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West-East №11
Date publication on the site:
2019-01-18 10:21:49
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On the subject field of University Studies
Authors: Lorina P. Repina;
Citation for an article: Repina L. P. On the subject field of University Studies. West – East. 2018, no. 11, pp. 912. DOI: 10.30914/2227-6874-2018-11-9-12 Ref erences 1. Bushueva L. A. Povsednevnost' universitetskogo professora Kazani. 1863–1917 [Daily routine of Kazan University professor. 1863–1917]. Kazan: Center for Innovative Technologies, 2012, 287 p. 2. Vishlenkova E. A., Galiullina R. Kh., Ilyina K. A. Russkie professora: universitetskaya korporativnost' ili professional'naya solidarnost' [Russian professors: University corporatism or professional solidarity]. Moscow: New literary review, 2012, 648 p. 3. Zaporozhets O. N. Universitet kak korporatsiya: intellektual'naya kartografiya issledovatel'skikh podkhodov [University as a corporation: intellectual cartography of research approaches]. Moscow: HSE publ. house, 2011, p. 34. 4. Ivanov A. E. Mir rossiiskogo studenchestva. Konets XIX – nachalo XX veka [The world of Russian students. Late XIX – early XX century]. Moscow: New chronograph, 2010, 331 p. 5. Malinov A. V. Portret universiteta v istoricheskom inter'ere [A portrait of a university in a historic interior]. Dialog so vremenem = Dialogue with time, 2018, issue 1, pp. 375–389. 6. Malysheva S. Yu. Mezhdu blagochestivymi potomkami vremeni i ostervenelymi obitatelyami prostranstva »: geterotopichnost' universiteta [“Between pious descendants and frenzied space dwellers”: heterotopia of a university]. Dialog so vremenem = Dialogue with time, 2016, issue 57, pp. 161–168. 7. Niks N. N. Moskovskaya professura vo vtoroi polovine XIX – nachale XX vv.: sotsiokul'turnyi aspekt [Moscow professorship in the second half of the XIX – early XX centuries: socio-cultural aspect]. Moscow: New chronograph, 2008, 303 p. 8. Rostovtsev E. A. Stolichnyi universitet Rossiiskoi imperii: uchenoe soslovie, obshchestvo i vlast' (vtoraya polovina XIX – nachalo XX v.) [Metropolitan University of the Russian Empire: academic class, society and power (the second half of XIX – the beginning of XX century). Moscow: ROSSPEN, 2017, 903 p. 9. Inaugural address at St. Andrews, by John Stuart Mill, Rector of the University. London: Longmans, 1867, pp. 4, 38.
Organization and content of scientific and pedagogical process at Prague University (XIV–XV)
Authors: Aleksandr V. Randin;
organization and content of scientific and educational activities on the example of Prague University, the first in Central Europe, which had a significant impact on the formation of the university system in this region. The main criteria that define the essence of a medieval university are noted: the public law functions of an international and autonomous corporation (universitas) and the right to award academic degrees (studium generale). As a corporation, the University of Prague was divided into four “nations” formed on a territorial and ethnic basis and carried out its functions as a “general school” through four faculties. The material base of the University was a network of so-called colleges. The author analyzes the complex hierarchical system of relations between these largely autonomous sub-corporations, which was finally formed by the beginning of the 15th century and allowed the Prague Higher School to successfully carry out the scientific and pedagogical process at the level of leading universities in Europe. The article discusses in detail the main forms of the educational process, the nomenclature, the content and the ratio of subjects taught, the procedure for awarding academic degrees in all faculties. It is emphasized that the core and meaning of scientific and pedagogical activity was well thought out and built within the framework of scholastic method system of debates of different levels. The material of the article allows us to think about the problem of relations between the University and society in terms of how social destabilization affects the situation of higher education. The author shows that the impending Hussite revolution, on the one hand, raised the prestige of the University as an ideological bastion of the Czech reformation, and, on the other hand, led it to a long decline as a pedagogical and scientific center.
