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In the paper the following parameters were determined for the mesoeutrophic Rybinsk Reservoir: the abundance, biomass and production (P_B) of bacterioplankton; taxonomic composition, abundance and biomass of heterotrophic nanoflagellates (HNF) and the rate of consumption of the HNF bacteria; the number of virioplankton, frequency of visible bacteria-infected cells, virus-induced mortality of bacterioplankton and viral production. Death rate of the bacteria due to viral lysis (7.8–34.1 %, on average — 17.2 ± 2.0 % of the daily P_B) was lower than the consumption of the bacteria by the HNF community (15.4-61.3 %, on average — 32.0 ± 4.2 % of the daily P_B). HNF, while consuming bacteria, simultaneously absorbed a significant number of viruses residing on the surface and inside the bacterial cells.

The article presents the results of the study of fallow lands in ancient agricultural areas of the North-Western Crimea which were subject to repeated phases of agricultural activity at different time periods: the Late Bronze Age, antiquity and the last 150-200 years. The differences in biogeochemical flows for virgin soils and fallow lands were analyzed using the chemical elements that determined the composition of secondary clay minerals. The most informative and evolutionarily significant biogeochemical indicators of relict agricultural loads and duration of fallow regime were specified.

The naturalization process of Fragaria x ananassa in Western Siberia has lasted for about 80 years, since the first garden strawberry cultivars appeared on agricultural experiment stations in 1933. Over such a long period of time the invasive status of the species has changed insignificantly (from “casual alien plants” to “naturalized plants”). According to the degree of naturalization, the species belongs to colonophytes. F. x anаnаssa appeared in natural phytocenoses due to ornitochory. At present the naturalization process of F. x anаnаssa is going in two directions: genetic transformation in the long-existing coenopopulations and re-invasion of new ecotypes of the same species into natural phytocenoses. The high death rate of seedlings of the naturalized F. x anаnаssa restricts the species from occupying regeneration niches in natural phytocenoses. Accordingly, the status of an “invasive species” is inapplicable to F. x anаnаssa at the present stage of naturalization in Western Siberia.

The peculiarities of invasion of alien macroinvertebrates into the water bodies of the Ob river basin were studied. It was noted that building of hydropower plants and fishery management played the key role in the invasion of alien fauna. The main invasion corridors and the tendencies of long-term alterations in them were revealed. The common and distinctive features of the alien fauna of the Ob river basin and the invasive species of large European rivers were determined. It was shown that a considerable number of alien invertebrates were introduced into the Ob river accidentally.

The authors examine the scientific foundations in the structure of disciplinary development of the philosophy of education. The foundations are considered as its attributive characteristics, which are the «genetic» guarantors of reproduction of a high quality result and the disciplinary originality. One of the main theoretical sources of the substantive content of both the philosophy of education itself and its subject-methodological foundations is the integration processes involving the entire system of modern scientific knowledge. The purpose of this article is to establish the diversity of forms of integration processes in the field of philosophy of educa-tion, the possibility of their interaction with the latest «products» of the methodology of scientific knowledge and new ways of methodological support in the field of increment of new scientific knowledge. A comprehensive and constructive approach to solving the integration prob-lems in the framework of the philosophy of education inevitably opens up another very important and relevant aspect of interdisciplinary processes. This aspect con-cerns the integration unity of the methodological and scientific aspects of the exist-ence of scientific disciplines taught in modern Russian universities. Primarily, this concerns the vocation-related subjects in the curriculum of the future specialists, re-search engineers and Masters. Organic relationship between the methodological and scientific-methodical levels of cognition allowed us to formulate in the article a number of problems, addressing the fundamental issues of training the first-class professionals. One such problem is the need to overcome a gap between the realities of integration within a disciplinary existence of scientific knowledge, with which the future specialist or engineer-researcher is dealing, and the philosophical-methodological aspects of understanding these realities. This scientific-methodological gap in the educational process of the higher education institution cannot be underestimated, because a generalized philosophical aspect of this prob-lem involves its revealing on the basis of the most stable and deepest development regularities of modern scientific and technical knowledge. The philosophical aspect of solution of the described educational problem not only arms the specialist with significant methodological and philosophical competences, but it also forms, in the process of theoretical and creative activity of the specialist, a very valuable compo-nent: an expansive (and therefore adequate) ability to think from the positions of modern rationalist values of science. It is exactly from the perspective of integrative unity of methodological and scientific-methodological parts of the educational process that the methods of training of engineers and researchers must change. Such methods allow taking into ac-count qualitative changes in the motivation of education (self-education) of future specialists, new criteria for evaluation of research activity, as well as new ways of implementing creative stages in the research process. This complies with the latest requirements to educational process in Russian universities taking into account the practice-oriented training.

