Glossonymics as a University Curricular Reality

Glossonymics (<Gr. glossa ‘language’ + onyma ‘name’) is a linguistic discipline studying language names, their origin and development, their formation, meaning, uses, taxonomies and classifications, etc. Despite its salient theoretical and practical relevance, the aformentioned realm is still in its earlier stage of development, this being highlighted by the fact that the term for language names (and for a respective discipline) has not been unified. The hitherto identified glossonymic taxons are relevant, however, insufficient. Some occasionally occurring terms and notions can in no way represent a systemic picture of existing relations. A more intensive inclusion of issues of glossonymics in academic circulation will allow us to solve problems associated with their taxonomies and classifications. Glossonymics is also concerned with problems of relationships of language names with respective ethnonyms, choronyms, toponyms, and/or politonyms. As a rule, the majority of glossonyms have been derived from them; however, there are some reverse cases, and they should receive due attention. As for descriptions of glossonyms for individual languages and language families and/or groups, they should be dealt with both within a historical framework and based on contemporary references (for instance, ISO 639; Glottolog). Adequate application skills of these resources are a necessary part of a would-be linguist’s professional competence. Various problems pertaining to glossonymics can be discussed both within a course of an individual language or a language family and within a framework of a specialized course; the former normally occurs in materials of virtually every such course and the latter still awaits its implementation. It is such a specialized course that will provide for the teaching of glossonymics in its completeness and consistency.

Psychophysical Training of Young People for Homeland Defence Using means of Physical Culture and Sports

The research prominence lies in an increasing interest of the state in patriotic education and physical training of young people for homeland defenсe. There is an urgent today to reconstruct the ethnic model of patriotic education and its component, in particular military-and-patriotic education, identify the means of physical culture and sports (physical exercise; natural, artificial and hygienic factors) and justify their use under reforms in education following the needs and demands of the individual and the society in Ukraine. The research aims to theoretically justify and experimentally verify the effectiveness of military-and-patriotic education of young people using physical culture and sports based on ethnopedagogy, following neuropedagogical criteria of their psychophysical readiness for homeland defenсe. The authors of the research offer to introduce the specialized course on martial arts of Ukraine, which refers to the worldview and mindset of Ukrainians underlying the Ukrainian military (combat) culture, as well as strengthening and enhancement of neuropsychological properties and symptom complexes of character. The control group pupils (25) were taught based on the traditional system (they acquired and improved their knowledge, abilities and skills in preliminary military training). The experimental group pupils (25) purposefully studied the specialized course on the martial arts of Ukraine. Such methods as surveys, questionnaires, tests, interviews and observations were used to conduct neuropsychological diagnostics of young people’s readiness for homeland defenсe. In EG, the number of the respondents with a high level of psychophysical readiness for homeland defenсe has increased by 10.3%; the number of the respondents with an average level of psychophysical readiness for homeland defenсe has increased only by 2.2%; the number of the respondents with a low level of psychophysical readiness for homeland defenсe has decreased by 12.5%. Modern military-and-patriotic education of young people can be considered effective if the pedagogical model of military-and patriotic education using physical culture and sports and taking into account neuropsychological and neuropedagogical factors is integrated into the modern system of national education.

STRUCTURAL AND FUNCTIONAL MODEL OF DEVELOPMENT OF THE READINESS OF INFORMATION PROTECTION SPECIALISTS FOR PROFESSIONAL ACTIVITIES

