Articles de revues sur le sujet « Gymnasium St »

Introduction. Improving the theory and practice of modern school dictates the need to take into account the historical and pedagogical heritage. There is a request for an in-depth and unbiased review of the history of Russian education and training. The search for effective pedagogical solutions actualises the appeal to the historical experience of Russian pedagogy, to the ideas and practices of classical education, which undeservedly remain outside the field of vision of Russian scholars and reformers of the modern Russian school.Aim and main research questions. The aim of the present research is to study the genesis of the Russian classical gymnasium in the first quarter of the 19th century. The study is an attempt at a dialogue with the past of Russian education, prompted by the intention to look into its future.This research work involves the analysis of the issues related to social and pedagogical factors, events in the process of the foundation and development of the Russian gymnasium as a new type of educational institution, and the comparison of its genesis with similar educational institutions in the West, taking into account the current problems of Russian school and education.The hypothesis of the research consists in scientific argumentation of the assessments of the foundation of the Russian classical gymnasium in the first quarter of the 19th century as a qualitatively new and important phenomenon of Russian education, which significantly influenced the further development of the Russian school.Methodology and research methods. The object of the study is the education system in Russia in the first quarter of the 19th century, and its subject is the classical gymnasium education of the indicated period. The foundation of a classical gymnasium is studied on the basis of the methodology of history of pedagogy and comparative pedagogy. The main methodological principles of historical and pedagogical science were taken into account – objectivity, historicism, comprehensiveness and consistency. In accordance with the methodology of objective positivism, the authors have made an attempt to scientifically understand and generalise the research findings and phenomena. The formulation of scientific ideas and judgments also required an appeal to the philosophy of relativism. The implementation of the methodology of comparative pedagogy provided for the search for similarities and differences, common and specific in the experience of the Russian classical gymnasium and secondary educational institutions of classical education in the West in the first quarter of the 19th century.When choosing research methods, the authors conducted the analysis of the presentation range of documents. The authors analysed more than 20 previously unpublished and unknown sources of archival holdings of the Russian State Historical Archive (St. Petersburg). Also, the authors analysed the Russian and foreign research papers published from the 19th century to the early 21st century.Research results. The genesis of the classical Russian gymnasium in the first quarter of the 19th century is presented for the first time in a holistic form: the establishment of a gymnasium under the Charter of 1804, the contribution of S. S. Uvarov to the creation of a classical gymnasium and his experiment in the St. Petersburg provincial gymnasium of 1811, the curriculum of gymnasiums of 1819, the official policy as a factor in the development of classical education. The authors compared the genesis of the Russian classical gymnasium and institutions of classical secondary education in the West in the first quarter of the 19th century.The research results demonstrate that the researched period was the key for the foundation of the classical Russian pre-revolutionary gymnasium. In Russia, a new sector of the education system was created, being in tune with the European pedagogical trends of the era. A shift of the Russian gymnasium by the end of the first quarter of the 19th century away from the encyclopedic curriculum of the beginning of the century to the strengthening of classicism was identified. The similarities and differences of the processes of its foundation compared to the genesis of complete general education in the West, especially in Prussia, are shown.Practical and scientific significance. The possibilities of updating the experience of Russian classical education in modern conditions are outlined. Turning to such experience allows us to more successfully solve not only the specific problems of the revived gymnasiums and gymnasium classes in modern Russia, but also, in general, to comprehend the prospects of classical education in the post-industrial era.

Introduction. Improving the theory and practice of modern school dictates the need to take into account the historical and pedagogical heritage. There is a request for an in-depth and unbiased review of the history of Russian education and training. The search for effective pedagogical solutions actualises the appeal to the historical experience of Russian pedagogy, to the ideas and practices of classical education, which undeservedly remain outside the field of vision of Russian scholars and reformers of the modern Russian school.Aim and main research questions. The aim of the present research is to study the genesis of the Russian classical gymnasium in the first quarter of the 19th century. The study is an attempt at a dialogue with the past of Russian education, prompted by the intention to look into its future.This research work involves the analysis of the issues related to social and pedagogical factors, events in the process of the foundation and development of the Russian gymnasium as a new type of educational institution, and the comparison of its genesis with similar educational institutions in the West, taking into account the current problems of Russian school and education.The hypothesis of the research consists in scientific argumentation of the assessments of the foundation of the Russian classical gymnasium in the first quarter of the 19th century as a qualitatively new and important phenomenon of Russian education, which significantly influenced the further development of the Russian school.Methodology and research methods. The object of the study is the education system in Russia in the first quarter of the 19th century, and its subject is the classical gymnasium education of the indicated period. The foundation of a classical gymnasium is studied on the basis of the methodology of history of pedagogy and comparative pedagogy. The main methodological principles of historical and pedagogical science were taken into account – objectivity, historicism, comprehensiveness and consistency. In accordance with the methodology of objective positivism, the authors have made an attempt to scientifically understand and generalise the research findings and phenomena. The formulation of scientific ideas and judgments also required an appeal to the philosophy of relativism. The implementation of the methodology of comparative pedagogy provided for the search for similarities and differences, common and specific in the experience of the Russian classical gymnasium and secondary educational institutions of classical education in the West in the first quarter of the 19th century.When choosing research methods, the authors conducted the analysis of the presentation range of documents. The authors analysed more than 20 previously unpublished and unknown sources of archival holdings of the Russian State Historical Archive (St. Petersburg). Also, the authors analysed the Russian and foreign research papers published from the 19th century to the early 21st century.Research results. The genesis of the classical Russian gymnasium in the first quarter of the 19th century is presented for the first time in a holistic form: the establishment of a gymnasium under the Charter of 1804, the contribution of S. S. Uvarov to the creation of a classical gymnasium and his experiment in the St. Petersburg provincial gymnasium of 1811, the curriculum of gymnasiums of 1819, the official policy as a factor in the development of classical education. The authors compared the genesis of the Russian classical gymnasium and institutions of classical secondary education in the West in the first quarter of the 19th century.The research results demonstrate that the researched period was the key for the foundation of the classical Russian pre-revolutionary gymnasium. In Russia, a new sector of the education system was created, being in tune with the European pedagogical trends of the era. A shift of the Russian gymnasium by the end of the first quarter of the 19th century away from the encyclopedic curriculum of the beginning of the century to the strengthening of classicism was identified. The similarities and differences of the processes of its foundation compared to the genesis of complete general education in the West, especially in Prussia, are shown.Practical and scientific significance. The possibilities of updating the experience of Russian classical education in modern conditions are outlined. Turning to such experience allows us to more successfully solve not only the specific problems of the revived gymnasiums and gymnasium classes in modern Russia, but also, in general, to comprehend the prospects of classical education in the post-industrial era.

The article examines publishing activities of St. Sergius of Radonezh Gymnasium (Novosibirsk). The analysis of quantitative indicators of publishing products of Novosibirsk Metropolis shows that the High School is the largest publishing organization in the Archdiocese. The spectrum of the School editions includes a wide range of educational and teaching aids on various disciplines in the humanities for schools, gymnasiums and lyceums: Russian history, Russian language and literature, basics of Orthodox culture, Orthodox culture of Russia, etc. Recent years the School carries out textbooks edition in the Orthodox module of the course «Fundamentals of religious cultures and secular ethics». In collaboration with the Princess Elizabeth Orthodox Sisterhood the School has published a number of textbooks on medicine. Another important aspect of publishing activity is editing documents and monuments of the Orthodox literature related to the missionary work history in the region, hagiographic materials, as well as scientific works on problems of theology and the Orthodox Church history in Siberia, proceedings of educational Christmas readings.

The article substantiates the opinion that Tadeusz Czacki and Hugo Kolontai, with the support of Prince Adam Jerzy Czartoryski, followed the policy of accomplished facts in the organization of the gymnasium in Kremenets. Since the opening of the gymnasium, they and their followers had focused their activities on establishing a future university in Volyn. The author focuses on the special status of the Volyn Gymnasium, forming its image as the most essential, well-organized institution of the region, which combined education and science. The characteristic of the teaching staff was given. It was emphasized that the teachers of Volyn Gymnasium showed interesting in creative work, had pedagogical achievements and considerable scientific works. It was underlined that the educational goal realization, which was determined when the gymnasium was founded, was provided by an excellent material base. The transformation of the gymnasium into a lyceum as an educational institution close to Vilnius University in terms of its curriculum was followed. The aristocrats’ and gentry’s perception of Volyn Lyceum as a source of knowledge and culture necessary both in everyday life and to preserve their identity was shown. The ambition of descendants of landless gentry to study in Kremenets was explained by the desire to increase their social status through education. It was noted that the Gymnasium (Lyceum) influenced the lives of Kremenets and its inhabitants, showing them specific preferences and cultural levels. It was concluded that the Russian government (realizing its political goals in the south-western provinces after the November Uprising of 1830) took advantage of the achievements of Volyn Gymnasium (Lyceum) such as good organization and high level of education provided by qualified teachers, properly equipped classrooms, a wonderful botanical garden and a rich library that corresponded to the level of the higher educational institution when opened the University of St. Volodymyr in Kyiv.

Otters dive among the gently swaying ocean kelp, lasers leap, robots rock, children interact at the giant “computer” taped on the gymnasium floor. Architecture students build a domed arch with their bodies, measure the structure and convert the measurement to scale. Geneticists extricate an antigen from a hula hoop to create a vaccine for their Ebola virus. Welcome to “Bodies and Brains in Motion”! Students exercise their bodies and brains in the physical education curriculum at the Center for Creative Learning, which houses the gifted program for the Rockwood School District in St. Louis, MO.

