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The author insists on the opinion that it is not reasonable and appropriate to blame the Ministry of Education and Science for development and modernization of education in Russia resulted in negative way. The paper says that the Ministry of Education and Science make decisions on education development according to public opinion polls, expert opinions and outcomes of experiments. However, two major factors are not taken into consideration when making decisions and carrying out an expertise; they are inhomogeneous social and cultural environments, here we mean external and internal inhomogenity in relation to education; and lack of a comprehensive theory of pedagogical experiment. The paper focuses on the problem of pedagogical experiment. In the research, the author applied such methods of theoretical research as analysis and synthesis, classification, comparative research, hermeneutic and discourse methods, and prognostic method and case-studies methods as well. The method of scientific observation was applied as a method of empirical data collecting. The main factors of pedagogical experiment influencing its implementation and outcomes are scientific status of pedagogics; significant subjective factor; amount of ratees and representativeness of sampling; pedagogical risks in a pedagogical experiment and impossibility of special pedagogical samples applying received as a result of pedagogical experiment in of specific pedagogical models developed in the course of the experiment; and compensatory mechanism in innovative implementation. So, the terms ‘pedagogical risk’, ‘experimental reliability’, ‘experimental validity’, ‘experimental integrity’ and ‘results’ interpretation’ should become the key notions in the theory of pedagogical experiment.

The paper reveals a great variety of theoretical and practical research devoted to aspects concerning situation and development of education. The research points out education is more complicated and variable as those philosophic, sociological and economic doctrines which represent education. The scientists describe education in isolation from its immanent properties. The article tries to consider education as moral and material social and individual benefit. The author supposes this kind of consideration allows fulfilling its single way of studying when wealth of education assumes just some ways of its revealing. The author studied publications devoted to similar problem by E. Atkinson, G. Bekker, A. I. Dobrynin, S. I. Dyatlov, I. V. Ilinskiy, R. I. Kapelyushnikov, Ph.Mahlup, G. Schtigliz, T. Schulz etc. and pointed out limitation of institutional and structure-functional approaches to education. Limitation of institutional approach is revealed in “distant studying” of a person as a subject of education and not enough consideration of education as a moral phenomenon which is enhanced by the subject of education (person). Structure-functional approach focuses on studying social nature of education and defines functional significance to be the dominant development and “keeps distant” from its “general nature”. The publication mentions that considering education as a dialectic combination of social and individual benefit allows (from the author’s point of view) fulfilling these weak points and develop new approaches to studying the phenomenon of education. Consideration of this kind allows in its turn escaping extreme views in respect to education, matching education with society psyche or as a “service” or “fitting” its reproduction (as a “service”) with the value law.

The article deals with the strategy of Russian education development in contexts of globalization. The author argues efficiency of state-public system of training and education is possible due to specific circumstances. Firstly, teachers and pupils should have a clear vision of the future. Secondly, upbringing of the youth should be focused on moral ideals. Thirdly, it is essential to implement the global educational policy. Fourthly, it is necessary to establish public organizations. Fifthly, education must orient each person at authentic cultural values. Sixthly, education should be based on the “law of W. Thomas”. Seventhly, it is necessary to orient homo creator on the post-materialist motivation. Finally, education should be aimed at reproduction of dualistic nucleus of Russian culture.

Using B3LYP/6-311++G(3df,3pd), the electron density distribution (ρ(r)) of trans– and gauche–conformers of normal monohydric alcohols CH₃(CH₂)_nOH (n = 0÷9) is obtained and within the quantum theory of atoms in molecules (QTAIM), the inductive and steric effects are quantitatively studied. Based on the analysis of ρ(r), an additive scheme for calculating the extensive properties is proposed.

New complex salts (barium and silver tetranitropalladates(II) Ba[Pd(NO₂)₄]×nH₂O (n = 1, 3) and Ag₂[Pd(NO₂)₄]) are synthesized. The compounds are characterized using elemental and X-ray diffraction analyses and IR spectroscopy. The salts crystallize in different space groups. The mutual orientation of nitro groups depending on the outer-sphere counter ion is examined.

