Vol 26, No 2 (2020)

The present article studies some aspects of foreign policy of the Holy See in Spain during the First Carlist War (1833-40). The paper is based on materials from Vatican secret archives (Secretariat of state archives, international policy fund). Some previous investigations in that field are shown and discussed. Letters of the apostolic nuncio in Spain in 1827–1833 F. Tiberi and of the nuncio in 1833–1835 (not recognized by the Spanish government) L. Amat to the secretary of state cardinal T. Bernetti are studied. The attitude of the Pope's representatives towards the Carlist movement is shown. The article states that F. Tiberi was against the direct interference of the Holy See in the war in Spain. L. Amat sympathized with the Carlists, but did not believe in their victory. Therefore, he considered that the Holy See should not officially recognize neither side of the conflict. After the suppression of the Society of Jesus in Spain in July 1835, the nuncio was recalled from Madrid. The diplomatic relations between the “liberal” government in Madrid and the Holy See were broken. The break of relations led to negative consequences for the positions of Church in Spain.

The article focuses on the anti-peasant activities of the All-Russian Extraordinary Commission for Combating Counter-Revolution, Speculation, and Sabotage organs in the Volga Region and in the Ural Region during the Civil War. The peasantry of the South-East of the European Russia that suffered a humanitarian catastrophe due to the ruinous politics of the higher party authorities was involved in every form of civil confrontation; however, the peasant opposition towards the authorities became large-scale and stood out because of its huge destructive potential. The analysis of the All-Russian Extraordinary Commission for Combating Counter-Revolution, Speculation, and Sabotage activities lets us not only reveal the repressive motivation of Bolsheviks, who monopolized the power in the Soviets and blocked the initiatives of peasants, but also examine the degree of the involvement and the functional role which belonged to the All-Russian Extraordinary Commission for Combating Counter-Revolution, Speculation, and Sabotage organs during the suppression of peasant protests. The control, supervisory, investigative , judicial, extrajudicial and military methods that were used by the All-Russian Extraordinary Commission for Combating Counter-Revolution, Speculation, and Sabotage organs are demonstrated in the article. That is based on the example of the study of the All-Russian Extraordinary Commission for Combating Counter-Revolution, Speculation, and Sabotage organs participation in the suppression of the Chapan uprising, Black Eagle uprising and Sapozhkov uprising. Moreover, the actions of extraordinary structures towards the partisan peasant units have been studied. In order to research the given problem the published as well as unpublished documents of ordinary and extraordinary soviet government and authority bodies were used. These documents are kept in the Central Archive of the Federal Security Service of the Russian Federation, the National Archive of the Republic of Bashkortostan, the State Archive of the Saratov Region, the Saratov Region State Archive of Contemporary History, the Central State Archive of the Samara Region. In the course of the research it was proved that the operation of the All-Russian Extraordinary Commission for Combating Counter-Revolution, Speculation, and Sabotage organs reflected the interests of the higher party authorities of the RSFSR, whose aim was the provision of the continuous execution of the military mobilization and economic activities. The peasantry of the Samara, Saratov, Orenburg and Ufa regions turned out to be a hostage of the plans of the centre and their interests were abandoned.

The authors of the article examine the events of the Battle of Stalingrad through the prism of the diary entries of Junior Lieutenant Z.S. Rudnitsky. The authors set themselves a number of tasks for revealing the topic: to show the role of air defense and its contribution to the victory at Stalingrad; evaluate the level of material and technical supply of the Red Army, evaluate the value of front-line diaries as a historical source. The relevance of this topic is explained by the need to understand the processes that resulted in the greatest military victory of World War II, as well as the increased interest in diaries as a historical source, which researchers attribute to the so-called “soft” communicative memory. The novelty of the study is the introduction into the scientific circulation of a previously unknown source – the front-line diary of Z.S. Rudnitsky, which he led throughout the battle of Stalingrad. The value of the present source lies in the display of direct perception of the war through the eyes of a young nineteen-year-old lieutenant. Working with the materials of diary entries allowed to deepen our ideas about supplying and arming the defenders of Stalingrad, their moral condition, domestic problems. The study was carried out as part of the problem field of memory studies using retrospective, comparative historical, interdisciplinary methods.
Based on an analysis of everyday life of the front lieutenant Rudnitsky, who fought on the Stalingrad front as part of the 303 artillery-anti-aircraft regiment, it was concluded that the daily military feat of the anti-aircraft gunners made it possible to block the sky over the city for German aviation, especially during the counteroffensive. The value of this feat becomes even more obvious against the background of an extremely difficult state and a lack of machinery, equipment, household inconveniences. It is concluded that it is necessary to introduce into the scientific circulation diaries that significantly expand the range of historical sources.

