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Middle-Late Paleozoic geodynamics and structure of Gorny Altai are studied with reference to gravity data. The northern and central parts of the area belong to the Gorny Altai terrane consisting of Late Precambrian-Paleozoic rocks originated in different tectonic settings on the Siberian continental margin, including Devonian active-margin volcanoplutonic complexes. In the south and east, the Gorny Altai terrane borders the Altai-Mongolia terrane along the Charysh-Terekta-Ulagan shear zone. The Altai-Mongolia terrane is composed of Early Paleozoic turbidites of the Kazakhstan-Baikal continent, Middle Paleozoic collisional garnet-disthene-andalusite schists, and Late Paleozoic zoned andalusite-cordierite schists, with granitic plutons on their periphery. The pattern of these complexes is similar to that of Cenozoic volcanoplutonic and metamorphic domes in the Kamchatka and Chukchi Peninsulas. The Devonian volcanoplutonic complexes from the Gorny Altai terrane and the Middle-Late Paleozoic metamorphic complexes from the Altai-Mongolia terrane are well evident in the gravity field. In general, gravity anomalies in the two terranes strike in different directions: NW in the Gorny Altai terrane and W-E in the Altai-Mongolia terrane, which highlights the structural heterogeneity of the Gorny Altai region. New dates have been obtained for magmatic detrital zircons from Paleozoic sedimentary rocks of the Anui-Chuya basin in the Gorny Altai terrane. The inferred source areas of zircon hosts are igneous rocks of the Precambrian craton basement and the Vendian-Early Ordovician Kuznetsk-Altai island arc. Early Neoproterozoic (1.00-0.75 Ma) detrital zircons are abundant in the Early Paleozoic turbidites of the Altai-Mongolia terrane but are absent from samples of the Gorny Altai terrane. Populations of detrital zircons in the the Gorny Altai terrane contain Devonian and Early Neoproterozoic specimens. The reported data prove that the Kazakhstan-Baikal and Siberian continents amalgamated in the Middle-Late Paleozoic. The resulting Gorny Altai tectonic framework of that time is recorded in the gravity field and in the provenance of detrital zircons.

Tholeiitic melts from the Bouvet triple junction (BTJ) of rift zones in the South Atlantic are moderately enriched rocks with specific lithophile-element patterns. The high (Gd/Yb) n values (up to 2.5) in some tholeiite compositions suggest the presence of garnet in the mantle source of primary BTJ melts. The high Ni and low Mn contents of the most magnesian olivines determined by high-precision probe microanalysis suggest the presence of pyroxenite, along with typical peridotite, in the melting source. The unusually wide within-sample variation in the proportions of pyroxenitic component in the source region ( X Px Mn/Fe = 0-90%) indicates different degrees of mantle heterogeneity beneath the spreading zone. Based on geochemical data, this component is a silica-oversaturated eclogite, reacting with peridotite to form olivine-free pyroxenite in the melting source. This component is probably represented either by subducted and recycled oceanic crust or by fragments of the ancient continental lithosphere buried into the mantle after the Gondwana breakup. The observed global and local mantle heterogeneities might have been developed during the complex geodynamic evolution of the Southern Ocean, whose opening was affected by the activity of the Mesozoic Karoo-Maud-Ferrar plume and multiple jumps of the spreading axes, which led to the involvement of fragments of the early oceanic lithosphere in the melting process.

The article reveals the essence of the processes and phenomena that generate personal forms of alienation in the process of foreign language learning. By examining the phenomenon of alienation through the ontological picture of underlying corresponding manifestations, the variety of interactions and social connections that lead to particular forms of personal alienation can be considered. Such forms of personal alienation as motivational, emotional, communicative, semantic, and intellectual are singled out in the article. As a basis for overcoming personal forms of alienation, a subject-activity approach to the construction and organization of work is proposed. One of the ways of starting the mechanisms of subject-genesis in foreign language teaching is active learning, which implies not only visible action, but, above all, the initiative and responsibility of subjects of learning. Active learning, regardless of its form, involves the student in the situation of independence, directed by the teacher, encourages interaction between subjects of learning, which also contributes to the acquisition of new knowledge and competences.

The authors of the article address the problems arising when teaching drawing and painting the junior students of the departments of Arts of the pedagogical higher education institutions. In article notes that the objectives of training, especially at the initial stage, are the formation and development of holistic perception in artistic activities, the study of the regularities of the creation of the artistic image. The success of development of the integral perception depends largely on the content and nature of the training exercises of the integral system of exercises aimed at effectiveness of formation and development. The article presents a characteristic of certain types of short-term assignments, which differ by the set tasks and the duration of execution. It is noted that the preparatory and short training exercises help to address methodological and organizational problems that arise in the pedagogical process when working on lengthy tasks. They are important before you begin staging, where one needs to capture the basic proportional-design, as well as large tonal and color relations. The authors draw a conclusion that as graphic abilities are creative abilities, students have an awareness of practical experience depending on the educational and creative tasks set for them. The search by the student of a solution represents conscious reorganization of the graphic experience.