Dostoevsky's main concern was to educate his children, Lyuba and Fedya. After the writer's death, this desire was realized by his widow Anna Grigoryevna. Little was known about the education of Dostoevsky’s children, primarily from memoirs (penned by Anna and Lyubov Dostoevsky, Anna Ostroumova). The article presents previously unknown documents from the Central State Historical Archive of Saint Petersburg (name books, personal statements, etc.), containing information about the education of F. M. Dostoevsky's children: Lyuba — at the Foundry Gymnasium, Fedya — at the F. F. Bychkov Gymnasium (purchased by Ya. Gurevich in 1883). Letters related to the education of Dostoevsky's children were introduced into scientific circulation: Lyuba’s and Fedya’s to their mother, teacher V. Ivanova’s to A. G. Dostoevskaya. In the course of commenting on archival documents, the author emphasizes the continuity between home education and the education of the writer and his children, and reveals the role of A. G. Dostoevskaya in fulfilling Fyodor Mikhailovich's dream: to provide them with a quality education. Home education, first and foremost, the established tradition of family reading, which the Dostoevskys always heeded great attention to, allowed Lyuba to enter the gymnasium at the age of thirteen, bypassing two primary classes, and successfully reach the second, pre-graduation, class. Her classmates were A. P. Ostroumova (Lebedeva) and N. Ya. Polonskaya (Yelachich), who later became famous figures in Russian history. The education received at the gymnasium helped the writer's daughter to prove herself in literature during the years in emigration, to become a Russian writer in Italy, to represent the legacy of Dostoevsky in Europe, and to successfully conduct educational and cultural activities in Italy. The writer’s son Fedya, who studied at the St. Petersburg F. F. Bychkov Gymnasium in 1882-1889, entered the law faculty of the St. Petersburg Imperial University in 1890, became interested in horse breeding, and in the latter years of his life paid great attention to the preservation of his father's handwritten heritage. Thus, the children of F. M. Dostoevsky fulfilled his legacy: “Do not forget to study, both of you”.

D.O. Ott chaired.36 members were present.
 1) Read and approved Protocol No. XVI.2) The active members are elected:
 1) Dimant, Efim Bensionovich, doctor. He received general education at the Odessa 2nd gymnasium, and medical education at the Imperial Kharkov University, where he graduated from the course in 1889 with the title of doctor and uzdnago doctor. After completing the course, he worked at the Odessa hospital. In 1891 he studied obstetrics at the Midwife Institute in St. Petersburg, and then - gynecology at the Clinical Institute of the Grand Duchess Elena Pavlovna.

Ivan Ortinsky was born on January 20, 1922 in the village of Pogirtsi, Rudkivsky District. At the age of 17, having just got a certificate of maturity for a gymnasium, he departed from Lviv to Italy. Here in 1939-1943 young Ivan studied at the Salesian Small Seminary in Ivrea. In August 1942, in the city of Turin, he joined the novices of the Salesians fathers. Thanks to the good knowledge of different languages, in 1946 he was appointed guide in the catacombs of St. Kalista. In 1949-1963, Ortinsky served as coordinator of the catacombs excursion bureau.

(Excerpt from the memoirs of a public physician).N.I. Tezyakova1).Finally, the doors of the long-desired university opened before me. Our group aspired to St. Petersburg, some to the university, some to the Medical Academy, but several people who did not have the means, settled on Kazan, where life was cheaper. (By the way, I must say that already from the 5th grade until the end of the gymnasium I lived on my own funds, earned by lessons. Having saved up to 100-200 rubles, I went with them to the university, where I also had to live on my own funds, earned literary work, although my mother from time to time sent me something for "training").

Великие реформы дали толчок развитию частного среднего образования в России в различных формах: гимназии, реальные и коммерческие училища. На начало XX века количество частных учебных заведений почти в три раза превысило количество государственных, что нельзя сказать о соотношении количества учеников. Цель данной статьи — рассмотрение сходства теоретических взглядов сторонников экспериментальной педагогики и педагогических взглядов преподавателей передовых учебных заведений в столице в начале XX века на примере Тенишевского коммерческого училища и гимназии М. Н. Стоюниной. В соответствии с целью статьи данные учебные заведения изучаются с ранее не рассматриваемой позиции. На основе историографического материала анализируется вопрос о частных средних школах в столице и провинции — их владельцах и целях открытия. Учебные заведения, являющиеся предметом исследования, можно отнести к экспериментальным. Основными точками соприкосновения теоретических взглядов сторонников экспериментальной педагогики и взглядов педагогов экспериментальных учебных заведений столицы служили вопросы необходимости не только образования, но и воспитания учеников в учебном заведении, установления связи семьи и школы, создания безоценочной системы. Данная статья при дальнейшем рассмотрении вопроса позволит проследить динамику сходства и различия теоретических и практических взглядов сторонников свободного воспитания. The Great Reforms initiated the development of Russian private secondary schools: gymnasiums, real and commercial colleges. In the early 20th century, the number of private educational institutions exceeded threefold the number of public educational institutions. However, the same cannot be said about the number of students receiving education in private and public schools. The aim of the article is to investigate the similarities of theoretical views of the proponents of experimental pedagogy and teachers working in leading educational institutions of St. Petersburg in the early 20th century at the example of the Tenishev college and the Stoyunina gymnasium. The aforementioned educational institutions are investigated from a novel perspective. The author investigates historiographic data to compare private educational institutions in St. Petersburg and in Russian provinces, to analyze information related to the owners of private schools and their aims. The research shows that both teachers working in St. Petersburg experimental educational institutions and the proponents of experimental pedagogy believed that academic education should go hand in hand with moral upbringing, understood the necessity of family-school cooperation, and believed there was no need in quantitative testing. The article may be used for further investigation of the similarities of theoretical and practical views of the proponents of liberal education.

The article outlines the early formative years in the history of the Department of Latin language in the Pediatric Medical Institute and traces the development in approaches to teaching Latin medical terminology, first introduced in 1932. After the abolition of gymnasium education the higher school had to deal with a lack of knowledge of classical languages. At the beginning, teaching Latin as the language of medicine was based on traditional methods of gymnasium education. Archival documents show the subject scope of the department which was in constant search for text material and special means of target training of medical students. Methodological problems of teaching and criteria for evaluation of knowledge were being gradually developed over the years in discussions with teachers at department meetings. The article offers details on the life and achievement of the first head of the department Konstantin P. Avdeev, together with an analysis of his scientific and practical activities. Avdeev’s wide interests and erudition come to the fore in his active work as a lecturer at a number of scientific organizations in Leningrad. Having amassed a unique library of over 7 thousand volumes, he was a famous bibliophile, an expert and a collector of bookplates (ex libris). The depth of his knowledge and a wide range of interests have shaped the values and promoted a creative approach to teaching medical Latin that still remains an important part of teaching the subject to first-year medical students. The article also provides brief information on Nora N. Zabinkova, his successor, whose activity has coincided with qualitative changes in the methods of teaching Latin. These changes were inspired by professor Maxim N. Chernyavsky, the head of the Department of Latin at the I.M. Sechenov First Moscow State Medical University. The Department of Latin in Leningrad Pediatrical Medical Institute was among the few in first introducing and then spreading the new methods of teaching Latin and medical terminology in all medical schools across the country.

In 1593, Simon Lyra (1547-1601) was appointed cantor of the St. Elisabeth Church and Gymnasium in Breslau/Wrocław. In the same year, he drew up a list of prints and manuscripts that he considered appropriate for teaching and for use in Lutheran worship. In addition to this list, there are six music manuscripts dating from the 1580s and 1590s that either belonged to him or were collected under his direction. Taken together, Lyra’s repertoire list and the additional manuscripts contain well over a thousand items, including masses, motets, responsories, psalms, passions, vespers settings, and devotional songs. The music in the collections contain all of the items necessary for use in the liturgies performed in the St. Elisabeth Church and Gymnasium in the last quarter of the sixteenth century. This list provides valuable clues into the musical life of a well-established Lutheran church and school at the end of the sixteenth century.
 When studying collections of prints and manuscripts, I believe it is helpful to make a distinction between two types of use. Printed music represents possibilities. In other words, they are collections from which a cantor could make choices. In Lyra’s case, we can view his recommendations as general examples of what he considered liturgically and aesthetically appropriate for his time and position. On the other hand, manuscripts represent choices. The musical works in the six Bohn manuscripts associated with Lyra are the result of specific decisions to copy and place them in particular collections in a particular order. Therefore, they can provide clues as to what works were performed on which occasions. In other words, manuscripts provide a truer picture of a musical culture in a particular location.
 According to my analysis of Lyra’s recommendations, by the time he arrived at St. Elisabeth the liturgies, especially the mass, still followed Luther's Latin "Formula Missae" adopted in the 1520s. The music for the services consisted of Latin masses and motets by the most highly regarded, international composers of the first half of the sixteenth century. During his time as Signator and cantor, he updated the church and school choir repertory with music of his contemporaries, primarily composers from Central Europe. Three of these composers, Gregor Lange, Johann Knoefel, and Jacob Handl, may have been his friends and/or colleagues. In addition, some of the manuscripts collected under his direction provide evidence that the Breslau liturgies were beginning to change in the direction of the seventeenth-century Lutheran service in which the "Latin choir" gave way to more German-texted sacred music and greater congregational participation.

The results of the research on the history of formation and growth of Theodosius Dobrzhansky as a scientist in his first and most important Kyiv period are presented. This period lasted from 1909 to 1924 (15 years in total) and included studies at the First Kyiv Gymnasium (until 1917), 4 years of study at the University of St. Volodymyr (1917–1921) and work at the Department of Zoology of the Kyiv Polytechnical Institute (1920–1923) and the Zoological Museum of the Ukrainian Academy of Sciences (1921–1922 [1923?]). The essay has been prepared considering numerous clarifications on misbeliefs accumulated in various sources, in particular on dates, places of residence and work, names of institutions, organisations, etc. Peculiarities of his work and activity in the Ukrainian Scientific Society, in the Department of Zoology of Kyiv Polytechnic, and in the Zoological Museum (Zoological Cabinet) of the Ukrainian Academy of Sciences are analysed. Information on places of study and work, topics of scientific publications and reports, information on created collections and circles of communication is given. The motives for further change of place of work and departure of the scientist to St. Petersburg, where he spent the next 4 years, and to the United States are considered. The Kyiv period is considered being key for the formation of the scientist and his main scientific interests, as well as for the practice of communication with leading experts in their field and for the organisation of successful work despite social difficulties and upheaval.

