Search

The article is devoted to the problem of home education and schooling in Russia in the 1910s–1920s. The author draws attention to the fact that this topic has not been sufficiently covered in the study of Russian society, although it deserves to be studied no less than history of various educational institutions. Memoirs remain the main source, as features of family education simply can’t be studied on the basis of official documentation. In this regard, the collections of the Manuscript Department of the Russian National Library are of great use to the historians specializing in the history of childhood, for instance, the recently discovered fond of T. P. Znamerovskaya (1912–77) – Ph. D in History of Art, assistant professor of the history of art department at the Leningrad (now St. Petersburg) State University, researcher, author of numerous publications on the history of Spanish and Italian art of the 15–17th centuries, a woman of many accomplishments, poet, indefatigable traveler, memoirist. The article analyzes her memoirs, which describe the events from her birth to 1929, when she graduated from the “Znamerovsky school.” It uses the methods of source analysis, grouping facts related to the problem of educational activities in the family, comparing them, and producing typological generalization. Drawing on archival materials, major factors of upbringing and education have been identified, which dated back to scientist's childhood and contributed to the comprehensive development of her personality. In the case-study of the Znamerovsky family the author studies the nature of home education in the Russian intellectual’s families in the 1910s–20s. The article demonstrates the primary role of the family in the education, its main pedagogical strategies and specific trends in the educational tactics, which became uncharacteristic in the Soviet education. The emphasis was placed on the humanitarian sphere in order to educate a person with significant creative and intellectual potential. First of all, the children were to study literature, history, geography, foreign languages (in their spoken form), music, and theater. Exact sciences took a back seat. In early childhood, the education took form of games, theater performances, walks, and reading. The school was to systematize the already accumulated store of knowledge. According to the author, the new archival materials bring it home that the Russian intellectuals of the early 20th century developed and battle-tested a tradition of family education and schooling methods that produced humane, creative, and independently-minded people.

The danger of animal complications due to drug therapy increases the responsibility of developers/manufacturers for the safety of medicinal products for veterinary use, including those in civilian circulation. At the time of making a decision on the state registration of a drug, information obtained during its preclinical and clinical studies on undesirable reactions and side effects cannot be complete, since these studies are limited to a small number and similarity of experimental animals and a relatively short duration of experiments. In addition, with long-term use of the drug may be delayed adverse side reactions that can occur months and years after exposure of the drug to a living organism. Considering this, the pharmacovigilance system should function effectively in the producer (or developer) of the drug, the main task of which is monitoring monitoring of drug safety during the pre-registration period, tracking and analyzing data on the effect of the drug when it is in public circulation, and taking adequate measures to prevent adverse effects of drug therapy. As a result of the analysis, data on regulatory and methodological documents on the organization of monitoring the safety of pharmacological drugs were systematized, recommendations prepared with the provisions of international and domestic legislative regulatory and information documents related to the methodology of organizing pharmacovigilance and monitoring drug safety were prepared.

В статье представлен научный анализ проблемы одарённости, содержательно характеризуются как положительные, так и отрицательные возрастно-психологические особенности одарённых детей начальной школы. Авторами в качестве эффективного метода педагогической деятельности в работе с одарёнными детьми рассматривается психолого-педагогическая поддержка, направленная на выявление и учёт характерных для конкретного возраста особенностей, специфики интеллектуального и личностного развития ребёнка. Дается содержательная характеристика психолого-педагогической работы с детьми в каждой проблемной сфере: мотивационной, социальной, эмоциональной, волевой и познавательной., A scientific analysis on the problem of gifted children is presented, and both positive and negative age-psychological features of gifted primary school children are thoroughly characterized. Psychological and pedagogical support aimed at identifying and taking into account characteristics for a specific age, peculiarities of child’s intellectual and personal development is considered an effective method of pedagogical activity in the work with gifted children. A meaningful characteristic of psychological and pedagogical work with children in each problematic sphere is given. Among them: motivational, social, emotional, will and cognitive spheres.