Vol 24, No 3 (2018)

The article is devoted to the problem of the origin of the Saint Olga. The author notes the contradiction in the sources, containing information on the issue. On the one hand, Olga is credited with the origin of Pskov, on the other – it is presented as the owner of located near Kiev of the city of Vyshgorod. The author comes to the conclusion that we have before us two conflicting versions of the place of birth of Olga.
The article analyzes the origin version of the Pskov Olga (as an option, in which Olga belongs to the local nobility, and the option when she was born in a commoner family). The result is a conclusion about the ambiguity of the Pskov version. Analysis of local legends about Olga suggests that they are not a feature of Pskov. Not less carefully analyzed all possible options of purchasing Olga in Vyshgorod. Special attention is paid to the version of the divorce of Olga and Igor, with the subsequent transfer by Igor of Vyshgorod to his ex-wife. Both this version and legends about Olga’s murder of her husband are doubtful. In parallel, the issue of possessory rights of noble women in Russia in the X century is raised. The author concludes that Vyshgorod belonged to Olga by right of birth. The reasons for the emergence of legends about the origin of Olga from Pskov and participation of Oleg in arranging her marriage to Igor are explained.
We must consider both that a well-fortified Vyshgorod originated in the 12-15 km to the North from Kiev and that in the X century its territory was roughly equal to the territory of the capital of ancient Russia. The establishment of the fact of origin of Princess Olga from the family owners of Vyshgorod allows new insight as to the reasons for its approval in Kiev after the death of Igor and the role of women in the political life of Russia of the middle of the X century as a whole.

The article analyzes the diary entries of the honorary citizen of the city of Orenburg, the scientist and public figure, the writer L.N. Bolshakov. From 1984 until his death, the thinker kept a diary, which is now in the family archive of his daughter, Tatyana Leonidovna Bolshakova. In the world historical science, from the middle of the twentieth century, a turn has been made from the history of states and large social groups to the history of the individual Man, to the history of everyday life. However, in the same period in Russian society, the tradition of keeping a diary is lost. In this regard, L.N. Bolshakov’s diaries have an importance value as a historical source.

The article gives an analysis of L.N. Bolshakov’s diaries in that part of it that relates to the specifics of everyday life of the provincial Russian intellectual of the 1980-ies and 1990-ies: long-distance telephone communication, hotel accommodation, postal services, the purchase of air and railway tickets, and pens. The political context of everyday life is deliberately left out. The value of the diary and the epistolary heritage of L.N. Bolshakov as a historical source, on the basis of which it is possible to analyze not only the aspects of the author’s biography, but also the peculiarities of the daily life of people of his circle of communication, the intelligentsia of the late Soviet era.

The conclusion is drawn that the diaries of L.N. Bolshakov is a historical source that can make an important contribution to the reconstruction of life of an ordinary Russian in the 1980-ies and 1990-ies, with all its nuances, temporary and even material costs.

The article examines the first armed revolutionary demonstration initiated by the SRs on December 5–6, 1904 in Moscow, during which there were acute clashes and which, according to the level of preparedness, scope and immediate consequences, was a landmark event in the life of the ancient capital. The beginning of the Socialist-Revolutionary organization in Moscow at the end of 1896 was put by prominent figures of the Union of Socialist-Revolutionaries, founded in Saratov: Argunov, M.E. Argunova, S.I. Barykov, V.I. Evreinov, A.S. Martynov, V.N. Pereverzev, A.A. Chepik, N.M. Chernov. The Socialist-Revolutionary organization of Moscow by the end of 1904 was considered exemplary in the party of the Socialist Revolutionaries. It conducted active agitation among students, students, intellectuals, workers. In autumn 1904, given the worsening of social tension, the Moscow Committee of the Socialist-Revolutionary Party began organizing an armed demonstration, appointing it on December 5 and 6. Special hopes were placed on the workers of the Prokhorovka Manufactory. December 5, 1904 in the demonstration were involved about two thousand people, mostly students and intellectuals. During the demonstration, violent clashes occurred with the use of weapons, at this time more than 30 people were injured. In the demonstration on December 6, about 300 people participated.