The article is devoted to the health and safety of children of the preschool age. Special attention is paid to formation of skills of safe behavior in children of this age group. We emphasize the necessity for the formation of the skills that improve the level of protection of the child including those hazards that are difficult to predict and prevent by the adults. We identify the groups of adults with the greatest responsibility for the formation of these skills in children. These groups include the managers of education, teachers and parents. Special attention is given to the parents as a group that has the greatest potential for positive impact on children, including in the sphere of safety. There are two components in the skills of safe behavior in children: cognitive knowledge of safe behavior and a volitional one, the inner readiness and motivation to safe behavior. We identify the factors that are obstacles to the formation of the safety competence in children. The most visible and significant obstacles are the imprints which are easily adopted from adults as models of behavior and which carry hidden or apparent dangers for children. The imprints can be in conflict with those behaviors which adults consciously trying to teach children. The adult can teach children some forms of behavior, and he in his behavior use other forms, influencing the children by his example. The suppliers of the greatest number of imprints, forms of behavior unconsciously adopted from others, are parents. Therefore, it is the behavior of parents that influences to the greatest extent the success of building the safety competence. The performed analysis of the situation related to the formation of the safety competence in children of the preschool age allowed making the following conclusion. The success of the development of this competence to the greatest extent can be provided by the personnel in the field of education. The most valuable qualities of a manager are initiative, independent creative activity in the area of child safety.

The authors analyze the problems of training in sculpture, which is necessary to build on the same scientific bases as the training in other disciplines. It is quite obvious that the development of constructive and plastic perception and volume and spatial thinking is an integral educational process which harmoniously forms creative abilities of the student. Mastering technical and technological components of work is carried out in overcoming those difficulties that students face. In the article it is noted that at an initial stage of imaging the analytical beginnings do not yet actively participate; the emotional and spatial perception of the model dictates so far the emotional image which needs to be recorded in sculptural material. The technique of training in art of molding is based on idea of the sequence of stages of formation of the sculptural etude of a figure of the person. First of all, the sculptor needs to form an initial plan of composition. It may include the objectives of the compositions, the composition options, rhythmic order, plastic solution and so on. An impulse to the correct formation of a plan is the verbal analysis of model made by the teacher. In the article it is especially noted that it is impossible to form constructive and plastic perception separately from training in the elementary technique of sculpture, composition, from esthetic education, because it is an integral process.

The authors analyze a problem of studying the specifics of perception for the sculptural image which consists in that the individual properties and qualities of the perceived object act in a uniform complex and is perceived as an integral whole. In the pedagogical practice, this integrity of perception needs to be formed since this is the main condition for the creation of the complete sculptural image. Nevertheless, the impression about the model gained at its perception is insufficiently full without fixing of an adequate image in the material. In the article it is noted that the most important purpose of work of the sculptor consists in finding a «speaking pose» of the model and in the ability to decode the inner world of the perceived nature by its external signs. At the same time, an essential component of stylistic features in a sculpture is the portrayal of movement which differs from the portrayal of movement in other types of the fine arts and forms a basis for spiritualizing of images, for the reproduction of their inner meaning. In sculpture, as in no other type of fine arts, the figurative opportunities of gestures and movements are used for the reproduction of the plastic state of the character since they promote understanding the principle of image designing. At the same time, the plan, whatever it be, is implemented by the plastic means: the strained or relaxed muscles, a torso curve, a support on one leg or both legs - such is this language. In article it is especially noted that the requirements to searching an expressive artistic image (a sign, symbol of expression, mood, idea) requires an original solution and a laconic stylized image form.

The author analyzes the problem of development of the perception in the sculpture classes which is the first step of cognition and originally acting as rather simple act of inadvertent reflection of the reality that surrounds the person. In its development, perception turns into specific purposeful activity of observation allowing getting deeper into the world of perceived phenomena with a specific goal. And then, perception becomes a complex form of cognition, includes not the simple sum of feelings, but integrity and concreteness, separate types of feelings which form the generalized image of a thing. In the article it is noted that in the sculptural molding classes, by means of perception, there is realized sensory perception of various objects, their volume, size, remoteness, proportions and also spatial properties, time and movement. However in the course of training it is necessary to develop professional perception of students that assumes existence of constructive and plastic perception of a subject of the image. Formation of constructive and plastic perception is preceded by the process of receiving the quantitative information on an object. The fullest cognition of regularities and communications happens in the course of logical judgment based on theoretical, scientific knowledge of plastic anatomy, perspective that allows discovering deep connections of the perceived. Thanks to theoretical knowledge, it is possible to carry out various cogitative operations. In the graphic activity it is possible to speak about purposeful perception which is controlled and is subject specifically to the set objectives. There are ways of controlling the visual perception: first of all, the mindset which predetermines the direction of graphic actions of the artist.

This review is aimed at determining the meaning and significance of the collective monograph «Creativity and Subjectivity» in the context of contemporary discourse in humanities. The authors of the monograph are a group of researchers united in the Research and Education Center «Philosophy of Modernity and the Strategy of Expertise in Humanities» at the A. I. Herzen RSPU; their goal is to determine the conditions for the possibility of a subject in the modern socio-cultural and epistemological field. The book is devoted to the issues affecting the topical forms of philosophical reflection, existential being in the world, ethics and aesthetics of life, philosophy of event, which lead to the understanding of the foundations of socialization and education. The strudy is an interdisciplinary project: with its own language, built on the boundary of disciplines and aimed at revealing the constitutive mechanisms of the formation of the life world. The method of revealing the significance of the questions posed in the book is to transfer them to the problem field of our time. The congruence of author's efforts to the problem field of modernity, the accuracy of concepts, the scale of the resolving power of hypotheses, the fineness of methods are determined.