Humanities and Social Sciences in Europe: Achievements and Perspectives

6th International symposium 25th July, 2020

Vienna 2020 «Humanities and Social Sciences in Europe: Achievements and Perspectives». Proceedings of the 6th International symposium (July 25, 2020). Premier Publishing s.r.o. Vienna. 2020. 76 p. ISBN–13 978-3-903197-25-1 ISBN–10 3-903197-25-4 The recommended citation for this publication is: Koenig L. (Ed.) (2020). Humanities and Social Sciences in Europe: Achievements and Perspectives. The th6 International symposium proceedings (July 25, 2020), Premier Publishing s.r.o. Vienna. 2020. Pp. 112–117.

Editor-in-chief Busch Petra, Austria, Doctor of Economics Melnichuk Marina Vladimirovna, Russia Meymanov Bakyt Kattoevich, Kazakhstan International editorial board Moldabek Kulakhmet, Kazakhstan Abdulkasimov Ali, Uzbekistan Morozova Natalay Ivanovna, Russia Adieva Aynura Abduzhalalovna, Kyrgyzstan Moskvin Victor Anatolevich, Russia Akhmedova Raziyat Abdullayevna, Russia Navruzzoda Bakhtiyor, Tajikistan Atayev Zagir Vagitovich, Russia Novikov Alexei, Russia Balabiev Kairat Rahimovich, Kazakhstan Petrov Vasily Borisovich, Russia Barlybaeva Saule Hatiyatovna, Kazakhstan Salaev Sanatbek Komiljanovich, Uzbekistan Bogolib Tatiana Maksimovna, Ukraine Salamatovna Ibraeva Alua, Kazakhstan Bolshakov Andrey Georgievich, Russia Shadiev Rizamat Davranovich, Uzbekistan Bondarenko Natalia Grigorievna, Russia Shhahutova Zarema Zorievna, Russia Bulatbaeva Aygul Abdimazhitovna, Kazakhstan Soltanova Nazilya Bagir, Azerbaijan Chiladze George Bidzinovich, Georgia Spasennikov Boris Aristarkhovich, Russia Dalibor Milorad Elezović, Serbia Suleymanova Rima, Russia Fazekas Alajos, Hungary Tereschenko-Kaidan Liliya Vladimirovna, Ukraine Gaydin Sergey Tihonovich, Russia Tsersvadze Mzia Giglaevna, Georgia Gurov Valeriy Nikolaevich, Russia Yashkova Tatiana Alexeevna, Russia Ibragimova Liliya Ahmatyanovna, Russia Yurova Kseniya Igorevna, Russia Ibraeva Alua Salamatovna Kazakhstan Zhaplova Tatiana Mikhaylovna, Russia Ivana Blahuna, Ukraine Zolotukhina-Abolina Elena, Russia Ivannikov Ivan Andreevich, Russia Jansarayeva Rima, Kazakhstan Proofreading Andrey Simakov Khurtsidze Tamila Shalvovna, Georgia Cover design Andreas Vogel Konstantinova Slavka, Bulgaria Editorial office Premier Publishing s.r.o. Korzh Marina Vladimirovna, Russia Praha 8 – Karlín, Lyčkovo nám. 508/7, PSČ 18600 Lekerova Gulsim, Kazakhstan Lewicka Jolanta, Poland Email: [email protected] Massaro Alessandro, Italy Homepage: ppublishing.org

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Section 1. Cultural studies

Kadagidze Lamara, Ph.D in Education, School of International Relations and Diplomacy New Vision University, Georgia E-mail: [email protected] TRANSNATIONAL CULTURAL ROUTE OF THE HOLY ROBE TO ENHANCE PILGRIMAGE AND/ OR RELIGIOUS TOURISM IN GEORGIA Abstract. Although cultural routes are known as “cross-border cultural connection paths” they can also be “a defined geographic area, which is connected by a common theme” 1. In the spirit of utter advocacy of the definition provided, the article introduces the transnational cultural route of the Holy Robe comprising of three countries (France, Germany and Georgia) uniting Catholic and Orthodox church traditions to promote pilgrimage and/or religious tourism in Georgia attempting to ensure the preservation of sustainable cultural heritage of Europe by making it a ground for growth and jobs. The paper does not claim to reveal a case study of a suggested route reinforced by the scientific data, but is rather an attempt to introduce the research- based possibilities the Holy Robe Route might encompass; the article likewise as- serts to attract entities interested by displaying the input of participant observation, in-depth interviews, and pilgrims’ experience. Keywords: transnational cultural routes, pilgrimage and religious tourism, Geor- gia, Europe. Introduction: Pilgrimage sites attract masses of pilgrims like they did in ancient times, the difference now is that pilgrims are not only interested in visiting the holy place but also interested in every aspect that surrounds the way to that place, becoming religious tourists or people on holiday interested in some religious activities. Pilgrim-

1 Häfele E. “European Cultural Routes”. A Practical Guide. – Viena, Austria: Federal Ministry of Economy, Family and Youth, Department for Tourism and Historic Objects. 2013. 4 Section 1. age requires a pilgrim to make a conscious decision, withstand the hardships of a journey but also to fulfil several other pilgrim duties 1. A route has to develop new business opportunities to the cities and villages in the route to a pilgrim place. Business activities can be connected with cultural and religious tourism management possibilities. Local traditions, rituals and cultural festivals can be used as a tourist product. Local residents know their tourist product much better then outsiders and they can play an important role in terms of the promotion of a destination. Thus, the tourism development depends on local community involvement through their roles as employees in development authorities, hoteliers, guides and their attitudes towards tourists 2. Why Cultural Routes? General Description and Statistics: Mass tourism fashion of the ’70 s and ’80 s is long gone since there emerged the urgency for sustainable tourism backed by environmentally safe (“greener”), ethical and supportive trends because a contemporary tourist is not only an “egotourist” functionally implementing the main essence of the concept which is to be diversi- fied, demanding and oriented on meaningfully spending leisure time, but they have to be an “ecotourist” as well contributing to the field by being academically aware of cultural/historic and social heritage and be caring about infrastructural and environmental values of a certain sight or destination. Moreover, the global Covid‑19 pandemic has put more burden on tourism segment worldwide setting firm -de mands for critical alterations and readjustment. Trying to minimize and/or prevent negative consequences of overtourism, new means have to be devised to ensure the maintenance of significant assets with local stakeholders and local societies playing a pivotal role. Cultural routes are a beneficial alternative providing a network of academics, municipal authorities and entrepreneurs bringing together several countries and common but still multicolored cultures. They create a three-dimensional approach comprising of knowledge and innovation established between research institutes, academic institutions and businesses. The outline of the suggested route is for pilgrims to visit three destinations of the Holy Tunic as the historical sources and traditions claim. The route might start in Argenteuil’s Basilique Saint-Denys, France (near Paris), the second destination would be St. Peter’s cathedral in Trier, Germany and the Svetitskhoveli Cathedral in Georgia would serve as the final destination of the route.

1 Raj R., and Griffin K. Religious Tourism and Pilgrimade Management: an International Perspective, 2nd edition. CPI Group – UK. 2015. – P. 1–16. Rzeczpospolita newspaper (n. d.) [Online: URL: http://www.rp.pl/artykul/1130422-Nowe-miejscana-mapie-polskich-pielgrzymek.html#ap‑1, retrieved 10.09.2016] 2 Tosun C. Expected Nature of Community Participation in Tourism Development. Tourism Management, – 27(3). 2006. – P. 493–504. Cultural studies 5

Why Georgia? As one of the few countries where churches, mosques, synagogues and chapels co- exist peacefully side by side, being among the list of the preliminary states converting to Christianity, in the 4th century AD, preserving Chiton of the Lord and the Cross of St. Nino, Georgia has over 12 000 Orthodox Churches and 119 of them are situated only in the capital. Many of them are major visitor attractions that welcomed over 7 million international travelers and visitors in 2019 1. According to the National Statistics Office of Georgia Mtskheta-Mtianeti is the 4th visited region of Georgia after Tbilisi, Adjara and Lower Kartli2. The following data displays the percentage of frequently visited monasteries across Georgia in 2019 and 1st quarter of 2020 2 (See Table 1). Table 1. % share % share Quar- Visited Locations 2019 ter I 2020 Sighnaghi (Bodbe Monastery, etc.) 3.70% 1.80% Kvareli (Nekresi Monastery, Kvareli lake, Ilia 0.70% 0.10% Chavchavadze’s museum, etc.) David Gareji Monastery 0.70% 0.10% Mtskheta (Svetitskhoveli Cathedral, Jvari monastery, Armazi fortress, Samtavro Monastery, 6.80% 3.80% Pompey’s bridge, etc.) Kazbegi (Gergeti Trinity church, etc.) 8.30% 5.60% Ananuri (Church, Zhinvali Reservoir, etc.) 1.60% 0.80% Bolnisi (Bolnisis Sioni Church, etc.) 1.30% 0.60% Gardabani (Martkopi Monastery) 0.90% 0.60% Borjomi (Likani, Mineral waters, Green monas- 3.10% 0.70% tery, Timotesubani, National park Kutaisi (Gelati monastery, Bagrat’s Cathedral, 4.60% 3.40% Tskaltubo caves, etc.) Source: National Statistical Office of Georgia This possibility should be used as a kind of source of income for the inhabitants. New small and medium enterprises can be created to satisfy their need. In addition to the monastery, the city’s monuments, due to their historical values, are also important

1 International Visitor Survey 2020 by Georgian National Tourism Administration- Information Centre, Information and Analytical Department, Ministry of Internal Affairs of Georgia. URL: https:// gnta.ge/statistics 2 International Visitor Survey 2020 by National Statistics office of Georgia URL: https://www. geostat.ge/en/modules/categories/100/tourism-statistics 6 Section 1. tourist destinations. Particularly, in the conditions when the share of tourism in GDP amounted 8.1% in 2019. Religion and pilgrimage turned out to be the purpose of visit only for 0.1% of visitors in 2019 while it equals zero in the year 20205. Highland churches of Georgia are of primary interest among pilgrims, as well as Tbilisi, Mtskheta, Vardzia and Gelati. The holy relics of Saint Gabriel and a robe of Holy Mother in Zugdidi along with Davit Gareji Monastery attract orthodox pilgrims from all over the world (See Table 1). Pilgrims frequently attend holy services and participate in other religious rituals, un- like regular visitors in the evening they won’t go out to entertain themselves, but would rather enquire about where the prayers are held or there have been cases when they have arrived purposefully to meet a certain representative of clergy, etc. Religious tourists won- der about lives of Georgian saints, their burial places, and because of the lack of information (leaflets are not available in different languages or in case of the existence of a book, it is rather costly). Along with orthodox Christians Georgia is visited by representatives of other confessions: for instance Muslims travel to visit Rabati in Akhaltsikhe; mosques of Batumi and Khulo; Jewish would love to visit synagogues in Oni and Akhaltsikhe; old Catholic churches in Tbilisi, Kutaisi, Gori and in the village Ude are worshiped as well. There are many gaps which could be filled with entrepreneurial activity on a short- scale, which could greatly contribute to the viability and sustainability of the sites. Issues to be considered are: 1. Lack of information (flyers, books and guides) available for pilgrims in their language. 2. Infrastructure and facilities need to be more developed (toilets in particular) 3. Hotels are extremely expensive. 4. Food should be adjusted to the requirements of a group of pilgrims, separate adequate pottery and cutlery should be provided, etc. 5. It is necessary to establish pilgrimage centers in the dioceses, as is the case in different countries of the world, and where educated guides gather to provide qualified services to tourists. 6. A network of facilitators should be designed comprising of nationwide and Europe wide active cultural institutions, associations, and interest groups from arts and culture, public facilities responsible departments (Tourism and culture) in mu- nicipalities and in the provinces, representative organizations abroad, private sector enterprises, communications agencies (advertising companies), publishers, mer- chandising-providers, (landscape) architects, landscape architects, educational and research institutions, independent researchers, historical societies, etc. 7. Coordinated strategic planning and implementation of the route should be carried out by hotels, restaurants, transportation agencies, tour-operators, travel agents, (Cultural) guides, local and European tourist offices and boards, destination manage- Cultural studies 7 ment organizations, national tourism organizations, international booking portals and virtual media platforms with maximum involvement of local communities. On the other hand Georgian government realizes that cultural pilgrim routes can increase the rate of local residents, tourists and so to develop more sustainable tourism sector. Consequently, in 2017, the National Tourism Administration published a catalog for Orthodox pilgrims issued in Georgian, English and Russian. A catalog of Jewish heritage was also compiled. The memorandum of understanding was signed by the Ministry of Education, Science, Culture and Sport and the National Association of Local Authorities of Georgia on February 24, 2020 1; on June 18, 2020 the Ministry certified two new cultural routes: St. Andrew Path (a pilgrimage route governed by the Academy of Tourism and Management) and “From Capital to Capital” (a route from the modern capital of Georgia Tbilisi to the old capital Mtskheta marked by 22 monuments, governed by the National Agency for Cultural Heritage Preservation of Georgia) 2. The free mobile application – Cultural Routes Georgia, created by the Ministry is also available for both Android and iOS platforms. At this stage, the application has integrated all the routes certified by the Council of Europe and the Ministry and the two new certified routes will be added in the coming future 3. A Covid‑19 advisory on the site of Georgian National Administration offers a list of verified hotels 4, etc. Historic and Cultural Religious Heritage of the destinations: The Chiton of the Lord The Seamless Robe of Jesus is the robe (made by a Holly Mother according to a Jewish custom for the priestly robes to be made by the mother of the priest) said to have been worn by Jesus during or shortly before his crucifixion. There are several competing traditions claiming to preserve the Holy Tunic to the present day in Svetitskhoveli Cathedral in Mtskheta, Georgia (Eastern Orthodox Church), in the Cathedral of Trier, Germany (Western Catholic Church) and in Argenteuil’s Basilique Saint-Denys, France (Western Catholic Church). According to the tradition of the Georgian Orthodox Church, the chiton was acquired by a Jewish Rabbi from Georgia named Elioz (Elias), who was present in Jerusalem at the time of the crucifixion and bought the robe from a soldier. He brought

1 Council of Europe – Cultural Routes: newsroom- Georgia: Memorandum of Understanding with the National Association of Local Authorities for the Promotion of Cultural Routes – URL: https:// www.coe.int/en/web/cultural-routes/-/georgia-memorandum-of-understanding-on-promotion-of-the- cultural-routes-of-the-council-of-euro‑1 2 Cultural Routes of Georgia. URL: http://culturalroutes.gov.ge/News/ori-akhali-sertificirebuli- marshruti.aspx 3 Ministry of Education, Science, Culture and Sport of Georgia. URL: https://www.mes.gov.ge/ content.php?id=10495&lang=eng 4 URL: https://georgia.travel/ka_GE/hotels 8 Section 1. it with him when he returned to his native town of Mtskheta, Georgia. Elioz’s sister Sidonia came out to meet his brother and embrace a tunic worn by the savior, Jesus. Saddened and grieved by the crucifixion Sidonia passed away with the chiton in her hands and nobody managed to take hold of it. The Jewish of Mtskheta had to bury her with the Honorable Robe. Soon a cypress tree came out of the virgin’s grave, emitting a scent and smelling of myrrh 1. The place where Sidonia is buried with Christ’s robe is preserved to this day beneath a crypt in the Patriarchal Svetitskhoveli Cathedral. The feast day in honor of the “Chiton of the Lord” is celebrated on October 1.

Figure 1. Coat of arms of Kingdom of Figure 2. The Living Pillar Icon Georgia depicting Holy Tunic, 1711 depicting buried Sidonia with Holy Tunic in her hands

Figure 3. The Living Pillar in the Svetitskhoveli Cathedral

1 Life of Saints, Volume IV, – Tbilisi, 2001. Cultural studies 9

The Svetitskhoveli Cathedral and Mtskheta Located in the historic town of Mtskheta, Georgia, the cathedral is recognized by UNESCO as a World Heritage Site. It is currently the second largest church built in Georgia, after the Holy Trinity Cathedral. Known as the burial site of the claimedHoly Robe, Svetitskhoveli has long been one of the principal Georgian Orthodox churches and is among the most venerated places of worship in the region 1. Throughout the centuries, the cathedral served as the burial place for kings. Currently a small provincial capital, for nearly a millennium until the 5th century AD, Mtskheta was a large fortified city, a significant economic and political center of the Kingdom of Iberia. Due to its historical significance and several cultural monuments, the “Historical Monuments of Mtskheta” became a UNESCO World Heritage Site in 1994. As the birthplace and one of the most vibrant centers of Christianity in Georgia, Mtskheta was declared as the “Holy City” by the Georgian Orthodox Church in 2014 2. In 2016 the Historical Monuments of Mtskheta were placed by UNESCO under Enhanced Protection, a mechanism established by the 1999 Second Protocol to the 1954 Hague Convention for the Protection of Cultural Property in the Event of Armed Conflict 3. Other Monuments in Mtskheta – Samtavro Monastery (4th century); – Jvari Monastery (6th century); – Early inscriptions, which form a valuable reference in the study of the origins of the early Georgian alphabet; – Samtavro necropolis, a burial place north of the monastery (middle of the 3rd millennium BC and the 10th century);

Figure 4. Jvari Monastery Figure 5. Samtavro Monastery

1 Dowling T. E. – Sketches of Georgian Church History. 2003. 2 “Historical city Mtskheta becomes «Holy City»”. Agenda.ge. 7 April 2014. Retrieved 21 December, 2014. 3 UNESCO List of World Heritage in Danger, Retrieved: 1 June 2016. 10 Section 1.

Figure 6. Pompey’s bridge – Ruins of Armaztsikhe fortress (3rd century BC); – Armaztsikhe acropolis (late 1st century BC); – Remains of a “Pompey’s bridge” (1st century BC); – Fragmentary remains of a royal palace (1st–3rd century AD), a nearby tomb of the 1st century AD, and the fortress of Bebris tsikhe (14th century); – The Institute of Archaeology, and the garden of Mikheil Mamulashvili; – A monument to a sculptor Elena Machabeli; – A shrine of a wealthy lady (1st century AD). Holy Tunic and Holy Nail of Trier and Sioni Half a million people saw the tunic in the “Holy Robe Pilgrimage 2012,” hosted by the Trier Diocese 1. Another reliquary of the cathedral contains a Holy Nail from the Cross of Jesus. Georgia also claims to preserve one of the 4 (in Orthodox tradition) and 3 (in Catholic tradition) nails of Christ’s crucifixion in Sioni Cathedral in Tbilisi (See figure 11).