The demonstration on December 5–6 was sympathetically received by students and intellectuals. On the leaders of the dispersal of the demonstration, Grand Duke Sergei Aleksandrovich and D.F. Trepov, the SRs organized assassinations. The demonstration on December 5–6, 1904, was the first mass armed revolutionary manifestation in Moscow in the early 20th century. In 1905 armed clashes between demonstrators and government troops became commonplace.

 

In the article the results of analysis of long-term experience of teachers of the Russian Language and Mass Communication Department of Samara National Research University on formation of professional communicative competence within the framework of a two-level system of training at preparation of bachelors and masters of Russian philology are stated.
In accordance with the requirements of state-of-the-art standards of the latest generation, which contain a number of competences that have direct or indirect connection with voice communication, a two-level model of students’ education has been built in the framework of the bachelor’s program (profile «Domestic philology») and the master’s program (profile «Russian language and communication in professional sphere»). This model is based on the principle of continuity, consistently embodied both within each level, and between the levels of bachelor’s and master’s degrees. The developed and tested system of preparation of philologists is shown in detail, in which communicative competence is one of the priority ones, formed through general cultural, professional competencies and ensuring the readiness of philologists to effective professional communication. This cycle at the Bachelor and Master’s levels is subject to cycles of disciplines, which include a wide range of theoretical and practical-oriented training courses covering different aspects of communication and different spheres of professional communication: pedagogical, expert, editorial, advertising and others.
Taking into account the priority position of communicative competence (especially in the framework of the above-mentioned master’s program), various active and interactive methods and techniques that develop the skills of various types of communicative activity of future specialists in the field of philology take an important place in the teaching of all academic disciplines at different stages

In connection with the deterioration of the health of the population, the negative demographic situation, frequent emergencies in Russia and around the world, etc., the discipline «health and safety» was introduced in all Russian universities. The modernization of modern education, which has been taking place in recent years in the country, is accompanied by a change in the standards of education. In the first generation FSES, health and safety was to form the competence «possession of the basic methods of protection of production personnel and the population from the possible consequences of accidents, catastrophes, natural disasters». According to the FSES 3 + bachelor’s program was to establish general cultural competence OK-9 «Ability to use first aid techniques, methods of protection in emergency situations». New FSES in 3++ expand the goals and objectives of the discipline. As a result of the development of health and safety should be formed universal competence of the UK-8 «Able to create and maintain safe living conditions, including in case of emergencies».
Thus, there was a need for the formation of young people’s motivation for a culture of safe life. The conscious need of society for safe behavior in everyday life, educational institution, at work, rest, allowing to preserve, strengthen their health, improve the quality of their lives and the lives of their loved ones, should become a vital need of every person.
To form a universal competence of the future graduate of the University in solving real problems arising in life, we use a variety of interactive teaching methods: analysis of situational problems, game modeling, thematic debates, brainstorming. The use of various methodological techniques aimed at activating the cognitive and activity functions of the individual, contributes to the actualization of its value orientations, self-development and successful socialization in society, and ultimately, forms students “ culture of safe life.

The article is devoted to the problem of formation at students of the faculty of philology of readiness to conduct diverse cultural and educational activities. Education should not be confined to narrow technological learning objectives, but should also be open to broad general cultural education. Literary critic constantly deals with some samples (of text structure, social behaviour, personality, readers “ reception). Many of them are related to behavioural patterns. Literary text is not a closed system, it is in a dynamic connection with a number of meaningful contexts, many of which are studied by other humanities. A philologist should take into account these points of contact with related scientific disciplines, because a literary text can be of professional interest to a historian, philosopher, art historian, sociologist, psychologist. You need to be able to look at the text «through the eyes» of related professionals. This is also required by the system of competencies available in modern educational standards.
The article deals with such ways of formation of student-philologist’s readiness for cultural and educational activities as diverse project work, as the choice of the most interesting from an educational point of view objects of literary study («thick» literary magazine, book series), as the traditional re-reading of the text.