This year, on April 24th-25th, the 21st National Scientific Practical Conference “Natural science education in a comprehensive school - 2015” took place. This time the participants of the conference gathered at Lazdijai district, Veisiejai gymnasium. The conference was organized by the scientific methodological centre “Scientia Educologica”, and the most important conference partners were - Veisiejai gymnasium and the weekly “Žaliasis pasaulis”. Traditionally, on the first day of the conference two plenary reports were made. Prof.dr. Vincentas Lamanauskas presented a report on the achieved results of the International project “MaT²SMc, Materials for Teaching Together: Science and Mathematics Teachers collaborating for better results”. There are prepared 33 integrated natural science education topics. The material will be presented in the project internet café http://www.mat2smc-project.eu/index.asp?lang=en. Lithuanian Educology University associate professor Rita Makarskaitė-Petkevičienė spoke about the importance of learning in nature. Speaking about primary class pupils’ natural science education, the speaker emphasized, that more possibilities should be made for the pupils to learn world cognition in natural surroundings, because this is the way to their better natural science competence. The colleagues from St. Petersburg made a historical report in which they discussed the questions of chemistry teaching methodology history in Russia. In the afternoon the work went on in two sections. In the first section the reports were mostly devoted to pre-school, primary and general natural science education problems. This year, the same way as every year, conference article collection was prepared and published. It is worth to mention, that since 2013 this publication has been serial. Totally13 articles are published in this year edition, in which various natural science problems are discussed. One can dare assert that a certain conference ideology has been formed already. On the one hand, conference is a nice connection “bridge” between academic and pedagogical (teacher) communities. Teachers share their experience, raise important problems, find out certain new information and so on. So, 21st national conference is a history already. As always, not everything was successfully recorded, not all interesting questions discussed. One has to believe, that natural science education movement will continue and develop. 22nd conference is expected to take place in Jonava, in April, 2016. Key words: national conference, science education, science and technological education movement.

The article offers some corrections to Vassily Adodurov’s Anfangs-Gründe der Russischen Sprache (1731), as edited by S. S. Volkov and K. A. Filippov in 2014. There is one thing to note regarding the quality of this edition. On page 7, the editors list the typographical errors they corrected when working with the original text. The list they present has four items and contains a total of six errors , which are actually misreadings by the editors themselves as well as typos they appear to have introduced during the production of the book (including that they cite pages 49 and 51 of the 48-page original). The work, produced by a team of ten, consists of different sections: four prefatory essays; a facsimile reprint of the 1731 original; a rendition into modern typeset with a Russian translation; two indexes; and three supplements. These multiple parts are poorly coordinated and, overall, can be evaluated as ranging from being somewhat acceptable to being defective. The editors knowingly and without any explicit polemics ignore the original conception of the history of Petersburg Academy’s Russian grammar in the 1720s and 1730s that was offered by Helmut Keipert (2002) and has been accepted by most scholars. Whereas Keipert’s fundamental work presents multiple Russian grammars created in St. Petersburg in this period as the product of collective work, conducted mostly by and for German speakers, the editors of the volume under review tend to see the Anfangs-Gründe as an individual work, an “original grammar produced by V. E. Adodurov.” Any extensive comparison of the Anfangs-Gründe with other early Petersburg grammars would demonstrate the dependence of this short essay on the more profound work of its predecessors. The present edition has almost no commentary; of the five commentaries included in the volume, two are erratic, one is obvious, one shows that the editors are new to the typographical term custos, and only one—dealing with Lomonosov’s use of examples from the Anfangs-Gründe for his Russian Grammar (1755)—makes any sense. The German text in modern typeset is extremely poorly prepared: in the first 23 (of 46) pages there are 34 significant typos and omissions that take the place of the 5 typos corrected from the original. This only underscores the observation that the 18th-century German Gothic typeface is obscure for the editors. The two indexes are partly unusable; not only are both full of omissions (the index of Russian examples omits almost 10% of the forms in the original, including more than half of the words starting with the letter Z as well as most of the examples for superlative and even the verb form bytʹ), but furthermore, the ‘Index of Grammar Terms’ is not what it says it is. The correct title would be ‘Index of Latin Grammar Terms,’ for it does not include German terms, with the result that there are no listings for terms relating to phonetics, normative style, etc. The text of the 1738‒1740 grammar of the St. Petersburg Academy Gymnasium in the final supplement, although carefully retyped from B. A. Uspensky’s book (1975), omits all of its commentaries—both explanatory and textological—which leads to presenting without comment letter sequences such as rereniiakhʺ, imennno, navodishishʹ, etc. The article also discusses principles for the study and publication of the entire body of works that present the St. Petersburg grammatical tradition of the period from the 1730s to the 1750s. Appendices to this article include publication of Adodurov’s note on er and erʹ (1737) and the major corrections to the text of Russian grammar (1738–1740) from the St. Petersburg Academy Gymnasium as published by Uspensky in 1975.

A detailed biography of a prominent Russian revolutionary, statesman of the USSR A. A. Solts (1873-1945) is laid down for the first time in the article. It is reported that before the revolution he was known for his publication work, the publication of a whole series of revolutionary issues. It is noted that it was during this period that his circle of communication was formed, which included such famous revolutionary figures as F. E. Dzerzhinsky, brothers M. I. and B. I. Goldman, I. V. Stalin and many others. The article clarifies his date of birth, in details and accurately covers the circumstances of his education at Vilna Gymnasium and at St. Petersburg University. The content of his pre-revolutionary activity, including his relationship during this period with I. V. Stalin, is revealed. The author draws attention to the fact that after the revolution, Solts continues to work in the central Bolshevik publications, and later becomes one of the leaders of the Workers’ and Peasants’ Inspectorate. Based on archival data, his activities in this body of Soviet power, the role of the inspectorate in the formation of the USSR, as well as in the formation of punitive and repressive organs of Soviet power is described in the article. His attempts to uphold the principles of socialist legality are described. His confrontation with Y. Vyshinsky is shown.

У раду се наводе историјски подаци који расветљавају околности боравка 12 српских младића – деце учесника Првог српског устанка – у Санкт Петербургу, ради школовања у Губернској гимназији. Њих, као и неколико стотина других Срба, довео је у јесен 1814. године у Бесарабију Карађорђе. Бригу о будућности младих Срба на себе су преузели руски царeви Александар I и Николај I. На основу неистражених докумената из руских архива, у раду се прате судбине тих младића. Неки од њих су се касније показали као истакнутe личности у различитим областима друштвеног живота. Значај ове студије је и у томе што осликава неке карактеристике периода формирања српске националне интелектуалне елите у 19. веку. The paper presents historical data which shed light on the circumstances of stay of twelve Serbian young men – children of participants in the First Serbian Uprising – in St Petersburg, during their education in the Gubernia Gymnasium. Karađorđe brought them and several hundreds of other Serbs in autumn 1814 in Bessarabia. The care about the future of the young Serbs was undertaken by Russian Emperors Alexander I and Nikolay I. Based on previously unexplored documents from Russian archives, the fate of each of these young men is reconstructed. Some of them later became prominent figures in various fields of social life. The significance of this study is also reflected in the fact that it outlines some features of the earlier period of formation of the Serbian national intellectual elite in the 19th century.

The article aims to present the wartime biography of Stefan Csorich, a distinguished Olympian in ice hockey. He was born in Nowy Sącz on September 25, 1921. He grew up in Krynica Zdrój at 422 Lipowa Street. He owes his name to a Hungarian ancestor who was an engineer (built bridges, railway viaducts) and settled in Krynica Zdrój. Until the outbreak of World War II, he managed to graduate from the local primary school, start studying at the newly opened private gymnasium and high school (owned by dr. Roman Molęda). After the Ice Hockey World Championships in 1931 organized in Krynica, he began his adventure with this sport discipline. The war interrupted a brilliantly heralded career. He was a participant in the September 1939 campaign. As a result of the turmoil of war, he was in France, Switzerland and England, among others. After the war, in 1946, he returned to Poland to his hometown. There he continued his career in ice hockey. He appeared 52 times for the Polish national team (1946–1957). He was the scorer of 34 goals. He participated in the World Championships in 1947 (in Prague, where he won the title of the king of goalscorers), 1955 (in the Federal Republic of Germany) and 1957 (in Moscow). He was at the Olympics in St. Moritz (1948) and Oslo (1952). For the 1956 Olympics in Cortina dʼAmpezzo he did not receivea passport for political reasons. He died on July 15, 2008, and was buried in Krynica-Zdrój.

In this work we focus on research contacts of Leonhard Euler with Polish scientists of his era, mainly with those from the city of Gdańsk (then Gedanum, Danzig). L. Euler was the most prolific mathematician of all times, the most outstanding mathematician of the 18th century, and one of the best ever. The complete edition of his manuscripts is still in process (Kleinert 2015; Kleinert, Mattmüller 2007). Euler’s contacts with French, German, Russian, and Swiss scientists have been widely known, while relations with Poland, then one of the largest European countries, are still in oblivion. Euler visited Poland only once, in June of 1766, on his way back from Berlin to St. Petersburg. He was hosted for ten days in Warsaw by Stanisław II August Poniatowski, the last king of Poland. Many Polish scientists were introduced to Euler, not only from mathematical circles, but also astronomers and geographers. The correspondence of Euler with Gdańsk scientists and officials, including Carl L. Ehler, Heinrich Kühn and Nathanael M. von Wolf, originated already in the mid-1730s. We highlight the relations of L. Euler with H. Kühn, a professor of mathematics at the Danzig Academic Gymnasium and arguably the best Polish mathematician of his era. It was H. Kühn from whom Euler learned about the Königsberg Bridge Problem; hence one can argue that the beginning of the graph theory and topology of the plane originated in Gdańsk. In addition, H. Kühn was the first mathematician who proposed a geometric interpretation of complex numbers, the theme very much appreciated by Euler. Findings included in this paper are either unknown or little known to a general mathematical community.