Graduate and Professor of Oxford about peace and Russia (Thomas Tickell and his “The Prospect of Peace”)
Authors: Lyudmila I. Ivonina;
The article is dedicated to the facets of creativity of the graduate, and later a Professor of poetry of Oxford, one of the famous English poets of the late 17th – early 18th centuries Thomas Tickell.The author of the poem “Oxford” (1707) preserved for descendants the topography of his native university. In the era of Classical Europe, universities were not only centers of education, science and culture, but also became active participants in political life. During the War of the Spanish Succession (1701–1714), the political scene of Albion became the European scene for English poets. The conclusion of peace agreement in Utrecht caused a storm of emotions in Great Britain, expressed in poems dedicated to this event. At that time poetic compositions were moments of praise and exaltation: effusions of loyalty to those who triumphed over circumstance and protected national and cultural values. These works, most of which contained a form of propaganda, put a final end to the political debates of continuing the war and introduced new ideas. Tiсkell responded to the events in Utrecht with the poem “The Prospect of Peace”. Its distinctive feature is genuine, consistent character – way to peace is in its rhymes. In the poem there are no repetitions and unnecessary comparative images, which are characteristic of the other authors. Its main character is Britain. The poet thought broadly, spreading the impact of his strong and fair Queen Anne Stuart to the whole world, who wants her friendship. For the first time among English poets, he included Russia in this world, the great and strong power. According to the poet, Peter the Great became the civilizer of his vast empire. Regardless of Whig Party dependency, Tiсkell, like other English poets who responded to the conclusion of the Peace of Utrecht, carried out the main political idea in his essay – the idea of British superiority and the peaceful way to achieve one.
Possibilities and limits of the scholarship system in the Kingdom of Hungary in the XVIII century: a young nobleman János Cserszky
Authors: Olga V. Khavanova;
The second half of the eighteenth century in the Habsburg Monarchy was the period of drastic changes in the sphere of education, which embraced all social strata, from the lower classes, who in accordance with the school plan of 1777 were guaranteed the access to basic literacy, to the aristocracy and nobility, for whom a network of priviledged schools was created, modified and widened and where sons of both first statesmen, and modest civil servants and military officers, were admitted as paying pupils or stipend recipients. The article describes the principles, which the Viennese court applied while distributing the stipend quotas, suggests a brief survey of the history of the shortlived Theresian Academy in Buda (Hungary), designed as a closed elitist school functioning at the egalitarian university and closed after the change of the concept of noble education less than in ten years after its solemn inaguration, and reconstructes one particular case of a request for admission to the Royal scholars on the example of the young nobleman János Cserszky. The Supplement contains the petition of the boy’s father and his letters to his parents.
Austro-Hungarian teachers of Russian higher educational institutions in 1861–1917: quantitative analysis
Authors: Andrew N. Ptitsyn;
The article analyzes the activities of Austro-Hungarian immigrants in the Russian system of higher education in the second half of the XIX – early XX centuries. The main ways of attracting them to the Russian service in the post-reform period are shown. The geography of the Austro-Hungarian specialists in Russian universities is considered. Their concentration in universities and historical-philological institutes is shown, the degree of their presence in other universities is determined. The places of the greatest concentration of foreign teachers – Kharkov, Novorossiysk and Warsaw universities were revealed. The professional composition of the Austro-Hungarian professors and associate professors was studied. The prevalence of humanitarians, primarily philologists was shown, and positions of physicians, lawyers and specialists in technical sciences were highlighted. The widespread involvement of Austro-Hungarian philologists to Russian universities was due to the acute need for such specialists in connection with the need for mass preparation of teachers of Latin and Ancient Greek languages in the conditions of transition to the classical system of gymnasium education. The national composition of the Austro-Hungarian professors was characterized. Nearly two-thirds of them were Czechs; Ruthenians, Croats, Bohemian Germans and Slovaks were also represented. The scientific activity of immigrant teachers was considered. Every third of them had a foreign degree. The rest of the professors, with the exception of two, defended their master's and doctoral dissertations at Russian universities (mainly in classical philology and ancient history). In general, the activities of Austro-Hungarian specialists contributed to the development of Russian higher education and science in the period under review. It also contributed to the development of relations between Russia and the peoples of Central and Eastern Europe.