The problem of personnel policy is actualized in professional education. The professionalism of employees of the educational organization is a strategic resource in the situation of competition between universities.
A qualitative change in the functions of a University teacher in connection with innovative changes requires the organization of a system of professional development of the teaching staff on the basis of the principle of continuity.

The article presents the results of modeling the system of personnel reserve development: the content is expressed by modules adequately formed competencies of the teacher of the University; the result of preparation for management activities is described by a set of indicators, formed on the basis of the principles of competence and reflexive approaches. Practically significant are the materials of the experimental work carried out in connection with the creation of universities of the new formation (national universities, reference and flagship universities). On the basis of comparison of results of ascertaining and forming experiments the effectiveness of the developed system of professional development of the teaching staff (assistants and senior teachers under the age of 35 years) by increasing the values of the set of indicators in the structure of readiness is proved.

The article is based on the fundamental state normative documents of the Federal level, which focus on the quality of education, the integration of science and education. The study identifies the optimal conditions for human resources management.

The article deals with interrelations between the view of the world of the Spanish ethnos and an archetype of the Spanish literature – madness. It is shown that the view of the world of each ethnos consists of constant and variable elements. Constant elements are caused by historical development of the nation and remain throughout all existence of ethnos which develops during the centuries relevant mechanisms of protection – real or ritual actions. The literature can be considered as one of the ritual mechanism of protection against external threats.

The relevance of the research is caused by lack of analysis of a phenomenon of madness in Spanish culture. In the article it is shown that historical development of the Spanish ethnos has caused the emergence of such characteristic sign as aggression. This one was generated by fight against the Arabs, it was strengthened by the conquest of Latin America, and finally it was transformed to an autoaggression. This circumstance leads to suppression of own feelings and reason, this characteristic sign of national character has led to appearance of numerous madmen in the Spanish society. This circumstance has found the reflection in one of the most known images in the Spanish literature – Don Quixote’s image.

The periods of efflorescence of art and literature of Spain fell on years of the long grave economic crises: on the end of the 17th and the end of the 19th centuries. These years the Spanish people have used the checked mechanisms of psychological protection: they prefer the irrational and chimerical reality to real life. These years are ones of efflorescence of baroque and surrealism with their cult of associations, difficult metaphors, aggressive penetration in unconscious, the deleting of borders between the worlds. Madness as a result of an autoaggression and the sleep of reason become the archetypes of Spanish culture and literature defining her identity.

The article studies the reasons for the appearance of the first prosaic translation of the excerpt from «Metamorphoses» by Ovid in the March issue of the magazine «Hard-Working Bee». The «Hard-Working Bee» is a new type of monthly periodical press for the XVIII century.
This is a private journal, its editorial policy did not depend on the government or the Academic office. Sumarokov published it as a private enterprise for one year, from January to December 1759. March book of «Hard-Working Bee» is, like the previous two, a collection of texts of different genre nature. Prose and poetry, original works and translations were published there. Neither the translation repertoire, nor the language of the source, nor the genre, nor the personality of the translators can give even a hint at the reason for the appearance of specific texts in the early January, February and March issues of the «Hard-Working Bee».
In the article, the generally accepted interpretation of the Sumarokov journal’s appeal to the ancient texts as following the tradition of academic journalism or the General cultural context of secularization is questioned. Three probable reasons for the appearance of this passage in the March issue of the «Hard-Working Bee» are considered. One of them is the Masonic orientation of Sumarokov’s magazine. The second is criticism of domestic and foreign policy of Empress Elizabeth and her entourage. The third is the literary war declared by Sumarokov against Lomonosov on the pages of the magazine. The translation of the passage, made by the student Kramarenkov, became the semantic core of the whole March issue of the «Hard-Working Bee», and the myth of the Phaeton turned into a key element of the mythology of early Russian Freemasonry.