The article deals with the analysis of contradictions of globalization processes and conditions which are necessary to smooth over these contradictions. The problem of dialogue of cultures today is urgent, that is why society is searching for the answers to the questions which are vital to many people in Russia and in the world as well. This paper has become an attempt to explain significance of education for bringing up society which will be tolerant towards other cultures and at the same time not alienated from the culture of its own nation. It enables us to draw a conclusion that education must be intercultural. As a result of the analysis made it was revealed that the main characteristics of intercultural education are: locality, contextuality and plurality. One more aspect of intercultural education is learning local languages as well as Russian and English. This conclusion has been made proceeding from the analysis of the main difficulties which can occur when a person wants to study some other culture

The author notes the growing aspiration of modern scientists to objectify the processes in education in the socio-cultural dynamics, while recognizing as true, in this context, the idea of priority of the principle of culture-conformity in modern education. The author performs a social-philosophical substantiation of the principle of culture-conformity as a leading meaning-forming trend in the philosophy of modern education. Culture-conformity as a principle of philosophy of modern education is defined at the level of ideal-forming aspect of the human life-activity. The image of the person of culture is revealed as a leading educational model of personality, expressing the trends and meanings of modern society. The author derives a socio-philosophical justification of the content of the culture-conformity principle, analyzing the major socio-cultural trends and building on the works of a number of contemporary philosophers and classical authors. In the article, a scientific analogy is made between the development of ideas about the person in education and arts, particularly in literature; a vision of man is proposed as a special image of the epoch, the personality in the context of time; the ambiguity of the person’s connection with the epoch is shown, a defining concept of a «cultural model of the human being» is revealed. In addition, the difference is analyzed between the concepts of «nature» and «essence» of the human being; the idea of non-randomness of the turn to a culture-conformal paradigm of education in the modern world is justified. The author examines the relationship between the development of the doctrine of individuality and the social concepts in pedagogy, in spite of their external opposition. The practical significance of the materials presented in the article lies in promoting understanding of the contemporary social situation in education. The content of the work may serve as an auxiliary material for the revealing the idea of culture-conformity in the philosophy of education and the practice of pedagogy. The methods of theoretical analysis, synthesis, abstraction, generalization, comparison, extrapolation and modeling are used in the work. As a result of analysis, the author concludes that the image of the person of culture is a leading educational model of personality, expressing the trends and meanings of modern society. The need to reorient the purposes of education in the proposed culture-conformal direction is dictated, by the author's opinion, by a new understanding of the role of not only human being, but also his/her essence in the culture of modern society.

