеческого ресурса. ; Internationalisation of education and challenges that modern social institutions face in the process of achieving current and strategic goals of human resource development determine necessity not only of interdisciplinary research in education, but also involvement of institutional resources in integration of theoretical knowledge in educational practice. Thus, it becomes relevant to refer to the analysis of foreign expertise in theory and practice of implementation of educational partnerships. Analysis of foreign publications allows defining major research directions in the field of educational partnership: 1) description and analysis of various types of partnerships, features of which are shaped by specific tasks being resolved, priorities of the participants and external (socioeconomic, political, cultural) conditions of interaction; 2) definition of functions of educational partnerships, principles of organization, effectiveness criteria of their implementation; 3) concrete definition of school-university partnership role in generation and transfer of knowledge about teaching and learning; development of professional and personal competencies of participants in educational practices: 4) research on limitations in various partnerships implementation and prerequisites for successful integration of resources of social institutions in solving interdisciplinary tasks related to human resource development. As key features relevant for emergence of educational partnerships in practice of foreign education the following should be mentioned: tendency to position partnership as a neutral pragmatic construct, which in essence is a complex and contradictory social phenomenon that reveals the gap between the administrative organization of partnerships and their practical and social implications; diversity of theoretical approaches to partnership activities and evaluation of their outcomes; focus on coordination of pedagogical and scientific-research activities; transition from solving local pedagogical tasks of secondary and higher education to meaningful cooperation in education; orientation at negotiating the values and traditions of academic cultures of school and university as a condition for emergence of a new culture of partnership in education. Overview of major approaches to educational partnership as a phenomenon of modern society development and a pragmatic construct of resolving applied tasks of educational practice development can be regarded as basic grounds for making sense of the potential of educational practices in the context of development of the Russian social-economic institutions and practices.

в статье на основе опыта зарубежных стран рассмотрены проблемы отечественного права, касающиеся заключения брака, правоотношений супругов. Делается вывод о необходимости совершенствования российского законодательства в направлении закрепления дефиниций семьи и брака, расширении запретов на заключение родственных браков, распространении действия брачного договора на сферу неимущественных отношений и т.д. ; the article, based on the experience of foreign countries is about the problems of domestic law relating to marriage, legal spouses. Conclusion on the need for improving Russian legislation in the direction of fixing definitions of marriage and family, expand the prohibitions on the conclusion of related marriages, marriage contract extending the sphere of moral relations, etc.

Рассматривается история развития Строительного училища с 1842 по 1882 г. Выявляются особенности подготовки гражданских инженеров по сравнению с выпускниками других архитектурно-строительных учебных заведений России. ; The College of Building was founded in 1842 when two institutions of vocational training the Architectural College and the College of Civil Engineers were merged. The opening of the College of Building was seen as an important step aimed at training experts in building for all Russian provinces. According to the Statute of 1842, the goal of the College of Building was to train builders for different kinds of civil constructions, industrial buildings, roads, bridges, water-pipes, etc. The College of Building was modelled after an institution of military training. In the history of the College, several periods can be traced. The first period of the history of the College began in 1842, immediately after it was opened. Since December 27, 1851 the College was moved into the first category of Russian educational institutions and received a new Statute. The next period in the history of the College was connected with the Decree of May 9, 1857. The new period of the history of the College began in 1860s. It was related to the social and economic transformations in Russia which called for changes in the architecture. In 1864 the administration of building and construction activities was reformed. The Building Department was transferred from the division of the Railroad Administration to the Ministry of Internal Affairs (MIA). The College of Building was also transferred under the MIA administration. Consequently, the status of the College changed: it became a civil educational establishment. After R.B. Berngard became the Head of the College, a new period in its development began. Under Berngard's guidance a new Statute of the College of Building was developed. It was enacted by the Decree of March 15, 1877 and received its legal power on August 1, 1877. Since then, the College was moved into the category of institutions of higher education, like the Institute of Railroad Engineers and the Mining Institute which had received this status as early as in the 1860s. Thereafter, the graduates of the College of Building had different rights, varying according to their academic performance. They were divided into three groups: the best, rather advanced, and all others who succeeded in sciences. Upon entering the civil service, the best received the X rank, the rather advanced the XII rank, and all others who passed the final examination the XIV rank. After the new Statute had been introduced, the graduates of the College began to receive the qualifications of civil engineers. Although the College of Building had received the University status in 1877, it was renamed only in 1882. By the Decree of December 10, 1882 the former College of Building was renamed into the Institute of Civil Engineers