Abstract: The authors note the tendency of digital transformation of different spheres of human activity. Many scientific studies describe the results of the digital transformation of education, characterize ways of adapting teachers and students to the conditions of the new digital environment and consider the formation of digital competencies of teachers and digital literacy of students. At the same time, scientists do not consider the reasons that actualize digital transformation. The purpose of the study is to identify external and internal factors that determine the digital transformation of the Russian education system at the present stage of development of society. The authors are building a causal relationship model of the digital transformation of the education system. The authors choose the principles of a systematic approach as the methodological basis of the study. They consider the digital transformation of education as a system of transformations that have a complex transformative effect. This impact is based on taking into account the diversity of interconnections between the components of the education system. The authors substantiate the nature of digital transformation as a large-scale transformation, as a process of implementing digital technologies, as an improvement in the quality of the results of the educational process. The authors consider the factors and results of digital transformation in various projections. In accordance with the ideas of a systematic approach, the authors describe the essence of digital transformation in the form of a causal relationship model of the digital transformation of the education system. The causal relationship model of the digital transformation of education allows us to systematically see the development trends of Russian education and in the future to develop the right strategies to improve its quality and competitiveness. The use of digital technologies in the educational process provides a rational assessment of their need for solving specific educational problems. The main role of digital technologies consists in technological improvement of the educational process, expansion of the didactic capabilities of the teacher, activation and motivation of personal interaction between the teacher and students.

The article deals with the productive possibilities of the associative method of studying a literary text at university classes in literary disciplines. The student's creative thinking is characterized by the ability to generate new and sometimes unexpected semantic connections. Creative thinking largely depends on the so-called associative flexibility. There are several areas in the university teaching of literary studies in which the associative method of studying the text is effective. These are areas determined by the specifics of the type of artistic thinking, the specifics of a particular genre, and the individual manner of the writer. The method of developing associative thinking is important in the study of lyrical prose, where the specific weight of subtextual semantic nuances is high. Another area of literary studies in which an associative method of understanding a text is appropriate is the study of irony, including parody as «ironic stylization». The very process of laughable reinterpretation of a foreign» word implies the presence of a potential arsenal of situational associative references. At the same time, classes in literary studies use not only literary texts that are part of the main body of Russian literature, but also the range of phenomena that belongs to the so-called «creative laboratory» of the writer: writer's diaries, notebooks, work records, epistolary heritage. The method of associative study of the text can be used in the course of classes on «practical poetics», where students comprehend all the complexities of the artistic form of a literary work. Using the associative method of studying a literary text helps to better understand the nature of the dialogical interaction between the writer and the reader, because a literary work is nothing more than a «replica» in the ongoing communication between the author and the recipient of his creation. This communication has its own hidden languages. A literary work can be called a meaning-intensive space of meeting and touching the associative fields of the writer and the reader. The educational tasks that can be solved by the associative method of learning are diverse. This technology helps to effectively assimilate special terminology; understand internal system connections in a literary text; establish significant connections between a specific literary phenomenon and the historical and literary context, cultural epoch; form and enrich connections between a specific writer's manner (stylistic originality) and the national Fund of the Russian language; identify cross-references between a specific literary phenomenon and the national cultural code; to determine the balance of traditional and innovative in relation to a specific literary text.

