On the Possibility of the Historical Responsibility in the Light of Research of the Ontological Foundations for the Neuroscientific Approach to the Studies of Memory

The idea of the historical responsibility can mainly be considered within traditional approach to the notion of memory, that is, the special ability to retain, recall some information, and act on the basis of a past experience. However modern neuroscience transforms the ordinary conception of memory: researchers have started increasingly to discuss the memory in the terms of imagination, constructing, selectivity, and the relations between the processes of remembering and forgetting are being revised. The project of transcendental empiricism of G. Deleuze is proposed as a regional ontology for the neuroscientific approach. This conception of memory which is conditionally called non-classical conception questions not only the traditional idea of history, but also the concept of historical responsibility by postulating the creative nature of memory that makes it difficult to be sure about what happened in the past.Идея исторической ответственности преимущественно может рассматриваться в рамках традиционного представления о памяти как о способности удерживать, воспроизводить информацию и действовать на основании некоего прошлого опыта. Однако закрепившееся в повседневности представление о памяти трансформируется под влиянием современной нейронауки: о памяти все больше говорят в категориях воображения, конструирования, избирательности, переосмысляются отношения между запоминанием и забыванием. В качестве региональной онтологии для нейронаучного подхода предлагается проект трансцендентального эмпиризма Ж. Делеза. Такое условно названное неклассическим представление о памяти ставит под сомнение не только традиционную идею истории, но и понятие исторической ответственности, так как творческий характер памяти не позволяет с уверенностью утверждать что-либо о прошлом

CONTENTS OF PROFESSIONAL AND PEDAGOGICAL EDUCATION IN THE CONDITIONS OF IMPLEMENTATION OF THE GEF IN 3 ++

Понятие «готовность» находит свое применение в проявлении освоенных будущим педагогом компетенций, нашедших свое отражение в ФГОС ВО 3++. Готовность будущего педагога не является статичным и неизменяемым состоянием. Она формируется с разной скоростью и с разной степенью эффективности у разных студентов в разных условияхThe concept of “readiness” finds its application in the manifestation of the competences acquired by the future teacher, which are reflected in the GEF IN 3 ++. The readiness of the future teacher is not a static and unchangeable state. It is formed at different speeds and with different degrees of efficiency for different students in different condition

Professional Barriers in the Future Teachers' Readiness to Work at Inclusive Schools

Nowadays there is a lack of empirical data demonstrating the degree of professional barriers in the future teachers` readiness to work at inclusive schools. This problem is relevant for the training teachers at universities. The purpose of this article is to present the results of the study of qualitative and quantitative characteristics of professional barriers that arise among future teachers in the process of preparing for working at inclusive schools, the results of the testing the pedagogical technology to overcome professional barriers in training future teachers. The study involves 393 students majoring in specialty “Pedagogical education”. The authors use the questionnaire called “Professional barriers in the future teachers` readiness to work at inclusive schools”. The research found the imperfection of professional training for the implementation of inclusive education. There are academic, activity, social, personal, resource professional barriers that arise among future teachers in preparing for working at inclusive schools. Professional barriers are caused by some deficits. They do not allow future teachers to perform their professional and pedagogical activities at an acceptable quality level. The classification of professional barriers based on the analysis of empirical data is presented. The content and features are described. The systematization of empirical data made it possible to develop a pedagogical technology to overcome professional barriers in training future teachers at the university. The approbation of pedagogical technology contributes to clarifying scientific ideas about the process of professional and personal formation of future teachers in terms of identifying and overcoming their professional barriers. The results of the study may be used in training students majoring in specialty “Pedagogical education”. Professional barriers are considered to be a significant aspect of the professional teaching training

On the Role of Context in Solving Semantic Problems

Исследуется проблема неоднозначной интерпретации предложений естественного языка, в частности той, что связана с областью действия квантора («каждый ребенок забрался на дерево»). На основании данных психолингвистических экспериментов делается вывод о том, что наиболее перспективной моделью объяснения процессов, происходящих при интерпретации таких предложений, является модель, в которой центральное место занимает понятие контекста, конкретизируемое через понятие прагматической пресуппозиции. Отмечается, что при выборе этой модели необходимо подвергнуть пересмотру отношения между семантикой и прагматикой.The article analyzes the semantic problem of interpretation of sentences that exhibit quantifier scope ambiguity (e. g., “every kid climbed a tree”). Based on the data from psycholinguistic experiments, I argue that the adequate model of sentence processing should include the concept of context. The last one is best understood through the concept of pragmatic presupposition. Also, I claim that in adopting that model of sentence processing, the standard semantics — pragmatics distinction needs to be reconsidered

Technologies of active training as a means of development of professional readiness of a future

The article discusses the enabling technologies of active learning for the formation of professional readiness of a future teacherВ статье рассматриваются возможности технологий активного обучения для формирования профессиональной готовности будущего педагог

Readiness of future teachers as the main factor of success of inclusive education

The article considers the inclusive readiness of the future teacher as a factor ensuring the success of introducing inclusionРассматривается инклюзивная готовность будущего педагога как фактор, обеспечивающий успешность внедрения инклюзи

Influence of Filler Metals in Welding Wires on the Phase and Chemical Composition of Weld Metal

The influence of filler metals used in welding wires on the phase and chemical composition of the metal, which is surfaced to mining equipment exposed to abrasive wear, has been investigated. Under a laboratory environment, samples of Mo-V-B and Cr-Mn-Mo-V wires were made. The performed experiments have revealed that fillers of the Cr-Mn-Mo-V system used in powder wire show better wear resistance of the weld metal than that of the Mn-Mo-V-B system; the absence of boron, which promotes grain refinement in the Mn-Mo-V-B system, significantly reduces wear resistance; the Mn-Mo-V-B weld metal has a finer structure than the Cr-Mn-Mo-V weld metal

Production of Welding Fluxes Using Waste Slag Formed in Silicomanganese Smelting

The possibility in principle of using slag, which is formed in the silicon-manganese smelting process, in producing welding fluxes is shown. The composition of and technology used for a new fused flux has been designed. A comparative evaluation of the new flux and the widely used AN-348 type flux was done. It has been proved that the new flux has high strength properties