Regional History of Teaching in Personal Funds of Ural Teachers (on Material of 1920-1930-ies)

The publication is a part of the research work on the history of pedagogy and childhood of the 20th century on the materials of personal funds of Ural teachers. The relevance of the study of the regional history of teaching in its relationship with the phenomenon of childhood is determined by the lack of interdisciplinary comprehensive analysis of the problem. The main directions of development of educational practice in the 1920-1930-ies are revealed. Biographical materials and memoirs of Ural teachers about the organization of the first Soviet schools, skill of teachers, daily life of people in a critical historical era are presented. Some features of the solution of actual problems of implementation of universal education and literacy of the population are shown. Elements of pedagogical experience on creation of cultural space of the childhood and organizational forms of realization of this experience in educational institutions are described. The contribution of teachers in the formation of the school in the Soviet period is mentioned. The information about selflessness of the Ural teachers, contributing to the study of pedagogical phenomena in the local-territorial aspect, is given. The possibilities of personal funds of Ural teachers to recreate the little-studied subjects of the history of the region on the basis of documents of personal origin are shown

Wartime Childhood in Memories of Residents of Urals about 1941-1945

The article presents written and oral memories of residents of the Urals about their childhood during the Great Patriotic war. The sources are documents from regional archives, publications in periodicals, memoirs, written by “children of war,” expedition materials. Special attention is given to the realities of everyday parenting that is associated with the life of Ural families. Recollection of the beginning of the war, survival strategies in a difficult time, caring for loved ones are presented. Forms of labor participation of children in the life of the Ural collective farms and logging enterprises in which young people replaced adults are covered. Stories about assistance to the front, hospitals and evacuees are presented. Some activities and games of children during the war are described. Analysis of memories of certain period of history and difficult circumstances of growing up of children allows to highlight some peculiarities of childhood in the rear. Published material is part of the interdisciplinary, integrated study of history of wartime childhood in the Urals, one of the tasks of which is the study of childhood based on personal perception of events

History of Soviet School and Childhood in Personal Archives of Ural Teachers (1930-1980s)

The subject area of the article relates to the interdisciplinary study of the history of Soviet school and childhood on the basis of personal archival funds of the Ural teachers. The relevance of the study is due to the weak study of sources of personal origin in the historical and local-territorial aspects. The publication recreates the objective conditions for the development of school education in the 1930-1980s in the Russian province. The main documents for the historical and pedagogical analysis were the materials of personal funds of V. A. Zanin and T. I. Khlypenko from the Berezniki Archive in Perm region. It is reported that both teachers during the Soviet period worked in Berezniki school № 1 named after A. S. Pushkin, which experience was advanced for a long time and deserved its studying by teachers of the Ural region. The article analyzes the memories of teachers and pupils, revealing the historical specifics of school and extracurricular educational practice. The experience of implementation of state projects in the field of education and upbringing is described. The data on the manifestation of pedagogical skills in the conditions of strengthening the role of a school for the development of the industrial Urals are given. The possibilities of archival funds for studying the life of children in the Russian province in the Soviet period are shown. The pedagogical ideas possessing axiological potential for the organization of modern educational practice are proposed

Ural Schools during Great Patriotic War (on Materials of Perm Region Archives and Museums)

The educational practice of Ural schools during the Great Patriotic war is examined. Based on documents from archives and museums of the Perm region school history in the period of 1941-1945 is reconstructed. The materials on the organizational and pedagogical problems and their solutions are presented. The implementation of the compulsory education, introduction of basic military training, forms of training and education in their relation to the realities of a military childhood are examined. Information about students’ participation in the assistance front is provided. The author argues that in the second half of the 1930-ies - early 1940-ies a system of education and social teaching, having a rigid social order, developed. Solutions of actual problems of patriotic and military physical education are shown. The elements of best teaching experience and teachers’ mastery as a phenomenon that expresses the essence of the processes in a specific period and timeless in its significance are described. Significant line of the historic genesis of childhood related to the role of the child as a subject of history is actualised. The publication is a part of research work on the military childhood and is limited by the historical-pedagogical analysis of the pedagogical practice, embodied in schools of Molotov oblast during the war

The Stalin modernization and the material and legal statusof the ural teaching in the first half of the 1930s

The article consider the issues of social status and real working and living conditions of the Urals in the first half of the 1930s in the conditions of complete collectivization. Problem of comparing the declarative and actual situation of the village school workers is important. The authors come to the conclusion that to solve the problem of social security, to improve the material status of teachers only by administrative and command methods in the early 1930s was impossible. In the conditions of a budget deficit, the state tried to shift the costs of ensuring the material situation of teachers in rural areas to collective farms, public organizations, and consumer co-operation bodies in the cities, obliging their leaders to allocate funds, without taking into account the existing financial possibilities.В статье освещены вопросы социального статуса и реальных условий труда и быта учительства Урала в первой половине 1930-х гг. в условиях сплошной коллективизации

Leningrad state theater of young spectatorsand social institutions of childhood: interaction experience in 1942-1944 at the Urals

The article examines the sociocultural experience of the creative interaction of the Leningrad State Theater of Young Spectators with a youth audience and the Ural teachers in 1942-1944.В публикации рассматривается социокультурный опыт творческого взаимодействия Ленинградского государственного театра юных зрителей с детско-юношеской аудиторией и уральским учительством в 1942-1944 г

From the elimination of illiteracy in the 1920s to universal education in the early 1930s: myth or reality?

