Особенности бурятских вариантов Гэсэриады

Introduction. The article aims to analyze Buryat versions of the epic Geser to identify their local features. It includes a detailed review not only of published texts, but also of manuscripts stored in the archives of Buryatia. For the first time, the regional versions of Geser are systematically examined as a necessary stage for further comparative studies of the genesis and transformation of epic traditions in Central Asia. Methods. The work uses comparative-historical and comparative methods of analysis. Of these, the latter was of key importance in comparing the versions of the epic that differ in terms of the place of their origin and temporal parameters. Results and discussion. The analysis began with a detailed discussion of published authentic texts of Geser represented by the Ekhirit-Bulagat and Ungin versions. Then, the features of archival versions of the epic are systematized and defined. The previous work on the plot composition and characters of each individual text is thoroughly compared to finally identify the features of the Buryat versions of the epic. Conclusion. The authors argue that the Ungin versions are quite close to the Mongolian ones, while the Ekhirit-Bulagat version, in their opinion, stands apart both in terms of their composition and themes. The introductory part of the uliger, a mythological prologue with a shamanic pantheon of deities, is characteristic only of the Buryat versions of Geser. Also, as far as the Western Buryat version is concerned, it may be pointed out that the influence of Buddhist teachings, which were not widespread in the heyday of the epic, was minimum. Of relevance are also the contaminations of the common Mongolian storytelling traditions with the characteristic motifs of the Central Asian epic. The identification of specific features of the local versions of Geser may expand our understanding of the specifics of the national epic as one of the main manifestations of traditional culture.

Students' work with foreign language texts: formation of intercultural communication skills

Актуальность статьи обусловлена определением степени успешности существования человека в условиях увеличения информационного потока на глобальном, общемировом уровне. Поскольку современный человек не ограничен пространственным континуумом, ему часто приходится работать с оригинальным контентом, подготовленным представителем другой культуры, и от правильности его понимания зависит его профессиональная востребованность и конкурентоспособность. Цель статьи заключается в определении значения обучения чтению иноязычных текстов с позиции определения их значимости для формирования межкультурной компетенции обучающихся, будущих профессионалов. Авторами раскрыта методика адаптации культурологического содержания аутентичных текстов к собственному культурному пространству, которая заключается в поэтапной организации процесса обучения обучающихся чтению. Раскрыты этапы работы с аутентичными текстами. Статья предназначена для преподавателей иностранного языка, работающих в современных вузах. The relevance of the article is due to the determination of the success degree of human existence in the conditions of increasing information flow, at the global, international level. Since a modern person is not limited by a spatial continuum, one often has to work with original content prepared by a representative of another culture, and his professional relevance and competitiveness depend on the correctness of its understanding. The purpose of the article is to determine the importance of teaching foreign language reading from the position of determining its significance for the formation of intercultural competence of students, future professionals. The authors have formulated an understanding and revealed a methodology for adapting the culturological content of authentic texts to their own cultural space, which consists in a step-by-step organization of the process of teaching students to read. The stages of working with authentic texts are revealed. The article is intended for foreign language teachers working in modern universities.

Still Lagging Behind: Diagnosing Judicial Approaches to ‘Bodily Injury’ Claims for Psychiatric Injury under the Montreal Convention of 1999

International civil aviation is today a mature global industry, without which the modern world is unimaginable. That modern world increasingly recognises, in view of advancing medical science, that the dualist distinction between body and mind is artificial. Yet recent judicial interpretation of the term ‘bodily injury’ in the Convention for the Unification of Certain Rules for International Carriage by Air (‘Montreal’) of 1999 has revalidated this distinction by denying compensation for psychiatric injury in the field of international civil aviation. This article challenges that interpretation by explaining the physical nature of psychiatric injury with reference to medical literature and neuroimaging technologies. It argues that the ordinary meaning of ‘bodily injury’ across Montreal’s authentic texts encompasses psychiatric injury, supporting this construction by examining both Montreal’s travaux préparatoires and its parties’ municipal jurisprudence. After briefly addressing policy concerns, it concludes that national courts may permit recovery for pure psychiatric injury under Montreal.