University links of St. Petersburg and Dorpat in the first half of the XIX century and the problem of the unity of the academic space of the Russian Empire
Authors: Ksenia S. Kazakova; Tatyana N. Zhukovskaya;
The article examines the forms of academic interaction between Dorpat and St. Petersburg universities, such as student and professorial migrations, targeted training of scientists for Russian universities at the Dorpat Professors’ Institute, book exchange and exchange of scientific information between universities, participation in joint university meetings, research projects and expeditions. It is concluded that the University of Dorpat in the first half of the 19th century, incorporated into the system of universities of the Russian Empire and the system of educational districts, served as a kind of nursery of scientific personnel for “internal” universities of the empire, especially in the sphere of exact sciences and philology. Many graduates of the University of Dorpat made a brilliant scientific career in St. Petersburg, among them P. I. Preis, E. H. Lentz, V. Ya. Struve. At the same time, the introduction to the traditions of Dorpat students for academic migrants from the “internal” universities of the Empire was a condition for the adoption of behavioral patterns that went back to the traditions of German universities. In this sense, the University of Dorpat was a channel for the transfer of European university culture to Russia. Hence the spread at St. Petersburg University, following the example of Dorpat, of student corporations, which for a long time were tolerated by the administration and did not cause persecution. At the considered time, a unique profile of each of the Russian universities, its reputation and sphere of influence were formed. The medical faculty of the University of Dorpat acquired the significance of the all-Russian center for training of civil and military doctors. Teachers of the Russian language prevailed among the specialists who arrived at the University of Dorpat from the “internal” universities of the empire, and those who began studying at the University of Dorpat and later moved to St. Petersburg University wanted to continue their studies at the law faculty as the most prestigious and make a career of an official in the capital. Academic migrations that became numerous in the 1830s – 1840s, the maintenance of scientific communications between university centers at the personal and administrative level, the unification of the system of scientific licensing and practices of academic rotation at different universities of the Empire, and, on the other hand, the formation of their own scientific schools, gives reason to talk about the formation of a united academic space within the borders of the Russian Empire, which remained open to European scientific transfer.
The higher school crisis of 1911 in the revolutionary press
Authors: Dmitriy A. Barinov ; Eugeny A. Rostovtsev ;
The crisis that broke out in high school in 1911 was of such a scale that it exceeded its purely academic scope and became one of the most significant events of the Russian Empire of that period. The crisis affected not only the teaching staff and students, but also attracted the attention of various political parties that expressed their attitude to the crisis in the pages of the party press. The aim of the present work is to consider the views of the revolutionary parties: the Bolsheviks, the Mensheviks and the Social Revolutionaries on the crisis of the higher school. Based on the analysis of articles published in “Voice of the Social Democrat”, “Our Dawn”, “Banner of Labor”, “Truth” and others, we tried to present the perception of the crisis by radical political forces. The analysis made it possible to determine that the theme of the revolutionary press during the crisis period was significantly different from the liberal one, for which the protection of academic freedoms and support for the professorate struggle for a free university were topical. For the revolutionaries, all the subjects associated with this problem (the identity of the odious minister of public education Kasso, the “defeat” of the Moscow University, confrontation with the ministry, etc.) turned out to be far away on the periphery. The main task solved by the authors of the radical periodicals was the determination of the most effective student struggle tactics. The article suggests the role of the radical revolutionary press in shaping the socio-political position of students of the Kasso era, and shows the influence of the discourses formed in the revolutionary radical press on subsequent historiography associated with the crisis of higher education.
Internationalization of higher education through academic mobility
Authors: Anthony Green ;
The article deals with Erasmus+ Key Action 1 International Credit Mobility, one of the most popular programmes under European Commission. The article considers the opportunities that it provides for the students and staff from European Universities and those beyond Europe: to study, teach or train in a new academic and geographic environment. It analyses the partnership of University of Bedfordshire (UK) and National Research Mordovia State University (Russia). From the position of programme requirements, it highlights its unique character to expand international cooperation, open up new regions and Universities for staff and students, develop and strengthen partnerships and engage with new fields of international research. The article discusses the relevance of the mobility to the internationalisation strategy of each University. It also talks about the quality of the cooperation arrangements which details previous experience of similar projects with the higher education institutions, and explains how the Partner Universities are planning to share responsibilities, roles and tasks during the life time of the project. Quality of project design and implementation is also highly important. It presents the different phases of the mobility project and summarizes the partner organisations plans in terms of selection of participants, the support provided to them and the recognition of their mobility period. Impact and dissemination of the programme considers the desired impact of the mobility project on the partner organisations at local, regional and national levels.