The authors analyze the use of quantitative indicators from the point of view of possibilities of adequate reflection of the improvement of efficiency of universities. We discuss various quantitative parameters: the number of incoming students who graduate and more, the dependence of this indicator on the demographic characteristics of the region, the number of the university graduates and the share of population with higher education to estimate human capital of the country, the number of the entered to the University winners of competitions, the number of teachers with a degree and the specifics of their accounting depending on the primary place of work or part-time, cooperation with scientific institutions in the region, migration flows and other indicators. The authors come to conclusion that the socio-economic situation in the country and the use of quantitative indicators to assess the effectiveness of universities leads to increasing the mass character of education. Education, fulfilling the role of a social lift, becomes a mandatory social-cultural resource. To save the potential of the Russian education system, and the higher education in particular, it is important to review the emphasis in the performance indicators of the education system from quantitative to qualitative. This will create the preconditions not for extensive, but for evolutionary development of the education system. One of the evidences of manifestation of this trend is the increased competition between universities for talented graduates in the market of intellectual labor, creation of a «portrait» of the school graduate, studying the educational strategies chosen by them. Improving the quality of scientific and methodological training of the teaching staff of the universities is also of strategic nature, as well as preserving cooperation of research institutions in the region, and the review of the role of universities in shaping socio-economic development strategies of the regions.

In connection with the introduction of NBIC-technologies, within the framework of which the biological component of human nature and human identity can be subjected to transformation, the problem of preservation of human nature is being actively discussed, which has become a global problem. However, in search of conceptual bases of human nature and the human prospects, the spiritual meanings of human-forming and its history are often ignored. They are substituted by the informational reflection of these processes, resulting in losing the spiritual content of the human being and his/her culture. To understand the events and find reference points, it is necessary «to look at the surroundings from a height». This seems to be the height associated with turning to that space and time, in which the human was germinating in the human being and the human formation process was taking place. The article formulates ideas about a primary human- forming process, in which the evolvement and development of the human in the human being occurred, a pre-culture was originated. It is assumed that the preconditions of the human are beginning to take shape in transcending, which occurs among primitive people in an ultimate breakthrough when their very existence is threatened. It is shown that in precedents of ultimate breakthrough, the primitive man experienced something that is on the «other side» of externally sensed, i.e. macro-captured givenness: a transcendent reality. First of all, the human community in the post-ultimate transition is established as a spiritual team, being a way of penetration of eternity into the person and the person, into eternity. There appears a human-forming circuit with the core in the spiritual team, which extends into the World, Nature and Cosmos. Here the human-forming phenomena are constructed: the Good, True (Truth), Beauty; whereas a primitive man acquires the ability to partnership, love and spirituality. In process of expansion of contacts between inner feelings and transcendent reality, internal corporal structures which have the status of human base in the person are developed. It has been shown that human development in the context of modern challenges is associated with the treatment and development, and therefore the increase of pre-culture. The development of the person can only be described as a self-improvement, the fundamental basis of which is the ability to overcome oneself by means of transcending in harmony with the Other. The planned trans-human transformations in the absence of this context not only destroy, but exclude from being «those invari-ants of human vital world, which makes us human». Referring to the process of formation of corporal prerequisites of pre-culture, the author shows that the technological improvement of human should be considered only in the context of transcendence. This means that the biological component of human nature can be subjected to transformation in such forms and ways, that it does not interfere with human-maintenance of each individual.

In the article, there is considered from the standpoints of social philosophy an extremely urgent problem of combating the international terrorism, which challenges humanity and which is essentially an Islamic form of fascism. The main stages of development of terrorism, conditioned by the evolution of specific historical societies and their states built on private property and war, are shown. The trigger mechanism of the formation of modern international terrorism is the geopolitical catastrophe of the late 80-th - early 90-th of XX century, organized by anti-socialist forces, which led to a change in social order in some countries of people's democracy and the collapse of USSR, the second superpower of the world. In condition of political, economic and social chaos in these countries, destruction of the world's strategic parity, a series of regional wars and armed conflicts, ter-rorism, encouraged by reactionary forces, has acquired an international character. Among the publications on this topic, a paper by A. Lebedev and V. Inozemtsev about the lessons of terrorism, written from the standpoint of neoliberalism, is critically analyzed. In this regard, the author of this article suggests searching the trustworthy statements and conclusions and, on the basis of dialectic-materialistic understanding of modern society, studying neoimperialism as an antagonistic reality which engenders international terrorism and often just imitating fighting it. Social philosophy and philosophy of education are called, in accordance with its objects of studying, to contribute to the fight against this global evil.