Friendship and non-aggression treaty between the USSR and Yugoslavia

The article deals with the Soviet-Yugoslav relations on the eve of World War II, developed in adverse conditions. This was primarily due to the fact that the Yugoslav government headed by Cvetkovic had rapprochement to the Axis Powers. His trips together with the Minister of Foreign Affairs to Berchtesgaden, and later to Vienna led to Belgrade's accession to the Tripartite Pact. Rumors about the imminent catastrophe were spread immediately. Seeing that it is impossible to save the monarchical dictatorship, a group of Yugoslav generals and officers connected with the opposition bourgeois parties and the British Intelligence service decided to pre-empt the developments and eliminate the unpopular government. They staged a coup on March 27. The Regency Council headed by Prince Paul and pro-German cabinet of Cvetkovic-Macek was overthrown. The commander of the Yugoslav Air Force General Simovic headed the new government. It ran to signing of the Treaty of friendship and non-aggression with the Soviet Union, which has not entered into force as a result of German aggression against Yugoslavia.peer-reviewe

Soviet-hungarian economic and political relationships

In the document-based article is given the analysis of foreign policy of the USSR 1940-1941 which dwells on the Soviet-Hungarian relationships on the threshold of the Great Patriotic War. A special attention is paid to highlighting peaceful friendly aspirations – though bringing no positive results - of the Soviet Union in Hungarian direction. The document-based article underlines some facts discovering a dramatic character of Soviet-Hungarian relationships on the threshold of the Great Patriotic War – the war imposed by the Nazi Germany on the USSR. The details of negotiations between the USSR and Hungary in Budapest and Moscow are discovered; the role of politicians such as Molotov, Krishtoffi, Sharonov, Chaki, Vyshinsky is shown. The facts touching Hungarian interests in Romania and Yugoslavia before the war between Germany and the USSR are given. The details of negotiations about concluding a treaty on commerce between the USSR and Hungary are discussed. The motives of the Hungarian troops’ invasion to Yugoslavia are considered. A double-standard policy of Hungary under Khorti’s dictatorship, its proximity with the Nazi regime which influenced Hungary’s starting the war against the USSR are explained. The details on diplomacy policy of the Nazi Germany aimed at further plan-realization on occupying the territories of Eastern Europe are given.peer-reviewe

Corporativity as a Condition for Developing Teaching Staff

The relevance of this article is due to the fact that the solution to any problem is more effective in partnership, as a whole is always greater than the sum of its parts, and one should not ignore alternative ways of different perception of the surrounding reality, since what is unachievable for each member separately, can be achieved by all members of the whole team. Therefore, this article aims at disclosing the essence of corporativity in developing teaching staff. The article deals with the role of corporativity in developing a teaching team, the viability conditions of the pedagogical team have been detected, the individual trajectories for developing each member of the teaching staff are presented. The article submissions are valuable both in theory and in practical terms, for representatives of professional training institutions in order to achieve their corporate competitiveness as a teaching team

Integration processes in education: Classification of integration types

The relevance of the stated problem is due to the fact that integration is a system formation that combines procedural and resulting components contributing to the appearance of a system?s new integrative quality, which cannot be reduced to the sum of the qualities of its autonomous elements. The paper presents a theoretical justification for the classification of types of integration: by quality characteristics of an integrated system (unproductive integration, quasi-integration, preproductive integration, productive integration); by presence of necessary components of an integrated system (full integration, partial integration, disintegration); by temporal characteristics of an integrated system (episodic integration, periodic integration, systematic integration); by types of integrating subjects (sectoral integration, inter-sectoral integration, allied integration). The article submissions represent a theoretical value to researchers concerned with integration issues..

Integration processes in education: Classification of integration types

The relevance of the stated problem is due to the fact that integration is a system formation that combines procedural and resulting components contributing to the appearance of a system?s new integrative quality, which cannot be reduced to the sum of the qualities of its autonomous elements. The paper presents a theoretical justification for the classification of types of integration: by quality characteristics of an integrated system (unproductive integration, quasi-integration, preproductive integration, productive integration); by presence of necessary components of an integrated system (full integration, partial integration, disintegration); by temporal characteristics of an integrated system (episodic integration, periodic integration, systematic integration); by types of integrating subjects (sectoral integration, inter-sectoral integration, allied integration). The article submissions represent a theoretical value to researchers concerned with integration issues..

Corporativity as a Condition for Developing Teaching Staff

The relevance of this article is due to the fact that the solution to any problem is more effective in partnership, as a whole is always greater than the sum of its parts, and one should not ignore alternative ways of different perception of the surrounding reality, since what is unachievable for each member separately, can be achieved by all members of the whole team. Therefore, this article aims at disclosing the essence of corporativity in developing teaching staff. The article deals with the role of corporativity in developing a teaching team, the viability conditions of the pedagogical team have been detected, the individual trajectories for developing each member of the teaching staff are presented. The article submissions are valuable both in theory and in practical terms, for representatives of professional training institutions in order to achieve their corporate competitiveness as a teaching team