Ivan Porfirevich Filevich (August 20 (September 1), 1856 – January 7 (20), 1913) – a Russian historian, publicist, and public figure, born in Chełm Land to the family of a Uniate priest, a native of Galicia, Orthodox. He graduated from St. Petersburg University, later taught Russian language, literature, and history at the First Realschule and at the Gymnasium of the Imperial Philanthropic Society in St. Petersburg. Since 1890, he worked at the Department of Russian History at the Imperial Warsaw University, first as an extra-ordinary professor, and since 1897 as an ordinary professor. His origin predetermined his interest in the history of Carpathian Rus, in particular Galicia and Chełm Land, and its population. In 1890, he received a Master’s degree for his work “The Struggle of Poland and Lithuania-Rus for the Galician-Vladimir Legacy”. In 1897, he defended his doctoral degree at Kazan University on “History of Ancient Rus. Territory and Population”. He frequently travelled across Carpathian Rus. Having retired in 1908, he devoted himself to journalistic and social activities. Ivan Filevich authored monographs: “The Struggle of Poland and Lithuania-Rus for the Galicia-Vladimir Legacy. Historical Sketches” (1890) and “History of Ancient Rus. Territory and Population” (1896), as well as numerous studies, among which were: “A Forgotten Corner” (1881), “Ugric Rus and Related Issues and Tasks of Russian Historical Science” (1894), “Sketch of the Carpathian Territory and Population” (1895), “On the development of geographical nomenclature” (1899), “Concerning the theory of two Russian nationalities” (1902), “The question of two Russian nationalities and ‘Kievan Antiquity’” (1902), “Carpathian Rus on the eve of the 20th century” (1905), “From the History of Carpathian Rus. Essays on Galician-Russian Life Since 1772 (1848–1866)” (1907) etc. Many of his minor materials (criticism and bibliographies) were published in Izvestia of the St. Petersburg Slavic Charitable Society, Slavic Review, Journal of the Ministry of Public Education, Warsaw University News, etc. In his last years, Filevich was actively involved in social and journalistic activities, popularizing scientific knowledge and informing readers about Western Russian, especially Chełm and Polish issues. His articles were published mainly in Novoye Vremya. He drew up notes and historical references for the development of legislative proposals on the Chełm and presented historical, statistical, and economic materials in the Duma commission on the separation of Chełm. Filevich managed to see the results of his work. The law “On the formation of Chełm province from the eastern parts of the Lublin and Sedletsk provinces, with its removal from the administration of the Warsaw Governor-General” was approved on June 23 (July 6) 1912. However, in fact, the province was officially opened on September 8, 1913, after I.P. Filevich’s death.

D.O. Ott was born in 1855 in the family of the vice-governor of the Novgorod province O.F. Ott. In 1874 he graduated from the Novgorod gymnasium and entered the St. Petersburg Medical-Surgical Academy, which he graduated in 1879. In 1881, D.O. Ott passed the exam for a doctor of medicine. In 1884 he defended his doctoral thesis. Having received the title of private assistant professor at the Medical-Surgical Academy, in 1885 Ott began teaching at the Imperial Clinical Institute of the Grand Duchess Elena Pavlovna. At the same time, he supervised the Alexander Nevsky maternity hospital. In the rank of Professor D.O. Ott was approved in 1889. From 1893 he was appointed director of the Imperial Clinical Midwife Institute. In 18991906 - Director of the St. Petersburg Women's Medical Institute. In 1895, D.O. Ott became the life obstetrician of the Imperial Court. In 1899, D.O. Ott introduced the method of ventroscopy into clinical practice, and on April 19, 1901, for the first time, he reported it at a meeting of the Petersburg Obstetric-Gynecological Society. For its implementation of the D.O. Ott developed special tools, used the air for pneumoperitoneum, the high position of Trendelenburg, equipped the operating table with special devices for supporting the patient's legs and shoulders. April 26, 1906 through colpotomic access after removal of the uterus with appendages D.O. Ott performed the world's first transvaginal appendectomy. He also performed ovariotomy, dissection of intra-abdominal adhesions, becoming the first surgeon in the world to perform endoscopic interventions on the abdominal organs, i.e. He was the ancestor of the world endoscopic surgery. D.O. Ott was one of the founders and chairman of the Petersburg Obstetrician-gynecological Society (1912), founder and editor-in-chief of the Journal of Obstetrics and Women's Diseases. They published more than 145 scientific papers, including 5 monographs devoted mainly to issues of operative gynecology. BEFORE. Ott was an honorary member of Russian and foreign (Berlin, Italian, Egyptian and other) scientific medical societies. In 1924, a bronze monument to the professor was installed on the main staircase of the institute, and in 1989 the Research Institute of Obstetrics and Gynecology of the Russian Academy of Medical Sciences was named after him. Dmitry Oskarovich Ott died at the 74th year of his life in 1929 in Leningrad and was buried at the Novodevichy cemetery.

Professor Sergey Ivanovich Spasokukotskiy was born on June 10 (May 29 according to the old style) 1870 in Kostroma. In 1879 Sergey Spasokukotskiy began his study at the Yaroslav Provincial Gymnasium, after which he applied to the Faculty of Medicine of Moscow University in August 1888. After graduating from the Faculty of Medicine and receiving a diploma of doctor with honors in 1893, Sergey Ivanovich was left a supernumerary resident at the hospital surgical clinic. S. I. Spasokukotskiy is rightly considered one of the founders of surgical gastroenterology in Russia. In 1907 in St. Petersburg, he made a report «The breadth of indications for gastric resection in cancer and ulcer of it from the experience of 250 gastric operations and 29 resections». Problems of purulent surgery in the broadest sense have always been the focus of attention of Sergei Ivanovich, so there was a large purulent department in the clinic. In 1926, he was elected the Head of the Department and Clinic of Faculty Surgery of the II Moscow University. The works of Sergei Ivanovich and his students on hepatobiliary surgery, urology, neurosurgery were of great importance. Being since 1926 the head of the surgical sector of the Institute of Blood Transfusion, S. I. Spasokokotski has made a huge contribution to the development of domestic transfusiology. Under his guidance, the Faculty Surgery Clinic and the Blood Transfusion Institute Clinic developed blood transfusion indications for many pathological conditions. Spasokukotskiy had a high pedagogical skill, for which he earned great respect from students and young doctors, who always admired the Teacher ‘s personal example as a doctor, surgeon and scientist. Academician Sergei Spasokokotskiy died on November 17, 1943 and was buried in Moscow at the New Maiden Cemetery. For the best works in the field of surgery by the decision of the Government, there is a prize of his name.

Professor Semyon Semyonovich Girgolav was born on February 2 (14), 1881 in Tiflis (Tbilisi) in a large family of the hereditary honorary citizen of St. Petersburg Semyon Gavrilovich Girgolav. In 1899, he graduated from the Second St. Petersburg Classical Gymnasium with a silver medal and immediately entered the Imperial Military Medical Academy, from which he graduated with honors in 1904. Under the guidance of M. S. Subbotin, S. S. Girgolav prepared and in 1907 successfully defended his doctoral dissertation «Experimental data on the use of an isolated omentum in abdominal surgery». In 1912, Semyon Semyonovich was elected by the Conference of the Academy as a privatdozent of the general surgery clinic, and in 1914, he was confirmed as a senior assistant of the clinic. In the 1920/21 academic year, S. S. Girgolav introduced mandatory practical classes in general surgery for the first time in our country, where students studied and mastered the methods of asepsis and antiseptics, mastered the methods of examining patients with surgical diseases, methods of applying various bandages and transportation splints, techniques for temporary hemostasis, etc. In 1932, Semyon Semyonovich was appointed Deputy Director for the scientific part of the Leningrad Research Institute of Traumatology and Orthopedics (now the Russian Research Institute of Traumatology and Orthopedics named after R. R. Vreden). In the pre-war years, the main direction of scientific research of S. S. Girgolav and his staff in the hospital surgery clinic was the study of the regularities of the wound process and wound healing in surgical pathology. S. S. Girgolav applied much efforts and energy to the problems of traumatology. He developed the technique of a number of original surgical operations for acute fractures of long bones, the habitual dislocation of the shoulder joint. Semyon Semyonovich’s scientific heritage is great and multifaceted. He has published more than 140 scientific papers on general, military and thoracic surgery, traumatology, neurosurgery, surgical endocrinology and oncology, combustiology, pathology and therapy of frostbites and burns. Under the supervision of S. S. Girgolav, more than 20 doctoral and 45 candidate theses were prepared and defended. For outstanding services to the Motherland in peace and war, S. S. Girgolav was awarded two Orders of Lenin, three Orders of the Red Banner, the Order of the Red Banner of Labor, the Order of the Red Star, many medals and badges of honour. Academician Semyon Semyonovich Girgolav died on January 25, 1957 in Leningrad and was buried at the Bogoslovskoe Cemetery.

The figure of Jacob Beckman (1836–1863) is one of the most interesting, but insufficiently developed in modern historiography. The purpose of this article is to study the personality of J. Beckman in the context of the ideological search between Russian democracy and Ukrainian patriotism. The subject of the study is his worldview, forms and methods of organizational and propaganda activities on the eve of the bourgeois-liberal reforms of the Russian tsar. The research methods are historical-genetic, historical typological and historical-biographical. The source base is based on updated Russian and Ukrainian archival and published forensic materials, memoirs of contemporaries and historiographical works of predecessors. The results of the investigation are the establishment of factors shaping the worldview of J. Beckman, in particular, such as self-improvement, the influence of the European Revolution of 1848–1849 and the Crimean War of 1853–1856, illegal publications of Herzen. It is proved that important stages in the formation of the worldview of the figure were his stay at Poltava Gymnasium, Kharkiv University and St. Vladimir’s University in Kyiv. It is substantiated that J. Beckman demonstrated leadership qualities in the Kharkiv-Kyiv secret society, in which he took care of organizational and propaganda activities. In the ideological sense, he was under the influence of Russian revolutionary democracy, at the same time began to form as a Ukrainian patriot, and after his arrest and imprisonment, in exile in Vologda, maintained contacts with members of the Poltava Ukrainian community. J. Beckman was unable to develop a wide range of public activities, being an isolated tsarist regime during the rise of democratic movements in the early 1860’s. Peculiarities of worldview and social practices put this figure between Russian democracy and Ukrainian patriotism. J. Beckman took his prominent place in the opposition and revolutionary movement at the turn of the 1850–1860s, his life path well illustrates the complex process of formation of Ukrainian national consciousness.