The article presents the author's opinion on the current state of training in the universities of culture with the new social conditions and requirements stated in the documents of the modernization of education, as well as strategic goals and objectives for the development of culture in Russia. The relevance of the chosen topic is determined by the need to address the issues of training highly qualified personnel for the sphere of culture and arts, taking into account modern requirements for specialists, as well as the provisions of the "Fundamentals of cultural policy of the Russian Federation". There is a problem associated with determining ways to resolve the identified shortcomings in the process of cultural development in the country, which affects the preservation of cultural values in society and disrupts the process of transferring cultural heritage to the next generations. In this regard, it is possible to formulate the purpose of the article, which is to theoretically substantiate the current state of cultural universities that train specialists for the socio-cultural sphere and present a practical solution to the problems that have arisen. For research on the chosen topic, a set of research methods was used: theoretical analysis, synthesis, structural-functional, logical. Special attention is paid to the analysis of official documents on the development of culture in the Russian Federation, as well as to the review of the activities of universities of culture in Russia and creative foreign universities. As a result of the conducted research, the shortcomings that hinder the development of culture in the Russian Federation and regions, as well as possible ways to resolve existing problems, are identified. In addition, the practical experience of solving the goals and objectives outlined in the strategy for the development of culture is presented. Conclusions, generalizations are made and recommendations are given for solving the identified problems in the development of culture.

The article deals with significant changes in the educational process of a modern university, focuses on the change in motivation and value orientations of teachers of an innovative university in connection with globalization. Attention is drawn to the characteristics of modern education as a new social industry, due to the digital economy and the new generation of students. The article notes that digital learning (such a concept was introduced in the thesaurus of professional pedagogy) sets new lines in pedagogical activity, meeting resistance of some teachers who are not ready to use electronic tools and perform new professional functions, for example, monitoring learning outcomes. An increase in the teaching load causes teachers to distrust the reforms carried out in education, and sometimes professional deformation.
It is proved that the quality of education is determined not only by digital technologies, but also by the quality of educational conditions, professional and pedagogical competence of the teacher. At the same time, methodological support of experienced teachers is required to adapt to innovations and beginners in order to compensate for the lack of knowledge, skills and abilities when performing innovative tasks. The article provides a link to the experience of organizing advanced training for teachers at Samara University, the essence of which is that the results of research on relevant pedagogical problems by its teachers become the basis for determining the content of programs in the system of further education.

In this article we are talking about particularities of usage of different e-learning courses in teaching Chinese students of the first term Russian as a foreign language. The author describes in detail the difficulties faced by Chinese students in the process of learning Russian as a foreign language, and also gives a brief description of experience of Russian authors of various courses of the Russian language, designed for Chinese students. The author also provides a comparative description of e-courses for foreign students, analyzing the advantages and disadvantages of these courses. The main electronic courses analyzed by the author were: «Success+», «Learn Russian», «Russian for Everyone», «Education in Russian», «Paints», «3 ears», «Interactive author's courses of the Pushkin Institute and A modern electronic textbook "Golden Ring 1». Russian language course «Interactive author's courses of the Pushkin Institute» was considered by the author to be the most suitable course for teaching Chinese students in the first year of Russian language training, since it presents the most complete and well-structured learning system, including texts, audio and video materials, as well as numerous diverse tasks aimed at improving the effectiveness of the process of mastering the Russian language. As a result, the author emphasizes that in the process of using e-courses in teaching Chinese students Russian, the main emphasis should be placed on the development of the secondary language personality of the student, as well as on the formation of a number of necessary competencies of Chinese students of the first term.

