8 research outputs found
Educational Potential of Case-Study Technology
This article presents the results of phenomenological and typological analysis of case-study technology educational potential. The definition βeducational potential of case-study technologyβ is given, the main characteristics of which are changed in communication and collaborative activity quality, appearance of educational initiatives, change of participantsβ position in learning process, formation of βcollective subjectβ in collaborative activity, increase of learning (subject) results. Dependence between case-study technology application and quality of learning process participantsβ involvement in the collaborative activity, and with the quality of educational (subject) results is established
Three Crucial Crises in the Development of the Khanty and Mansi Unique Culture
This paper deals with crucial crises in the development of the unique culture of the Khanty and Mansi. The peoples, who had resided the territory of Western Siberia long before Russian settlements were established, were the Tatar, Chulym Turkic, Khakass, Shor, Teleut, Selkup, Nganasan, Enets, Nenets, Kamasin, Ket, Yugh, Kott, Assan, Khanty and Mansi. They had gained valuable and enormous experience of the climate, nature, wild and animal life of their environment. They had a very complex religious system that was closely connected both with the nature and with their life activities. All this β the unique valuable knowledge gained for thousands of years - has been degrading and degenerating. It is being researched due to major reasons of degradation and extinction of unique cultures of the Siberian indigenous peoples. They include: a) collection of the βyasakβ and attempts of forced Christianization of indigenous peoples during the Russian Empire times; b) compulsory boarding education in the Soviet times; c) intensive oil and gas exploration in the 20th century
The culture of buryat people: elements of shamanism as a form of cultural identity
In ancient times, Buryats were nomads. They were engaged in animal husbandry, various crafts and trade. All resources for existence they had to borrow from nature. In this regard there was unity of all life drilled with nature. That is why the nature of Buryats is a βmotherβ
Hydrogen Fuel Energy
Nowadays there are many environmental problems in the world. Atmosphericpollution is one of the major issues. Much pollution comes fromdifferent engines and vehicles. The solution lies in discovering of either anew energy resource or form of energy and this will lead to a new technologicalstage. This paper deals with issues facing hydrogen fuel as an alternativesource of energy, its advantages and disadvantages
Hydrogen Fuel Energy