Subsystem of exercises and tasks for prospective engineers lexical competence in professionally oriented reading development

The article describes a subsystem of exercises and tasks for the formation of English language lexical competence in professionally oriented active reading for students of the field of knowledge 19 Architecture and construction, specialty 192 Construction and civil engineering. The stages of the formation of English-language lexical competence in professionally oriented active reading are determined and characterized: 1) acquaintance, 2) automation, 3) application. To form this competence, we consider effective the following methods of active reading: Know- Want-Learn (KWL), SQ3R (Survey, Questions, Read, Recall, Review) and examples of exercises and tasks performed at each stage of working with authentic texts. The subsystem of exercises and tasks is described and implemented at the pre-text, text and post-text stages of work. All educational information for the formation of lexical competence in English reading is accompanied by an authentic visualization which we understand as conditionally technical (drawings, figures, photographs, diagrams, charts, graphs, videos, etc.). Authentic visualization of educational information is developed as a supplement to textual material for better understanding and perception information on the specialty and complements it. The organization of the stages of lexical competence formation is taken into account during the developing the exercises and tasks.

Phraseologisms Depicting Various Realies in French and English

Phraseologisms are used in everyday speech, in works of art, in journalism. They give expression to utterances and are the means of creating images. Phraseologisms have their specificities in every language, they reflect and represent the national mentality, the consciousness of perception of the surrounding world and its expression lexically and grammatically; The peculiarities of the use of phraseological units are also very important. The purpose of the present article is to study and analyze phraseologisms in terms communicative perspectives of foreign language teaching. When mastering a foreign language, it is inevitable to come across the difficulties in understanding authentic texts containing phraseological units, including proverbs, sayings, and comparisons.

Study on Vājīkarana Drugs (Aphrodisiacs) for the Promotion of Reproductive Health - A Review

Background: Vājīkarana - Aphrodisiacs / Virilification Therapy is one branch of Ashtanga Ayurveda. It deals with preservation and promotion of sexual potency of a healthy man, conception of healthy progeny, and management of sexual and reproductive ailments. Vājīkarana drugs have been selected for the present review due to high prevalence of reproductive disorders among young people below age 40 years, recorded neonatal death caused by congenital anomalies and the urgency of effective medicines in the community. Objectives: To identify Vājīkarana drugs mentioned in Bhaisajya Rathnavali and analyze the pharmacodynamics properties of commonly used Vājīkarana drugs. Methodology: The review was mainly based on Vājīkarana drugs mentioned in Bhaisajya Rathnavali by Acharya Govinda Das Sen and commonly used and mostly available drugs have been analyzed according to their pharmacodynamics properties. Collected pharmacodynamics properties from authentic texts and journal articles were tabulated and analysis was done by using SPSS. Results: Out of 67 Vājīkarana formulae, 208 single drugs were identified which included 83.65% of herbal origin drugs and 74.6% of drug formulae were used to increase the sexual power. 37.3% of the formulae were prepared as Churna (Powder) and most frequently used Anupana (Vehicle) was cow’s milk. Among frequently used & commonly available 10 drugs, Maricha - Piper nigrum has been used in majority of formulae (26.8%). Pharmacodynamics analysis revealed that 80% of drugs were Madhura rasa (sweet in taste), 70% were Guru guna (heavy in property), 70% were Shita virya (cold in potency) and 80% were Madhura vipaka (sweet in post digestive action). Based on modern science, 60% of the drugs had tonic action. Conclusion: Vājīkarana formulae mentioned in Bhaisajya Rathnavali were mainly used to increase the sexual power of man. Madhura rasa, Guru guna, Shita virya and Madhura vipaka were the pharmacodynamics properties of commonly used drugs in the formulae.