The article is devoted to the description of the system relations between word-building types corresponding to the aktionsart with the meaning of negative consequences of action. This is a group of prefixal and confixal verbs where the negative effects of an action are caused by excessive intensity or duration of action. The study of aktionsart with the meaning of negative consequences of action is of great interest first of all for they express the complex of aspectual meanings and it is essential to identify what creates such a complex semantics. Secondly, the semantics of negative consequences itself should be specified. Multiplicity of the mentioned aktionsarts confirms that semantics of negative consequences of action is relevant for the Russian language and for the whole Russian linguistic worldview. It is noteworthy to determine possible system relations arising between the verbs of the mentioned aktionsarts. The purpose of the article is to identify possible system relations arising between verbs of the specified manners of action. While the study methods of observation, description, functional and semantic analysis, component analysis were used. As a material for the study, examples from works by Russian writers selected from the Russian National Corpus (S.A. Alexievich. V.P. Astafyev, V.V. Bykov. F.M. Dostoyevsky, A.I. Kuprin, O.A. Slavnikova, V.I. Shukshin) were used. The conducted research elicited possible relations of word-building synonymy between different word-building types when identical word-building meanings are expressed by derivatives with different affixes and with a common derivative base. This type of word-formative synonymy is revealed in the framework of total aktionsart (with prefixes iz- and vy-) and excessive-multiple aktionsart (with confixes iz-...-sya and vy-...-sya). Amid the various word-formative types with the same prefix the relationships of enantiosemy (verbs with the prefixes ob-, za-, na-) were revealed as well. Opposite meanings of increase and diminution of action intensity arise in case the prefix is combined with different groups of motivating verbs. The reasons of this phenomenon are established.

In Early New High German, a realignment and enrichment of the genre system of German literature language took place. A key role belonged in this period (that is, XV and XVI centuries) to the historiography, in the first place – town chronicles. They developed, among other sources, out of the annals and other administrative writings and took their origin both in the need of upper social groups in legitimization of town structures and their general interest in history. Generally, there are two types of town chronicles, that is, official ones, which were written at the request of the town hall, and private ones. Legitimization, informing, didactic and even entertaining functions were proper to both types, but with different priority: whereas for the official chronicles, legitimization and documentation were the primary functions, for the private ones, informing and entertaining played main role. The chronicles were characterized by the syncretism and intertextuality, which means that they included charts, acts and other official documents (or their fragments) in their narrative structure. There was some difference between the authors and recipients of official chronicles, on the one hand, and these of private chronicles, on the other hand: whereas the authors of the first type were usually town scribes or highly-educated clerics, the private chronicles could also be written by ordinary citizens. Many official chronicles were initially intended for a limited circle of magistrates and not for a wide reception. For the language of town chronicles, a strong evaluative component was essential. The language of chronicles was based on the author's individual style and could vary in a wide range: from clear syntactical structures with predominance of hypotaxis and rich arsenal of stylistic means up to a plain parataxis with a simple enumeration of facts and events. Frequent use of adverbial modifiers with temporal meaning was typical. In the eyes of contemporaries, the chronicles were not exactly a genre, but rather a written history.

The article analyzes the reflection of national identity in modern English-language media discourse. Nowadays the problem of national identity is one of foreground issues in the field of humanistic knowledge, however, it has usually escaped the attention of linguists. Meanwhile, it was pointed out many times in linguistic literature that there is an increasing trend towards all national in the context of globalization in the world today. Consideration of national identity based on the linguistic approach undertaken in this article contributes to both the introduction of national identity issues in the field of linguistic analysis and the establishment of its specificity in the English-language media discourse. News media texts’ fragments of “The Independent” and “The Guardian” dated 2019 were analyzed in this article. It demonstrates the novelty and relevance of the research. In order to clarify linguistic framework for the analysis the linguistic concept of identification was clarified as a correlation of an individual with a social group or ethnic and social community. The approach to genres differentiation of media discourse was developed under this article. It was especially emphasized that identified linguistic methods for actualization of national identity relate only to the genre of news reports which are characterized as non-subjective. Nevertheless, the author finds ways of expressing his/her complicity in British nation by means of modality and through the selection of quotes that correspond to his/her understanding of events. As a result, it all turns out to be a means of author’s national self-identification in terms of its solidarity with the authors of quotations as representatives of the British nation. This study was carried out with the use of the contextual method, the descriptive method and the method of communicative analysis which made it possible to identify a variety of means representing the national identity of the author.