The article aims to study the formation and affirmation of A.A. Rusov`s personality as a Ukrainian intellectual and his appearance in the world of the Ukrainian national elite at the post-reform period of the 1860s and 1870s. It is used a personalistic approach, historical-genetic and historical-typological methods. Using archival and published documentary sources, the author shows that A. Rusov got interested in intellectual work since his adolescence and youth. The influential factors of his outlook formation were as follows: his parents influence, gymnasium secondary education, academic and students environment at St. Vladimir Kyiv University. It was found out that while doing Slavic Studies, Alexander Alexandrovich, who was a Russian by ethnic origin, became interested in studying the Ukrainian people, their language, folklore, ethnography, culture. Due to those changes he became a conscious Ukrainian who then joined the Ukrainian national movement. It is revealed A. Rusov's participation in the various national and cultural activities of the Kyiv Old Community and its legal branch – the Southwestern Department of the Russian Geographical Society. It is traced that in the 1870's the main vectors of the intellectual interests of the scientist and public figure were determined. Firstly, they were Slavic Studies, pedagogical and scientific-pedagogical activities. Then he was fond of local and regional statistical researches, determined by his interest to the comprehensive study of the Ukrainian people in the context of so called peoplelovers` (the Narodolubtsies`) worldview. It is proved that in the late 1870's A. A. Rusov became a prominent figure of the Ukrainian national movement who participated in ideological discussions between the Ukrainian “peoplelovers”, liberals and the Russian social-revolutionary Narodniks. It is emphasized that the Ukrainian intellectual and public figure companied for the rights of the Ukrainians to speak their own language, get national education, science, develop culture, implement progressive land taxation and carry on comprehensive study about the Ukrainian people using statistical surveys. The originality and scientific novelty of the article consists in presentation of factual historical knowledge about A. A. Rusov as a Ukrainian intellectual, who joined the world of the national elite generation and combined scholarly studies and social practices of national culture in his activity.

The article presents an analysis of scientific heritage of the biologist Antoni Andrzejowski (1785–1869), whose name is well known in Ukraine and abroad as a naturalist and a scientist. Antoni Andrzejowski had been cooperating with V. Besser for many years and accompanied him in his trips, he was the first botanist in Kremenets that was born in Volyn, and, at the same time, the first who graduated from the Kremenets Lyceum. His contribution to botanical, zoological, palaeontological, and geological sciences is also recognised, in particular he authored the first geological map of Podillia. The scientist is known primarily for pioneering research on plant diversity: together with W. Besser, he initiated the floristic study of Volyno-Podillia and the Right-Bank Ukraine. He was a traveller, a researcher of the flora, fauna (both modern and fossil) and geology of Podillia, Polissia, the Dnieper, and the Black Sea, as well as the author of a number of original scientific works. During his numerous trips, he collected a variety of scientific materials, including a herbarium, most of which is stored at M. G. Kholodny Institute of Botany NAS of Ukraine. As a taxonomist, he described more than 250 new taxa of vascular plants from 37 families (Brassicaceae, Asteraceae, Boraginaceae Rosaceae, Chenopodiaceae, Lamiaceae, etc.). As an expert of flora and landscape art, A. Andrzejowski took part in the creation of parks (primarily within estates in Podillia), some of which have survived (e.g., in Stavyshche, Kyiv Oblast), but most of them have been lost. A. Andrzejowski almost constantly combined his research activities with pedagogical work: he taught pupils and students of the Volynian Gymnasium (Kremenets Lyceum), St Volodymyr Imperial University of Kyiv, and the Prince Bezborodko Physical and Mathematical Lyceum of Nizhyn. He belonged to the Vilna-Kremenets Scientific School with the classical traditions of an integrated approach to the study of nature. Most of the biography and various aspects of A. Andrzejowski’s activity are discussed in numerous studies, including some of our previous publications. His preserved scientific heritage, in particular botanical works and herbarium collections, also have not escaped the attention of scientists.

Dobrovol'skaya Nadezhda was born in 1878 in Kiev province. After graduating with a gold medal of the women's gymnasium in Kiev Women's medical Institute in Petrograd, worked as an Intern in the clinic of Professor M. S. Subbotin (1902-1904), later a country doctor . 1907 – the assistant to the dissector, assistant Professor of Women's medical Institute (until 1917), supernumeraries medical surgical Academy in Petrograd (from 1914). Since 1911 – a doctor of medicine. In 1912 N.. A. suggested method of joining vessels of different diameter, "end-to-end" crossing them obliquely; I applied the hair to perform a vascular suture. 24 APR 1917 N..Dobrovolskaya apply in Tartu University about acceptance as a privatdozent at the Department of surgery. 14 Oct 1918 – the Board of the University of Voronezh electing her to the chair of surgical pathology with the dressing and the doctrine about dislocations and fractures of the medical faculty and became the first woman to lead the Department of surgery. In 1919, she described the symptom that got her name – a decrease in heart rate when Paltseva the compression of the artery proximal to arteriovenous fistula. To link their fate with the Soviet authorities she did not dare, and soon left Voronezh. N.. Dobrovolskaya served as a doctor in Wrangel's army, which retreated in the Crimea and were evacuated to Egypt (1920-1922). In 1921 N.. Take the art to the newly opened in France, the laboratory organised by the Pasteur Institute and the radium Institute (later, the Institute Curie), which was first headed by Professor Claude REGO, and then N.. Dobrovolskaya. It describes the brachyury mutation in mice is becoming one of the pioneers in understanding the development of the body as changes in gene expression, creates several pure lines of mice as models of human diseases.
 Nadezhda was a member of the boards of the society of Russian doctors of Mechnikov, Russian academic group, Russian section of the International Federation of University women, Association of Russian doctors abroad. Collaborated in the Brotherhood of the Martyr Albania and St. Sergius. N.. Dobrovolska has authored over one hundred scientific papers. In 1937 she was awarded the French Academy of Sciences for research in the field of hereditary cancer. In 1954, at the age of 76 N..Dobrovolskaya is dead.

The article substantiates the urgency of the problem of health promotion through education and upbringing. The increased attention of scientists to the problems of the theory and practice of health pedagogy is revealed, the vectors of scientific researches in this sphere are determined. The need to use the positive elements of the experience of foreign countries in the theory and practice of domestic health education is emphasized. The purpose of the article is to highlight the content and some forms of implementation of health-oriented educational programs in the educational process of schools in the Republic of Poland. The research methods were aimed at describing the legislative basis of health care activities in Polish schools; analyzed a number of legislative documents of the Republic of Poland on health of children and youth – “National Health Program” (1990), the Law “On Education” (1991), the Law “On Physical Culture” (1996), the Law “On Reform Education System” (1999), Order of the Minister of National Education “On the Basic Curriculum of Preschool and General Education” (2008). The most important strategies and tactics of this process in this country are highlighted. A variety of methodological approaches have been used to provide the most objective and holistic view of the research problem. The analysis of health-preserving activity of 10 schools of the Republic of Poland is carried out: kindergarten-schools № 7 of Krakow, state primary school named after St. Kinga in Zhegochyn, state primary school № 11 named after Lviv Eagles in Opole, association of schools with integration departments (primary school № 13 and gymnasium № 3) in Myslowice, association of schools № 2 named after John Paul II in the village of Nazzym, Warmian-Masurian Voivodeship, primary school № 10 in Tarnowskie Gory, primary school in Nivka, primary school № 42 named after Stanisław Staszyc in Łód, primary school № 23 named after John Paul II in Rzeszów, primary school № 20 in Katowice. The diversity of health-oriented educational influences has been revealed. The author presents the content and forms of implementation of the following programs in schools: “My child goes to school”, “A glass of milk”, “Keep fit”, the National AIDS Program and HIV prevention, “Clean air around us”, “Fruit and vegetables at school”, “Healthy eating and physical activity in schools”, “Don't fall for me, please”. The author offers prospects for further research - a comparison of practical and methodological aspects of solving the problem of health of a growing individual in secondary schools in Poland and Ukraine.

In 1883 in Georgia in a peasant family was born Justin Ivlianovich Janelidze. After graduating from the Kutaisi classical gymnasium (1903) studied in Kharkiv (1903-1905) and Geneva universities (1905 – 1909). Defended his thesis on the topic: "the question of teratoma and testicular tumors" (1909). In 1910 I. I. Dzhanelidze returned to Russia and received the title of doctor with honors, doctor of medicine (1911). From 1911 to 1914 he worked at the St. Petersburg women's medical Institute at the Department of hospital surgery. In 1911 G. I. Janelidze made a successful operation a patient with a wound of the right ventricle of the heart, in 1913 - world's first stitched the wound of the ascending aorta. During the first world war Justin Ivlianovich was a doctor of the field hospital trains. On his return from the army he worked as an assistant Professor, Department of General surgery (1921) the Petrograd medical Institute. In 1927, I. I. Janelidze was elected to the chair of hospital surgery of I Leningrad medical Institute, headed until 1943 1932 he is also scientific Director of the Leningrad Institute of emergency care. In 1939, Justin Ivlianovich - chief surgeon of the Navy of the USSR. In 1943, I. I. Janelidze was appointed chief of the Department of hospital surgery educated in the naval medical Academy.
 
 I. Janelidze is the author of over 100 scientific works, including monographs: "the Wounds of the heart and their surgical treatment", "Free skin grafting in Russia and the Soviet Union," "Bronchial fistula gunshot origin." He developed methods of surgical treatment of wounds of the heart, mediastinum, arterial and arteriovenous aneurysms of the carotid, subclavian and femoral arteries, plastic surgery, methods of reduction of dislocated shoulder and hip.
 
 Most famous was his monograph "Bronchial fistula gunshot origin", for which he was awarded the State prize of the USSR (1948). In 1946 he was elected Chairman of the all-Union society of surgeons and remained in this post until the end of life. He was editor-in-chief of the journal "Bulletin of surgery" (1937-1941 gg.), the editor of "war surgery" in the "Encyclopedic dictionary of military medicine", member of the editorial Board and the author of several chapters of the multivolume work "the Experience of Soviet medicine in great Patriotic war 1941-1945", magazines "Surgery" and "New surgical archive". I. I. Janelidze was elected Deputy of the Leningrad city Council of people's deputies. He was awarded two orders of Lenin, order of the red banner, the Gold medal "hammer and Sickle" and many medals. January 14, 1950 I. I. Janelidze died.