Methods for selecting authentic texts in accordance with the language level of students while teaching German

Today our main goal is to use authentic texts, including the study of the peculiarities of intercultural communication in the environment of communicative teaching of foreign languages. Authentic text reflects the use of natural language. It should be noted that the teaching of authentic texts in teaching a foreign language should be determined by the language level of the students. The selection criteria for authentic texts in German differ depending on the language level of the students. Key words: authentic texts, intercultural communication, communicative learning

GENERAL PRINCIPLES OF ONLINE TEACHING RUSSIAN AS A FOREIGN LANGUAGE

XXI век - век электронного образования. Разработчики учебных курсов иностранных языков, авторы учебников иностранных языков отчетливо осознают, что переход образовательного процесса в онлайн неизбежен и будущее за электронными образовательными ресурсами. Востребованность электронных учебных материалов высока и среди учащихся, и среди преподавателей. В данной статье излагаются общие принципы онлайн-обучения русскому языку как иностранному. Вопросы, встающие перед авторами электронных образовательных материалов, касаются как инструментов, позволяющих сделать онлайн-обучение привлекательным для учащихся, так и алгоритма разработки онлайн-урока. Реализация принципов онлайн-обучения демонстрируется в статье на примере компонентов онлайн-урока, разработанного для уровня В1: показаны фрагменты аутентичных текстов и их лингво-методическая обработка, фрагмент словаря урока, некоторые стандартизованные задания и инструкции к ним, приведены примеры творческих заданий. Акцент делается на стандартизованных заданиях, поскольку цель онлайн-обучения - самостоятельное овладение учащимся предлагаемыми материалами. Стандартизованные задания представляют собой тестовые задания, направленные на освоение ритмики русского слова, слитного произношения слов в синтагмах, освоение русской интонации, лексики и грамматики актуальных тем, понимание смысла предложения и целого текста. Такие задания не требуют вмешательства преподавателя, тем важнее дать к ним исчерпывающую, развернутую инструкцию на русском языке и языке-посреднике. В статье обосновывается выбор уровня В1 как наиболее релевантного для онлайн-обучения, что, безусловно, не отменяет создание онлайн-курсов по русскому языку как иностранному и для других уровней. Придется лишь учитывать, что принцип выбора аутентичных текстов в качестве единицы обучения может соблюдаться нестрого на уровнях А1 и А2, в то время как на уровнях В2, С1, С2 аутентичные аудиовидеоматериалы и тексты для чтения будут единственно возможными единицами обучения. The 21 century is the century of electronic education (e-education). Developers of foreign language training courses, authors of foreign language textbooks are aware that the transition of the educational process to online is inevitable and the future belongs to electronic educational resources. The demand for e-training materials is high both among students and among teachers. This article presents the general principles of online teaching Russian as a foreign language. The questions the authors of electronic educational materials dwell upon relate both to the tools that make online learning attractive for students and the algorithm for developing an online lesson. The implementation of the principles of online teaching is demonstrated in the article with the components of an online lesson developed for level B1: fragments of authentic texts and their linguo-methodological processing are shown, a fragment of the lesson vocabulary, some standardized tasks and instructions for them, examples of creative tasks are given. The emphasis is put on standardized assignments, since the goal of online learning is for students to master the proposed materials independently. Standardized tasks are tests which aim at mastering the rhythm of Russian words, joint pronunciation of words in syntagmas, mastering Russian intonation, vocabulary and grammar of relevant topics, understanding the meaning of a sentence and a whole text. Such tasks do not require the interference of the teacher, it becomes more important to provide comprehensive, detailed instructions in Russian and the auxiliary language. The article justifies the choice of the B1 level as the most relevant for online education, which certainly does not negate the creation of online courses in Russian as a foreign language for other levels as well. We just have to take into account that the principle of choosing authentic texts can be observed less strictly at levels A1 and A2, while at levels B2, C1, C2 authentic audio and video materials and texts for reading will be the only possible units for studying.