Figure 7. Trier Cathedral Figure 8. Holy Tunic of Trier (Germany)

1 Christ’s ‘Seamless Tunic’ on Display for First Time in 16 Years. URL: https://abcnews.go.com/ blogs/headlines/2012/04/christs-seamless-tunic-on-display-for-first-time-in‑16-years Cultural studies 11

Figure 10. Holy Nail of Sioni Figure 9. Holy Nail of Trier (Germany) Cathedral (Georgia) “Life of Kartli” (The Georgian Chronicles) manuscript by leonti Mroveli reads that the Holy Nail was sent to a newly Christened Georgian King Miriani by the Byz- antium Emperor Constantine in the IV century. Holy Tunic of Argenteuil The Holy Tunic has been preserved and venerated in Argenteuil for over 1,200 years. It is shown to the faithful every 50 years, during a “solemn ostension”. The last one took place in 2016 1. More than 150,000 coming from France and abroad were invited to discover this unique garment, a true “relic of the Way of the Cross”, an object of spiritual meditation on the sufferings of Christ for centuries, and an invaluable treasure of French religious heritage.

Figure 11. Basilique Saint-Denys, France Figure 12. Holy Tunic of Argenteuil

1 Exceptional Ostension of the Holy Tunic of Christ in 2016. URL: http://saintetunique.com/ ostension-exceptionnelle-presse‑2015–09–22/ 12 Section 1.

Conclusion: If there is a demand for sites and attractions associated with religion and spirituality as part of cultural heritage, if the country has sufficiency of such sites, if the promotion of religious tourism is beneficial to the local economy and the communities within which the religious attractions are located and finally if the various stakeholders are prepared to collaborate to enhance religious heritage in the region, pilgrimage tourism would ordinarily find its solid basis. The article conveyed the suggested route of Holy Robe and confirms the route has all the listed grounds worth to be designed to become not only the guard of unique cultural heritage but also a catalyst providing economic benefits for the countries involved.

References: 1. Häfele E. “European Cultural Routes”. A Practical Guide. – Viena, Austria: Federal Ministry of Economy, Family and Youth, Department for Tourism and Historic Objects. 2013. 2. Raj R., and Griffin K. Religious Tourism and Pilgrimade Management: an Inter- national Perspective, 2nd edition. CPI Group – UK. 2015. P. 1–16. Rzeczpospolita newspaper (n. d.) [Online: URL: http://www.rp.pl/artykul/1130422-Nowe- miejscana-mapie-polskich-pielgrzymek.html#ap‑1, retrieved 10.09.2016] 3. Tosun C. Expected Nature of Community Participation in Tourism Develop- ment. Tourism Management, – 27(3). 2006. – P. 493–504. 4. International Visitor Survey 2020 by Georgian National Tourism Administra- tion- Information Centre, Information and Analytical Department, Ministry of Internal Affairs of Georgia. URL: https://gnta.ge/statistics 5. International Visitor Survey 2020 by National Statistics office of Georgia. URL: https://www.geostat.ge/en/modules/categories/100/tourism-statistics 6. Council of Europe – Cultural Routes: newsroom- Georgia: Memorandum of Un- derstanding with the National Association of Local Authorities for the Promo- tion of Cultural Routes. URL: https://www.coe.int/en/web/cultural-routes/-/ georgia-memorandum-of-understanding-on-promotion-of-the-cultural-routes- of-the-council-of-euro‑1 7. Cultural Routes of Georgia. URL: http://culturalroutes.gov.ge/News/ori-akhali- sertificirebuli-marshruti.aspx 8. Ministry of Education, Science, Culture and Sport of Georgia. URL: https://www. mes.gov.ge/content.php?id=10495&lang=eng 9. URL: https://georgia.travel/ka_GE/hotels 10. Life of Saints, – Vol. IV. – Tbilisi, 2001. 11. Dowling T. E. – Sketches of Georgian Church History, 2003. 12. “Historical city Mtskheta becomes «Holy City»”. Agenda.ge. 7 April, 2014. Re- trieved 21 December, 2014. Cultural studies 13

13. UNESCO List of World Heritage in Danger, Retrieved: 1 June, 2016. 14. Christ’s ‘Seamless Tunic’ on Display for First Time in 16 Years. URL: https://abcnews.go.com/blogs/headlines/2012/04/christs-seamless-tunic-on-display-for- first-time-in‑16-years 15. Exceptional Ostension of the Holy Tunic of Christ in 2016. URL: http://saintetunique.com/ostension-exceptionnelle-presse‑2015-09-22/ 14 Section 2.

Section 2. Pedagogy

Kazimov Jamshid Shamshidinovich, manager, and specialist retraining and advanced training basic doctoral student The system of public education named after A. Avlony Uzbekistan, Tashkent E-mail: [email protected] ORGANIZATION AND MANAGEMENT OF EDUCATIONAL PROCESSES IN MODERN SCHOOLS ON A SCIENTIFIC BASIS Abstract. The article is devoted to the need to ensure the quality of education based on the scientific organization and management of educational processes in modern schools, which scientifically substantiates the practical use of management functions and methods in the organization and management of educational processes and the application of efficiency formulas. Keywords: management function, management method, educational processes, socio-psychological functions, – “control + analysis + objective assessment + diag- nostics = efficiency” formula, information-analytical function, target-motivational function, preliminary planning function, control-diagnostic function, data collection methods, management, subject relationships, teaching staff, information system, information generator. Achieving efficiency through the organization of educational processes in modern schools on a scientific basis, ensuring the activity of subjects (teachers and students) in achieving the set goals and ensuring the quality of education, monitoring, analysis, objective assessment and coordination of their activities. One of the founders of management theory, Henri Fayol, singled out the main functions of management in the early 20th century: planning, organizing, command- ing, coordinating, and controlling. He calls management a powerful tool that sees the future, organizes activities, manages the organization, coordinates activities, and monitors the execution of decisions and orders. Pedagogy 15

S. N. Tidor, on the other hand, describes management as “object coordination in the direction of a goal, vertical coordination of influence on the founders of the system in the direction of achieving a goal”. In our opinion, the planning and organizational functions of management are carried out in the following processes: – planning of educational processes; – creation of the necessary conditions for the subjects (teachers and students) and the design of the distribution of tasks, taking into account their individual capabilities; – encourage the activities of subjects and ensure their activity on the basis of the formula “control + analysis + objective assessment + diagnosis = efficiency”. In ensuring the quality of education, the teacher has a control function in the process of identifying the level of basic concepts, abilities, personal qualities, interests of students, as well as the complex aspects of coordination of educational processes according to the situation. According to S. T. Turgunov, one of the factors influencing the quality of the process of information exchange between the subjects of educational processes is the information system. The information system includes the flow of information of pedagogical significance, social, scientific, technical, legal and organizational innovations in the organization and management of educational processes. In this case, the information-analytical function is performed in the process of determining the novelty, reliability and validity of information. In the process of collecting, analyzing, objectively assessing, processing and trans- mitting information about students who are the subjects of the educational process, the teacher must act as an information generator. The main requirements for a teacher of modern general secondary education are: 1. Uses technology in education. Digital technology has become one of the main tools of the teacher in the educational process. 2. Teacher is well aware of his rights. Knowing his rights in different situations, the teacher and the student will help the teacher to act within the law. 3. Distributes time correctly. 4. Has financial literacy. 5. Knows how to approach a modern student. A person-centered approach is the basis of modern education. 6. Have managerial skills. Modern general secondary education institutions need teachers with management skills. We can say that the comparison of person-centered and competent approaches allows us to develop a number of basic rules for the formation of creative skills of educators. The effectiveness of the process of implementation of the socio-psychological function depends on the novelty, reliability and validity of the information transmitted 16 Section 2. between the subjects, as well as is directly proportional to the work with the information. In addition to providing new, reliable and well-grounded information for the par- ticipants in the organization and management of the educational process on a scientific basis, to collect reliable and reliable information about each student and analyze the situation in the educational process to achieve efficiency by improving student performance need to do. In our opinion, study of existing educational and normative documents and best pedagogical practices, conducting surveys, generalization and systematization, statistical and mathematical analysis, among other methods, “control + the use of the formula “analysis + objective evaluation + diagnosis = efficiency” is also of particular importance. In the design, modeling and organization and management of educational processes, the pre-planning function serves as a starting point for the goal-motivation function. Socio-psychological methods are used in the implementation of pre-planning and Target-motivation functions. The control-diagnostic function is carried out by pedagogical staff in the process of regular monitoring of students’ activities in the educational process and analysis of its results, objective assessment, identification of causes of shortcomings and errors, timely elimination of existing problems. The use of the formula “control + analysis + objective assessment + diagnosis = efficiency” proposed by us as an effective formula in the implementation of the control-diagnostic function serves to ensure the quality of education. The essence of the activity in the field of organization and management of educational processes on a scientific basis is reflected in the implementation of the above functions. The management methods used in the implementation of these functions represent a set of ways and methods of influence used in the organization and coordination of student activities in the educational process, the mechanism for the implementation of management functions. Therefore, in the process of organizing and managing the educational process on a scientific basis, it is necessary to take into account the following specific features of the educational process in the implementation of the functions and methods aimed at ensuring the quality of education: – the organization and management of educational processes on a scientific basis, based on the content, provides for the use of specific management functions and methods aimed at achieving a specific goal; – the process of organization and management of educational processes is a unique integrative system; – interconnectedness and interconnectedness of components of educational processes; Pedagogy 17

– the effectiveness of the educational process reflects the increase in the level of knowledge, skills and abilities of the subjects of this process, ie the effectiveness of the educational process; – the novelty and innovation implemented in the educational process, ie the effectiveness of which is being tested, has its own characteristics; – the effectiveness of the educational process depends on the needs and interests of the subjects and their personal interests; – determines the need to motivate the creation of a creative environment in the educational process; – the activity of the subjects of the educational process in the communication process, as well as the availability of new and reliable information. – the obligation to create conditions for each subject to use their creative potential in the educational process. In the process of organizing and managing the educational process, the stimulation of the creative activity of the subjects is of special importance, because the stimulation creates conditions for each participant to perform creative activity at the level of modern requirements, along with setting requirements. In our opinion, the methods used by teachers in the educational process can be determined on the basis of the following factors: – the level of independent and free thinking of students in the educational process, the free expression of their thoughts, ideas and concepts, as well as their active participation in the situation; – providing students with scientific and methodological products, instructions on how to perform tasks, as well as new, scientifically based information and data; – formation of a favorable educational environment for all in the educational process, ie the formation of subject-subject relations; – the methods used by students in the educational process, ie their unique approach to dealing with students. R. H. Djuraev and S. T. Turgunov pay attention to the priority of the ratio of col- legiality to the college as the main criterion and organizational principle of this process in the classification of leadership styles. In an authoritarian (directive) style, teachers seek to impose their will on students through administrative force, i. e., use coercion, intimidation, punishment, and other measures. It is a brutal method based on the principle of “divide and rule”. Although such a method is somewhat effective, it actually creates a mood of opposition and protest in the educational process. Liberal leadership style is characterized by teachers giving assignments and advice to students in the form of recommendations, less interference in the work of students. The following methods and forms of this leadership style can be distinguished: – communicative tendency; 18 Section 2.

– widely uses methods of creating problem situations in the management-educational process on the basis of joint decisions. In a democratic (collegial) style, teachers do not act as a single subject of the pedagogical process, they act on the basis of students and taking into account their views. The use of leadership techniques in the organization and management of educational processes is not in the form of “teacher-boss” and student-subordinate, ie “boss” – “subordinate” relationship, but “man-man”, “man-technique-man”, “ should be in the form of educational relationships such as “man-book-man”, “man-nature- man”, “man-art-man”. In our opinion, it based on the use of such a method of leadership in the organization and management of educational processes, the following several methods and forms can be distinguished in the direction of ensuring the activity of the subjects: – innovation management, which involves the development and implementation of innovations in the educational process; – management through goal-oriented tasks – involves the distribution of tasks, taking into account the level of capabilities and basic understanding of students, ensuring their activity through the development of interest in possible and achieved achievements through the study, analysis, objective assessment and motivation; – goal-oriented management – this method is an interconnected form of management through goal-oriented tasks and the interaction of subjects; – management through results-targeting – in this case, the priority is to identify specific ways to achieve results; – management through the distribution of tasks – the ability to work independently, the distribution of tasks among students who have a basic understanding of the assigned task, a sense of responsibility; – management through motivation – involves management through the organization of incentives that meet the individual needs of students; – management through the coordination of the process – the functional tasks of teachers in the educational process are clearly distinguished by direct influence and control; In the organization and management of educational processes, teachers should take into account a number of factors when choosing this or that method of leadership: – situation (stress, calm undefined). – task (depending on complexity – group (gender, age, abilities and capabilities of its members). Effective organization and management of educational processes on a scientific basis, the achievement of the set goals implies the effective joint activities of the subjects, ie the organization of joint activities and the improvement of joint activities in a certain sequence. Pedagogy 19

Knowledge of the function, content and significance of the above functions and methods, as well as the specifics of management methods and the ability to use them rationally will help to improve the educational process. References: 1. Djuraev R. X., Turgunov S. T. Education Management: Textbook. – Tashkent: Voris, 2006. – 264 p. 2. Tidor S. N. Psixologiya upravleniya: ot lichnosti k komande. – Petrozavodsk: Fo- lium, 1996. – 133 p. 3. Turgunov S. T., Maqsudova L. A. Organization and management of pedagogical processes: Methodical manual. – Tashkent: Science, 2009. – 166 p. 4. Sharifxujaev M., Abdullaev Yo. Management: Textbook. – Tashkent: Teacher, 2001. – 702 p. 20 Section 2.

Koeva Janka, Dozentin in Fakultät für Philologie, PD Dr., Universität Veliko Turnovo E-mail: [email protected]

FACHDIDAKTISCHE ASPEKTE DES MEHRSPRACHIGEN UNTERRICHTS IM SCHULMILIEU Zusammenfassung: Der Artikel hat zum Ziel, die Bedeutung des Phänomens Mehrsprachigkeit für die Entwicklung der Fachdidaktik zu untersuchen. Im ersten Teil der Darlegung wird die Mehrsprachigkeit als eine Herausforderung für die Fachdi- daktik analysiert. Der zweite Teil nimmt Rücksicht auf grundlegende Thesen über die Mehrsprachigkeit. Im dritten Teil werden Kriterien für einen wirksamen Sprachun- terricht referiert. Schlüsselwörter: Fachdidaktik, Mehrsprachigkeit, Unterricht. Mehrsprachigkeit als fachddidaktisches Problem Die Mehrsprachigkeit ist ein kritischer Punkt der gegenwärtigen Schulrealität. Weltweit gehen viele ausländische Schüler in die Schule und müssen eine neue Spra- che und Kultur aneignen. Da erweist sich ihre Integration als eine Herausforderung für die Lehrkräfte, die eine gewisse Veränderung des eigenen unterrichtlichen Handelns brauchen. Daraus resultiert die Notwendigkeit, die Mehrsprachigkeit aus einem neuen Blickwinkel zu betrachten. In Bulgarien wird das Problem der Mehrsprachigkeit in einem der wichtigsten normativen Dokumente behandelt – dem Gesetz über die Vorschul- und Schulbildung aus dem Jahre 2015, das zwei Ziele klar definiert: – Kompetenzerwerb zumVerständnis globaler Prozesse, Trends und ihrer Wech- selbe-ziehungen; – Kompetenzerwerb zum Verständnis und zur Anwendung von Prinzipien, Re- geln, Verantwortlichkeiten und Rechten, die sich aus der Mitgliedschaft Bulgariens in der Europäischen Union ergeben. Dadurch werden die heterogenen Gruppen von Lernenden betroffen, in denen zwei Kategorien zu unterscheiden sind: Im ersten Fall geht es um Schüler/innen mit guten Bulgarischkentnissen, die eine zweite Fremdsprache erwerben möchten. Für die zweite Gruppe von Lernenden gilt etwas Anderes – sie haben schlechte Bulga- rischkenntnisse und müssen auf unterschiedliche fachdidaktische Art und Weise un- terrichtet werden. Grundlegende Thesen über die Mehrsprachigkeit In meinen früheren Monographien untersuche ich ausführlich die bestehenden Interpretationen der Mehrsprachigkeit im Kontext des Fremdsprachenunterrichts. Pedagogy 21

In der wissenschaftlichen Literatur sind vier Kriterien aufgezählt worden, um Mehr- sprachigkeit zu definieren: – Sprachverwendung der Amtssprache in Bezug auf Regionalsprachen (Dialekte), – Sprachgebrauch in einer separaten Minderheit, – literarische Sprache, die in Bezug auf die Soziolekt- oder Dialektvarianten als Norm fungiert, – geschriebene oder mündlich codierte Sprachen (Neuner G 1). Das Umdenken der Ziele und Inhalte des Fremdsprachenunterrichts ist auch mit. Diskussionen in Bezug auf das Multikulturalismus verbunden. Nach Gerdzhikova (Герджикова 2), „treffen sich Vertreter verschiedener sprachlicher, ethnischer oder religiöser Gemeinschaften im Klassenzimmer und die Lehrkräfte müssen in der Lage sein, eine vollständige Interaktion mit ihnen und zwischen ihnen zu erreichen.“ In dieser Interpretation ist die Fremdsprache als die Amtssprache in einem Staat zu ver- stehen. Diese Situation ist völlig der Situation, in der Amtssprache der mündlichen Alltagskommunikation mit ihren am häufigsten verwendeten Sprachausdrücken wi- dersteht, entgegengesetzt. Lehrkräfte neigen dazu, die Sprachkom-petenzen dieser Schülergruppe zu vernachlässigen und ihnen bewusst oder unbewusst die literarische Norm aufzuzwingen. Offensichtlich geht es in den beiden Fällen um Mehrsprachigkeit – sowohl beim Fremdspachen- als auch beim Amtsspachenerwerb. Aus der Sicht der kommunikati- ven Theorie sind sie aber ähnlich: Die Schülerin/der Schüler muss an Lernaktivitäten, die sozialer Natur sind, teilnehmen, weil diese sie/ihn mit einer anderen Schülergrup- pe bzw. Erwachsenen verbinden. Gleichzeitig ist Mehrsprachigkeit aber auch indivi- duell, weil sie Wissen und Fähigkeiten des einzelnen Individuums widerspiegelt. Der in diesen zwei Formen der Mehr-sprachigkeit beschriebene Unterricht ist den besten fachdidaktischen Standards anzupassen. Fachdidaktische Kriterien über die Unterrichtsqualität unter dem Mehrsprachigkeitsaspekt Die Frage nach den Ergebnissen beim Erlernen von mehreren Sprachen ändert die traditionelle Sichtweise des methodischen Leistungskonzepts. Seit 2008 ist die Kom- petenz im Bereich des Fremdsprachenlernens als Gesamtheit von Kenntnissen, Fähig- und Fertigkeiten, Einstellungen und Motivation zu definieren, zu der auch individuelle Erfahrung, Willens- und Sozialkomponenten gehören (Arras 3). Mit der Einführung