Nowadays there are many environmental problems in the world. Atmosphericpollution is one of the major issues. Much pollution comes fromdifferent engines and vehicles. The solution lies in discovering of either anew energy resource or form of energy and this will lead to a new technologicalstage. This paper deals with issues facing hydrogen fuel as an alternativesource of energy, its advantages and disadvantages
ΠΠΎΡΠ΅ΡΡΠΈΠ²Π½ΡΠ΅ ΠΊΠΎΠ½ΡΡΡΡΠΊΡΠΈΠΈ Π² ΠΎΠ±Π΄ΠΎΡΡΠΊΠΎΠΌ Π΄ΠΈΠ°Π»Π΅ΠΊΡΠ΅ Ρ Π°Π½ΡΡΠΉΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ°
The paper presents an analysis of the structural types of possessive constructions in the Obdorsk dialect of Khanty. It is shown that in this dialect the concept of possession is encoded by means of adnominal and predicative possessive constructions of differing structural types. Adnominal possessive constructions can be built according to five structural models with an explicit or implicit possessor, in four of which the head is marked with a possessive suffix. Predicative possessive constructions can be built with the verbs βhaveβ, βbeβ, βnot to beβ and βremainβ. The canonical possessive construction is transitive, with both the possessor and possessed uncoded. Predicative esse-constructions are less frequent and may incorporate a marked possessed. Π ΡΡΠ°ΡΡΠ΅ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡΡΡ Π²ΡΠ΅ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΡΠ΅ ΡΠΏΠΎΡΠΎΠ±Ρ Π²ΡΡΠ°ΠΆΠ΅Π½ΠΈΡ ΠΏΠΎΡΠ΅ΡΡΠΈΠ²Π½ΡΡ
ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠΉ Π² ΠΎΠ±Π΄ΠΎΡΡΠΊΠΎΠΌ Π΄ΠΈΠ°Π»Π΅ΠΊΡΠ΅ Ρ
Π°Π½ΡΡΠΉΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ°. ΠΠ½Π°Π»ΠΈΠ· ΠΎΡΠ½ΠΎΠ²ΡΠ²Π°Π΅ΡΡΡ Π½Π° ΠΊΠΎΡΠΏΡΡΠ΅ ΡΠ΅ΠΊΡΡΠΎΠ², Π·Π°ΠΏΠΈΡΠ°Π½Π½ΡΡ
Π² 1990 Π³. Π² ΠΏΠΎΡΠ΅Π»ΠΊΠ΅ ΠΠ°ΡΡΠ°Π²ΠΎΠΆ Π² ΠΡΠΈΡΡΠ°Π»ΡΡΠΊΠΎΠΌ ΡΠ°ΠΉΠΎΠ½Π΅ Π―ΠΌΠ°Π»ΠΎ-ΠΠ΅Π½Π΅ΡΠΊΠΎΠ³ΠΎ Π°Π²ΡΠΎΠ½ΠΎΠΌΠ½ΠΎΠ³ΠΎ ΠΎΠΊΡΡΠ³Π°. ΠΡΠΎΠ²Π΅Π΄Π΅Π½Π½ΡΠΉ Π°Π½Π°Π»ΠΈΠ· ΠΏΠΎΠ·Π²ΠΎΠ»ΡΠ΅Ρ Π·Π°ΠΊΠ»ΡΡΠΈΡΡ, ΡΡΠΎ Π² ΠΏΡΠΎΡΠΎΡΠΈΠΏΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΈΠ½Π²Π΅Π½ΡΠ°ΡΡ ΡΡΠ΅Π΄ΡΡΠ², ΠΈΡΠΏΠΎΠ»ΡΠ·ΡΠ΅ΠΌΡΡ
Π΄Π»Ρ ΠΊΠΎΠ΄ΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΏΠΎΡΠ΅ΡΡΠΈΠ²Π½ΠΎΡΡΠΈ, Π²Ρ
ΠΎΠ΄ΡΡ ΠΏΠΎΡΠ΅ΡΡΠΈΠ²Π½ΡΠ΅ ΠΌΠ°ΡΠΊΠ΅ΡΡ, ΡΡΠ°ΡΡΠ²ΡΡΡΠΈΠ΅ Π² ΡΡΡΡΠΊΡΡΡΠ΅ ΡΠ΅ΡΡΡΠ΅Ρ
Π°Π΄Π½ΠΎΠΌΠΈΠ½Π°Π»ΡΠ½ΡΡ
ΠΏΠΎΡΠ΅ΡΡΠΈΠ²Π½ΡΡ
ΠΌΠΎΠ΄Π΅Π»Π΅ΠΉ ΠΈΠ· ΠΏΡΡΠΈ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΡΡ
, ΠΈ Π³Π»Π°Π³ΠΎΠ» Ρ ΡΠ΅ΠΌΠ°Π½ΡΠΈΠΊΠΎΠΉ ΠΎΠ±Π»Π°Π΄Π°Π½ΠΈΡ Π² ΡΡΡΡΠΊΡΡΡΠ΅ ΠΏΠΎΡΠ΅ΡΡΠΈΠ²Π½ΠΎΠΉ ΠΏΡΠ΅Π΄ΠΈΠΊΠ°ΡΠΈΠ²Π½ΠΎΠΉ ΠΊΠΎΠ½ΡΡΡΡΠΊΡΠΈΠΈ. ΠΡΠ΅Π΄ΠΈΠΊΠ°ΡΠΈΠ²Π½ΡΠ΅ ΠΏΠΎΡΠ΅ΡΡΠΈΠ²Π½ΡΠ΅ ΠΊΠΎΠ½ΡΡΡΡΠΊΡΠΈΠΈ Ρ Π³Π»Π°Π³ΠΎΠ»ΠΎΠΌΡΠΊΡΠ·ΠΈΡΡΠ΅Π½ΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΡΡΠΈ ΠΈ Π΄ΡΡΠ³ΠΈΠΌΠΈ, Π² ΠΊΠΎΡΠΎΡΡΡ
ΠΎΠ±Π»Π°Π΄Π°Π΅ΠΌΠΎΠ΅ ΠΌΠΎΠΆΠ΅Ρ ΠΌΠ°ΡΠΊΠΈΡΠΎΠ²Π°ΡΡΡΡ ΠΏΠΎΡΠ΅ΡΡΠΈΠ²Π½ΡΠΌΠΈ ΡΡΡΡΠΈΠΊΡΠ°ΠΌΠΈ, ΡΠ²Π»ΡΡΡΡΡ Π½Π΅ΠΏΡΠΎΠ΄ΡΠΊΡΠΈΠ²Π½ΡΠΌΠΈ ΡΡΠ΅Π΄ΡΡΠ²Π°ΠΌΠΈ Π²ΡΡΠ°ΠΆΠ΅Π½ΠΈΡ ΠΏΠΎΡΠ΅ΡΡΠΈΠ²Π½ΠΎΡΡΠΈ