Investigando la educación en educación con el caso de M.M. Sistema educativo de Speransky

M.M. Speransky is a famous Russian public and political figure. However, his activities were not limited to political issues. His pedagogical activity is studied poorly. The basic principles of the younger generation upbringing were laid during the seminar period, which coincided in time with the pedagogical activity by M. Speransky. The success of Speransky’s pedagogical system is evidenced by the fact that he was invited as an educator to the royal family. The basic principles of Speransky's pedagogy were the following ones: the authority of a teacher, but the lack of authoritarianism, the interaction with a student in the search for the right educational solutions, the attachment to the students and responsibility for them.M.M. Speransky es una famosa figura pública y política rusa. Sin embargo, sus actividades no se limitaron a cuestiones políticas. Su actividad pedagógica es poco estudiada. Los principios básicos de la educación de la generación más joven se establecieron durante el período del seminario, que coincidió en el tiempo con la actividad pedagógica de M. Speransky. El éxito del sistema pedagógico de Speransky se evidencia por el hecho de que fue invitado como educador a la familia real. Los principios básicos de la pedagogía de Speransky fueron los siguientes: la autoridad de un maestro, pero la falta de autoritarismo, la interacción con un estudiante en la búsqueda de las soluciones educativas correctas, el apego a los estudiantes y la responsabilidad por ellos

Categoría de “educación” en M.M. Sistema educativo Speransky

M.M. Speransky is a famous Russian public and political figure. However, his activities were not limited to political issues. His pedagogical activity is studied poorly. The basic principles of the younger generation upbringing were laid during the seminar period, which coincided in time with the pedagogical activity by M. Speransky. The success of Speransky’s pedagogical system is evidenced by the fact that he was invited as an educator to the royal family. The basic principles of Speransky’s pedagogy were the following ones: the authority of a teacher, but the lack of authoritarianism, the interaction with a student in the search for the right educational solutions, the attachment to the students and responsibility for them.M.M. Speransky es una famosa figura pública y política rusa. Sin embargo, sus actividades no se limitaron a cuestiones políticas. Su actividad pedagógica es poco estudiada. Los principios básicos de la educación de la generación más joven se establecieron durante el período del seminario, que coincidió en el tiempo con la actividad pedagógica de M. Speransky. El éxito del sistema pedagógico de Speransky se evidencia por el hecho de que fue invitado como educador a la familia real. Los principios básicos de la pedagogía de Speransky fueron los siguientes: la autoridad de un maestro, pero la falta de autoritarismo, la interacción con un estudiante en la búsqueda de las soluciones educativas correctas, el apego a los estudiantes y la responsabilidad por ellos

Investigando la educación en educación con el caso de M.M. Sistema educativo de Speransky

M.M. Speransky is a famous Russian public and political figure. However, his activities were not limited to political issues. His pedagogical activity is studied poorly. The basic principles of the younger generation upbringing were laid during the seminar period, which coincided in time with the pedagogical activity by M. Speransky. The success of Speransky’s pedagogical system is evidenced by the fact that he was invited as an educator to the royal family. The basic principles of Speransky's pedagogy were the following ones: the authority of a teacher, but the lack of authoritarianism, the interaction with a student in the search for the right educational solutions, the attachment to the students and responsibility for them.M.M. Speransky es una famosa figura pública y política rusa. Sin embargo, sus actividades no se limitaron a cuestiones políticas. Su actividad pedagógica es poco estudiada. Los principios básicos de la educación de la generación más joven se establecieron durante el período del seminario, que coincidió en el tiempo con la actividad pedagógica de M. Speransky. El éxito del sistema pedagógico de Speransky se evidencia por el hecho de que fue invitado como educador a la familia real. Los principios básicos de la pedagogía de Speransky fueron los siguientes: la autoridad de un maestro, pero la falta de autoritarismo, la interacción con un estudiante en la búsqueda de las soluciones educativas correctas, el apego a los estudiantes y la responsabilidad por ellos

Digital Techniques Share Price Modeling based on a Time-varying Walrasian Equilibrium under Exchange Processes in the Financial Market

This paper aims to develop an analytical theory of share pricing in a financial market environment. The proposed approach corresponds to an actual auction mechanism in which an electronic stock exchange terminal processes real-time data. The theoretical framework is based on the microeconomic model of an individual investor’s net demand. Equity resources and resources of “free” capital (exchanged for shares) owned by traders and the investors’ perception of the structure of the target portfolio are considered the initial variables of the model. The model differs from the classical theory of asset pricing in its notion of fundamental variables. The relations derived for the aggregated net demand in the stock market describe share pricing as a market exchange that results in the Walrasian equilibrium approximation. The authors offered an appropriate econometric technique for estimating the parameters of instantaneous aggregated net demand. The developed approach was tested using the Walrasian equilibrium concept, which demonstrated that the modeled share price corresponded with the observed share price for the Russian financial market. As an example, the authors presented the results of the investment strategy based on the developed approach for the Russian financial market during the 2008–2009 crash. The authors based their approach on identifying the expectations of the stock market participants through an analysis of high-frequency trading platform information. The microeconomic model describes the motives of traders for placing limit orders in the stock market and associates the price and volume of a particular limit order within the parameters of the capital capacity of the net demand of the trader. The application of the algorithm allows for the monitoring of the financial market situation and reveals the market expectations of traders based on the analysis of information transmitted by an order book of a trading platform

On the Neoechinorhynchus agilis (Acanthocephala: Neoechinorhynchidae) complex, with a description of Neoechinorhynchus ponticus n. sp. from Chelon auratus in the Black Sea