1 Neuner G., Hufeisen B., Kursiŝa u. a. Deutsch als zweite Fremdsprache. – Berlin, München, Wien, Zürich, New York: Langenscheidt, 2009. – 200 s. 2 Герджикова Н. Феноменът „многоезичие“ – учебни политики и практики // Стратегии на образователната и научната политика. 2017. – № 3. – C. 309. 3 Arras U. Kompetenzorientierung im Fremdsprachenunterricht – was heißt das eigentlich? // Pandaemonium germancum. 2009. – № 2. – S. 207. 22 Section 2. der Motivations-, Willens-, Sozial- und Aktivitätskomponenten wird die Elitisierung des BegriffsFremdspra-chenkompetenz überwunden. Sein Anwendungsbereich erweitert sich, was zum Umdenken der Konzeptionen über die Bildungsqualität führt. Nicht zufällig umfassen die Kriterien über die Auswahl der besten deutschen Schulen dieje- nigen „mit hohen Leistungen… in den Hauptfächern“ und mit „Umgang mit Vielfalt“ im Zusammenhang mit ethnischer oder sozialer Zugehörigkeit (Герджикова 1). Die veränderte Sichtweise des mehrsprachigen Lernens zeigt sich auch in der Analyse der Ergebnisse der nationalen Externbewertung von Schüler- und Schülerinnenleistungen in Bulgarien. Sie betonen die vielfältigen Kriterien über die Qualitätsbeurteilung von fremdsprachlichen Prüfungsaufgaben an Schulen mit intensiver Fremdsprachenaneig- nung. Neben den traditionellen Kriterien – Objektivität, Zuverlässigkeit und Gültigkeit – werden auch andere hinzugefügt: Vergleichbarkeit, Ausgewogenheit, Spezifität, Ökono- misierung, Anwendbarkeit, diskriminative Kraft der Lernaufgaben, Standardisierung, Feedback zum Lernen, Aufgabenauthentizität u. a. (Гергова 2). Die Beschreibung der Testaufgaben beweist den neuen Ansatz zum Zielsprachenerwerb von Schülern/Schü- lerinnen. Der Umgang mit solchen Aufgaben setzt die Aneignung komplexer Fähigkeiten im Zusammenhang mit den wichtigsten Sprachaktivitäten voraus, nämlich Zuhören, Le- sen, Sprechen, Schreiben, Grammatik- und Wortschatzerwerb. Die Konzentration auf Kompetenzen im Prozess des Fremdsprachenlernens nimmt Rücksicht auf die Bedeutung der Fehler. Die Einstellung dazu ändert sich von negativ zu positiv, da sie bereits Zeichen für die Sprachentwicklung der Schüler/innen sind. Die Festlegung von typischen Fehlern führt die Lehrkräfte dazu, die pädago- gische Interaktion zu profilieren und zu individualisieren. In diesem Sinne wird der Fehler zu einer Quelle wertvoller Leistungsdiagnose der Schüler- und Schülerinnen- leistungen. Die typische Angst vor einem „freien Sprachgebrauch“ wird überwunden und damit ein höheres Maß an kommunikativer Aktivität erreicht. Die Lernenden erwerben dauerhafte Kenntnisse im Umgang mit der Zielsprache und passen sich sicherer neuen kulturellen Normen an. Sie stellen fest, dass die Fehler, die sie machen, die Kommunikationsfähigkeit der mündlich oder schriftlich geäußerten Gedanken nicht beschädigen. Auf diese Weise entwickelt sich das fachdidaktische Konzept des Fremdsprachenlernens. In den Vordergrund treten die Fragen „Womit, in welchem Umfang, auf welcher Ebene soll ich lernen“, ein (Arras 3).

1 Герджикова Н. Практически модели за организация на училището в контекста на европейските тенденции за реформиране на началното и средното общо образование // Педагогика. 2013. – № 4. – C. 507. 2 Гергова Д. Националното външно оценяване по чужди езици – традиции и предизвикателства // Стратегии на образователната и научната политика. 2015. – № 4. – C. 436. 3 Arras U. Kompetenzorientierung im Fremdsprachenunterricht – was heißt das eigentlich? // Pandaemonium germancum. 2009. – № 2. – S. 212. Pedagogy 23

Zusammenfassung: Zusammenfassend lassen sich einige Schlussfolgerungen sowohl über den Fremd- sprachenunterricht als auch über das Amtssprachenerwerb in der Schule ziehen. Nach Gerdzhikova trägt der oben erwähnte Erwerb dazu bei, „Konflikte zwischen Minder- heiten und Mehrheiten unterschiedlicher ethnosozialer Natur zu überwinden … und Veränderungen in den Ansichten über die Funktionen der multikulturellen Bildung in unserer modernen Gesellschaft zu verwirklichen (Герджикова 1). Die Untersuchung der beiden Phänomene im Kontext der Mehrsprachigkeit könnte neue Perspektiven zur Entwicklung der methodisch-didaktischen Aspekte des Sprachenlernens eröffnen. Auf politischer Ebene würde die Beteiligung aller Bürger am nationalen und euro- paweiten Kulturraum erleichtert werden. Auf der Mesoebene könnte die kognitive Kompetenz des Individuums erweitert und auf der Mikroebene den Erwerb eines breiten Wissensspektrums, das jeder Einzelne im Alltag benötigt, stimulieret werden. Referencez: 1. Arras U. Kompetenzorientierung im Fremdsprachenunterricht – was heißt das eigentlich? // Pandaemonium germancum. 2009. – № 2. – S. 206–217. 2. Neuner G., Hufeisen B., Kursiŝa u. a. Deutsch als zweite Fremdsprache. – Berlin, München, Wien, Zürich, New York: Langenscheidt, 2009. – 200 s. 3. Гергова Д. Националното външно оценяване по чужди езици – традиции и предизвикателства // Стратегии на образователната и научната политика. 2015. – № 4. – C. 435–448. 4. Герджикова Н. Практически модели за организация на училището в контек- ста на европейските тенденции за реформиране на началното и средното общо образование // Педагогика. 2013. – № 4. – C. 506–517. 5. Герджикова Н. Теория на мултикултурното образование. – София: Авангард Прима, 2015. – 175 c. 6. Герджикова Н. Феноменът „многоезичие” – учебни политики и практики // Стратегии на образователната и научната политика. 2017. – № 3. – C. 308–312. 7. Коева Я. Невродидактика и многоезичие. – Велико Търново: УИ «Св. св. Ки- рил и Методий», 2018. – 319 c. 8. Коева Я. Многоезичие и обучението по немски език като чужд. – Велико Тъ- рново: Ивис, 2019. – 206 c.

1 Герджикова Н. Теория на мултикултурното образование. София: Авангард Прима, 2015. – C. 58. 24 Section 2.

Shirinov Muzaffar Kucharovich, doctoral candidate of the Institute of retraining and advanced training of leading cadres and specialists of the A. Avloni public education systems. Uzbekistan, Tashkent E-mail: [email protected] DIDACTIC OPPORTUNITIES TO ENSURE CONTINUITY AND CONTINUITY OF NATURAL SCIENCE TEACHING Abstract. In this article, the nature and place of the subject matter of “Natural sciences” in the preparation of primary education teachers for professional pedagogical activity is the formation and deepening of the teaching of a particular series, The concept of rationality and continuity is described in didactic options. Keywords: integrity, continuity, stability, consistency, conformity, didactics, natural sciences and teaching methods. Elementary education specialists are trained in the field of “natural sciences” in the field of preparation for vocational pedagogical activity, and the relationship between science and other disciplines helps to create an environmentally friendly environment. The methodology of the unit demonstrates the relevance of the problem to the lack of continuity in the teaching of elementary education in the training and retraining of primary education specialists. The effective organization of the learning process and the achievement of particular successes depend on a number of factors. One of the important factors is the recognized and proven educational principles recognized in world pedagog. The principles of education are the requirements of the teaching process, and are a set of essential guidelines that define the nature of education and its effectiveness. In times of study, learn these principles and apply them in practice. He has a great deal of interest in attending different times and under particular circumstances, such as Faribiy, Ibn Sina, Beruni, John Locke, Komensky, Ushinsky, Disterveg, Eastern and Western thinkers and advanced educators. they have come to the same conclusion as the general rule of law and the necessary condition of teaching didactic principles. Specifically, the intellectuals have the principle of continuity and consistency to grow human beings through logical consistent and complete mastering of knowledge the main tool. In the Uzbek-language dictionary, “Uzvi” is an integral part of something that is closely related to it 1. 1. In a normal, uniform manner, one direction will be continuously evolving.

1 Ўзбек тилининг изохли луғати 4 жилд Ўзбекистон миллий энциклопедияси Давлат илмий наширёти 266 бет. Pedagogy 25

2. It is interpreted as interference without any internal conflict, based on harmony and logic. There is philosophical, psychological and pedagogical aspirations of philanthropy. In philosophy, interconnection and interconnection are the means of communication between the old and the new. Interconnection is the transition from one stage to another. Philosophy “The continuity in the dictionary is as follows:” … the integrity and integrity of the systems of different elements, their interrelationship and interconnectedness, the evolution of the situation, the inevitability of a particular situation the state of affairs. Concertion is an important quality that symbolizes the formation of a particular educational process in a particular context, Concern is an important quality represent- ing a particular array of educational process, which ensures the strengthening, en- hancement and deepening of knowledge, skill and skill in a particular stage. There are two types of interrelationships: Firstly, interconnection between types (syllabuses). Secondly, interconnection between teaching subjects. This is usually done through interdisciplinary or interdisciplinary communication 1. In the education system, there is a need to find effective solutions and solutions to the problem of integration, and to develop it into practice. The choice of educational content that corresponds with the age characteristics of the trainees is based on the principle of impartiality, it is important to have pedagogical justification. Based on the capabilities of the educational content, existing and new knowledge, skills, skills and skill development will ensure the full acquisition of learners. interconnectedness not only depends on the content of the curriculum and curriculum of a specific subject but also applies to the curriculum of related disciplines the effectiveness of the learning outcome 2. Continuously, successively, successively, gradually, continuously. Continuously, consistently, consistently, continuously 3. Continuously represent the unity, interconnection and interconnection of complex elements in complex systems, and the relative stability of a given object and divorce 4.

1 Hasanboev J., Turakulov H., Haydarov M., Hasanboeva O., Usmanov N. Glossary of pedagogical dictionary. – T.: “Science and Technology”. 2009. 2 Ibid. 3 Explanatory dictionary of the Uzbek language. – Vol. 4. The State Scientific Encyclopedia of Uzbekistan, 2006. 4 Philosophy: Encyclopedic dictionary / Institute of Philosophy and Law named after I. Muminova – State Scientific Publishing House of National Encyclopedia of Uzbekistan, 2010. 26 Section 2.

Continuous education 1 is a one-to-one education system, which is based on harmonious, consistent and consistent stages of development that is sophisticated and consistent. The German pedagogue I. Gerbert was psychologically justified in the problem of prowess. He taught, demonstrated, communicated, communicated a variety of interdisciplinary relations, including interdisciplinary, interdisciplinary and interdisciplinary communication, it must be philosophical justification. The English philosopher and pedagogue John Locke writes on the idea of an interconnection between teaching subjects: “The correct orientation of all subjects is not only the foundation of science, but also the formation of the child’s mental and behavioral skills, developing skills and abilities, enriches”. In his research S. M. Godnik emphasized that “interconnection between pedagogical processes and phenomena is solved by the interconnectedness of dialectical contradictions between old and new, new and old”. V. Senashenko points out the following three elements in the provision of school and tertiary education: 1. Ensure the continuity of the curriculum of the educational institutions of both educational institutions. 2. Providing interconnection, ie the first year student of the university must first repeat the course. 3. Reducing the student’s interest in reading, not adapting the student through the differences between teaching methods and higher education modes. Concert is an important quality that demonstrates the organization of the educational process in a specific sequence that ensures the strengthening, expansion and deepening of the knowledge, skills and skill that constitutes the content of the previous stage of the curriculum. It is evident that the issue of interconnectedness in education is a serious and important principle that defines its effectiveness, is recognized as legitimate and has been thoroughly studied in a number of scientific research, but the theme of the content of elementary education “nature science” has not been studied as a separate scientific research object. Based on the theoretical and analytical metadological principles of the concept of abstinence and continuity, the systematic organization of didactic principles in the preparation of primary education specialists for vocational and pedagogical activities will ensure the continuity and continuity of the content of “natural sciences” in improving the quality and effectiveness of elementary education.

1 Hasanboev J., Turakulov H., Haydarov M., Hasanboeva O., Usmanov N. Glossary of pedagogical dictionary. – T.: “Science and Technology”. 2009. Pedagogy 27

In the field of natural sciences, the interconnection is applied in three different forms. First, the interrelationships between the types (syllables) 1. At the same time, the next type of education will continue to improve with the subsequent types of education, which will partially repeat the previous one and will be contextually related. Secondly, the link between subjects and subjects of natural science, which is very important in natural sciences education than other subjects. Third, it is done through interdisciplinary or interdisciplinary communication. In the field of natural sciences, the content of the curriculum is based on a specific sequence, systematic allocation, based on available knowledge, the use of learning materials at a later stage, and the continuity of the educational process. In the preparation of teachers of the elementary education for professional pedagogical activity the teaching subject “Natural sciences and methods of its teaching” (the name of the curriculum in the current curriculum) is taught in the direction of primary education of pedagogical higher educational institutions. The students have a profound understanding of contemporary knowledge, in particular in the systematic mastering of nature knowledge, skills and skills, and their ability to guide their skills, based on their knowledge of natural sciences, at the lower levels of education. Prerequisites To study the knowledge of natural science, you must adhere to the didactic principles. We know that didactics in pedagogical sciences have didactic principles for all subjects that have didactic principles in improving the continuity and continuity of the teaching of “natural sciences”. The history of didactic principles shows that a few generations of scientists have been searching for a set of didactic principles so as to make it clear that teachers have no intention of sparing no time and effort. 1. The principle of consciousness and activity when teaching the science of natural sciences requires: The principle of optimism and activity is based on the principle that it is based on this principle that human beings can acquire real knowledge because they are intensely used by their intensive knowledge of the knowledge 2. 2. Follow the principle of observance in the teaching of natural sciences: The principle of exhibitionism is one of the most well-known principles that has been widely used in ancient times. The basis of this is the following: Firstly, the information obtained through the visual and auditory effects can have a different effect on the brain and stored in different memories. In short, when you visualize, you receive

1 Shirinov M. “Scientific research on natural sciences teaching as a mechanism of continuity in teaching science as a mechanism for increasing the effectiveness of teaching” / Journal of Modern Education – № 3. 2018. 2 Mavlonova R., Rakhmonkulova K., Matnazarova M., Shirinov S. Khafizov Pedagogy. Textbook for Primary Education Requirements – T.: Science and Technology, 2018. 28 Section 2. five times more information than you hear with your ear, and the level of protection in the brain is also high. Secondly, the review does not require processing 1. 3. The principle of systematization and regularity in the teaching of the science of the subject requires: The principle of systematic and regularity – this principle rests on the following objective principles: a person must have a true and active knowledge only when the outside world is clearly reflected in his / her own thinking, the main method of forming a scientific knowledge system in mind, the organization of targeted formal education, that the teaching of science is a slim model of a great science, og’liqlikni to show the development of theoretical knowledge, always check to go, I was going to study the object, the subject, theoretical framework, the basic theory, and its boundaries are constantly reminded of their implementation. 4. The principle of consistency in teaching the theory of natural sciences – the principle of compliance requires: The principle of consistency is reflected in the long-term research of all progressive teachers and pedagogues. The theoretical knowledge and the emperor’s knowledge are consolidated 2. The process of gaining knowledge is extremely complicated, and recent studies have altered the process. Prerequisites can only be understood, remembering what they believe to be true, and training them to use different dictionary and encyclopae- dias to keep the memory of the student’s memory away from recollection. Keeping the information in mind is a good way to keep them in mind, to keep it interesting, to use visual aids, refrain from giving you easy and one-to-one tasks, keep them up-to-date with the kids, keep the kids from getting tired of the right use of modern controls, assessment. 5. The principle of clarity when teaching the theory of natural sciences requires that: The principle of understanding – this principle is based on the one hand, on the one hand, the requirements of other didactic principles, on the other hand, the age of the students, and on the third party, on the basis of many years of pedagogical experience 3. The clarity of what is given is dependent on the individual’s age of the child that carries it, clarity depends on the organization of teaching and the methods and methods used, the accuracy of the knowledge depends on the level of the student’s knowl-

1 Mavlonova R., Rakhmonkulova K., Matnazarova M., Shirinov S. Khafizov Pedagogy. Textbook for Primary Education Requirements – T.: Science and Technology, 2018. 2 Ibid. 3 Ibid. Pedagogy 29 edge and the quality of the knowledge, the dependence of the knowledge on the pace of its deployment, and so on. 6. The principle of scientificity in the teaching of natural sciences requires: The principle of sci-fi is a set of laws based on this principle. Including: – learning the world and learning the laws that humanity has identified and practiced; – educational process – means the system of information about the objective universe accumulated by scientific activity to the growing generation; – science – requires knowledge to be given in a given sequence; – science is also determined by the conformity of the given knowledge to the current social and scientific-development level, as well as to the conformity with the established program and work plan. 7. The principle of the theory and practice of coaching the teaching of natural sciences requires that: The principle of theory and practice is based on the central rule of philosophy’s theoretical knowledge theory. The first and fundamental point of the knowledge is that of the concept of life and practice. It is based on the following principles: The accuracy of any knowledge is tested in practice, the criterion of practice, the source of knowledge and the scope of the research results, the correct organization of the learning depends on the life, the effectiveness of the education is determined by its dependence on practice 1. Ask students to test their knowledge in practice. Practice the connection of the school with the production. The continuity and continuity of the teaching of “natural sciences” is based on didactic principles: In the development of “natural sciences” the motivation for the development of the inner motivation of students in the development; In the field of “natural sciences” the students acquire theoretical and intellectual skills in processing information, increasing the physical, ethical, and willpower to achieve their learning goals; “Natural sciences” can be linked to other concepts of science in mastering the concept of science, thus increasing their learning and learning activity, and as a result, the students’ scientific outlook on nature and the environment will expand and their life skills will grow. References: 1. Ziyomuhammadov B. Pedagogics: A manual for higher education institutions. – T.: “Turon-Iqbol”, 2006.

1 Mavlonova R., Rakhmonkulova K., Matnazarova M., Shirinov S. Khafizov Pedagogy. Textbook for Primary Education Requirements. – T.: Science and Technology, 2018. 30 Section 2.