Federal International Education Programs as an element of ensuring US National Security
Authors: Larisa P. Nelina;
The article analyzes the main stages of the formation of the International Education Programs as the foundation of the system of analytical support for the US government foreign policy. The successful launch in the USSR of Sputnik in 1957 led to the establishment of a consensus between Congress and President D. Eisenhower on the issue of the close interrelation of the spheres of national security and education. It was implemented in National Defense Education Act (NDEA) of 1958. Title VI NDEA ensured the creation of a number of national programs aimed at expanding the scope of instruction foreign languages (primarily the “critical languages” determined by the government). The programs also included an in-depth study of culture, economics, history, and the sociopolitical sphere corresponding to these languages of the world’s regions. In 1961, accordingly to the Fulbright-Hayes Act, the programs of Title VI NDEA were supplemented by a foreign component. Its task was to activate international cultural, technical and educational exchange, including in the field of instruction foreign languages and area studies. These acts as a whole formed the basis of the International Education Programs, which later expanded to reflect the foreign policy and foreign economic conditions. The value of these programs is to provide personnel with appropriate language and area studies competencies for various government structures, business and international public organizations. In the long term, the International Education Program make it possible to ensure national interests in the field of national security, preservation of competitiveness in world markets, scientific and technical advantages.
Slovak-Russian scientific relations (1993–2002)
Authors: Victor V. Nikitin;
Based on the first-ever used in the world historiography Slovak and Russian archival documents, the article examines two stages in the Slovak-Russian relations in the scientific area for 1993–2002. The author notes the importance of the scientific and technical sphere for the economic development of the states. He comes to the conclusion that the penetration of science into the Czechoslovak-Soviet relations in 1980s was logical. However, after the “velvet revolution”, there were a decline in Slovak-Russian relations, which also affected the scientific cooperation of scientists and professors from the two countries. After the collapse of Czechoslovakia at the first stage of relations (1993–1995), nothing changed. Despite the signing of the fundamental agreements in the field of science and education, the stagnation in this direction between two countries continued. The discussion of cooperation even at the level of Slovak and Russian prime ministers did not help. In 1996, the second stage began, during which the situation gradually improved. First, the Joint Institute for Nuclear Research elaborated the Cyclotron Center project, and then a little later Moscow State University regenerated its activities in the territory of Slovakia, proposing the International Laser Center project. Both had several common features: firstly, it was about Slovakia’s getting Russian technologies within the framework of partial debt repayment, secondly, Russia offered modern, European-level technologies and, thirdly, Slovakia expected to produce goods on its basis for further export to Western countries. In connection with the successful implementation of these projects, the Slovak government in 1997 adopted the first concrete, comprehensive program for scientific and technical cooperation with Russia. It included 80 projects in which dozens of scientific institutions of the two countries participated. This promoted the development of relations between universities. As a result, the number of Slovak students, graduate students and interns in Russian universities increased significantly.
Contemporary challenges in archival science and possible guidelines for universities to confront them
Authors: Aida Babić Škoro;
The aspect of archival science as a scientific discipline is quite young compared to other scientific disciplines. The field of the archival science education was not systematically regulated in Slovenia, since the study of archival science at the public university was not established. Knowledge of what is necessary in the elaboration of the device to emphasize, archivists usually acquire with longstanding work in archives and in direct contact with users. By analysing the current needs and issues “on the field” at records creation in this paper the author will compare those results to results of analysis of educational program of archival science and records management in Slovenia, as well as further orientations for improving it. The article attempts to determine how satisfactory is the approach of pedagogical process to fulfil the knowledge gap of archival records creators and archives.
Anniversary commemorative practices and development of University Studies (on the example of the Chuvash State University named after I. N. Ulyanov)
Authors: Tatyana N. Ivanova;
The article discusses the features of the modern process of formation of university studies, as a new direction, integrating the research of representatives of various social and humanitarian sciences on the subject of historical, legal, sociological, cultural studies of the phenomenon of the university. It emphasizes the necessity to combine methods of macro- and microhistory; the use of not only institutional, but also cultural and anthropological approach to the history of the university. Particular attention is paid to the question of the formation of commemorative practices as actions aimed at preserving the history of universities and the collective memory of university students. Narrative, visual, monumental and ceremonial forms of commemorative practices are distinguished. At the same time, university anniversaries, being a ceremonial form of commemoration, are of particular importance for the creation of a comprehensive history of universities and the formation of a sense of identity with a University Corporation. The article, on the example of preparation for the 50th anniversary of the Chuvash State University named after I. N. Ulyanov, examines specific forms of commemorative practices (such as: organization of collecting memories of university students; preparation of scientific monographs and an innovative photo album; creation of places of memory in the form of the university history museum and other museums; organization of the anniversary selebration ceremony). Both the positive experience of preparing for the anniversary and the shortcomings of various forms of commemorative practices are analyzed.