This paper discusses Old Frisian swear words used in the Medieval society to insult another member. These include 8 simplexes and compound words attested in the Old Frisian sources. The Old Frisian corpus can be characterized as a minor one, limited not only in terms of its volume, but also in terms of the genre spectrum. To be more precise, all Old Frisian texts, be that codices, charters or private letters, are related to the legal domain. As blood vengeance was widely practiced in the Middle Age Frisia, the continuous sequence of vendetta was limited through a compensation system covering a vast variety of illegal cases. The concept of honour was of great importance for the Frisians, and any offence was to be compensated in the court. At this, a person’s honour could be offended not only through causing bodily harm or property damage, but through verbal insults as well.

The paper analyses four semantic groups of insults: insults related to or addressed to females; social status understatement; intellectual abilities understatement; comparison with animals. Each of the eight cases considered in the paper are discussed within a wider cultural-historical context. First of all, the female-related swear words are connected with, on the one hand, the pan-Germanic idea of female night spirits choking the sleeping person, or, on the other hand, emphasize the bastardly status of the addressee, which would negatively predetermine their position in the Frisian society. Secondly, the addressee could have been insulted by a direct statement of their limited or completely absent property, which would assert their low social status as well. Thirdly, and this case is still relevant for the contemporary world, an insult could have been based on a statement of the addressee’s limited intellectual capabilities. Finally, the fourth group includes designations of animals associated with aggression or indecency.

An analysis of Old Frisian swear words and their functions as insults in a wider context allows to touch upon and reflect basic linguo-historical features of the Old Germanic data despite the minimal volume of the lexical selection.

The article presents, on the material of artistic texts, linguistic ways of reflecting the inner world of a person in a state of narcotic intoxication and his perception of the surrounding reality with a view to evaluating these methods from the point of view of specifics compared to methods of reflecting different types of internal state of a person which is normal in the Russian linguistic view of the world. Special attention is paid to the ways of textual reflection of certain phenomena characteristic of the state of drug intoxication: «personality split-up», «space duplication», hallucinations.

According to the results of the study, a conclusion is made that there are no specific methods of depicting the state of drug intoxication and the person’s perception of the surrounding world in this state: in some cases, metaphorical images are used that are typical for displaying different variants of the emotional, mental, and physiological state in the Russian language world picture in others, typical ways of describing various forms of an altered state of consciousness, known to each person and widely represented in various types of discourse, are involved, including in literary texts: dreams, memories, fantasies, poor health, etc.

The analysis revealed differences in the assessment of some of the depicted aspects of perception of reality from the standpoint of the person experiencing them, and from the standpoint of the reader. In certain cases (when describing hallucinations, etc.), the means perceived by the reader as figurative (metaphorical) reflect the impressions that are real for the subject of this state, perceived by him sentimentally, in this case the corresponding means are not assessed equally by the speaker (narrator) and by the reader.

The article concerns the study of the English linguodidactic discourse that can be regarded as the specific kind of pedagogical discourse, which possesses peculiarities of its own, determined by its belonging to the certain subject area. Knowledge and education are analyzed as the key concepts of the discursive sphere in question. In linguodidactic discourse the concept of knowledge can be represented at the level of different formats, among which linguistic knowledge is of particular importance. The issue concerns with both theoretical basics of language and the corresponding culture learning as well as practical language skills acquisition. The study of linguodidactic discourse as part of pedagogical discourse seeks its investigation in terms of the concept of education, which is of vital importance within these lines. The conceptual formations under analysis can be represented in the English discourse by various terminological units, among which the most significant are «general knowledge», «knowledge of the world», «sociocultural knowledge», as well as «linguistic knowledge», «language knowledge», «knowledge of language», «knowledge of the language», and «linguistic education», «language education», respectively.

The semantic peculiarities of linguistic units in question are closely connected with the peculiarities of certain contexts that play an important role in the process of the linguistic meanings representation. In the course of investigation the dynamic character of the concepts under analysis is being manifested, which enables the researcher to analyze them as flexible conceptual structures, demonstrating dialectical unity between concept and notion as closely connected mental formations that tend to find representation on the level of language and speech in their close interaction. The dynamic character of the phenomena is to
a great extent determined by the qualities of cultural value and epistemological significance of the units under investigation.