2. Explanatory dictionary of the Uzbek language. – Vol. 4. The State Scientific Ency- clopedia of Uzbekistan, 2006. 3. Hasanboev J., Turakulov H., Haydarov M., Hasanboeva O., Usmanov N. Glossary of pedagogical dictionary. – T.: “Science and Technology”. 2009. 4. Philosophy: Encyclopedic dictionary / Institute of Philosophy and Law named after I. Muminova – State Scientific Publishing House of National Encyclopedia of Uzbekistan, 2010. 5. Komenskiy Ya. Great Didactics. – T. – “Teacher”. – 287 p. 6. About the meanings of the pharawi, aql. – T. – “Sharq”. – P. 37, 38. 7. Pedagogy A. M. Munavvarov edited. – T: – Abdullayev, 1996. – 360 p. 8. Mavlonova R., Rakhmonkulova K., Matnazarova M., Shirinov S. Khafizov Peda- gogy. Textbook for Primary Education Requirements. – T.: Science and Technol- ogy, 2018. 9. G’ozyev E. G’. Pedagogical Psychology Curriculum / – T.: Publisher, 2014. 10. Shirinov M. “Scientific research on natural sciences teaching as a mechanism of continuity in teaching science as a mechanism for increasing the effectiveness of teaching” / Journal of Modern Education – № 3. 2018. Psychology 31

Section 3. Psychology

Leini Yuliya Gennadievna, postgraduate student, Institute of Psychology, Department of Social and Family Psychology, Maxim Tank Belarusian State Pedagogical University E-mail: [email protected]

SOCIAL AND PERCEPTIONAL CRITERIA FOR ASSESSMENT ONLINE CONSUMPTION Introduction The increasing intensity of the use of Internet resources dictates its conditions and changes in the field of sales, for effective communication with a potential buyer it is necessary to be part of where consumers spend their day – smartphones, social services. networks, instant messengers. The global e-commerce market continues to grow at a steady pace – this is the result of technological progress and the matured reality. Simplified payments, mobile purchases, work with voice-activated digital assistants and chatbots – all of these things act as a seller in the era of digital retail, artificial intelligence, and social perception takes an increasing place on the Internet. With the help of social perception mechanisms, people understand, interpret and assess social objects, both the current moment and the consumer’s life experience, his position is important. For scientific analysis, the definition of specific criteria is necessary. A criterion (from the Greek “criterion”) is defined as a distinctive feature, a measure, on the basis of which an assessment of a phenomenon, action, idea 1 is given. It should be noted that the criterion is a means, a necessary tool for assessing the essential features of an object, but the assessment itself is not. Criterion is a means of detecting an object, the basis for classification, grouping of objects of their assessment.

1 Bol’shoj tolkovyj slovar’: v 2 t. – M.: Izd-vo “Veche”, 2001. – T. 1. 32 Section 3.

Research of social and perceptional criteria for online consumption In the framework of the designated subject, the research focuses on the problem of determining the criteria that are invariants of social perception, are subjective in nature, and are guidelines for the perception, understanding and assessment of consumption. The purpose of this research: the identification of social and perceptual criteria for the perception, understanding and assessment of online consumption. The research involved 38 respondents aged 23–46, users of online shops. The methodology of the interview applied is used to understand how consumers transfer the properties of products into meaningful representations, described and justified by Modesto Veludo de Oliveira and others1, and that allows you to reveal the essence of the product: product attributes, benefits of using the product and values. As part of the data processing, a detailed verbatim content analysis of the interview was conducted to identify the elements that better represent the expressions, the concepts of each person individually, then the statements were converted into separate phrases – the main elements. The results were grouped into the criteria according to their meaning. The identified criteria are described below and the keywords of respondents obtained as a result of the interview are described. Description of online consumption criteria Criterion savings. It is mainly determined by what can be calculated in equivalent in money – how much money you managed to save by buying a product cheaper than a similar one, which allows you to reduce costs (free shipping, etc.), receiving discounts, bonuses. Online consumers are often offered the best price for the same product as it costs less. Since online retail offers a wide range of various products and services this gives consumers more opportunities to choose and compare the prices of different suppliers and find the most suitable option in contrast to geographically available shops. Some online stores conduct auctions, thereby optimizing transactions for their product. Savings can only be considered in comparison with other conditions of sale, for other consumers. Keywords of the respondents: profitable, discounts, bonuses, costs. Criterion affiliation manifests itself in a warm, emotionally significant approach to the buyer. Membership in a group is an important part of the life of most consumers. It is aspiration to rapprochement with people, friendship, love, communication.

1 Modesto Veludo-de-Oliveira. “Commentary Laddering in the practice of marketing research: barriers and solutions / Tania Modesto Veludo-de-Oliveira / Ana Akemi Ikeda and Marcos Cortez Campomar”. 2015. – P. 297–299. Psychology 33

Those who value social contact may be disappointed in the lack of help, such as an online consultant. Some consumers go to supermarkets in order to carry out their entertainment and social needs which are limited in retail. It is important for the consumer to provide online service around the clock, the ability to ask questions and receive the necessary support or assistance after a working day. Some consumers prefer to make purchases while staying in a comfortable social media environment. Keywords of respondents: contact, relationships, communication, social networks, reviews. Criterion prestige expresses itself in the aspiration to denote one’s individuality in manifestations that are significant for a person. Consumption is aimed at presentation of who we are, driven by the desire to create our own image, getting attention, recognition and encouragement from others. High quality is of particular importance. Online retail offers benefits by providing a wider variety of products, branded shops are becoming more affordable. All types of products that exist in the world are presented on the Internet, some of them are available exclusively online. Keywords of respondents: reputation, popularity, image, brand. Criterion utilitarian is manifested by an interest in physical convenience, simpli- fication of work, reduction of trips, saving time, in the observance of existing habits, convenience, stability, comfort and peace are important. Since an online purchase can be made anywhere, anytime, this makes life easier for consumers, there is no need to get attached to traffic, take care of parking, stand in line among the crowd. The online shop offers convenience, reducing financial and psychological costs. Applications allow you to use a mobile phone, which is always at hand, voice search, optimization for voice requests, the ability to order home delivery. Keywords of respondents: convenient, fast, exact terms, conditions. Criterion security manifests itself in a predictable world – order and stability, avoiding the strange and unexpected. First of all, it is about calm, manifested in a person’s interest in being protected. These are reliability, constancy, high-quality service, experienced and competent specialists, compliance with guarantees, truthful reviews. Post-purchase behavior in online retail differs from offline in terms of problems arising with the product, replacement or return of the product that does not meet expectations. Some marketplaces force registration before using their website. Thus, in addition to the risk of the product, there is a risk of ensuring the security of information. In the course of the payment process personal information, including a credit card number, is also provided. 34 Section 3.

Security is often can be worrisome and slow to shop online. Keywords of respondents: no risk, reliability, easy to use, no problem, recommendations, safe service. Criterion gnosis reflects the needs of a person in obtaining information, knowledge. This is an opportunity to analyze a large amount of information, compare different offers. We are also talking about the adventurous side of shopping as a determinant, which can lead to inspiration, enthusiasm, arousing consumer curiosity, and satisfying the thirst for knowledge. Augmented reality technologies allow you to see how the goods will look in real life: applications make it possible to “try on” how furniture fits into the design, how clothes, accessories flare out. Online sellers try to provide more information about the product, trying to facili- tate the decision-making process about making a purchase. In addition to receiving information, consumers also have the opportunity to research reviews and overlooks of other customers. Keywords of respondents: interesting, news, technical innovations, informative, service of comparison. Criterion autonomy manifests itself in the independence of a person from the pressure of the authority of another person, group or social institution, as well as in the absence of a desire to establish relationships with others. In consumption, they do not rely on the opinions or feelings that other people demonstrate on this subject, tend to have their own view. Some buyers want to avoid control and pressure from the seller; they seek to avoid delays in the shop, communication with other visitors. Some users want to avoid crowds and crying children. This is especially true for those who had negative experience of interacting in an offline shop, or simply want to be autonomous and make decisions independently without any intervention, which can fully provide an online shop. Some websites become too intrusive due to advertising and chatbots. Keywords of respondents: no one bothers, calmly choose, intrusive, a lot of advertising, consultant window (constantly pops up/too big), annoying. Criterion aesthetics. The great freedom of preference makes an impression in aesthetic taste. Personal addictions of a person, his emotions are unique. The voice of one’s own aesthetic feeling dictates an internal assessment: beautiful – ugly, like – not like. Appearance matters: form, colours, harmony. The well-thought-out structure of the website and attractive design, rich content – a vivid presentation material with 3D- and AR-reviews, high-quality banners Psychology 35 and a full description, which replaced boring pictures with a description – play an important role in convincing consumers to become interested in their product. Keywords of respondents: beautiful, to like, original, harmonious, tasteful. In order to test the hypothesis of the description of the proposed criteria, an analysis of existing studies was carried out, which allowed us to associate scientific research on the problem of a relatively recent trend – online consumption. Empirical studies of Lim and Dubinsky, 2004 4 mention the criteria: economy, prestige, gnostics. The issues of economy are also mentioned in Rox H., 1 Vasić N. et al2 also highlights the economy and, moreover, the criteria utilitarian, security, and gnostics. Ramlugun 2014 3 examined affiliation, security, gnostics and aesthetics. Laudon and Traver, 2009 4 emphasize autonomy and security. There are other works where in one way or another there is a description of the content of various criteria. Systematization of social and perceptional conditions for assessing consumption criteria The described criteria have certain trends Y. Leini 5, which allowed them to be presented in the form of a scheme of social and perceptual conditions for assessing consumption criteria presented in Figure 1, where the modes of thinking System 1 – System 2 proposed by D. Kahneman 6 act as a horizontal scale. As a rule, System 1 per- fectly fulfills its functions, however, it is poorly served by logic and statistics, therefore, the criteria: economy, utility, gnostics, suggest the inclusion of System 2. The vertical scale is social – individual, based on the levels of social representations by S. Moskovichi 7. A person as a member of a social group actively reinterprets everything that happens in a social context using social representations.

1 Rox H. “Top reasons people shop online may surprise you”. 2007. URL: http://associatedcontent. com/article/459412/top_reasons_people_shop_online_may.html?cat=3, Associatecontent.com 2 Vasić N. The Influence of Online Shopping Determinants on Customer Satisfaction in the Serbian Marke N., Vasić M., Kilibarda T., Kaurin. URL: https://scielo.conicyt.cl/scielo.php? script=sci_arttext &pid=S0718–18762019000200107 3 Ramlugun V. G., Jugurnauth L. “The scope of social media browsing and online shopping for Mauritian e-retailers: A research based on utilitarian and hedonic value,” Review of Integrative Business & Economics, – Vol. 3. – No. 2. 2014. – P. 219–241. 4 Laudon K. C. and Traver C. G. E-Commerce Business. Technology. Society, 5th edition, Prentice Hall, New Jersey. 2009. 5 Leini Y. Social – perceptual online consumption conditions, Proceedings of the International Conference “Scientific research of the SCO countries: synergy and integration”. Part 3 – Reports in English, 2020, Beijing, China, 2020. – P. 104–110. 6 Kahneman D. Thinking, Fast and Slow, Farrar, Straus and Giroux. ISBN978–0374275631. (Reviewed by Freeman Dyson in New York Review of Books, 22 December, 2011. – P. 40–44.) 7 Bovina I. B. Teoriya social’nyh predstavlenij: istoriya i sovremennoe razvitie // Sociologicheskij zhurnal. 2015. – No. 3. – P. 5–20. 36 Section 3.

Figure 1. Scheme of social and perceptual conditions for evaluating consumption criteria Conclusion In the era of the development of digital retail, social perception takes on new dimensions, a theoretical basis is needed to adapt to emerging trends. The results obtained in the framework of this empirical research can be used in a set of measures for testing the site. The described criteria represent the basis for the classification, grouping of aspects of online consumption, it is a necessary tool for assessing the essential features of the subject, while not being an assessment. The proposed scheme, thanks to the correlation of criteria with fundamental theories, allows us to understand exactly how the images of the presented objects are formed in the human mind as a result of perception, cognition, understanding and evaluation, which allows us to formulate e-commerce conditions that are adequate for the target audience. Psychology 37

References: 1. Kahneman D. Thinking, Fast and Slow, Farrar, Straus and Giroux. ISBN978– 0374275631. (Reviewed by Freeman Dyson in New York Review of Books, 22 December, 2011. – P. 40–44.) 2. Laudon K. C. and Traver C. G. E-Commerce Business. Technology. Society, 5th edition, Prentice Hall, – New Jersey. 2009. 3. Leini Y. Social – perceptual online consumption conditions, Proceedings of the International Conference “Scientific research of the SCO countries: synergy and integration”. Part 3 – Reports in English, 2020, Beijing, China, 2020. – P. 104–110. 4. Lim H. and Dubinsky A. J. “Consumers’ perceptions of e-shopping characteristics: An expectancy-value approach”. The Journal of Services Marketing, – Vol. 18. – No. 6. 2004. – P. 500–513. 5. Modesto Veludo-de-Oliveira. “Commentary Laddering in the practice of marketing research: barriers and solutions / Tania Modesto Veludo-de-Oliveira / Ana Akemi Ikeda and Marcos Cortez Campomar”. 2015. – P. 297–299. 6. Ramlugun V. G., Jugurnauth L. “The scope of social media browsing and online shopping for Mauritian e-retailers: A research based on utilitarian and hedonic value,” Review of Integrative Business & Economics, – Vol. 3. – No. 2. 2014. – P. 219–241. 7. Rox H. “Top reasons people shop online may surprise you”. 2007. URL: http://associatedcontent.com/article/459412/top_reasons_people_shop_online_may. html?cat=3, Associatecontent.com. 8. Vasić N. The Influence of Online Shopping Determinants on Customer Satisfac- tion in the Serbian Marke N., Vasić M., Kilibarda T., Kaurin. URL: https://scielo. conicyt.cl/scielo.php? script=sci_arttext&pid=S0718–18762019000200107 9. Bovina I. B. Teoriya social’nyh predstavlenij: istoriya i sovremennoe razvitie // Sociologicheskij zhurnal. 2015. – No. 3. – P. 5–20. 10. Bol’shoj tolkovyj slovar’: v 2 t. – M.: Izd-vo “Veche”, 2001. – T. 1. 11. Slovar’ prakticheskogo psihologa / Sost. S.YU. Golovina. – Minsk: Harvest, 1998. – 800 p. 38 Section 4.

Section 4. Philology and linguistics

İsgandarova Nushaba Ramiz, PhD in Philology, Associate Professor Azerbaijan Technical University E-mail: [email protected]

SIGNIFICANT ELEMENTS OF TEXT FORMATION Искандарова Нушаба Рамиз кызы, кандидат филологических наук, доцент, Азербайджанский технический университет E-mail: [email protected]

ЗНАЧИМЫЕ ЭЛЕМЕНТЫ ТЕКСТООБРАЗОВАНИЯ Ведущая позиция по отношению к единице текста заключается в том, что еди- ница должна быть семантически завершенной. В лингвистике текста данная про- блема не ограничивается простыми или сложными предложениями, и последова- тельность из двух простых предложений, а также двух сложных предложений не выступает в качестве условия для определения единицы текста. Независимость, автономность, семантическая полнота текстового блока является более важным фактором. Поэтому необходимо ввести понятие «независимая семантическая единица». Понятие имеет общий смысл, оно может быть сведено к уровню лек- семы. Потому что каждая лексическая единица имеет семантику, и эта единица независима. Необходимо заранее принять такое условие, чтобы понятие охваты- вало уровень текста. Итак, вопрос в том, по каким параметрам определяют неза- висимые семантические единицы текста, и как эта проблема напрямую связана с категориями текста. Целый текст, как и ее части, имеют определенные категориальные особенно- сти. Взаимосвязь между этими характерными чертами создает сам текст. К тек- стовым категориям можно отнести следующих: 1) интеграция; 2) общение; 3) ретроспекция; 4) проспект; 5) континуум; 6) глубина (подтекст); 7) предпо- сылка; 8) прагматика и т. д. Philology and linguistics 39

Важно изучить теорию текста в рамках ее категорий и характеристик. Опре- деление и описание категориальной структуры текста является одной из основ- ных задач современной лингвистики текста. Текстовые категории являются важ- ным уровнем понимания онтологических, эпистемологических и структурных особенностей текста. «…проблема определения текстовых признаков также остается дискуссионной, а их перечень может значительно варьироваться. Кроме того, текстовые категории и признаки могут не дифференцироваться» 1. Актуальность изучения категорий и особенностей текста обусловлена тем, что эта проблема является сложным и весьма противоречивым. В настоящее вре- мя не существует единого мнения относительно генерирующих категорий текста и его особенностей, а также систематизации текстовых категорий. Это связано с разными подходами к изучению текста. Иногда категория и знак толкуются одинаковы, а иногда они дифференциро- ваны. В то же время вовлечение в исследования различных типов текстов (художе- ственных, научных, публицистических и т. д.), также оказывает серьезное влияние на исследования. Нехудожественные тексты относятся к различным сферам че- ловеческой деятельности. Этот аспект также отличает их друг от друга (полити- ческие тексты, научные тексты и т. д.). «…составить универсальный перечень признаков и категорий текста чрезвычайно сложно, ибо насколько бесконечно многообразие текстов, образующих различные дискурсы, настолько и различны их характеристики. Безусловно, некоторые категории присущи всем текстам» 2. И. Р. Гальперин отмечает, что «невозможно говорить ни о каком объекте ис- следования, в том числе о тексте, без определения его категорий» 3. И. Г. Ильенко выделил три основные категории текста. Он писал: «Главными чертами текста являются полнота, разрыв и модальность. Они являются основны- ми категориями текста и подчиняют других особенностей текста» 4 . А. Ф. Папина, анализируя мнения разных авторов, выбрала пять важных ка- тегорий художественного текста: 1) участники коммуникативного акта; 2) со- бытия, процессы, факты; 3) время (реальное, художественное время: объектив- ное, периодическое, субъективное, психологическое и нереальное, астральное,

1 Таюпова О. И., Жаббарова Ф. У. Категории текста как лингвистические универсалии // Вестник Челябинского государственного университета. 2013. – № 20(311). Филология. Искусствоведение. Вып. 79. – C. 99. 2 Таюпова О. И. Категории и признаки текста // Вестник Башкирского университета. 2011. – Т. 16. – № 4. – C. 1239. 3 Гальперин И. Р. Текст как объект лингвистического исследования. – М., 1981. – C. 4. 4 Ильенко С. Г. Текстовые реализации и текстообразующие функции синтаксических единиц / С.Г. Ильенко // Текстовые реализации и текстообразующие функции синтаксических единиц. – Л.: Изд-во ЛГПИ, 1988. – C. 13. 40 Section 4.