We recognize four species in the Neoechinorhynchus agilis complex. We studied specimens of Neoechinorhynchus (Hebesoma) personatus Tkach, Sarabeev & Shvetsova, 2014 from Mugil cephalus in the Mediterranean Sea off Tunisia and in the Black Sea, and also specimens of Neoechinorhynchus ponticus n. sp. from Chelon auratus Risso in the Black Sea. Specimens from M. cephalus at both locations were similar. All structures of N. ponticus n. sp. were considerably smaller than those of N. personatus. Two other species of the N. agilis complex are recognized: Neoechinorhynchus agilis (Rudolphi, 1819) sensu stricto from various hosts in the Atlantic and the Mediterranean, and Neoechinorhynchus yamagutii Tkach, Sarabeev & Shvetsova, 2014 from M. cephalus and Planiliza haematocheila in the Pacific, especially the Sea of Japan. Neoechinorhynchus dimorphospinus Amin & Sey, 1996 from marine fish in the Persian Gulf and the Pacific Ocean off Vietnam may be a candidate for membership in the N. agilis complex. X-ray scans of gallium cut and intact hooks of N. personatus and N. ponticus showed differences in the mineral content of hooks with higher sulfur levels in smaller hooks and in hooks from specimens in the Black Sea compared to specimens from the Mediterranean. The relatively high genetic differences between N. ponticus n. sp. and other species of Neoechinorhynchus using a partial 18S rDNA dataset support its independent status. Neoechinorhynchus ponticus n. sp. and N. personatus have a common ancestor with species of Neoechinorhynchus collected from saltwater fish

Ethno-oriented Training as an Important Component of Methodology of Teaching Russian as a Foreign Language

This article is devoted to the problems of ethno-oriented education of students at the pre-University stage, which, according to the authors, is one of the factors of improving the quality of education. The authors consider the ethno-oriented education at the pre-University stage not only from the standpoint of ethno-linguistic differences of the native and Russian languages, but also psychological, pedagogical, ethno-cultural, ethnopsychological differences of students

Investigating the Upbringing in Education with the Case of M.M. Speransky's Educational System

M.M. Speransky es una famosa figura pública y política rusa. Sin embargo, sus actividades no se limitaron a cuestiones políticas. Su actividad pedagógica es poco estudiada. Los principios básicos de la educación de la generación más joven se establecieron durante el período del seminario, que coincidió en el tiempo con la actividad pedagógica de M. Speransky. El éxito del sistema pedagógico de Speransky se evidencia por el hecho de que fue invitado como educador a la familia real. Los principios básicos de la pedagogía de Speransky fueron los siguientes: la autoridad de un maestro, pero la falta de autoritarismo, la interacción con un estudiante en la búsqueda de las soluciones educativas correctas, el apego a los estudiantes y la responsabilidad por ellos.M.M. Speransky is a famous Russian public and political figure. However, his activities were not limited to political issues. His pedagogical activity is studied poorly. The basic principles of the younger generation upbringing were laid during the seminar period, which coincided in time with the pedagogical activity by M. Speransky. The success of Speransky’s pedagogical system is evidenced by the fact that he was invited as an educator to the royal family. The basic principles of Speransky's pedagogy were the following ones: the authority of a teacher, but the lack of authoritarianism, the interaction with a student in the search for the right educational solutions, the attachment to the students and responsibility for them

Categoría de “educación” en M.M. Sistema educativo Speransky

M.M. Speransky is a famous Russian public and political figure. However, his activities were not limited to political issues. His pedagogical activity is studied poorly. The basic principles of the younger generation upbringing were laid during the seminar period, which coincided in time with the pedagogical activity by M. Speransky. The success of Speransky’s pedagogical system is evidenced by the fact that he was invited as an educator to the royal family. The basic principles of Speransky’s pedagogy were the following ones: the authority of a teacher, but the lack of authoritarianism, the interaction with a student in the search for the right educational solutions, the attachment to the students and responsibility for them.M.M. Speransky es una famosa figura pública y política rusa. Sin embargo, sus actividades no se limitaron a cuestiones políticas. Su actividad pedagógica es poco estudiada. Los principios básicos de la educación de la generación más joven se establecieron durante el período del seminario, que coincidió en el tiempo con la actividad pedagógica de M. Speransky. El éxito del sistema pedagógico de Speransky se evidencia por el hecho de que fue invitado como educador a la familia real. Los principios básicos de la pedagogía de Speransky fueron los siguientes: la autoridad de un maestro, pero la falta de autoritarismo, la interacción con un estudiante en la búsqueda de las soluciones educativas correctas, el apego a los estudiantes y la responsabilidad por ellos

Considering cognitive styles when teaching the language to representatives of different cultures

The study is devoted to the consideration of the possibilities of taking cognitive styles into account when teaching a foreign language to representatives of different cultures. In modern foreign teaching practice, the cognitive style is a fundamental variable of individual differences in the degree of mastery of the material, as well as in the degree of adequate understanding of the teacher’s explanations. The study aims to analyze the process of the cognitive functioning of an individual in connection with their behavior and subsequent changes in a certain situation and identify cognitive styles that are directly related to the expression of individual character traits and their relationship with all human properties. As the main method, the authors of the work use an integrated approach that combines the method of psychological observation, cognitive-centered and educational-centered, the questionnaire method, and other empirical methods, using appropriate models and necessary research tools. The results of the study based on the experiment carried out by the authors among foreign students reveal a set of basic cognitive styles with clearly defined characteristics. Knowledge of this system will allow teachers to increase the effectiveness of the learning process and show the most effective methods for introducing and presenting new material in the classroom. The cognitive style allows students from different cultures to be classified according to their preferred way of receiving information (perception or intuitive perception) and their preferred way of processing information and then making decisions (thinking or feeling)