Ivan Ivanovich Grekov (1867-1934) – an outstanding Russian surgeon, a talented organizer and teacher, doctor of medical science (1901), Professor (1915), honorary Chairman of the Surgical society N.I.Pirogov (1920), chief editor scientific medical journal "Vestnik of surgery and border areas" (1922-1934), Chairman of the XVI all-Russian Congress of surgeons (1924), the chief doctor of Obukhovskaya hospital (1927-1934), honored scientist of the RSFSR (1932).
 I.I. Grekov was born on 5 (17) March, 1867, on a farm Tomilino Bogucharsky district, Voronezh province. In 1876 he entered and in 1885 graduated from Novocherkassk men's gymnasium, and was admitted to the Moscow University. In 1890 for participation in student riots Ivan was expelled from the University, but later continued her studies at the medical faculty of Yuryev University, and in 1894 he was awarded the title of doctor.
 In 1895 I.I.Grekov worked in the Obukhov hospital in St. Petersburg: first – supernumerary resident since 1905 head of the surgical Department, from 1927 to 1934 – the chief physician. In 1901 he defended his doctoral thesis: "Materials for the issue of bone defects of the skull and their treatment." In 1903 I. I. Grekov performs world's first successful suturing wounds of the heart. I. I. Grekov for the first time in Russia performed the intraoperative dissection of the cavity of the heart, pankreatectomia, one of the first made expeditious treatment of the stomach the methods of Kocher, Billroth–I and Billroth–II operation to create an artificial esophagus by the method of Roux–Herzen, has developed a technique tamponade of the abdominal cavity, restoration of the cruciate ligaments of the knee joint broad fascia of the thigh; method of resection of the sigmoid and descending colon intestines (Greek I and Greek II). In 1915, Smith was elected Professor of the hospital surgery chair of the Psychoneurological Institute (from 1930 – 2nd Leningrad medical Institute). From 1918 to 1924 I. I. Grekov was Chairman, and in 1920 Honorary Chairman of the Surgical society N.I. Pirogov. In 1922, on the initiative of I. I. Grekov was resumed publication of the journal "Vestnik of surgery and border areas", whose editor he was from 1922 to 1934. In 1924, Ivan was unanimously elected President of the XVI Congress of Russian surgeons; in 1925, 1927 and 1929 – the Chairman of the congresses of surgeons of North Caucasus. In 1932, I. I. Grekov was awarded the title of honored scientist of the RSFSR.
 I.I. Grekov died 11 Feb 1934 and was buried at the Communist platform of the Alexander Nevsky Lavra.
 I.I. Grekov is the author of over 150 scientific works, devoted to problems of thoracic, cardiovascular, vascular, and emergency surgery, surgical infection. In memory of I. I. Grekov since 1934, the journal "Vestnik of surgery and border areas" was renamed to "Vestnik of surgery named by I.I.Grekova"; on the former Obukhovskaya hospital in 1969, a memorial plaque; Department of surgery North-Western state medical University named by I.I.Mechnikov, first head and founder of which he was given the name of I.I.Grekov

AimsTo reduce incidents of inpatient violence and aggression at Nile Ward Psychiatric Intensive Care Unit (PICU), St Charles Hospital by at least 30% between December 2019 and December 2020. Reducing inpatient violence is a major quality improvement (QI) priority for CNWL NHS Foundation Trust.MethodAs a Psychiatric Intensive Care Unit, Nile Ward looks after male patients suffering from severe mental illness (SMI). This usually includes patients presenting with high levels of violent and aggressive behaviour. Prior to this QI project, there were high levels of patient assaults towards staff and other patients. This required a lot of medication use, including rapid tranquilisation, restraint and the use of seclusion. This QI project was started to allow the Nile MDT to explore ways to reduce serious incidents on the ward in the least restrictive manner.We implemented a number of change ideas within this project. Our change ideas included: 1. A new risk management tool : ‘Ragging', a daily risk assessment tool, was created to assess patients’ risk of violence and aggression to allow signposting of appropriate interventions to safely manage risk. 2. A brand new Staff Photo board : New photos of all permanent and bank staff displayed in the ward with no hierarchy of positions. 3. A new Patient Feedback board : Patient experience, comments and feedback displayed in common areas of the ward which are regularly updated. 4. Mutual Expectations between Staff and Patients: A set of expectations created in co-production with patients displayed in the communal areas of the ward to be followed by both staff and patients. 5. Gardening sessions : One of our newer change ideas during the COVID-19 pandemic was to provide a safe, socially distanced space for patients to be involved in growing and caring for the Nile Ward garden with our activities co-ordinator. 6. Optimisation of Physical Exercise : Focus on physical activity through garden fitness sessions and 1-1 fitness sessions in the gym. This was another change idea commenced during the COVID-19 pandemic. These sessions occur throughout the day with our fitness instructor and enable our patients to focus on their physical health & fitness. 7. Improved Ward Environment : Gym equipment were upgraded and the appearance of the ward gymnasium was enhanced using quality art created in co-production with patients.ResultThere was a 43% reduction in the number of violent incidents in the ward following QI interventions. The details of the results will be depicted in pictorial form in the poster.ConclusionOur patients are able to recover in a safe environment with a reduced level of violence and aggression resulting in patients receiving less rapid tranquilisation and restrictive interventions. We have had fewer assaults on staff which has made our staff feel safer to work in a busy PICU. Staff feel more confident in their role through the use of the new risk assessment tool . Patients and staff alike have given positive feedback to the changes implemented in this QI project, with violence being successfully reduced by 43%. We hope that our QI project can be used as an example to show how QI methodology can enable Violence Reduction within mental health services.

The frequency of myopia reached 26 % among of school graduates in 2000. In case of graduates from gymnasiums and lyceums — 50 %. The share of severe form of myopia 10–12 %. A pilot study was conducted. The prevalence of myopia was estimated in schoolchildren of 1, 5 and 11 classes in some Russian regions (Moscow, St. Petersburg, Igevsk, Ivanovo). Objectively cycloplegic refraction was studied in 3659 schoolchildren. During the entire period of being at school emmetropia was the most common type of refraction. In 5 and 11 classes myopia was more often refractive errors. The prevalence of myopia among 1th classes schoolchildren was 2.4 %, among 5th classes — 19.7 %, 11th classes — 38.6 %. In children studying in lyceums the prevalence of myopia was significantly higher (p < 0.01). Already in the 1 classes of gymnasiums and lyceums myopic children were 7.5 %, while in regular schools only 1.4 %. In 11 classes of lyceums the share of myopic children was 50.7%, in regular schools it was 30.9 %. This confirms the influence of education on the prevalence of myopia as an additive factor. The study of the myopia prevalence should be continued in different regions and municipalities to the subsequent development the rational programs for prevention of development and the progression of myopia in school.

Nikolai Alexandrovich Velyaminov was born in 1855 in St. Petersburg. He studied at the gymnasiums of Wiesbaden and Warsaw. In 1872 he entered the Moscow University in physics and mathematics, and in 1873 transferred to the faculty of medicine. In 1877 he was sent to the army in the Caucasus. In 1878-1879, Nikolai Alexandrovich became ill with typhus, developing a chronic process in the lungs, which requires long-term treatment abroad. After recovery in the years 1880-1881 N. And. Velyaminov works in Central Asia as a surgeon of the Akhal-Teke expedition, develops a system of medical sorting and evacuation of the wounded, writes "Memories of the surgeon from the Akhal-Teke expedition." In 1883 he received the degree of doctor of medicine and worked as an assistant to Professor K. K. Reyer, lectured on operative surgery in Women's medical courses. In 1884 N. Ah. Velyaminov becomes an assistant to the chief physician and surgeon of the Holy cross community of sisters of mercy. In 1885 he founded the first in Russia authoritative scientific surgical journal "Surgical Bulletin". Since 1887 N. Ah. Velyaminov as a Junior doctor of the life guards of the Preobrazhensky regiment heads the surgical Department in Krasnoselsky hospital, since 1893 works as the Director of the Maximilian hospital in St. Petersburg, since 1894 the senior doctor of the Semenovsky regiment, is appointed the life-physician and honorary surgeon of the Highest Court, and then the senior doctor of the Imperial headquarters. In 1889 he defended his doctoral thesis. In 1894 N. Ah. Velyaminov is elected Professor of the Military medical Academy. In 1896 he designs the device for the first time in St. Petersburg service of "Ambulance", organizing children's sanatoriums. In 1900, Velyaminov was elected an honorary member of the Royal medical College in London, the Chief Commissioner of the Russian red cross society for assistance to the sick and wounded in the far East. In 1905 N. Ah. Velyaminov was awarded the rank of privy Councilor, and in 1907 was awarded the order of St. Anne of the 1st degree. In the same years N. Ah. Velyaminov was the first in Russia to study occupational injuries, insurance of workers and organized the "Bureau of medical examination for workers" (1907). In 1910 1912 N. Ah. Velyaminova works as the head of the Imperial Military medical Academy in St. Petersburg. In 1913, the conference of the Military medical Academy elected him academician of medicine. At the beginning of World war I. Ah. Velyaminov took part in the work of the Main Directorate of the red cross, and from the end of August he was a surgeon-consultant at the Headquarters of the commander-in-Chief to inspect the surgical case in the army. By the beginning of 1917 N. Ah. Velyaminov held many positions: Director of the Mariinsky hospital for the poor, Alexandrinsky women's hospital and Maximilian hospital; Chairman of the Medical Commission for reception in the sanatorium "khalila", the Russian Society for the protection of public health, the Interdepartmental Commission for the revision of medical legislation; Vice-Chairman of the Committee of the Community of the Seaside sanatorium for chronically ill children; editor of the magazines "Surgical archive" and "Hygiene and sanitary Affairs"; inspector of the court medical unit; honorary consultant of the Alexander-Mariinsky hospital and hospital for incoming patients; consultant of the Royal office for the institutions of the Empress Maria Feodorovna, member of the Board of the Community. Kaufman red cross and the Medical Council of the interior Ministry. In 1919-1920 he headed the Department of surgical pathology with desmurgy at the Women's medical Institute. In March 1920, he was offered the post of Chairman of the Commission for the reform of medical education, from which N. Ah. Velyaminov refused. By this time the new government took away the Professor's apartment, and he found refuge in the utility room of the Petrograd hospital named after Peter the Great. N. And. Velyaminov author of over 100 scientific medical works, including 8 monographs. He described thyrotoxic polyarthritis, gave the classification of diseases of the joints and thyroid gland, one of the first pointed to the importance of the endocrine glands in the development of surgical diseases, used phototherapy; opened the first Russian light therapy room. A lot of new N. And. Velyaminov contributed to the doctrine of surgical treatment of bone tuberculosis and abdominal surgery. April 9, 1920 N. Ah. Velyaminov died and was buried at the Volkov cemetery.