фантастическое); 4) расположение мест и объектов; 5) категория оценки (акси- ологическая: качественная и количественная, а также утилитарная, нормативная, теологическая; логическая: эпистемическая, деонетическая) 1. Только одна из предложенных А. Папиной категорий – категория оценке – не включена в классификацию И. Чернухиной. Ее классификация относится исклю- чительно к литературным текстам. Участники коммуникативного акта охватыва- ют темы речи. Одним из таких предметов является «образ автора». В начале XX века был сформирован системный подход к тексту. В связи с этим особое внимание уделяется признаку модуса (модальность текста, авторская мо- дальность). Текст является функциональным, содержательным и структурно-под- крепленным авторской модальностью. Его формально-структурные особенности в коммуникативном освещении – событие, время и пространство; как и участ- ники коммуникативного акта, субъекты речи, представленные в виде категории диалога, функционируют как основные категории текста. Жанровые и стилевые зоны также добавлены в систему данных категорий. Текст является высшей грамматической единицей, самым строгим лингвисти- ческим объектом. «Текст, в отличие от вообще речи, обязательно характеризуется обработанностью, а в отличие от любых элементов языка и отрезков речевого потока – невоспроизводимостью» 2. Текст имеет категориальные парадигмы, основанные на его символах. Эти парадигмы действуют как основное средство человеческого общения. Текст имеет три оснований: содержательный, конструк- тивный и выразительный аспекты. Цель автора – комбинировать рациональную и эмоциональную, сознательную и бессознательную информацию и, в конечном итоге, создать текст, который является целью всего общения. «Вид текста, его специфика влияют на процессы воздействия и восприятия текста, что едва ли не самое главное в тексте, – то, ради чего он пишется. Можно выделить категории и единицы текста, его системные признаки, но потерять за всем этим его содержательно-воздейственную и эстетико-информативную сто- роны» 3. Основой практического построения текста является явная динамика те- мы-ремы. Введение автора является видимым и часто неявным средством в соз- дании текста. На лингвистическом уровне это скорее всего выступает модусом речевого плана.

1 Папина А. Ф. Текст: его единицы и глобальные категории / А.Ф. Папина. – М.: Едиториал УРСС, 2002. – C. 46. 2 Копытов О. Н. О фундаментальных категориях текста // Вестник ИГЛУ, 2011. – №3(15). – С. 157. 3 Стриженко А. А. Лингвистика текста: взаимодействие общих и частных категорий // Мир науки, культуры, образования. – № 1(20). 2010. – С. 27. Philology and linguistics 41

Список литературы: 1. Гальперин И. Р. Текст как объект лингвистического исследования. – М., 1981. – 139 с. 2. Ильенко С. Г. Текстовые реализации и текстообразующие функции синтакси- ческих единиц / С. Г. Ильенко // Текстовые реализации и текстообразующие функции синтаксических единиц. – Л.: Изд-во ЛГПИ, 1988. – С. 7–22. 3. Копытов О. Н. О фундаментальных категориях текста // Вестник ИГЛУ, 2011. – № 3 (15). – С. 151–158. 4. Папина А. Ф. Текст: его единицы и глобальные категории/ А. Ф. Папина. – М.: Едиториал УРСС, 2002. 5. Стриженко А. А. Лингвистика текста: взаимодействие общих и частных ка- тегорий // Мир науки, культуры, образования. – № 1 (20). 2010. – С. 25–29. 6. Таюпова О. И., Жаббарова Ф. У. Категории текста как лингвистические уни- версалии // Вестник Челябинского государственного университета. 2013. – № 20(311). Филология. Искусствоведение. Вып. 79. – С. 98–100. 7. Таюпова О. И. Категории и признаки текста // Вестник Башкирского уни- верситета. 2011. – Т. 16. – № 4. – С. 1237–1239. 42 Section 4.

Mirzayev Habib Adil oglu, PhD in Philology, Associate Professor, Department of Azerbaijan Language and Pedagogy Azerbaijan Technical University E-mail: [email protected] SOUND HARMONY AND REPETITIONS IN THE POETRY OF THE AZERBAIJANI POET H. ARIF Мирзоев Габиб Адиль оглы, кандидат филологических наук, доцент, кафедра Азербайджанского языка и педагогики Азербайджанский технический университет E-mail: [email protected] ЗВУКОВАЯ ГАРМОНИЯ И ПОВТОРЫ В ПОЭЗИИ АЗЕРБАЙДЖАНСКОГО ПОЭТА Г. АРИФА Повтор, как явление звуковых комплексов играет исключительную роль в соз- дании симметричных грамматических конструкций. «Интонационная структура составляет основу поэтического языка» 1, которая базируется на звуковые повто- ры. Сформированные таким путем стилистические фигуры приобретают особую ценность как ритмические показатели поэтической речи и пронизываются в сущ- ность и дух художественного содержания. Звуковая гармония также проистекает из успешного повтора. В лингвистической литературе однозначно признается, что повторы активны не только в формально-внешнем аспекте создания текста, но и в организации внутренней композиции. «В структурном плане повторы долж- ны быть подчеркнуты как текстообразующий фактор» 2. Однако проблема перехо- да к содержанию формы также очень важна. В поэзии Г. Арифа, единство формы и содержания, созданного звуковыми комплексами, стилистическая целостность заслуживает похвалы, потому что они рассматриваются как ключевой фактор в формировании смысловой нагрузки в единый композиционный контекст. Если мы обратим внимание на структурные особенности следующего поэти- ческого фрагмента то увидим, что двукратное повторение суффикса “-lı” (–лы) во всех семислоговых строках стиха, является прямым результатом сознательного эстетического отношения поэта к литературному языку. Neçə yoxuşlu yallı, Qızılquşku, marallı,

1 Грачев Г. Творчество, жизнь, искусство. – Москва, «Детская литература», 1988. – С. 41. 2 Abdullayev К. Azərbaycan dilində mürəkkəb sintaktik bütövlər. – Bakı, Mütərcim, 2012. – S. 111. Philology and linguistics 43

Qarağatlı, zoğallı Şamlı, qoğallı yollar 1. Идентичное повторение по отношению суффиксов “-da” (–да) и “lar” (–лар) можно понаблюдать в следующих примерах: Bəzəklər, duyğular düşüncəlidir, Kəmərdə, köynəkdə, xəncərdə bəzək. Hər gəlin yatağı bir əlvan cəmən, Yaylıqda, yastıqda, döşəkdə bəzək. Bir mis parçasında gördüyün şəkil, Adi şəkil deyil öz mənası var. Çeşidlər, naxışlar, rənglər içində Kitablar gizlənib, qalın kitablar 2. С помощью такой звуковой гармонии поэт демонстрируя эстетические тре- бования, следует лингвистическим требованиям поэтического языка. М. Адилов утверждал, что «факт повторения звуковых комбинаций через определенные промежутки времени … и факт создания внешних звуковых связей между сти- хами – дело не языка, а литературы» 3. Данная идея вытекает из того факта, что повторение является ключевым фак- тором при переходе звуковых комбинаций от языквого уровня к поэтическому уровню. Совместная деятельность аллитерации и ассонанса широко использо- валась в азербайджанской художественной литературе со времен эпоса «Кита- би-Дада Коркуд» и прошел через глубокий и длинный эволюционный путь. Комбинации звуковых повторов в качестве стилистического инструмента также приобрели оригинальны черты и характеристики в поэзии Г. Арифа и дан- ные стилистические приемы позволяют раскрыть скрытые возможности поэти- ческого стиля. Благодаря повторам звуковых комбинаций, стихи Г. Арифа приоб- ретают особый динамизм, экспрессивность, стилистический шарм, ритмическая звуковая гармония придает тексту совершенно новый смысловой контекст. Активируясь через определенные интервалы, звуковые комбинации рас- крывают свою внутреннюю стилистическую энергию, становятся переносным носителем художественного содержания, лейтмотивом мышления. По нашему мнению, такая стилистическая оригинальность поэзии Г. Арифа также тесно свя- зана с богатым опытом и широким развитием азербайджанской поэзии. Повтор и эстетический окрас звуковых комбинаций связано с уникальным стилем поэта художественного описания действительности.

1 Arif H. Seçilmiş əsərləri. – Bakı, 2011. – S. 80. 2 Там же: – С. 55. 3 Adilov M. Məhəmməd Füzulinin üslubu və poetik dili. – Bakı, Maarif, 1996. – S. 61. 44 Section 4.

Лингвистический анализ поэзии Г. Арифа показывает, что повторы опреде- ленных звуковых групп, как в синтагмах, так и в целом тексте стиха, учитывает ритмическое произношение и гармоничное звучание. Повторяющийся звуковой комплекс раскрывает свою выразительность во всех его оттенках при непосред- ственном присутствии и помощи сопровождающего ритма, гармонии и интонации. Чуткий порядок в повторах формирует приятную мелодичность стихотво- рения, ритмичное произношение, красочность интонации, тем самым согревают литературный текст теплым дыханием, которое существует в теплом речевом общении. Созданная повторением звуковая гармония сопровождает весь текст от начала до конца создавая мелодичный ритм стиха. Повторы звуковых комбинаций в лирике Г. Арифа фактически является авторским признаком его поэтического стиля. Успешно используемая поэтическая форма сопутствует понятию содержа- ния идей поэтических произведений во всей его красе. Звуковые повторы, которые занимают особое место в поэтической традиции Азербайджана, играют очень активную стилистическую роль с точки зрения ху- дожественного поэтического стиля, а такие элементы в стихах Г. Арифа, сопрово- ждаемые звуковой гармонией, создают сложные и богатые оттенки, расширяют границы поэтического мышления. Гармоничность слов, звуковая и ритмичная гармония – это «сильный сигнал» 1, который выступает характерной чертой по- эзии Г. Арифа. Повтор звуковых комплексов происходит в результате стилистических по- требностей, как необходимость, вытекающая из стилистики поэзии. Становясь важнейшим стилистическим фактором в регуляции синтагматических конструк- ций, звуковая гармония повторов формирует плодотворную поэтическую среду в поэтическом тексте, стимулирует процесс гибкости в поэтическом мышлении. Их удачное оформление в стиле Г. Арифа перевоплощает литературный текст в ритмичные формы. Повтор звуковых комплексов в поэтической речи с чувством ритма и звука является наиболее широко используемым стилистическим фактором при созда- нии поэтической композиции. Список литературы: 1. Грачев Г. Творчество, жизнь, искусство. – Москва, «Детская литература», 1988. – 230 с. 2. Григорьев В. П. Паронимия / Языковые процессы современной русской ху- дожественной литературы (Поэзия). – Москва, Наука, 1977. – С. 186–239.

1 Григорьев В. П. Паронимия /Языковые процессы современной русской художественной литературы (Поэзия). – Москва, Наука, 1977. – С. 197. Philology and linguistics 45

3. Abdullayev К. Azərbaycan dilində mürəkkəb sintaktik bütövlər. – Bakı, Mütərcim, 2012. – 263 s. (на азербайджанском языке). 4. Adilov M. Məhəmməd Füzulinin üslubu və poetik dili. – Bakı, Maarif, 1996. – 544 s. (на азербайджанском языке). 5. Arif H. Seçilmiş əsərləri. – Bakı, 2011. – 617 s. (на азербайджанском языке). 46 Section 4.

Saveleva Elena Borisovna, PhD in Philology, associate professor State University of Humanities and Technology E-mail: [email protected] Kotova Elena Gennadyevna, PhD in Pedagogy, associate professor State University of Humanities and Technology E-mail: [email protected] Leontyeva Alesya Vyatcheslavovna, PhD in Philology, associate professor Institute of Humanities, Moscow State Pedagogical University E-mail: [email protected] Lineva Elena Aleksandrovna, PhD in Philology, associate professor State University of Humanities and Technology E-mail: [email protected] Yusupova Tatyana Gennadyevna, PhD in Pedagogy, associate professor State University of Humanities and Technology, E-mail: [email protected] “SWAMPS” BY ANDRE ZHID AS A MODERNIST ART EXPERIMENT IN WESTERN EUROPEAN LITERATURE Савельева Елена Борисовна, кандидат филологических наук, доцент ГОУ ВО МО «Государственный гуманитарно- технологический университет», E-mail: [email protected] Котова Елена Геннадьевна, кандидат педагогических наук, доцент ГОУ ВО МО «Государственный гуманитарно- технологический университет», E-mail: [email protected] Леонтьева Алесья Вячеславовна, кандидат филологических наук, доцент Институт гуманитарных наук, ГАОУ ВО г. Москвы «Московский городской педагогический университет», E-mail: [email protected] Philology and linguistics 47

Линева Елена Александровна, кандидат филологических наук, доцент ГОУ ВО МО «Государственный гуманитарно- технологический университет», E-mail: [email protected] Юсупова Татьяна Геннадьевна, кандидат педагогических наук, доцент ГОУ ВО МО «Государственный гуманитарно- технологический университет», E-mail: [email protected] «ТОПИ» АНДРЕ ЖИДА КАК МОДЕРНИСТСКИЙ ХУДОЖЕСТВЕННЫЙ ЭКСПЕРИМЕНТ В ЗАПАДНОЕВРОПЕЙСКОЙ ЛИТЕРАТУРЕ В 1895 году выдающийся французский писатель Андре Жид (André Gide, 1869–1951) выпускает в свет небольшую, но очень оригинальную прозаическую книгу «Топи» (Paludes, 1895), в которой пытается обратить внимание романи- стов, поэтов и критиков того времени на само искусство, на его художественные, морально-философские и эстетические задачи. Публикация произведения вызывает широкую полемику в литературных кру- гах. Поражает не только его содержание, но и форма, сам автор, посвящая книгу своему другу Эжену Руара называет ее «сатира ни о чем» 1. Жид становится од- ним из первых литераторов современности, кто на страницах своего необычного «детища» затрагивает тему творческого процесса. Впоследствии эту новацию расценят как модернистский эксперимент писателя. Известно мнение Ролана Барта и Алена Роб-Грийе, считавших «Топи» произведением – предтечей лите- ратурного модернизма ХХго века. Однако не только новаторством оригинальна и знаменита эта книга, но и тем, что в ней впервые Андре Жид обозначает мо- рально – философскую проблематику «Топей» как одну из магистральных тем своего творчества, отмеченного в будущем Нобелевской премией (1947). Герой писателя не просто начинающий литератор, пытающийся сочинить нечто неожи- данное, а прежде всего, жидовский идеал гармоничной личности, выдвигающей лозунг «бескорыстного действия», который служит полноценному проявлению внутреннего, психологического мира человека 2. Собственное понимание и трак-

1 Gide A. Paludes. URL: https://bookscafe.net/read/zhid_andre-topi‑256836.html#p20 (дата обращения: 15.07.2020). 2 Калентьева И. Н., Леонтьева А. В. Авторский портрет через призму текста художественного произведения / в сб. Lingua Academica. Актуальные вопросы лингвистики и лингводидактики. 48 Section 4.

товка философии индивидуализма на страницах произведения подкрепляется влиянием Фридриха Ницше. Для изложения сюжета повествования и воплощения идейного замысла Ан- дре Жид осознанно выбирает средневековый жанр «соти» (слово с ударением на последний слог в русском языке), к нему же он обращается и в последующих своих произведениях: «Плохо скованный Прометей» (Le Prométhée mal enchaîné, 1899) и «Подземелья Ватикана» (Les caves du Vatican, 1914). Известный отечественный переводчик М. Л. Лозинский при работе над «Под- земельями Ватикана» нашел очень точное и емкое определение соти в русском соответствии – «небылица», которое в полной мере отражает характер и суть событий, происходящих в повествовании. Действующие лица, этих шутовских потех являются дураки, скоморохи, вме- сте с тем отличаются от фарсовых произведений более абстрактным характером. В соти или «суде дураков», по выражению французского литературоведа Гюстава Лансона, царит «идея перевернутого вверх дном реального мира, но в карика- турном преувеличении» 1. В соти высмеивались не только существующие пороки общества, фальшь во взаимоотношениях людей, но что особенно волнует А. Жида –это моральные устои людского сообщества. Для реализации замыслов писателя именно этот жанр подходит как нельзя лучше. Приступая к написанию абсолютно не типичной для своего времени книги, автор сопровождает ее предисловием, неким пояснением, которое скорее ус- ложняет, а не упрощает проблематику книги, ее философскую направленность, а также языковой стиль: «Прежде чем объяснить мою книгу другим, я жду, что они сами объяснят ее мне. Объяснить ее заранее – значит сужать ее смысл; ибо, если мы знаем, что намеревались сказать, нам не дано знать, только ли это сказа- но. Говорить всегда больше, чем ЭТО. И особенно мне интересно в ней то, что я вложил в нее помимо воли, – та доля бессознательного, которую я назвал бы до- лей Божественного Проведения. Книга всегда плод сотрудничества, и тем она выше ценится, <…>, чем больше участия в ней Бога. А посему давайте подождем отовсюду толкования о сути вещей, а от публики – толкования наших творений» 2. В действительности, Андре Жид рассчитывает на адекватное и грамотное «толкование» своего произведения, преднамеренно выбирая в качестве основ- ных персонажей типичных представителей литературной богемы: это и Юбер,

Материалы II Всероссийской науч.-практич. конф. под ред. к. т.н., доц. Н. А. Крашенинниковой. – Москва, 2017. – С. 51–58. 1 Lanson G. Histoire de la littérature française. – Paris. Librairie Hachette, 1912. – 1204 p. 2 Gide A. Paludes. URL: https://bookscafe.net/read/zhid_andre-topi‑256836.html#p20 (дата обращения: 15.07.2020). Philology and linguistics 49

считающий себя человеком практическим и деятельным, но не имеющий серьез- ных жизненных планов; это и Анжель, устраивающая литературные вечера, но по иронии судьбы, так и не разбирающаяся в понятии «сюжет книги», и многие другие персонажи – писатели, критики, поэты – литературная богема, в чьих рас- суждениях и привычках угадывающиеся известные в ту пору во Франции лично- сти. Да и сам главный герой, чей небольшой отрезок жизни, описан автором, не блещет дарованием художника слова и ведет достаточно унылую, серую, одноо- бразную жизнь, лишь предполагая ее изменение посредством написания своего повестования. Такой видится Андре Жиду современная эпоха «рутинная, салонная, искус- ственная. Пытаясь вырваться самому из болота» декадентского искусства, автор ищет выход и для других, на примере своегопридуманного протагониста, безус- ловного двойника молодого Андре Жида 1. Скромный, никем ранее не принимаемый всерьез, главный персонаж стано- вится героем в глазах маститых и популярных деятелей литературы, избалован- ных любовью и вниманием общества. Предлагаемые ими романтические фан- тазии и «символические туманы» оторваны от реальной жизни с ее нравами и добродетелью, противоречиями и страданиями, не вызывающими какого-либо сочувствия, так как источник, питающий настоящую, а не затхлую и иллюзорную литературу иссяк: «Удовлетворяться своей посредственностью», культивиро- вать ее, покориться своей судьбе и жизни, «скроенной из всех по одной мерке» 2, расцениваются автором как аморализм с неотвратимым и трагическим концом. Такая «обреченность носит одежду, скроенную для всех по одной мерке, которая трещит по швам», по мнению героя крайне пагубна. Он «предпочел бы сегодня ходить на руках, чем ходить на ногах, как вчера!» 3. Далее герой рассуждает: «Вот это меня и раздражает, что все вокруг нас, законы, нравы, тротуары, как бы навязывают нам повторение и обрекает нас на монотонность, тогда, как, в сущности, все это чудно уживается с нашей любовью к повторам» 4. За попытку главного персонажа хоть как-то разнообразить окружающую жизнь, друзья не без иронии называют его «революционером», понимая с каким

1 Дубнякова О. А., Кашина Т. А. Писательский голос в личных дневниках: А. Жид, П. Клодель, Ф. Мориак. Филологические науки. Вопросы теории и практики. – Тамбов, 2016. – № 12–3(66). – С. 14–18. 2 Gide A. Paludes. URL: https://bookscafe.net/read/zhid_andre-topi‑256836.html#p20 (дата обращения: 15.07.2020). 3 Там же. 4 Там же. 50 Section 4.