Public invasion of privacy (heuristic value of oral and written ego-documents for gender history)
Authors: Nataliya L. Pushkareva;
This article is a brief scientific essay, summarizing and systematizing a significant amount of Western and Russian literature on the source studies of gender history. In particular, various types of women’s “life stories” and how they are interpreted by researchers of biographies and ego documents are considered. The author of the article gives estimates of the leading scientists-experts in the field of biographies on various genres of “narratives about life”. In the given classification, a special place is occupied by stories about women’s experiences (autoginography). The characteristic of various ego documents is given: autobiography, memoirs, reminiscence. The article presents the researchers’ different points of view on the use of the terms “writing” and “language” in relation to this type of source; the differences in the use of terminology of Western and Russian scientific traditions are shown. The author traces the stages of studying autobiographies (life stories) as historical sources in the Western tradition: from the XVIII century to the second half of the XX century. The author emphasizes that in the works of well-known specialists in autobiographical writing, the issue of gender differences was not raised. It was only in the late 1970s that gender was defined as an important category of autobiography analysis. The author of the article defines the questions to be answered by the researcher of women's ego documents, including the time of writing, economic, religious and cultural aspects; gender stereotypes of the time; educational and cultural level of the author and prospective readers. In conclusion, the author points to the need to identify modern sources of women's memory, both personal and public. All this will contribute to the development of gender history and its source studies.
Features of teaching of the scientific corporation at the Higher Women’s (Bestuzhev) Courses in 1878–1918
Authors: Oksana B. Vakhromeeva;
The Higher Women's (Bestuzhev) Courses in St. Petersburg (Petrograd), which existed from 1878 to 1918, and in 1919 were merged with the former Imperial (First Petrograd) University. In historiography they are rightly called the female faculty of the university. The reason for this was the continued support of the faculty of the male university of a private higher female educational institution. It should also be noted the similarity of the construction of the educational process and almost identical (with rare exceptions) curricula of both universities. The Bestuzhev Courses for many professors and teachers were the place of the creative laboratory (women’s universities were often invited to teach the best specialists in their field, not paying attention to their young age, track record or dismissal due to their disagreement with the policy of a particular minister of public education). Since the teaching activity was for many of them the main sphere of self-realization, at the private women's university they received a significant base and wide opportunities. The Bestuzhev Courses were famous for their democratic traditions. The instructors played a leading role in conducting fundamental research and creating scientific schools. By this, they contributed not only to the unity of the male and female academic audience, but also had a beneficial effect on the development of scientific knowledge themselves. Higher Women's Courses had excellently equipped scientific laboratories, classrooms, and extensive library collections, which particularly influenced the development of applied research. In addition, the academic corporation, which dealt with young, talented, hardworking young women, had the opportunity to educate a unique pleiad of the first Russian female scientists who continued the scientific traditions of their Alma mater in their professional activities within the walls of the Highest Women's (Bestuzhev) Courses.
The first generation of women in higher education and scientific institutions of Soviet Belarus (1920s – 1930s)
Authors: Irina R. Chikalova;
The article is devoted to the formation of the first generation of women teachers in higher education and scientific institutions of Soviet Belarus. It is noted that in the territory of Soviet Belarus, the first centers of higher education began to be organized in the conditions of the actual absence of a tradition that could be relied upon in constructing a classical model of a higher educational institution. Here the university and academic system began to be created by the efforts of both local and invited scientists on a permanent or temporary basis, who became the elite of higher educational institutions established in the territory of the BSSR. These were highly skilled male specialists who had received training and advanced degrees in prerevolutionary Russian and foreign universities, sent from other research centers in order to begin the formation of scientific schools in Belarus. Since the second half of the 1920s. a new recruitment of specialists from recent university graduates began to arrive at the departments and laboratories, among them were the first girls.