The article offers a new look at the poem by N. Nekrasov "To whom in Russia to live well" and in particular at the philosophy of national drunkenness in the chapter "Drunken night". The paper shows that the initially accepted by Nekrasov installation on the nationality of the poem encountered a tendentiousness of the idea: Nekrasov's own beliefs as a person were pushed by the general democratic ideas professed by Nekrasov as a poet. If Nekrasov admitted to friends that the only happy person in Russia can be drunker, then in the poem — "the epic of peasant life" — the personal idea was pushed by public concern for the drinking people, the workers, the social sufferers. The separation of the two conflicting poles of the problem of drunkenness ("to drink or not to drink?") is supplemented in Nekrasov's poem by the third term — the motive of drunkenness as epic heroism (bogatyrstvo), in which the essence of Russian epic heroism consists in the ability to drink excessively more than others. ; У статті пропонується новий погляд на поему М.О. Некрасова «Кому на Русіжити добре» і зокрема на філософію народного пияцтва в розділі «П'яна ніч».У роботі показано, що спочатку прийнята Некрасовим установка на народність поеми зіткнулася з тенденційністю задуму: власні переконання Некрасова-особистості виявилися потісненими загальними демократичними ідеями,сповідуваними Некрасовим-поетом. Якщо друзям Некрасов зізнавався, що єдиною щасливою людиною на Русі може бути п'яний, то в поемі — «епосі селянського життя» — особистісне уявлення виявилося потісненим суспільною турботою про питущий народ-трудівник, соціального страждальця. Розведеннядвох конфронтуючих полюсів проблеми пияцтва ("пити чи не пити?") доповнюється в поемі Некрасова третім доданком-мотивом пияцтва-богатирства, в якому суть російського богатирства полягає в здатності випити непомірно більше ніж інші.

The article offers a new look at the poem by N. Nekrasov "To whom in Russia to live well" and in particular at the philosophy of national drunkenness in the chapter "Drunken night". The paper shows that the initially accepted by Nekrasov installation on the nationality of the poem encountered a tendentiousness of the idea: Nekrasov's own beliefs as a person were pushed by the general democratic ideas professed by Nekrasov as a poet. If Nekrasov admitted to friends that the only happy person in Russia can be drunker, then in the poem — "the epic of peasant life" — the personal idea was pushed by public concern for the drinking people, the workers, the social sufferers. The separation of the two conflicting poles of the problem of drunkenness ("to drink or not to drink?") is supplemented in Nekrasov's poem by the third term — the motive of drunkenness as epic heroism (bogatyrstvo), in which the essence of Russian epic heroism consists in the ability to drink excessively more than others. ; У статті пропонується новий погляд на поему М.О. Некрасова «Кому на Русіжити добре» і зокрема на філософію народного пияцтва в розділі «П'яна ніч».У роботі показано, що спочатку прийнята Некрасовим установка на народність поеми зіткнулася з тенденційністю задуму: власні переконання Некрасова-особистості виявилися потісненими загальними демократичними ідеями,сповідуваними Некрасовим-поетом. Якщо друзям Некрасов зізнавався, що єдиною щасливою людиною на Русі може бути п'яний, то в поемі — «епосі селянського життя» — особистісне уявлення виявилося потісненим суспільною турботою про питущий народ-трудівник, соціального страждальця. Розведеннядвох конфронтуючих полюсів проблеми пияцтва ("пити чи не пити?") доповнюється в поемі Некрасова третім доданком-мотивом пияцтва-богатирства, в якому суть російського богатирства полягає в здатності випити непомірно більше ніж інші.