The article deals with the elimination of adult illiteracy in the 1920s and the implementation of the universal primary education program in the Urals in the early 1930s. The authors raise the question of how necessary was the acceleration of the rate of elimination of illiteracy and universal education in the context of socio-economic modernization.В статье рассматриваются вопросы ликвидации неграмотности взрослого населения в 1920-е гг. и осуществление программы всеобщего начального образования на Урале в начале 1930-х гг. Авторы поднимают вопрос о том, насколько было необходимо ускорение темпов ликбеза и всеобуча в условиях социально-экономической модернизации

Carácter económico de la competencia: enfoques metodológicos generales del problema

In the period of structural and qualitative changes in the Russian economy, the development of the labor market and the educational services market, the effectiveness of economic education is largely determined by the level of formation of economic competencies of students. The development of the diversification process required bringing the education system in line with the requirements of market relations, the principles of alternatives and variability, ensuring the quality of education, which is the most important condition for the specialist’s demand in the labor market. The target component of the model of formation of students’ economic competences by definition includes the goals and objectives of economic training. The increased demand for economic knowledge has led to new forms of economic education. The activity component in the model of formation of economic competencies focuses on the fact that in the domestic system of education in relation to the vocational school there was a long-term practice of compiling the qualification characteristics of a specialist, which fixed the requirements for knowledge, skills and abilities of graduates of various specialties, where in addition to the knowledge paradigm there were the terms “readiness”, “ability”, “responsibility”, “understanding” and “worldview”, expanding the close framework of such a paradigm. The main idea of the activity approach in education is not connected with the activity itself, but with the activity as a means of formation and development of the student’s personality. The content component of the model involves the formation of students’ economic competencies in the form of key, professional and additional economic competencies at different levels of professional education, taking into account training in economic and non-economic specialties.En el período de cambios estructurales y cualitativos en la economía rusa, el desarrollo del mercado laboral y el mercado de servicios educativos, la efectividad de la educación económica está determinada en gran medida por el nivel de formación de competencias económicas de los estudiantes. El desarrollo del proceso de diversificación requirió alinear el sistema educativo con los requisitos de las relaciones de mercado, los principios de alternativas y variabilidad, asegurando la calidad de la educación, que es la condición más importante para la demanda del especialista en el mercado laboral. El componente objetivo del modelo de formación de las competencias económicas de los estudiantes, por definición, incluye las metas y objetivos de la formación económica. La mayor demanda de conocimiento económico ha llevado a nuevas formas de educación económica. El componente de actividad en el modelo de formación de competencias económicas se centra en el hecho de que en el sistema educativo interno en relación con la escuela vocacional había una práctica a largo plazo de recopilar las características de calificación de un especialista, que fijaba los requisitos de conocimiento, habilidades y destrezas de graduados de diversas especialidades, donde además del paradigma del conocimiento existían los términos “preparación”, “habilidad”, “responsabilidad”, “comprensión” y “visión del mundo”, ampliando el marco cercano de tal paradigma. La idea principal del enfoque de la actividad en la educación no está relacionada con la actividad en sí, sino con la actividad como un medio de formación y desarrollo de la personalidad del alumno. El componente de contenido del modelo implica la formación de competencias económicas de los estudiantes en forma de competencias económicas clave, profesionales y adicionales en diferentes niveles de educación profesional, teniendo en cuenta la capacitación en especialidades económicas y no económicas

Examining the level of tolerance of students of Ural state medical university

This article shows the results of examining the level of tolerance of the USMU students. The overall level of tolerance has been evaluated and also its certain aspects have been analyzed, such as ethnic tolerance, social tolerance, tolerance as a personality trait.В статье представлены результаты исследования уровня толерантности студентов УГМУ. Оценивался общий уровень толерантности, а так же был проведен анализ отдельных ее аспектов, таких как: этническая толерантность, социальная толерантность, толерантность, как черта личности

Superior strength of carbon steel with an ultrafine-grained microstructure and its enhanced thermal stability

© 2015, Springer Science+Business Media New York. The paper presents the results of a study on the microstructure and mechanical properties of a medium-carbon steel (0.45 % C) processed by severe plastic deformation (SPD) via high-pressure torsion (HPT). Martensite quenching was first applied to the material, and then HPT processing was conducted at a temperature of 350 °C. As a result, a nanocomposite type microstructure is formed: an ultrafine-grained (UFG) ferrite matrix with fine cementite particles located predominantly at the boundaries of ferrite grains. The processed steel is characterized by a high-strength state, with an ultimate tensile strength over 2500 MPa. Special attention is given to analysis of the thermal stability of the microstructure and properties of the steel after HPT processing in comparison with quenching. It is shown that the thermal stability of the UFG structure produced by HPT is visibly higher than that of quenching-induced martensite. The origin of the enhanced strength and thermal stability of the UFG steel is discussed