неистовством, пропагандирует он свои идеи. Такой «революционный» подход пронизывает все сюжетные линии повествования. Как уже отмечалось, что модернистским является не только содержание про- изведения, но и форма изложения книги. Основные главы повествования напи- саны в прозе и заметно отличаются по объему – от одной страницы, например глава «Анжель» и достаточно большой главы «Банкет», являющейся по замыслу автора ключевой, в которой Андре Жид излагает свои этические и эстетические принципы. На протяжении семи глав, автор вводит в ткань повествования дневниковые записи героя и собственно его роман, прозаическое повествование заканчива- ется посылкой, в виде баллады, в которой Андре Жид представляется как очень своеобразный поэт, уходящий от символистического подражания. Затем следует «Альтернатива» в форме монолога, небольшой пассаж-отрывок, в котором фран- цузский автор подводит итог не только своему произведению, но очень образно сравнивает свое предыдущее творчества с «лесом, полным тайн», куда бы можно вернуться еще раз и убедиться «сколь тщетна была мысль его», таким образом, окончательно порывая с символизмом, с которым были связаны первые литера- турные опыты. Последняя страница книги абсолютно оригинальна. Андре Жид предостав- ляет читателю возможность стать соавтором произведения и по своему разуме- нию запомнить лист, выписав фразы и соответственно мысли, которые вызвали у читателя какую-либо реакцию и отношение к cоти. После заглавия «Перечень самых замечательных фраз из «Топей» сам автор выбрал, на наш взгляд, примечательные по остроте и характеру произведения фразы: стр. 30 Он сказал: «Вот как! Ты работаешь?» стр. 82 «Нести до конца идеи, которые поднял …» 1. Последнее рассуждение выделено Андре Жидом не случайно, поскольку именно эта фраза-девиз явилась безусловным выражением этического и фило- софского кредо писателя. Кроме того, «Топи», по свидетельству литературных критиков, являются сатирическим произведением, антидотом ранее написанных Андре Жидом со- чинений, подлинным шедевром французского юмора. Таким образом, цель, поставленная и реализованная писателем, очень точно отражает афоризм известного моралиста XVIIго века Жака де Лабрюйера, вы- сказанный им в своей знаменитой книге «Характеры и нравы нынешнего века»:

1 Gide A. Paludes. URL: https://bookscafe.net/read/zhid_andre-topi‑256836.html#p20 (дата обращения: 15.07.2020). Philology and linguistics 51

«Человеку, родившимся христианином и французом, нечего делать в сатире: все подлинные важные темы для него под запретом. Все же иногда осторожно он притрагивается к ним, но тот час же отворачивается и берется за всякие пустя- ки, силой своего гения и красотой слога, преобразуя их в нечто значительное» 1. Так и произошло с «Топями» Андре Жида, автор решился на эксперимент, на наш взгляд недооцененный современниками, вот почему настало время новым поколениям читателей и специалистам в области литературы отдать дань таланту французского романиста.

1 URL: https://bbf.ru/quotes/?author=41753 (дата обращения: 13.07.2020). 52 Section 4.

Schusuvan Kritsada, Doktorand (Aspirant), Fakultät für Dolmetschen und Übersetzen Staatliche Linguistische Universität Nischni Nowgorod, Russland E-mail: [email protected] EINIGE MERKMALE DER MOVIERUNG MITTELS ERSTGLIEDER UND HALBPRÄFIXE IN SPRACHEN MIT UNTERSCHIEDLICHEN SPRACHSTRUKTUREN (AM BEISPIEL DES DEUTSCHEN, ENGLISCHEN, CHINESISCHEN UND THAILÄNDISCHEN) Movierung oder Motion wird in der Sprachwissenschaft die Ableitung neuer Wörter aus bestehenden Wörtern genannt. Durch die Movierung wird das Geschlecht spezifiziert und werden meistens weibliche Namen (meistens Vornamen), Personen- oder Tierbezeichnungen und andere Nomina Agentis aus den entsprechenden män- nlichen Namen oder maskulinen Wörtern gebildet, seltener umgekehrt. Bezugnehmend auf die Auslegung von Fleischer gilt die Movierung als eine ex- plizite Ableitung von Substantiven anderen Geschlechts, von einer Basis, die eine Personenbezeichnung oder Tierbezeichnung darstellt 1. Im DUDEN Deutschen Uni- versalwörterbuch wird die Movierung auch als Motionsbildung bezeichnet und im Rahmen der Modifikation beschrieben. Die Modifikation durch Movierung besteht in der Übernahme der lexikalischen Bedeutung eines Wortes, die durch Bedeutung eines Affixes (meistens durch Bedeutung eines Suffixes) modifiziert wird 2. Lohde leitet das der Movierung gewidmete Kapitel mit einer treffenden zweit- en Bezeichnung „Sexusdifferenzierung“ ein. Damit erklärt er direkt am Anfang die Rolle des Sexus, die bei der Movierung im Vordergrund steht. Als Movierung wird die Substantivderivation bezeichnet, deren Ziel eine Genusänderung ist. Für die Wort- bildungsbasis bei dieser expliziten Derivation hält Lohde auch meistens Tier- und Personenbezeichnungen 3. Entsprechend der obigen Beschreibung des Konzepts der Movierung ist es offensichtlich, dass Suffixe, auch Halbsuffixe, als die Wortbildungsformanten sehr bedeutend sind, z. B.: 1) Movierung von männlich zu weiblich: König → Königin; Prinz → Prinzessin; 2) Movierung von weiblich zu männlich Hexe → Hexer; Witwe → Witwer;

1 Fleischer W. Wortbildung der deutschen Gegenwartssprache, Leipzig, 1982. – S. 182. 2 Duden. Deutsches Universalwörterbuch. – Mannheim, Leipzig, Wien, Zuerich: Dudenverlag, 1996. – 1816 s. 3 Lohde M. Wortbildung des modernen Deutschen: ein Lehr- und Übungsbuch. Narr, Tübingen. 2006. – 344 s. Philology and linguistics 53

3) Wenn in Komposita das rechte Teillexem geschlechtsspezifisch gewählt wird, redet man üblicherweise nicht von Movierung: Kaufmann ↔ Kauffrau (neben Kaufmännin) ↔ Kaufleute; Ratsherr ↔ Ratsfrau(neben Ratsherrin) usw. Bei einer weiteren Betrachtung der durch Movierung gebildeten Substantive fanden wir, dass es die Anzahl von Erstgliedern und Halbpräfixen gibt, die im Mov- ierungsprozess bedeutend sind. Tozzer beobachtet, dass die Movierung mittels Kom- position mit dem Erstglied oder Halbpräfix gebildet werden kann. Offensichtliche Beispiele erscheinen im Englischen, z. B.: boyfriend – girlfriend; he-goat – she-goat 1. Die Erstglieder boy, he, man bilden Substantive mit einer Bezeichnung für Männer, und die Erstglieder girl, she, maid – Substantive mit einer Bezeichnung für Frauen 2. Im Deutschen erscheinen im Movierungsprozess einige Substantive, die mittels Erstglieder gebildet sind, z. B.: Vatertier ‘männliches Zuchttier’ – Muttertier ‘weibliches Zuchttier’. Die Substantive im Englischen und im Deutschen werden nach diesen zwei Model- len gebildet: 1) Erstglied oder Halbpräfix + Substantiv,z. B.: boy + friend = boyfriend (eng.); Vater- + Tier = Vatertier; 2) Halbpräfix + Bindestrich + Substantiv,z. B.; she + – + wolf = she-wolf; she + – + devil = she-devil; man + servant = man-servant; maid + + servant = maid-servant. In einigen Sprachen besteht das gebildete Substantiv aus der motivierenden Basis und dem Erstglied oder Halbpräfix, das als Hauptkomponente die Movierung bezeichnet. Im Chinesischen kommt die Movierung sehr selten vor. Normalerweise ist es im Kontext nicht erforderlich, eine Bezeichnung für Frauen durch Movierung grammatikalisch zu markieren. Falls man durch Movierung eine weibliche Entsprec- hung zu einer männlichen oder geschlechtslosen Bezeichnung bilden möchte, ergänzt man das Halbpräfix 女 – [nǚ-], nach dem Modell: 女 – [nǚ-] + Substantiv, z. B.: 女– [nǚ-] + 医生 [yī shēng] ‘Arzt‘ =女医生[nǚ yī shēng] ‘Ärztin’; 女 – [nǚ-] + 朋友 [péng yǒu] ‘Freund’ =女朋友 [nǚ péng yǒu] ‘Freundin’; 女 – [nǚ-] + 狙击手 [jū jī shǒu] ’Scharfschütze’ =女狙击手 [nǚ jū jī shǒu] ‘Scharfschützin’ 3. Im Gegensatz zu 女 – [nǚ-] ergibt das Erstglied oder Halbpräfix男 – eine Bezeichnung für Männer, nach dem Modell: 男 – [nán-] + Substantiv, z. B. 男 – [nán] + 朋友 [péng yǒu] ‘Freund’ = 男朋友 [nán péng yǒu] ‘Freund/ boyfriend’. Im Thailändischen werden die geschlechtsspezifischen Substantive mit der Modi- fikationsbedeutung mittels Halbpräfixeพ่อ – [pʰɔ̂ ː] und แม่ – [mɛ̂ ː] gebildet, d. h. sie

1 Tozzer A. M. A Maya grammar. Cambridge, Mass.: Peabody Museum of American Archeology and Ethnology, Paper – Vol. 9. 1921. – P. 36–37. 2 Konstanz F. P. Movierung mittels Präfix – warum nicht? (Beiträge zur Vererbungslehre, 2). Linguistische Berichte 97/1985. Westdeutscher Verlag. – S. 253, 254. 3 Abbou J., Baider H. Fabienne Gender, Language and the Periphery: Grammatical and social gender from the margins, Amsterdam / Philadelphia, 2016. – 417 p. 54 Section 4. betonen die Bezeichnung für Männer bzw. Frauen. Mittels solcher zwei Halbpräfixe werden die Substantive nach folgenden Modellen gebildet: 1) พ่อ-[pʰɔ̂ ː] ‘Vater’ oder แม่- [mɛ̂ ː] ‘Mutter’ + Substantiv,z. B.: พ่อ-[pʰɔ̂ ː] ‘Vater’ + ครัว [kʰruːa] ‘Küche’ = พ่อครัว [pʰɔ̂ ː kʰruːa] ‘Koch’; แม่- [mɛ̂ ː] ‘Mutter’ + บ้าน [bâːn] ‘Haus’ = แม่บ้าน [mɛ̂ ː bâːn] ‘Haus- frau’;พ่อ -[pʰɔ̂ ː] ‘Vater’ + แพะ [pʰɛ́ʔ] ‘Ziege’= พ่อแพะ [pʰɔ̂ ː pʰɛ́ʔ] ‘Ziegenbock’; 2) พ่อ-[pʰɔ̂ ː] oder แม่- [mɛ̂ ː] ‘Mutter’ + Verb à ein Subsatntiv ist gebildet, z. B.: พ่อ-[pʰɔ̂ ː] ‘Vater’ + ค้า [kʰaː] ‘verkaufen’ = พ่อค้า [pʰɔ̂ ː kʰaː] ‘Verkäufer’; แม่-[mɛ̂ ː] ‘Mutter’ + ค้า [kʰaː] ‘verkaufen’ = แม่ค้า [mɛ̂ ː kʰaː] ‘Verkäuferin’1. Darüber hinaus zeigen die Substantive als Movierungen, die mittels dieser zwei Halbpräfixe gebildet sind, gleichzeitig Modifikationsbedeutung und Mutationsbedeu- tung, z. B.: แม่- [mɛ̂ ː] ‘Mutter’ + เล้า [laːw] ‘Stall’ = แม่เล้า [mɛ̂ ː laːw] ‘Puffmutter – Frau, die die Aufsicht über die Prostituierten in einem Bordell führt’; พ่อ-[pʰɔ̂ ː] ‘Vater’ + เมือง [mɯːaŋ] ‘Stadt’ = พ่อเมือง [pʰɔ̂ ː mɯːaŋ] ‘männlicher Anführer’; แม่- [mɛ̂ ː] ‘Mutter’ + ซื ้อ [sɯ́ ] ‘kaufen’ = แม่ซื ้อ [mɛ̂ ː sɯ́ ː] ‘weiblicher Geist, der sich um kleine Kinder kümmert’. Es ist wichtig zu bemerken, dass ein weiblicher/ männlicher Name oder eine weibliche/ männliche Tierbezeichnung im Thailändischen durch das Halbpräfix und eine motivierende Basis gebildet wird, die ein geschlechtsloses Substantiv ist. Das Substantiv แพะ [pʰɛ́ʔ] ‘Ziege’ im Thailändischen, das ein Tiername ist, bedeutet ‘Ziege’ im Allgemeinen und kann sowohl weiblich als auch männlich sein. Unter anderen Substantiven oder Verben als die motivierenden Basen, wie ครัว [kʰruːa] ‘Küche’, บ้าน [bâːn] ‘Haus’, ค้า [kʰaː] ‘verkaufen’, ซื ้อ [sɯ́ ] ‘kaufen’, existiert keine Geschlechtsbe- zeichnung. In diesem Fall basiert die Geschlechtsbezeichnung nur auf Halbpräfixen. Nehmen wir einen Vergleich der Movierung in Sprachen mit unterschiedlichen Sprachstrukturen anhand der folgenden Tabelle vor. Table 1. Erstglied/ Erstglied/ Art der Movie- Wortbil- Halbpräfix Halbpräfix + rungs-operation Sprache dungs-bedeu- + Substan- Bindestrich + mittels Erstglied/ tung tiv Substantiv Halbpräfix 1 2 3 4 5 Deutsch Bezeichnung Modifikation – + für Männer und (möglich) Frauen Englisch Bezeichnung Modifikation + + für Männer und Frauen

1 Морев Л. Н. Тайско-русский словарь/ Л.Н. Морев. – М.: Советская энциклопедия, 1964. –985 с. Philology and linguistics 55

1 2 3 4 5 Chinesisch 1) von männlich Modifikation zu weiblich + – 2) Bezeichnung für Männer und Frauen Thailändisch von einer moti- Modifikation, vierenden ge- Modifikation + + – schlechtslosen Mutation Basis zu männlich und weiblich Aus der obigen Tabelle lässt sich entnehmen, dass das allgemeine Bildungsmo- dell für die Bildung von Substantiven wie Movierung ein einfaches Bildungsmodell Erstglied / Halbpräfix + Substantiv ist. Im Englischen erscheint ein komplexes Bil- dungsmodell mittels eines Bindestrichs. Wir gehen jedoch davon aus, dass die Ver- wendung eines Bindestrichs im Deutschen möglich ist. Unter Berücksichtigung der Art der Movierungsoperation mittels Erstglieder / Halbpräfixe erscheint die Movierungsbildung mit der Operationen – 1) von män- nlich zu weiblich; 2) Bezeichnung für Männer und Frauen, die in Sprachen mit unterschiedlichen Sprachstrukturen allgemein verwendet wird, aber im Thailän- dischen tritt die Bildung nur von einer motivierenden geschlechtslosen Basis (Sub- stantiv) zum Vorschein, wobei das Erstglied / Halbpräfix einen Hinweis auf das Geschlecht gibt. Hinsichtlich der Wortbildungsbedeutung ist es bekannt, dass die Movierung eine Modifikationsbedeutung ausdrückt. Jedoch kann sie in einigen Sprachen, nach un- seren Beispielen im Thailändischen, und in einigen Fällen die Mutationsbedeutung ausdrücken, aber die Modifikationsbedeutung als relevante Wortbildungsbedeutung geht nicht verloren. Nach unserer Beobachtung des Movierungsprozesses lässt sich zusammenfassend festhalten, dass die Erstglieder und Halbpräfixe im Movierungsprozess in Sprachen mit unterschiedlichen Sprachstrukturen geläufig verwendet werden, obwohl in einigen Sprachen mehrere Unterscheidungsmerkmale auftreten. Referencez: 1. Abbou J., Baider H. Fabienne Gender, Language and the Periphery: Grammatical and social gender from the margins, Amsterdam / Philadelphia, 2016. – 417 p. 2. Duden. Deutsches Universalwörterbuch. – Mannheim, Leipzig, Wien, Zuerich: Dudenverlag, 1996. – 1816 s. 56 Section 4.