Исследуется структурно-функциональная модель развития готовности специалистов защиты информации к профессиональной деятельности в войсках национальной гвардии Российской Федерации. Выделенные компоненты (нормативно-концептуальный, программно-целевой, профессионально-деятельностный и контрольно-оценочный) позволят развить необходимый уровень, который будет достаточен для совершения профессиональной деятельности в Росгвардии. Методологическую основу разработанной модели составляет компетентностный и системно-деятельностный подходы, позволяющие раскрыть концептуально-ориентирующую функцию процесса обучения будущих специалистов защиты информации. Применение системно-деятельностного подхода в структурно-функциональной модели развития готовности понимается как новое выражение деятельностного подхода, который в настоящее время вызывает большой интерес у большинства ученых и исследователей. Проведенный анализ отзывов, поступающих от командиров воинских частей Росгвардии на выпускников факультета (связи) Пермского военного института войск национальной гвардии, показал необходимость при организации учебного процесса более углубленно рассматривать вопросы обеспечения защиты информации, проведения необходимых мероприятий по аттестации выделенных помещений, развития практической составляющей по отражению хакерских и иных атак на информационное пространство Росгвардии. Основу технологии обучения специалистов защиты информации к профессиональной деятельности составляет реализация специализированного курса проведения «Киберучений», включающего в себя комплекс практических и лабораторных работ. Разработанные в этом же специализированном курсе ситуационные задачи, составленные по основам собственного опыта в обеспечении защиты информации в качестве контролирующего органа, позволят будущим специалистам защиты информации при организации проверок защищенности объектов не допускать шаблонных ошибок и корректировать свою профессиональную деятельность. The article examines a structural-functional model of the development of readiness to develop the readiness of information security specialists for professional activity in the troops of the National Guard of the Russian Federation. The highlighted components: normative-conceptual, program-target, professional-activity and control-assessment will allow developing the necessary level that will be sufficient for performing professional activities in the Russian Guard. The methodological basis of the developed model is the competence-based and system-activity approaches, which allow the conceptual-orienting function of the training process of future information security specialists. The use of the system-activity approach in the structural-functional model of readiness development is understood as a new expression of the activity approach, which is currently of great interest to most scientists and researchers. The analysis of the reviews received from the commanders of the military units of the Russian Guard on the graduates of the faculty (communications) of the Perm Military Institute of the National Guard troops showed the need, when organizing the educational process, to consider in more depth the issues of ensuring the protection of information, taking the necessary measures to certify the allocated premises, developing a practical component to repel hacker and other attacks on the information space of the National Guard. The basis of the technology for training information security specialists for professional activities is the implementation of a specialized course for conducting «Cyber training», which includes a set of practical and laboratory work. The situational tasks developed in the same specialized course, compiled on the basis of their own experience in ensuring the protection of information as a supervisory authority, will allow future information security specialists to avoid stereotyped errors when organizing security checks of objects and adjust their professional activities.

Dargomyzhsky's Esthetics: Traditional Approach with Nontraditional Conclusions

В статье рассматривается эстетика Даргомыжского. В течение двух десятилетий автор читает в Московской консерватории спецкурс, посвященный этому русскому классику. Детальное изучение эпистолярия композитора и редко исполняемых сочинений вызвало желание пересмотреть многие хрестоматийные положения, касающиеся его эстетики и общей эволюции творчества. Хочется верить, что знакомство с предлагаемым текстом подарит читателю не только ощущение новизны восприятия музыки Даргомыжского, но и приблизит к пониманию истинной сложности его личности, которая оказывается значительно более яркой, глубокой и интригующей, чем представлялась ранее. Пафос статьи не ограничивается сказанным. Одна из центральных проблем, в ней поднятых, связана со степенью одаренности композитора. Она активно обсуждалась при жизни Даргомыжского, замалчивалась в советское время, возвысившее композитора до великих по идеологическим причинам, но сегодня вновь актуальна. Автор не скрывает полемической заостренности этого вопроса. The article deals with the esthetics of Dargomyzhsky. For two decades the author has been delivering a specialized course dedicated to this Russian classic. Detailed examination of the composer's epistolary and the seldom performed pieces inspired the desire to revise many of the canonical concepts pertaining to his esthetics and the general evolution of his oeuvre. Tantalizingly, the glimpse of this narrative will not only compliment the reader with a feeling of new perception of Dargomyzhsky's music but will also bring us closer to understanding of the intrinsic sophistication of his personality that turns out to be much brighter, deeper and thought-provoking than it previously appeared. The message of the article is not confined to the above said. One of its focal points is related with the extent of the composer's natural aptitude. This topic was actively discussed during Dargomyzhsky's life, hushed up about in the Soviet times when Dargomyzhsky was raised to the “great” level for ideological reasons, but today has again resumed its actuality. The author does not hold back the polemic bitterness of this issue.