JULIUS DÖRING. A 19TH-CENTURY NORTH LITHUANIA INVESTIGATORErnestas Vasiliauskas SummaryAn artist, a painting restorer, an art critic, an art pedagogue, a member of the intelligentsia, a historian, an archaeologist, a regional investigator, a librarian, a museum curator, and a traveller, Julius Friedrich Dцring (1818–1898) (Fig. 1) was born on 19(31) August 1818 in Dresden. He began to study art at the Dresden Academy of Fine Arts in 1830, moving in 1845 to Jelgava (Mitau), the seat of Courland Governorate, where he actively participated in the city’s public and cultural life until his death. He was a drawing and calligraphy teacher at Jelgava Gymnasium (1859–1890) and other education in­stitutions. He was also involved with the Courland Society for Literature and Art (Kurländischen Gesellschaft für Lit­eratur und Kunst; hereinafter the Society) as a member from 1857, assistant librarian from 1859, librarian from 1860, and clerk during 1865–1893, the Courland Provincial Museum (Kurländischen Provinzial Museum) (Fig. 3) as a clerk, librar­ian (1865–1893), and member (1865–1898), and the Rīga Art Society as a member from its founding in 1871. In old age J. Dцring outlived his wife, Luise, and eldest son, Manfred, who both died in 1897. He passed away at 80 on 26 Septem­ber 1898 and, like his wife, was buried in the so-called cem­etery of St John’s Church in Jelgava (Fig. 4). It was levelled to the ground in the second half of the 20th century and the location of the grave of J. Dцring, the prominent investigator, remains unknown as do the graves of other prominent figures. J. Dцring also visited Lithuania (Kaunas Governorate at that time) more than once. In 1845 on the road from Ger­many to Courland and in 1847 and 1852 on the road to Germany and Italy he passed through Joniškis, Meškuičiai, Šiauliai, Bubiai, Tauragė, and Tilžė. In 1876 and 1877 he travelled by train through Mažeikiai, Papilė, Šiauliai, and Radviliškis as well as around Panevėžys County (Pasvalys, Moliūnai, Naujamiestis, Skaistakalnis (Jasnagurka), etc.). In 1884 he visited Griežė, in 1882 and 1886 the vicinity of Pasvalys, and 1887 Skuodas, Apuolė, Puodkaliai (presen-ting the results of these trips in the Society’s annual publica­tion), Joniškėlis, etc. J. Dцring’s investigations into Lithuania’s past (mainly in the north and several described objects in central Samogitia) spanned 12 years (1876–1887) and are specifically linked with locating Semigallian Raktė and Sidabrė Castles, Cu­ronian Griežė and Apuolė Castles, seven hillforts (Apuolė, Ąžuolpamūšė, Griežė I and II, Šimonys, Papušiai, and Puod­kaliai), two burial grounds (Griežė, Papušiai), sacred sites, and 15th–17th-century fortifications (Moliūnai) as well as small-scale archaeological excavations or field surveys in 1882 at Ąžuolpamūšė hillfort and in 1884 at Griežė Cemetery (together with Carl Boy). In addition he described an impor-ted winged brooch (Ger. Flügelfibel (Typ Garbsch 238r) mit profiliertem Bügelknopf) found at Adakavas, listed the finds from Griežė cemetery, and wrote commentaries for an arti­cle by Tadeusz Dowgird about the investigations and finds at Paluknys. His contribution in this area is unquestionable; the information he provides about the condition of the sites at that time is an important comparative source for their condition today. J. Dцring also created plans of some of the objects he had visited (Apuolė, Griežė, Moliūnai, Papušiai, and Puodka­liai) and some he had not (Kalnelis) (Figs. 5–14). Some of the objects, judging from his journal entries and publications in 1876–1877, 1882, 1884, and 1886–1887, he had visited, the location of others (Kalnelis/Sidabrė) he iden­tified using orally obtained information. The objective to identify the location of castles mentioned in written sources is connected with an investigation into the boundaries of the tribes that lived in the territory of the then (1881) Courland Governorate during the 12th–13th centuries (Fig. 15).A total of 14 of the publications ascribed to him are spe­cifically devoted to Lithuania* (one each in 1878, and 1883 and two each in 1876, 1881–1882, 1884, and 1886–1887). 1876–1878 and 1881–1887 should be considered his most productive period while information about his activities in 1879–1880 and 1885 is unknown (Table 2–3). In investigating his publications it is seen that the ge­ography of the objects J. Dцring visited and described en­compasses those North Lithuanian localities, where Ger­man landlords (e.g. von Behr, Bistram, Ropp and Keizer­lyng) (Table 1) (Fig. 2) had manors or German pastors (e.g. J. Lieventhal) worked in the Lutheran parishes. These Ger­mans were at the same time members of the Society, who provided investigators with information about the objects in their vicinity and assisted (sponsored (?)) field surveys. In fact, due to a lack of information at that time about spe­cific groups of archaeological sites (hillforts and especially the settlements at their feet) and a lack of a critical attitude towards the information provided in sources, in some cases searches were made for fortifications where none had existed in actuality, the area occupied by settlements was greatly ex­panded without any grounds (in the case of Curonian Griežė), and the location of the same castle given somewhat different names in different sources was identified in different places (in the case of Semigallian Raktė). It is natural that due to a lack of archaeological material, investigators have relied too much on the conclusions of linguists in deciding com­plex questions of ethnogenesis, which is how the term Finno- Curonian (Ger. finische Kuren, kurischfinnischen Einwohner) became established instead Curonian, but the Balts (for whom such concepts are not used) settled in the East Baltic only in the second half of the 1st millennium. In analysing the articles it was noted that he should be considered an advocate of the theory of Germanic migra­tions into the East Baltic region (Ger. Kulturträger) and he was well acquainted with the investigations of contempo­rary archaeologists (Oskar Montelius, Johannes Reinhold Aspelin, etc.). It is interesting that in his publications he never uses the territorial description ‘Kaunas Governorate’, preferring in­stead to use the concept, ‘Lithuania’. J. Dцring’s contribution to Latvian and Lithuanian ar­chaeology and historical geography are undeniable; the re­sults of his investigations into the past were used by inves­tigators working in the second half of the 19th century and later and they have not lost their importance even today....

Lev Vasilievich Shubnikov was born in 1901 in St. Petersburg. His father, Vasily Vasilievich, worked as an accountant, and his mother, Lyubov Sergeyevna, ran a household. In 1911, Lev Shubnikov was enrolled in one of the best St. Petersburg secondary schools - the Maria Andreevna Lentovskaya gymnasium. He studied diligently, as evidenced by the archival documents of the gymnasium. In the report card for graduation, grade 8, in the column “physics” it says “there is a great interest in the subject”. In 1918, Shubnikov entered the Petrograd University at the Faculty of Physics and Mathematics (specialty “Physics”). But he was the only recruiting physics student of this year, and he had to listen to lectures first with those who were a year older, then - a younger course. An illustration of the student life of those years is the memoirs of his classmate Olga Nikolaevna Trapeznikova, doctor of physical and mathematical sciences: “In 1919 I entered the physical department of Petrograd University. I met Lev Vasilievich at the university ... Life was difficult. After the lectures, Lev Vasilievich compiled a list of those present, the lecturer signed, and we all were given a thin piece of bread with jam - we called it tea allowance ... In 1919, the Optical Institute already existed, and D.S. Rozhdestvensky arranged for all senior students ... laboratory assistants. Separate building GOI [State Optical Institute. - Note A.T.] then did not yet have and was housed at the University's Physics Institute. All laboratory assistants received the so-called rations, and this supported them very much. Teachers received the same ration. ” The following historical facts deserve mention: the First World War, revolution, civil war and intervention gave rise to devastation, famine, cold in the country. The following extracts from government documents of that time allow you to clearly describe the then realities.

<p>Første gang publiceret i UNEV nr. 4: Undervisere og e-læring - problemer og perspektiver, september - december 2004, red. Poul Gøtke og Annette Lorentsen. ISSN 1603-5518.</p><p>Denne artikel har som tema gentænkning af lærer- og elevroller i undervisning, hvor netmedieret kommunikation og face-to-face kommunikation blandes. Gymnasieskolen har gennem et stort antal projekter indsamlet mange erfaringer med IT. For universiteterne kan der være relevante informationer knyttet til gymnasielæreres og -elevers refleksioner over roller og funktioner, når netmedieret kommunikation introduceres i uddannelsessammenhæng. Denne artikel tager derfor et empirisk materiale fra gymnasiet op. Artiklen indledes med en kort præsentation af den anvendte teoretiske ramme, hvorefter der inddrages et eksempel på gymnasielæreres kommunikation om roller og funktioner i forbindelse med projektorganiseret netstøttet undervisning. Herefter følger uddrag af interviews, hvor elevernes erfaringer med roller og funktioner i tre projektperioder i efteråret 2003 bliver fremlagt. Dette empiriske materiale inddrager projektorganiserede forløb på én skole og femten øvrige gymnasieforsøg i 2002-2004. De empirisk funderede eksempler er tænkt som en invitation til ’refleksiv inspiration’ til undervisere, der står overfor at skulle kombinere tilstedeværelsesbaserede undervisningsformer og netmedierede undervisningsmiljøer.</p>

<p>Første gang publiceret i UNEV nr. 7: E-læring i sprogfag, juni 2006, red. Signe Hvid Maribo og Ole Lauridsen. ISSN 1603-5518.</p><p>Center for Sprogteknologi og Institut for Engelsk, Germansk og Romansk, Københavns Universitet, har modtaget støtte fra Øforsk-programmet til at udvikle et projektforslag til automatisk testning af sprogindlæreres indlæringsviveau. Projektet omfatter både gymnasie- og universitetsniveau, og det bygger på Pienemanns teorier om indlæringsniveauer.</p>

Eleonora Jenko (1879-1959), married Groyer from the year 1907, was promoted as the first Slovenian physician at the Women's Medical Institute in St. Peterburg on February 14, 1907. She studied in Russia, because her parents felt sympathetic towards Russian nation, and because women in Austro-Hungarian Empire were not allowed to continue their education at Gymnasiums or at the Universities. Her obtained diploma could not be nostrified in AustroHungarian Empire; she only received the recognition of its equivalency. She could only perform her professional medical work in the former region of Kranjska (Krain) and at the Austrian coast (Küstenland). She was the first female physician who opened an independent medical practice in Opatija. At the beginning of the Great War she returned to Ljubljana and practiced as a physician in Grosuplje. She was not entitled to sign her name as a Doctor, as her diploma has not yet been nostrified. In order to nostrificate her diploma in the Kingdom of Serbs, Croats and Slovenes she had to take the exams in Pharmacology and Forensic Medicine at the Zagreb Medical Faculty. On June 15, 1921 she was promoted again, and the same year she opened her medical practice as the first female physician in Ljubljana. She worked her whole life as an independent physician, as all her applications for the public office were rejected.