3. Fleischer W. Wortbildung der deutschen Gegenwartssprache, Leipzig, 1982. – S. 182. 4. Konstanz F. P. Movierung mittels Präfix – warum nicht? (Beiträge zur Vererbung- slehre, 2). Linguistische Berichte 97/1985. Westdeutscher Verlag. – S. 253, 254. 5. Lohde M. Wortbildung des modernen Deutschen: ein Lehr- und Übungsbuch. Narr, Tübingen. 2006. – 344 s. 6. Tozzer A. M. A Maya grammar. Cambridge, Mass.: Peabody Museum of American Archeology and Ethnology, Paper – Vol. 9. 1921. – P. 36, 37. 7. Морев Л. Н. Тайско-русский словарь / Л. Н. Морев. – М.: Советская энциклопедия, 1964. – 985 с. Economics and management 57

Section 5. Economics and management

Ylber Bezo, Asoc Prof., University College of Business, Tirana Albania E-mail: [email protected] Rezart Dibra, Phd., University College of Business, Tirana Albania E-mail: [email protected]

CORPORATE GOVERNANCE ACCOUNTING STANDARDS AND SOCIAL RESPONSIBILITY Abstract. Corporate governance is at the top of business activities. Companies has their code of government. Ownership concentrated among identifiable groups of insiders (e. g. family interests, allied industrial concerns, banks & holding companies) 1. Ownership dispersed among large number of institutional and retail investors.Corpo- rate governance has become one of the most commonly used phrases in the current global business vocabulary. The importance of corporate governance for corporate success as well as for social welfare cannot be overstated. Examples of massive corporate collapses resulting from weak systems of corporate governance have highlighted the need to improve and reform corporate governance at an international level. This paper examines the role of institutional investors in corporate governance and whether regulation is likely to encourage them to become active stewards. Good corporate governance ensures that corporations perform better and have a better relationship with its stakeholders. The proper practice of accounting standards is very significant, as it leads to the effective disclosure and consequently good corporate governance programmes. Hence, the practice of proper accounting standards is more relevant issue for good corporate governance in the present competitive era as the standards provide a useful mechanism to restructure the core corporate values. In this context,

1 Aguilera R. V., Williams C. A., Conley J. M., & Rupp D. E. Corporate governance and social responsibility: A comparative analysis of the UK and the US. Corporate Governance: An International Review, 14, 2006. – P. 147–158. CrossRef. 58 Section 5. the paper attempts to discuss the practice of accounting standards for good corporate governance, as it is regarded as one of the important relevant issues of corporate governance, with an objective to make accounting standards useful to ensure the better disclosure, thus the good corporate governance. The empirical results revealed that the most of the select companies perceived the relevance of standards for good corporate governance and complied with twenty to twenty five accounting standards with varied treatments of items, which jeopardized the comparability and left the scope for personal discretion and confusion. The necessity of stringent and uniform standards, wide participation, harmonization of related laws is realized for ensuring the true and fair view of business, thus good corporate governance. Keywords: Corporate governance (CG), Acounting standards, investors and investment, corporate social responsibility (CSR) etc. 1. Introduction Shareholders – the corporate governance framework is built on the assumption that shareholders engage with companies and hold the management to account for its performance. Institutional investors are financial institutions that accept funds from third parties for investment in their own name but on such parties’ behalf. They include pension funds, mutual funds and insurance companies. By 2009, they managed an estimated USD53 trillion of assets in the OECD area, including USD22 trillion in equity. Additionally, there are large investments made by the fund management industry directly under their client’s name. This makes institutional investors a major force in many capital markets. With the goal of optimizing returns for targeted levels of risk, as well as for prudential regulation, institutional investors diversify investments into large portfolios, many of them having investments in thousands of companies. Some managers pursue active investment strategies, but increasingly, they passively manage against a benchmark, resorting to indexing. At the same time, the investment chain has lengthened by outsourcing of management, further distancing investee companies from the beneficial owners. As a result, incentives do not always stimulate institutional investors to engage in monitoring the corporate governance practices of investee companies. Types of institutional arrangements for fund managers: 1. fund management or trust departments of banks; 2. separately capitalized fund management firms, which may be affiliates of banks, securities firms, or insurance companies; 3. wholly independent fund management companies; or 4. in-house management departments of large insurance companies and pension funds 1. From a governance/monitoring point of view, institutional investing often involves principals (e. g. investors or beneficiaries) hiring a first tier set of agents (e. g. fund managers) to watch a second-tier set of agents

1 Bushee Brian J. “The Influence of Institutional Investors on Myopic R&D Investment Behavior”. Accounting Review – 73(3). 1998. – P. 305–333. Economics and management 59

(corporate managers). The difficulty with this arrangement is that the first-tier set of agents are themselves entities subject to potential conflicts of interest, who need to be watched and given appropriate incentives. Governance systems and their interrelationships with CSR (corporate social responsibility) are demonstrated as fluid according to the national and institutional context, economic situation and industry impact. In the eyes of practitioners corporate governance includes both structural and behavioral factors as well as responsibilities and actions towards shareholders and stakeholders. Contextual factors that this research highlights to be important to the incorporation of CSR into governance include the economic environment, national governance system, regulation and soft law, shareholders, national culture, behavioral norms and industry impacts 1. The importance of the role of socially responsible investment in corporate social responsibility is represented by the arrow flowing from institutional investors to companies. Leadership is crucial for company positioning on strategic environmental and social issues and can be shown through accountability and transparency in reporting and incentive schemes. • Employee recruitment and retention is needed in a world of human capital short- ages. Superior policies and practices on compensation, career development, health and safety, and labor standards will be needed to win the war for talent. • Stakeholder relationships are critical to maintaining reputation and the license to operate, from community investment and philanthropy to business ethics and cor- ruption, to responding to shifting consumer needs and supply chain management. 2. Accounting standards Accounting standards are crucially relevant in the context of the use of accounting information in corporate governance. Notwithstanding highly liquid capital markets, large and small shareholders, many activist shareholders, sophisticated analysts, vigilant press reporters, and a vibrant litigious environment, corporate governance challenges continue to make media headlines, and they seem to occur with a great degree of regularity. The essay offers a high-level description of the objectives of -ac counting standards, a quick run through the evolution of accounting research over the past half-century, and, finally, offers three examples of standards and disclosure requirements that might be worthwhile to reexamine in light of the governance role of accounting information. 3. Socially Responsible Investors (SRI) The reference to corporate governance aspects barely needs an explanation. “Corporate governance” comprises a broad spectrum of individual issues relat- ing to corporation and capital market law.Transparency, independent control, and

1 Cadbury. “Report of the Committee on the Financial Aspects of Corporate Governance”. Gee Publishing, London. 1992. 60 Section 5. prospective information are the main instruments to be relied on. The term “prospective information” makes clear that accounting is a major pillar of this policy. The most concerning gap in the institutional structure concerns the engagement with foreign investments. The legal and regulatory environment plays a very crucial role in determining the success of any businesses. The government imposes taxes among other regulatory measures to promote economic growth and to cushion consumers from exploi- tation. Therefore, before establishing or when running a business, it is imperative to understand the role of regional tax measures and regulatory measures to determine how they affect your business. Understanding legal and regulatory measures also help you to adapt to your business environment and to account for all your regional economic analysis. 3.1 Institutional factors It is believed that some investors request the proxy advisors to use the investor’s corporate governance standards rather than their own. There are of course difficult issues concerning cross border voting and costs that still need to be resolved including record dates too far in advance of a shareholders meeting 1. Use of external fund managers, Size: large holdings, interrelated with investment horizon and investment strategy also makes for more active governance activities. Portfolio diversification: domestic and international. Passive vs. active investment strategy.Industry code or “best practise” guidelines. Internal guidelines or a commitment to exercise fiduciary responsibilities (e. g. voting) in accordance with published guideline. One person who has been demonized by propo- nents of corporate social responsibility is Milton Friedman. A free market economist, he believed that the only responsibility a company had to society was to maximize returns to its shareholders.He adopted a purely agency theory (agency theory is the branch of financial economics that looks at conflicts of interest between people with different interests in the same assets) perspective of the company, believing that any attempt to statisfy stakeholders other than shareholder, where at best misguided (Friedman, 1962, 1970). Moving to a record date for eligibility in 2005 has certainly underpinned this development and has also stimulated foreign investors. There have also been a number of occasions when domestic institutional investors have shown their displeasure with actions being carried out by companies.The rules governing co-operation between investors have been clarified since 2009 but still remain potentially restrictive. This is because they seek to prevent investors from seeking to “influence a company’s strategic orientation in a permanent and strategic manner”. 4. Conclusion Under the influence of law and economics, some even look upon accounting as a set of unreliable conventions that efficient markets do not need to arrive at real val-

1 Combined Code. The Combined Code on Corporate Governance, Financial Reporting Council, London. 2003. Economics and management 61 ues. However, Enron and WorldCom have taught us that markets require trustworthy information through a well-defined semiotic system of letters and numbers. Law is an instrument of social credit that can communicate values, decrease transaction costs, and contain consequences. It is all about insuring a mutual identity between the appearance and reality. Institutional investors have invested traditionally in mainly “shares and other equity” (includes quoted shares, unquoted shares, other equity, and mutual fund shares). Institutional investors acting in a fiduciary capacity should disclose how they manage material conflicts of interest that may affect the exercise of key ownership rights regarding their investments 1. At the same time, institutions should disclose what actions they are taking to minimise the potentially negative impact on their ability to exercise key ownership rights. Such actions may include the separation of bonuses for fund management from those related to the acquisition of new business elsewhere in the organisation 2. References: 1. Aguilera R. V., Williams C. A., Conley J. M., & Rupp D. E. Corporate governance and social responsibility: A comparative analysis of the UK and the US. Corpo- rate Governance: An International Review, – 14, 2006. – P. 147–158. CrossRef. 2. Bushee Brian J. “The Influence of Institutional Investors on Myopic R&D Invest- ment Behavior”. Accounting Review – 73(3). 1998. – P. 305–333. 3. Cadbury. “Report of the Committee on the Financial Aspects of Corporate Gov- ernance”. Gee Publishing, – London. 1992. -Combined Code. Te Combined Code on Corporate Governance, Financial Re .4 porting Council, – London. 2003. 5. Financial Reporting Council (2012). “UK Stewardship Code” available at URL: http://www.frc.org.uk. 6. Ahlering, Deakin. Institutional Investment in the UK. 2006.

1 Financial Reporting Council (2012). “UK Stewardship Code” available at URL: http://www. frc.org.uk. 2 Ahlering, Deakin. Institutional Investment in the UK. 2006. 62 Section 5.

Rezart Dibra, Phd., University College of Business, Tirana Albania E-mail: [email protected] Ylber Bezo, Asoc Prof., University College of Business, Tirana Albania E-mail: [email protected] MOTIVATION, SELF-MOTIVATION AND SOCIAL MEDIA, IMPORTANT TOOLS IN MARKET ECONOMY Abstract. Motivation is what drives us to action. Self-motivation is when you become your own coach or mentor and talk yourself up to achieve higher things in life. Apparently, professional accountants are likely to be highly self-motivated people, and for good reasons. On your way to qualification, one goes through a hard time working and studying together, without any external force to motivate you; your self- confidence takes a deep dip when you miss the passing mark at exams and you feel left out when your fellows pass, etc. These challenges are tough but you are even tougher because you prevail over them to become a professional accountant. Social networking sites (e. g., Facebook, LinkedIn, Google+) are one of six types of social media tools identified by Kaplan and Haenlein on the basis of the degree of self- presentation and self-disclosure required, the degree of intimacy and the immediacy of the medium, and finally the amount and the type of information that can be transmitted in a given time (described as media richness). The remaining five categories include collaborative projects (e. g., Wikipedia, Google Docs), blogs and micro-blogs (e. g., WordPress, Blogger, Twitter), content communities (e. g., YouTube), virtual game worlds (e. g., World of Warcraft), and virtual social worlds (e. g., Second Life).In the majority of the organisa- tions interviewed, all of the staff did not have access to social media for business purposes. Several reasons were identified for this and included other work requirements preventing staff from actively participating in social media use. Other suggestions were reluctance of staff to use social media for fear of saying something inappropriate about the business and lack of familiarity with social media in some staff members. This paper aims to give a clear description of the terms and concepts of social media and motivation in organization and also aims to identify factors that affect the motivation of employees in public administration from the perspective of Expectancy Theory of Vroom. Motivation and Social media is a hypothetical construct that is used to explain behavior and it should not be equivalent to it. Keywords: Social Media. Motivation, Public Administration, Expectancy Theory. 1. Introduction Most of the businesses in the survey made use of analytics tools to track whether social media resulted in conversions to customers. However, three of the businesses de- Economics and management 63 scribed the difficulty of effectively monitoring how social media interaction converts to value for the business.Motivation and social media, being at the same time very complex and contradictory, is probably one of the management of which much has been written because a working environment with a high motivation staff is alive, energetic, collaborative, and flexible where everyone finds pleasure to work there. A demotivated working environment is drab and listless, full of conflicts, characterized by abstention and low productivity and is uncomfortable (J. Carlopio at al) 1.The study of motivation and its role in the dynamics of each activity is increased continuously in recent years and currently motivational issues today have regained the attention of various scholars, both in theoretical and in practical terms. These gained experiences have stimulated intensively the development of different motivational theories. This means that currently most of today’s researchers and researches on motivation conclude that in this regard there are enough gaps and deficiencies, which must be repaired. 2. Social media and marketing Marketing, accounting and social media together make a important role in market economy because we all in the market and paly important role together. Marketers target influential people on social media who are recognised as being opinion leaders and opinion-formers to send messages to their target audiences and amplify the impact of their message. A social media post by an opinion leader can have a much greater impact (via the forwarding of the post or “liking” of the post) than a social media post by a regular user. Marketers have come to the understanding that “consumers are more prone to believe in other individuals” who they trust (Sepp, Liljander & Gummerus) 2.Use of social media platforms and websites to promote a product or service is very important in market economy. Most of these social media platforms have their own built-in data analytics tools, which enable companies to track the progress, success, and engagement of ad campaigns. Companies address a range stakeholders through social media marketing including current and potential customers, current and potential employees, journalists, bloggers, and the general public. On a strategic level, social media marketing includes the management of the implementation of a marketing campaign, governance. 3. Data collection The paper was conducted in both institutions, such as the Institute of Health Care Insurance and the Treasury Department of Tirana, in Tirana city. Entrance to these institutions was mediated through the authorization and permission of the director of the relevant institution and then the procedures were eased in order to establish con-

1 Carlopio J. at al. Developing management skills: A comprehensive guide for leaders. Bond Business School Publications. 2008. 2 Sepp, Liljander & Gummerus. Strategies for Increasing Motivation. 2011. 64 Section 5. tact with the employees of these institutions.The method of data collection has been through face to face interviews in order to complete the questionnaires and in some cases the questionnaire was left to be filled by employees themselves. Firstly, to the employees were explained the purpose of the study and the fact that it is anonymous, as well as its rights to stop at every moment that he didn’t want to continue and as well to ask for any confusion that may have. After this explanation, to employees were asked the approval for participating in this study. After the approval has been preceded with the completion of the questionnaire, which lasted about 15–20 minutes. In some cases the questionnaire was left to be filled in work environments and is taken in a second time after it was completed. At the same time in this case the necessary explanation is given to unclear questions. At the beginning of each questionnaire, employees were explained about the purpose of the relevant questionnaire, referring to his instructions, and the way in which to respond which varied according to the survey. 4. Analysis of the third section of the questionnaire (Measurement of motivation of employees in the organization) The third section of the questionnaire has as its goals to measure the motivation of the employees in the organization. The third section is divided into three issues: 1. Connection: Efforts – Performance, 2. Connection: Performance – Reward and 3. Realization of expectations. 5. Expectancy (E): Effort → Performance (E→P).

Figure 1. If you work hard, are you able to achieve maximum performance? Based on the analysis made to the data of this question resulted that 2 persons or 4% of respondents answered No, 3 persons or 5% of the respondents answered a little, 12 individuals or 20% of the respondents answered neutral, 13 individuals or 22% of the respondents answered good and 29 individuals or 49% of the respondents answered very good. From these data it appears that the majority of respondents 49% or 29 individuals stated that, if they work harder, they have the potential to reach a maximum performance at work. Economics and management 65

6. Conclusions Popular social media such as Facebook, Twitter, LinkedIn, and other social networks can provide marketers with a hard number of how large their audience is nev- ertheless a large audience may not always translate into a large sales volumes 1. Social networking websites are based on building virtual communities, that allow consumers to express their needs, wants and values, online. Social media marketing then connects these consumers and audiences to businesses that share the same needs, wants, and values. Through social networking sites, companies can keep in touch with individual followers. The purpose of this paper was based on contemporary literature in the field of motivation, to build a picture of the reality regarding the motivation of employees in public administration, according to the Expectancy Theory of Vroom, and to see which factors affect motivation of employees in the public sector. At the end of this work we are able to realize that motivating employees is a very important element, which has a direct influence on the economic success of the companies, but not only that, it also improves the emotional and psychological state of employees making them more willing to work and to improve their performance. Also, we are able to identify some of the techniques of motivation, as well as factors that make it necessary the employee motivation. Motivation, being at the same time very complex and contradictory, is probably one of the management issues of which much has been written because a working environment with a high motivation staff is alive, energetic, collaborative, and flexible where everyone finds pleasure to work there. A demotivated working environment is drab and listless, full of conflicts, characterized by abstention and low productivity and is uncomfortable (J. Carlopio at al) 2. The study of motivation and its role in the dynamics of each activity is increased continuously in recent years and currently motivational issues today have regained the attention of various scholars, both in theoretical and in practical terms. References: 1. Carlopio J. at al. Developing management skills: A comprehensive guide for leaders. Bond Business School Publications. 2008. 2. Sepp Liljander & Gummerus. Strategies for Increasing Motivation. 2011. 3. Eric J. Strategies for Increasing Motivation. Nicros. 2004. 4. Carlopio J. at al.Motivation and management skills. 2008.

1 Eric J. Strategies for Increasing Motivation. Nicros. 2004. 2 Carlopio J. at al.Motivation and management skills. 2008. 66 Section 5.