State policy on the development of universities in the documents of the Slovak Republic Government (2016–2018)
Authors: Victor V. Nikitin;
Citation for an article: Nikitin V. V. State policy on the development of universities in the documents of the Slovak Republic Government (2016–2018). West – East. 2018, no. 11, pp. 205222. DOI: 10.30914/2227-6874-2018-11-205-222
Russian university through foreign students’ eyes
Authors: Tatiana M. Golubkina; Svetlana A. Efimova; Nataliya V. Kipriyanova; Dmitry I. Petrosyan; Marina V. Sokolova;
The article is devoted to the learning of the attitude of foreign students to the whole complex of the educational process in Russia. Both general problems of the internationalization of education, the functioning of the market for learning services, educational migration, and particular issues of a given university are considered. Significant attention was paid to the analysis of factors that make studying in Russia attractive to foreigners, as well as the reasons that hinder the involvement of citizens of other countries as high school students. The article presents the results of a sociological research on the following topic “Russian university through foreign students’ eyes”. The research was held at Vladimir State University named after the Stoletov brothers. The study objects were foreign students of this university. The sociological interview method (anonymous questionnaire survey) of foreign citizens studying at Vladimir State University, based on probability sampling, was applied by the authors. The research data on the meaning and content of getting higher education and the motives that guide foreigners when choosing the country of learning and educational institution are given. One of these motives is the creation of a stable ethnic diaspora, which creates a certain psychological comfort. Significant attention is paid to the conditions of adaptation of foreign students who have to live in a new sociocultural environment, to new educational environment at the Russian university. In general, foreign citizens studying at Vladimir State University have a favorable idea of the university, the components of the educational process, relations with Russian students and the university administration. As a result, it is emphasized that one of the leading problems creating discomfort in the process of both learning and communication - the lack of Russian language knowledge, cannot be solved only at the student ‒ university level. A higher level is required – the ministry – the state – for wider dissemination of the Russian language abroad through various cultural centers.
On the other side of the chair (University teacher’s notes about students and education)
Authors: Valery D. Solovey;
Section: HUMANITIES 2.0
In the modern media world, the issues of university studies are discussed not only on the pages of scientific publications, but also in the universal educational space – on the Web. Everyday life of XXI century University students and professors is impossible to imagine without their almost daily presence on social networks and search services. The University discourse of the last decade has been enriched by neologisms – “post”, “komment”, “akkaunt”, “frendy”, “longridy”, “tachskrin”. The intensity of discussions in comments to posts on social networks is sometimes equivalent to discussions at round tables and symposia. A new column of our journal is devoted to the texts on the issues of the publication, which the editors “discovered” on the pages of their “frendov” on social networks. We present to readers a few notes from the Facebook feed.
Scientist and his school. On the 80th anniversary of the birth of Nikolay Filippovich Filatov
Authors: Veronika N. Belyaeva; Yuliya S. Obidina;
The article is dedicated to the memory of the outstanding Nizhny Novgorod scientist, Doctor of Historical Sciences, Professor of Nizhny Novgorod State University, Academician of the Russian Academy of Natural Sciences, Corresponding Member of the International Slavic Academy Nikolay Filippovich Filatov. The authors present the creative way of the scientist, the complex vicissitudes of work on the history of his native Nizhny Novgorod region, the formation of a unique for that time research direction – the scientific local history. The basics of the formation of the scientific and pedagogical school “History of the Nizhny Novgorod Volga Region” at Nizhny Novgorod (Gorky) State University, associated with the name of the scientist, are shown. The article is based both on the data already published in the open press, and on materials and evidence stored in the scientist’s family archive. Some of the documents are first introduced in scientific circulation. The large role of the personality factor in the development of the scientist, the peculiarities of his work and activities within the walls of Nizhny Novgorod University, his hobbies, which have become an integral part of his work, are noted. A brief analysis of the main works of the researcher, which allowed to raise the Nizhny Novgorod local history to a high scientific level, was made. The testimonies of colleagues, associates and students of N. F. Filatov about his life and work аre given. It was concluded that the activities of a scientist in Russia is in many respects a scientific achievement, since it personifies the entire scientific areas of research and draws them on itself, despite the huge number of students and followers. N. F. Filatov’s innovative ideas anticipated those new methodological orientations, which are being developed now not only in Russian but also in world historical studies on local history, including it in the context of the universal history.
European studies as a component of the university’s internal internationalization: experience of the Mari State University
Authors: Galina V. Rokina;
Citation for an article: Rokina G. V. European studies as a component of the university’s internal internationalization: experience of the Mari State University. West – East. 2018, no. 11, pp. 257261. DOI: 10.30914/2227-6874- 2018-11-257-261
In Memoriam of Oxana Zemtsova
Authors: Ольга Васильевна , , Иванова ;
It is with great sadness that I inform you of the passing away of a former EUI researcher, Oxana Zemtsova in July 2018. Oxana Zemtsova was a researcher in the Department of History and Civilisation and worked on Russification and educational policies in the Middle Volga Region (1860–1914) under the supervision of Prof. Stephen Smith. She defended her thesis in 2014. The EUI expresses its sincerest condolences to her husband, her two sons, family and friends during this painful time.