The crystal structure of K[Pd(P(CH₂OH)₃)Cl₃] (1) is determined by the single crystal X-ray diffraction analysis. The salt was obtained by the reaction of K₂[PdCl₄] and P(CH₂OH)₃ obtained in situ by the reaction of [P(CH₂OH)₄]Cl with KOH. Crystallographic parameters are: monoclinic, space group P2₁/n, a = 8.4184(2) Å, b = 12.5320(3) Å, c = 11.5579(4) Å, β = 111.292(1)°, V = 1136.12(45) ų, Z = 4, C₃H₉Cl₃KO₃PPd, d_x = 2.198 g/cm³, T = 295 K, R₁ = 0.024 for 2557 F_o > 4δ(F) until 2θ_max = 62°. The crystal structure contains [Pd(P(CH₂OH)₃)Cl₃]^– anions H-bonded with each other and K⁺ cations. Pd atoms are in the square planar environment; Pd-Cl and Pd-P bond lengths are 2.2972(8)¸2.4059(7) Å and 2.2259(7) Å respectively.

The homolytic substitution of chlorine atoms afforded iron(II) clathrochelate bearing two ethanol fragments. The structure of the compound was determined by XRD in the crystalline state and by NMR in solution.

A new end-on azido-bridged polymeric zinc(II) complex [Zn₂ClL(μ_1,1-N₃)]_n , where L is the dianionic form of N,N '-bis(5-fluoro-2-hydroxybenzylidene)-2-hydroxy-1,3-propanediamine, is prepared and structurally characterized by elemental analysis and single crystal X-ray diffraction. The complex crystallizes in the monoclinic space group P2₁/c , with unit cell dimensions a = 9.194(1) Å, b = 22.356(2) Å, c = 9.598(1) Å, β = 95.869(3)°, V = 1962.5(4) ų, Z = 4, R₁ = 0.0691, and wR₂ = 0.1642. The inner Zn atom of the [Zn₂ClL] unit is coordinated by the imino N and phenolate O atoms of L and one azido N atom, forming a square pyramidal geometry. The outer Zn atom of the [Zn₂ClL] unit is coordinated by two phenolate O of L, one Cl ligand, and one N atom of the bridging azide group, forming a tetrahedral geometry. The Zn⋯Zn distance in the [Zn₂ClL] unit is 3.072(2) Å. The [Zn₂ClL] units are linked through end-on azido bridges, forming 1D chains running along the c axis.

A new mixed-ligand copper(II) complex of 1,10-phenanthroline (phen) and benzoate ligands having the general formula [Cu(phen)(C₆H₅CO₂)₂] is prepared and its crystal structure is determined by X-ray crystallography. The complex exists in the monomeric form; the coordination environment around the copper(II) ion is square planar, with the pair of monodentate benzoate ligands being in a cis disposition. In the crystal, the molecules are linked into [001] chains by weak C-H⋯O interactions; no aromatic π-π stacking occurs.

The title compound C₃₂H₂₇NO₅S belongs to the monoclinic system, space group P2₁/c with a = 14.4530(5) Å, b = 13.9185(5) Å, c = 13.5714(4) Å, α = γ = 90°, β = 87.174(3)°, V = 2726.76(16) ų, Z = 4, D_c = 1.310 g/cm³, F(000) = 1128, R = 0.053 and wR = 0.133, S = 1.03, T = 296 K. In the title compound, the naphthalene unit is planar (r.m.s. deviation = 0.0227 Å). The dihedral angle between the naphthalene unit and nitro-benzenesulfonic acid, 2-phenyl-ethyl and 4-phenyl-ethyl are 49.68(05)°, 82.96(06)°, and 81.94(07)° respectively. The structure is stabilized by intra- and intermolecular C-H…O hydrogen bonds.