Enis Fita, PhD, University College of Business Tirana, Albania E-mail: [email protected] Elton Musa, PhD, University College of Business Tirana, Albania E-mail: [email protected]

HUMAN RESOURCE MANAGEMENT (HRM) AND HUMAN RESEARCH PLANNING (HRP) IN EVERYDAY MANAGEMENT ORGANIZATIONS Abstract. Human Resource Management is very important in everyday management because company has their management operation and everyday business with employs. Human resources planning is the process by which management ensures that it has the right personnel, who are capable of completing those tasks that help the organization reach its objectives. It involves the forecasting of human resources needs and the projected matching of individuals with expected vacancies- “International Labour Organization”. Human resource management issues to be addressed at the highest level in the organization and management of strategic decisions are required.Human Resource Management discipline extracted its roots from organizational psychology discipline and proved to be an important practice for managing organizations. The role of this practice has emerged to be strategic with due course of time. This theoretical paper aims to highlight the importance of human resource managers, HR practices and its influencing factors. In addition to that, this article also elaborates the upcoming challenges which are being faced by 21st century HR managers. Keywords: HRM, HRP global competition etc. 1. Introduction Edwin Flippo defines- Human Resource Management as “planning, organizing, directing, controlling of procurement, development, compensation, integration, maintenance and separation of human resources to the end that individual, organizational and social objectives are achieved.” According to Dale S. Beach, «Human resource planning is a process of determining and assuring that the organisation will have an adequate number of qualified persons, available at the proper times, performing jobs which meet the needs of the enterprise and which provide satisfaction for the individuals involved”. Today in the world, global competition is the basic element to define firms’ strategies as a result industrial economy has been experienced to pass toward to knowledge economy. As being a competitive market development day by day it’s very difficult to Economics and management 67 enhance sustainable growth for the firms’ side. All researchers and practitioners are aware of the advantages and disadvantages of a competitive work environment and try to find ways for adapting to competitive conditions. These efforts have mostly focused on human resource management practices in the last two decades especially with the emergence of strategic human resource management approach. No doubt that organization internationally is determined for achievement and high profit those in the same industry. For the purpose of this, organizations have to get and apply their human resource effectively and efficiently. Organizations have to be aware of human resource need to know about HRM more realistically and organizations have to keep their human resource up-to-date. Consequently, manager play significant role for the purpose of achieving company’s goal and meet profits, basically the core functions of managers have to manage the human resource in a way that right number in right way. This paper therefore, examines the influence of human resource management that is compensation, employee’s development and organizational citizenship behavior on the performance of the organization. Human Resource Management involves management functions like planning, organizing, directing and controlling: • It involves procurement, development, maintenance of human resource; • It helps to achieve individual, organizational and social objectives; • Human Resource Management is a multidisciplinary subject. It includes the study of management, psychology, communication, economics and sociol- ogy; • It involves team spirit and team work; • It is a continuous process. 2. Literature Review The purpose of the Human resource management is to make the job and deal with the job holder (employee). So as to perform a job in an organisation, one needs to be identified. In order to identify right person for a particular job, notification should be issued which contains job description (duties and responsibilities) and specifications (academic qualifications and physical qualifications). So as to verify the correctness of the candidates invited, they should be tested by the suitable selection methods for picking-up right person. Subsequently selected candidates should be provided with the proper training for performing his duties & responsibilities mentioned in the notification. Later, assessment of employees’ performance should be done to know whether employees are performing to the desired standards set by the management. Accordingly employees should be rewarded or paid for the job they did in the organisation and their safety in the job is the responsibility of Hr manager or safety officer who should instruct safety measures for the employees and see that they are scrupulously followed. Healthy and welfare measures are so-so important to keep employees happy and motivated which 68 Section 5. has direct impact on their productivity. Doing so all, maintaining proper and healthy relationships between employees and management avoids conflicts which will effect the overall performance of the organisation. Most important thing is adherence and not to ignore employment and labour laws which govern all the above said activities for a job. Contravenes of employment laws will cost to the organisation and its branding. Hence the Human resource management is like a guardian angel for the organisation to sail smoothly and long-live. Employee development and organizational performance Stiles and Kulvisaec- hana 1 observed the positive relationship between the human resource development and organizational performance according to the large and expand body of literature. Human Resource management in an independent and intangible variable, market value depends on intangible variable. Shih, Chiang, and Hsu 2 observed that the part of framework of human resource development is retaining and recruiting the perfect employees. The cooperative goals of the organizations can be shared and applied through knowledge, employee’s capacity and competence hold by the organization through training and encouraging environment. Expansion in productivity and business performance expand the Future returns. Future returns depend on the employee’s skills and abilities. Hardre study the impact of resourcing and growth on the employee’s attitude which include motivation, satisfaction and commitment. Personnel training and development and organizational development contribute to unleashing human expertise and to enhance performance. Organizational performance and productivity is positively affiliated with comprehensive training activities. The effectiveness and efficiency of public sector depends on the positive future oriented employee development. The organizational performance depends on the training and development of human resource and the organization spends millions of money for this purpose. Organizational performance depends on the employee development because employee development enhances knowledge base of the organization.There is a positive relationship between business performance and employee development. Performance management programs have impact on this relationship. Performance management programs include the incentives plans, feedback mechanism. This study suggests that low level of performance management programs and low employee development decrease the industrial performance. The employee development depends on the two important measures, training and promotion. There is a significant relationship -be tween investment in employee development and business performance. The factors effecting the employee development include the selection strategies, recruitment,

1 Agarwala T. Innovative human resource practices and organizational commitment: An empirical investigation‖, International Journal of Human Resource Management, – Vol. 14. – No. 2. 2003. – P. 175–197. 2 Akgun A. E., Keskin H., Byrne J. C. and Aren S. Emotional and learning capability and their impact on product innovativeness and firm performance‖, Technovation, – Vol. 22. – No. 3. 2007. – P. 1–13. Economics and management 69 evaluation of performance and planning procedure. There is an indirect relationship between employee development and organizational performance, relationship include the human resource practices. 3. Human Resource Management (HRM) practices As the world is becoming more competitive and unstable than ever before, man- ufacturing-based industries are seeking to gain competitive advantage at all cost and are turning to more innovative sources through HRM practices (Sparrow, Schuler, & Jackson, 1994). HRM practices have been defined in several aspects. Schuler and Jackson (1987) defined HRM practices as a system that attracts, develops, motivates, and retains employees to ensure the effective implementation and the survival of the organization and its members. Besides, HRM practices is also conceptualized as a set of internally consistent policies and practices designed and implemented to ensure that a firm’s human capital contribute to the achievement of its business objectives (Delery & Doty, 1996). Likewise, Minbaeva (2005) viewed HRM practices a set of practices used by organization to manage human resources through facilitating the development of competencies that are firm specific, produce complex social relation and generate organization knowledge to sustain competitive advantage. Against this backdrop, we concluded that HRM practices relate to specific practices, formal policies, and phi- losophies that are designed to attract, develop, motivate, and retain employees who ensure the effective functioning and survival of the organization. 4. The Central Role of HR Professionals in Sustainability Among all functional and professional groups within an organization, HR specialists in particular can be singled out as being best placed to take on a central role in the art and science approach to sustainability 1. Human Resource Development (HRD) Converse to the process-based HRM, HRD is a series of activities that support behavioral change and learning opportunities for employees (Haslinda, 2009). HRD activities aim to develop employee skills and resilience to the current and future demands of the organization. The overall objective of HRD activities is to achieve high performance (Haslinda, 2009). Haslinda (2009) provides for specific examples of development activities to include training and development, feedback and appraisal, career planning and development, and change management. 5. Human Development This paper consolidates literature to define learning, or development, as a cyclical process which starts with a trigger or a problem. Russ-Eft, Watkins, Marsick, Jacobs, & Mc Lean (2014) suggest that various perspectives aid in understanding and analyzing the problem or situation to develop alternative solutions. During and after implemen-

1 Barney J. B. Strategic factor markets: Expectations, luck and business strategy‖, Management Science, – Vol. 32. – No. 10. 1986. – P. 1231–1241. 70 Section 5. tation of one or more alternatives, the outcomes create new knowledge which is pooled for future decisions (Russ Eft et al., 2014). 6. Human Resource Management Some theorists contend modern business management stems from five periods, which can be characterized by external forces, that ultimately altered the way management responded over the long term (Darmody, 2007; Liebhold, 1995; Nadworny, 1957). The five periods include the industrial growth, scientific management, human relations, systems, and organizational culture (Rodríguez-Ruiz, 2014). However, other theorists such as Sleight (2009), extend HRM earlier, directly connecting it to the trade period and human development. While an official HRM milestone may not be defined, the precluding events are clear. The craftsman and trade apprenticeship era extended into the early 1800 s and fostered the introduction of the Industrial Revolu- tion in the late 1800 s. According to Darmody (2007) and Liebhold (1995) theorists such as Fredrick Taylor and Frank and Lillian Gilbreth emerged with a goal to increase productivity through process management of the organization’s human resources. Taylor and the Gilbreths introduced concepts of efficient workflow and optimal conditions (Darmody, 2007; Liebhold, 1995; Nadworny, 1957). 6. Scope of HRM As HRM has tools of a system which attracts, develops, motivates, and retains the effective functioning related with the people managing, the scope of HRM is very wide 1. Researches in behavioral sciences show that new trends in managing workers and ad- vances in the field of training have expanded the scope of HR function in recent years 2. 7. Emerging Challenges of HRM in 21st Century: Powerful changes in global economy have reshaped the whole strategies of HRM and compose those into new form. Due to the dynamic environment, the relationship of employee- employer is also being reshaped and it made the organization change the way how to manage and motivate the employees. For organizational effectiveness, there is need to get creativity and innovation by using workforce while providing them training for their skill improvement, adaptability and responsiveness and expanding the way of thinking 3. 8. Conclusion Human resource management (HRM), as a key player in the creation and development of a highly productive workforce, lies in the center of the debate on the com- petitiveness of businesses (Lepak et al., 2006). Practices that promote employee mo-

1 Baek P. & Kim N. Exploring a theoretical foundation for HRD in society: Toward a model of stakeholder-based HRD. Human Resource Development International, 17(5). 2014. – P. 499–513. 2 Bunch K. Training failure as a consequence of organizational culture. Human Resource. 2007. 3 Development Review, 6(2). 2013. – P. 142–163. URL: http://doi.org/10.1177/1534484307299273 / Callahan J. L. “Space, the final frontier”? Social movements as organizing spaces for applying. Economics and management 71 tivation and effort, knowledge, skills, and abilities, and opportunities for employee’s contribution (Jiang et al., 2012) generate favorable conditions for the development of resources and capabilities that create value for organizations (Barney; Wright, 1998), contributing to their performance and to the emergence of sustained competitive advantages (Huselid, 1995; Wright; Mcmahan; Mcwilliams, 1994). This set of practices has been called, among other denominations, high-performance work systems (HPWS), following a line of study initiated by Huselid (1995). However, human development is traced to the pressures and demands of a subsistence lifestyle. HRM likewise formed from recognition of human resources as an organizational asset and the regulatory pressures of government and union interactions during the Industrial Revolution. The evolutionary trend supports two fundamental principles: (1) that human resources are the biggest asset to an organization; and (2) social and human development is necessary to persist in a changing environment 1. References: 1. Agarwala T. Innovative human resource practices and organizational commitment: An empirical investigation, International Journal of Human Resource Man- agement, – Vol. 14. – No. 2. 2003. – P. 175–197. 2. Akgun A. E., Keskin H., Byrne J. C. and Aren S. Emotional and learning capability and their impact on product innovativeness and firm performance, Technova- tion, – Vol. 22. – No. 3. 2007. – P. 1–13. 3. Barney J. B. Strategic factor markets: Expectations, luck and business strategy, Management Science, – Vol. 32. – No. 10. 1986. – P. 1231–1241. 4. Baek P. & Kim N. Exploring a theoretical foundation for HRD in society: Toward a model of stakeholder-based HRD. Human Resource Development Internation- al, 17(5). 2014. – P. 499–513. 5. Bunch K. Training failure as a consequence of organizational culture. Human Resource. 2007. 6. Development Review, 6(2). 2013. – P. 142–163. URL: http://doi.org/10.1177/ 1534484307299273/ Callahan J. L. “Space, the final frontier”? Social movements as organizing spaces for applying. 7. HRD. Human Resource Development International, – 16(3). – P. 298–312.

1 HRD. Human Resource Development International, – 16(3). – P. 298–312. 72 Section 6.

Section 6. Science of law

Minich Svetlana Alexandrovna, master’s degree, Institute of management personnel Academy of Public Administration under the President of the Republic of Belarus E-mail: [email protected]

TEMPORARY RESEARCH TEAMS-EFFECTIVE ORGANIZATIONAL AND LEGAL FORM OF SCIENTIFIC ACTIVITY Минич Светлана Александровна, магистрант, Институт управленческих кадров Академия управления при Президенте Республики Беларусь E-mail: [email protected]

ВРЕМЕННЫЕ НАУЧНЫЕ КОЛЛЕКТИВЫ – ЭФФЕКТИВНАЯ ОРГАНИЗАЦИОННО-ПРАВОВАЯ ФОРМА ОСУЩЕСТВЛЕНИЯ НАУЧНОЙ ДЕЯТЕЛЬНОСТИ Современное законодательство направлено на создание необходимых условий для успешного развития науки, укрепления ее авторитета. В целях эффективного осуществления научной деятельности существует потребность интенсивного фор- мирования временных научных коллективов (далее – ВНК), что диктуется необ- ходимостью быстрого решения научных задач, в том числе, носящих одноразовый характер, реализация которых позволит увеличить количество выполняемых науч- но-исследовательских работ. ВНК помогают сосредоточить усилия высококвали- фицированного научного, кадрового потенциала на решении только одной научной проблемы. Деятельность ВНК способствует созданию благоприятных условий для проведения научного поиска в более короткие сроки, на высоком научном уровне и с гораздо меньшими затратами, чем, например, силами штатных сотрудников ла- бораторий научных организаций. Появление такой перспективной организацион- Science of law 73

ной формы работы как ВНК, дает возможность повысить количество внедренных результатов, полученных в ходе проводимых исследований. Рассмотрим организационно-правовые основы создания и деятельности ВНК на примере Республики Беларусь, где представленная коллективная форма работы получила широкое распространение при осуществлении научной деятельности. Что же такое ВНК? Согласно определению, закрепленному в ст. 1 Закона Республики Беларусь «О научной деятельности» (далее – Закон), временный научный коллектив – добровольное объединение физических лиц без образования юридического лица, создаваемое в целях осуществления научной деятельности в порядке и на условиях, определяемых законодательством и договором 1. Соглас- но ст. 11 рассматриваемого Закона, ВНК создается в целях обеспечения своев- ременного выполнения работ по решению перспективных научно-технических и социально-экономических проблем, проведения научно-исследовательских, опытно-конструкторских и технологических работ, направленных на создание и освоение новых видов продукции и технологий, новых организационно-тех- нических решений производственного и социально-экономического характера. Иными словами, основная цель создания ВНК состоит в том, чтобы сформиро- вать коллектив специалистов для выполнения научных исследований и разрабо- ток для работы по определенной тематике. Однако Закон не содержит детальной регламентации деятельности ВНК. Для регулирования вопросов ВНК необходи- мо руководствоваться нормами Указа № 349 «О мерах по совершенствованию порядка создания и условий деятельности временных научных коллективов». Утвержденное Указом Положение о порядке создания и об условиях деятельно- сти временных научных коллективов (далее – Положение), в настоящее время является основным нормативным правовым актом, который совместно с норма- ми Закона и иными нормативными правовыми актами комплексно регулирует правоотношения, связанные с ВНК. В п. 5 Положения подробно определен круг лиц, которые могут быть членами ВНК, а именно: членами ВНК могут быть научные работники, иные физические лица, имеющие опыт работы, необходимый для выполнения научных исследо- ваний и разработок, а также лица, осваивающие содержание образовательных программ высшего или послевузовского образования. Участие в ВНК иных лиц, помимо научных работников и студентов, возможно при условии, что они имеют необходимый опыт работы. Как видим, ВНК – гибкая форма кооперации много- численных участников научного процесса.

1 О научной деятельности [Электронный ресурс]: Закон Респ. Беларусь, 21 окт. 1996, № 708- XIII: в ред. от 11.05.2016 г. // ЭТАЛОН. Законодательство Респ. Беларусь / Нац. центр правовой информ. Респ. Беларусь. – Минск, 2020. 74 Section 6.

Юридическое оформление образования ВНК предусматривает использова- ние договора о создании и деятельности ВНК. Договор о ВНК регулирует со- вместную деятельность его участников, объединивших свои знания для дости- жения поставленной цели. Договор о ВНК подписывается всеми членами коллектива и определяет их взаимные права, обязанности, определяет руководителя ВНК и его полномочия, порядок изменения состава ВНК, а также ответственность его членов за ненад- лежащее выполнение работы. Таким образом, для успешного развития науки в Республике Беларусь был создан четкий организационно-правовой механизм, который закрепил понятие, порядок образования и организацию деятельности ВНК при осуществлении на- учной деятельности. Данная организационная форма работы повысила качество проводимых исследований, обеспечила альтернативу созданию новых академиче- ских и отраслевых подразделений, институтов, лабораторий и т. д. Анализ функ- ционирования ВНК, созданных в Республике Беларусь в последние годы, выявил тенденцию устойчивого роста их числа, что свидетельствует об их востребован- ности и активном использовании. 75

Contents

Section 1. Cultural studies...... 3 Kadagidze Lamara TRANSNATIONAL CULTURAL ROUTE OF THE HOLY ROBE TO ENHANCE PILGRIMAGE AND/OR RELIGIOUS TOURISM IN GEORGIA...... 3 Section 2. Pedagogy ...... 14 Kazimov Jamshid Shamshidinovich ORGANIZATION AND MANAGEMENT OF EDUCATIONAL PROCESSES IN MODERN SCHOOLS ON A SCIENTIFIC BASIS...... 14 Koeva Janka FACHDIDAKTISCHE ASPEKTE DES MEHRSPRACHIGEN UNTERRICHTS IM SCHULMILIEU...... 20 Shirinov Muzaffar Kucharovich DIDACTIC OPPORTUNITIES TO ENSURE CONTINUITY AND CONTINUITY OF NATURAL SCIENCE TEACHING...... 24 Section 3. Psychology...... 31 Leini Yuliya Gennadievna SOCIAL AND PERCEPTIONAL CRITERIA FOR ASSESSMENT ONLINE CONSUMPTION...... 31 Section 4. Philology and linguistics...... 38 İsgandarova Nushaba Ramiz SIGNIFICANT ELEMENTS OF TEXT FORMATION...... 38 Mirzayev Habib Adil oglu SOUND HARMONY AND REPETITIONS IN THE POETRY OF THE AZERBAIJANI POET H. ARIF...... 42 Saveleva Elena Borisovna, Kotova Elena Gennadyevna, Leontyeva Alesya Vyatcheslavovna, Lineva Elena Aleksandrovna, Yusupova Tatyana Gennadyevna “SWAMPS” BY ANDRE ZHID AS A MODERNIST ART EXPERIMENT IN WESTERN EUROPEAN LITERATURE...... 46 76

Schusuvan Kritsada EINIGE MERKMALE DER MOVIERUNG MITTELS ERSTGLIEDER UND HALBPRÄFIXE IN SPRACHEN MIT UNTERSCHIEDLICHEN SPRACHSTRUKTUREN (AM BEISPIEL DES DEUTSCHEN, ENGLISCHEN, CHINESISCHEN UND THAILÄNDISCHEN)...... 52 Section 5. Economics and management ...... 57 Ylber Bezo, Rezart Dibra CORPORATE GOVERNANCE ACCOUNTING STANDARDS AND SOCIAL RESPONSIBILITY...... 57 Rezart Dibra, Ylber Bezo MOTIVATION, SELF-MOTIVATION AND SOCIAL MEDIA, IMPORTANT TOOLS IN MARKET ECONOMY...... 62 Enis Fita, Elton Musa HUMAN RESOURCE MANAGEMENT (HRM) AND HUMAN RESEARCH PLANNING (HRP) IN EVERYDAY MANAGEMENT ORGANIZATIONS...... 66 Section 6. Science of law ...... 72 Minich Svetlana Alexandrovna TEMPORARY RESEARCH TEAMS-EFFECTIVE ORGANIZATIONAL AND LEGAL FORM OF SCIENTIFIC ACTIVITY ...... 72