03–438 Appel, Christine (Dublin City U., Ireland; Email: christine.appel@dcu.ie) and Mullen, Tony (U. of Groningen, The Netherlands). A new tool for teachers and researchers involved in e-mail tandem language learning. ReCALL (Cambridge, UK), 14, 2 (2002), 195–208.03–439 Atlan, Janet (IUT – Université Nancy 2, France; Email: janet.atlan@univ-nancy2.fr). La recherche sur les stratégies d'apprentissage appliquée à l'apprentissage des langues. [Learning strategies research applied to language learning.] Stratégies d'apprentissage (Toulouse, France), 12 (2003), 1–32.03–440 Aviezer, Ora (Oranim Teachers College & U. of Haifa, Israel; Email: aviezer@research.haifa.ac.il). Bedtime talk of three-year-olds: collaborative repair of miscommunication. First Language (Bucks., UK), 23, 1 (2003), 117–139.03–441 Block, David (Institute of Education, University of London). Destabilized identities and cosmopolitanism across language and cultural borders: two case studies. Hong Kong Journal of Applied Linguistics. (Hong Kong, China), 7, 2 (2002), 1–19.03–442 Brantmeier, Cindy (Washington U., USA). Does gender make a difference? Passage content and comprehension in second language reading. Reading in a Foreign Language (Hawaii, USA), 15, 1 (2003), 1–27.03–443 Cameron, L. (University of Leeds, UK; Email: L.J.Cameron@education.leeds.ac.uk). Challenges for ELT from the expansion in teaching children. ELT Journal, 57, 2 (2003), 105–112.03–444 Carter, Beverley-Anne (University of the West Indies, Trinidad and Tobago). Helping learners come of age: learner autonomy in a Caribbean context. Hong Kong Journal of Applied Linguistics (Hong Kong, China), 7, 2 (2002), 20–38.03–445 Cenos, Jasone (U. del País Vasco, Vitoria-Gasteiz, Spain; Email: fipceirj@vc.ehu.es). Facteurs déterminant l'acquisition d'une L3: âge, développement cognitive et milieu. [Factors determining the acquisition of an L3: age, cognitive development and environment.] Aile 18, 2002, 37–51.03–446 Chini, Danielle (Université de Pau et des Pays de l'Adour, France). La situation d'apprentissage: d'un lieu externe à un espace interne. [Learning situation: from external to internal space.] Anglais de Specialité37–38 (2002), 95–108.03–447 Condon, Nora and Kelly, Peter (U. Namur, Belgium). Does cognitive linguistics have anything to offer English language learners in their efforts to master phrasal verbs?ITL Review of Applied Linguistics (Leuven, Belgium), 137–138 (2002), 205–231.03–448 Crawford Camiciottoli, Belinda (Florence U., Italy). Metadiscourse and ESP reading comprehension: An exploratory study. Reading in a Foreign Language (Hawaii, USA), 15, 1 (2003), 28–44.03–449 Dykstra-Pruim, Pennylyn (Calvin College, Michigan, USA). Speaking, Writing, and Explicit Rule Knowledge: Toward an Understanding of How They Interrelate. Foreign Language Annals (New York, USA), 36, 1 (2003), 66–75.03–450 Giguère, Jacinthe, Giasson, Jocelyne and Simard, Claude (Université Laval, Canada; Email: jacinthegiguere@hotmail.com). Les relations entre la lecture et l'écriture: Représentations d'élèves de différents niveaux scolaires et de différents niveaux d'habilité. [Relationships between reading and writing: The perceptions of students of different grade levels and different ability levels.] The Canadian Journal of Applied Linguistics (Canada), 5, 1–2 (2003), 23–50.03–451 Gregersen, Tammy S. (Northern Iowa U., USA). To Err is Human: A Reminder to Teachers of Language-Anxious Students. Foreign Language Annals (New York, USA), 36, 1 (2003), 25–32.03–452 Haznedar, Belma (Bounaziçi U., Turkey; Email: haznedab@boun.edu.tr). The status of functional categories in child second language acquisition: evidence from the acquisition of CP.Second Language Research (London, UK), 19, 1 (2003), 1–41.03–453 Hesling, Isabelle (Université Victor Segalen Bordeaux 2, France). L'hémisphère cérébral droit: un atout en anglais de spécialité. [The right brain hemisphere: an advantage in specialised English.] Anglais de Specialité, 37–38 (2002), 121–140.03–454 Hilton, Heather (Université de Savoie). Modèles de l'acquisition lexicale en L2: où en sommes-nous? [Models of lexical acquisition for L2: where are we?] Anglais de Spécialité (Bordeaux, France), 35–36 (2000), 201–217.03–455 Iwashita, Noriko (Melbourne U., Australia; Email: norikoi@unimelb.edu.au). Negative feedback and positive evidence in task-based interaction. Differential effects on L2 development. Studies in Second Language Acquisition (Cambridge, UK), 25 (2003), 1–36.03–456 Johnson, Sharon P. and English, Kathryn (Virginia State U., USA). Images, myths, and realities across cultures. The French Review (Carbondale, IL, USA), 76, 3 (2003), 492–505.03–457 Kobayashi, Masaki (U. of British Columbia, Canada). The role of peer support in ESL students' accomplishment of oral academic tasks. The Canadian Modern Language Review/La Revue Canadienne des Langues Vivantes, 59, 3 (2003), 337–368.03–458 Lam, Agnes (University of Hong Kong). Language policy and learning experience in China: Six case histories. Hong Kong Journal of Applied Linguistics (Hong Kong, China), 7, 2 (2002), 57–72.03–459 Laufer, Batia (U. of Haifa, Israel; Email: batialau@research.haifa.ac.il). Vocabulary acquisition in a second language: do learners really acquire most vocabulary by reading? Some empirical evidence. The Canadian Modern Language Review/La Revue Ccanadienne des Langues Vivantes, 59, 4 (2003), 567–587.03–460 Lavoie, Natalie (Université du Québec à Rimouski, Email: natalie_lavoie@uqar.qc.ca). Les conceptions des parents de scripteurs débutants relativement à l'apprentissage de l'écriture. [The perceptions of beginner writers' parents relating to the process of learning to write.] The Canadian Journal of Applied Linguistics (Canada), 5, 1–2 (2003), 51–64.03–461 Leeman, Jennifer (George Mason U., Fairfax, USA; Email: jleeman@gmu.edu). Recasts and second language development: beyond negative evidence. Studies in Second Language Acquisition (Cambridge, UK), 25 (2003), 37–63.03–462 Loucky, John Paul (Seinan Women's U., Japan) Improving access to target vocabulary using computerized bilingual dictionaries. ReCALL (Cambridge, UK), 14, 2 (2002), 293–312.03–463 MacIntyre, Peter D. (U. College of Cape Breton, Sydney, Canada; Email: petermacintyre@uccb.ca), Baker, Susan C., Clément, Richard and Donovan, Leslie A. Talking in order to learn: willingness to communicate and intensive language programs. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 59, 4 (2003), 589–607.03–464 McAlpine, Janice and Myles, Johanne (Queens U., Ontario, Canada; Email: jm27@post.queensu.ca). Capturing phraseology in an online dictionary for advanced users of English as a second language: a response to user needs. System (Oxford, UK), 31, 1 (2003), 71–84.03–465 Mennim, P. (The University of Edinburgh, Scotland, UK). Rehearsed oral L2 output and reactive focus on form. ELT Journal, 57, 2 (2003), 130–138.03–466 Muñoz, Carmen (U. of Barcelona, Spain; Email: munoz@fil.ub.es). Le rythme d'acquisition des savoirs communicationnels chez des apprenants guidés: l'influence de l'âge. [Patterns of acquisition of communication skills in guided learning: the influence of age.] Aile, 18 (2002), 53–77.03–467 Newcombe, Lynda Pritchard (Cardiff University, Wales, UK). “A tough hill to climb alone” – Welsh learners speak. 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CALICO Journal (Texas, USA), 20, 1 (2002), 7–32.03–472 Pekarek Doehler, Simona (U. of Basle, Switzerland). Situer l'acquisition des langues secondes dans les activités sociales: l'apport d'une perspective interactionniste. [Second-language acquisition through social activities: an interactionist perspective.] Babylonia (Comano, Switzerland), 4 (2002), 24–29.03–473 Philp, Jenefer (U. of Tasmania, Australia; Email: philos@tassie.net.au). Constraints on “noticing the gap”. Nonnative speakers' noticing of recasts in NS-NNS interaction. Studies in Second Language Acquisition (Cambridge, UK), 25 (2003), 99–126.03–474 Prévost, Philippe (U. Laval, Québec, Canada; Email: philippe.prevost@lli.ulaval.ca). Truncation and missing inflection in initial child L2 German. Studies in Second Language Acquisition (Cambridge, UK), 25 (2003), 65–97.03–475 Pujolá, Joan-Tomás (Universitat de Barcelona, Spain). 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