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The article presents an original methodology for constructing a structural model of an oil and gas field, focused on the consistent integration of drilling and seismic data represented in different domains—depth and time. To address the problem of reconciling heterogeneous data, the use of three-dimensional approximation methods—3D splines and joint cokriging—is proposed, within which drilling and seismic data are combined in a single variable space. This approach simplifies the workflow for structural model construction by eliminating the need for explicit generation of average velocity maps or the introduction of corrections to regression relationships. A comparison is also performed of the quality of structural models obtained using the proposed methods—3D spline approximation and joint cokriging—with results produced by traditional approaches, including linear regression and methods based on average velocity maps constructed in various ways. The comparison is based on error analysis using cross-validation techniques. It is shown that the best results are provided by the 3D spline method, which has not previously been applied to structural mapping problems. Comparable accuracy is demonstrated by the traditional approach based on linear regression followed by structural map correction using interpolation and adjustments. The results are demonstrated using the example of modeling the depth of the top of the Bazhenov Formation at the Kazan oil and gas condensate field. The high drilling density made it possible to assess the accuracy of different structural modeling methods under varying levels of well data availability, characteristic of different stages of field development.

In order to revise the Upper Vendian and Lower Cambrian stratigraphy in the northwest of Russia, a lithological and paleontological study was conducted for the Geolkom, Taitsy-2, Utkina Zavod'-1 reference drill-core sections in central part of the Baltic-Ladoga monocline of the East European Platform. The strata have been subdivided into the Staraya Russa (Redkino Regional Stage), Vasilevskiy Ostrov (Kotlin Regional Stage), Lomonosov and Siverskaya (Kotlin – undivided Rivne-Lontova Interval) formations. The uppermost Upper Member of the Vasilevsky Ostrov Formation is missing in the Geolkom drill-core stratotype section, where the Kotlin Regional Stage is unconformably overlain by Quaternary deposits. A complete section in the Taitsy-2 drill-core section (depths 318-188 m) is here suggested as a hypostratotype of the Vasilevsky Ostrov Formation. Taking into account that the Lomonosov Formation was erected without a designated stratotype, the further suggest the Taitsy-2 drill-core section (depths 188-126 m) as its lectotype. The Vendian–Cambrian boundary is placed in the mid-section of the Lomonosov Formation Lower Member marked by the Kotlin Fossil Assemblage (strata with Aataenia reticularis - Bicuspidata fusiformis - Vanavarataenia insolita) being replaced by the Rivne-Lontova Fossil Assemblage (strata with Ceratophyton sp. - Teophipolia lacerata). The lowermost Redkino Fossil Assemblage (strata with Tynnia precambrica - Zinkovioides inclusus) hosts elements of the Ediacaran-type acanthomorphic biota (Tanarium aff. T. conoideum, Mengeosphaera sp.), which is not typical for central and western regions of the East European Platform.

The paper presents the results of comprehensive study of the section of the multilayered archeological Igetey section (Lower–Upper Paleolithic, Cisbaikalia). For the first time, a geochronological characteristics of the full thickness of the section was obtained based on IR–OSL dating. The sedimentary deposits found at the Igetey geoarcheological section were found to be between 155,000 and 160,000 years old. The stratigraphic sequence of sediments of all isotopic stages of the Upper Pleistocene and Holocene (MIS 5–1), as well as stage 6 of the Middle Pleistocene, was characterized. In terms of lithologic-facial conditions, the Igetey section is represented by a complexly constructed heterogeneous formation of the slope (cryogenic-deluvial-proluvial) and subaerial series with eight horizons with pedogenesis, including modern soil, and seven cultural layers. The upper part of the section (to a depth of 12 meters) reveals the structure of a colluvial fan with aeolian sediments and paleosols. The Middle Pleistocene cover sediments of the coalescing fan are exposed below. This part of the section is represented by a loess-soil sequence, in which a substantial pedocomplex of five paleosols is distinguished, dating to the second half of MIS 6 (135–160 ky BP) and probably recording the early stage of the last Pleistocene interglacial. All paleosols, according to their petromagnetic properties, have a "Siberian" formation mechanism and are characterized by the presence of cryogenic disturbances. Data obtained from studying the species and quantitative diversity of terrestrial and freshwater mollusks made it possible to trace changes in the structure of biotopes and reconstruct the paleoecological conditions in the area of the Igetey section from the Middle to Late Pleistocene. During the formation of the Middle Pleistocene deposits (the second half of MIS 6), the climate was generally moderately cool, with open space biotopes predominating, which were located in the river valley, and at the same time, there were several intervals of climate warming. The enhancement of conditions is recorded during the formation of layers 17, 14, 11, and 9. The climate was moderately warm and humid, and the biotopes of open spaces were supplemented by intermediate ones. The results from the Early Late Pleistocene malacocomplex (MIS 5) indicate a moderate climate in both temperature and humidity (layer 7), followed by a period of cooling (layer 6). During this time, open-space biotopes predominated.

Climate has a huge impact on human living conditions and plays a large role in its history. There are numerous examples of serious social upheavals of local and regional proportions over the past few millennia associated with climate change. Therefore, modern global warming and its causes is one of the most pressing and most controversial issues in both the scientific and public community. In this work, an attempt was made to assess the degree of possible participation of the anthropogenic component in the formation of climate in various regions of the world during the industrial period (since 1850) by analyzing data on the past states of the climate system at a sufficiently long time interval. Using harmonic analysis, empirical models of climate change over time were constructed for these regions. By extrapolating these models to the industrial period, "natural" temperature change scenarios were obtained, taking into account only natural causes and excluding anthropogenic factors. It was found that in all studied regions, instrumentally recorded temperature values significantly exceed the "model" values. On average, during the industrial period, according to "natural" scenarios, air temperature globally should have increased by ~0,02°C, but in reality, the temperature over this time interval increased by ~0,94°C. This deviation began to appear around 1920, gradually intensifying thereafter. These facts can be considered as a manifestation of the anthropogenic factor, which makes a certain contribution to modern global warming.

Introduction. The classical ideal of education, originating from the Enlightenment, is oriented towards the formation of an autonomous, rational, and self-sufficient subject. The modern reality of digital networks, algorithmic platforms, and radical social interdependence calls this ideal into question, demanding new conceptual metaphors to describe the educational subject. The purpose of the article is to rehabilitate the figure of the marionette as a productive philosophical-pedagogical model that allows us to rethink subjectivity in terms of conscious connectedness rather than illusory autonomy. Methodology. The study is based on the methodological convergence of historical-philosophical analysis (from H. von Kleist to S. Obraztsov), the social-constructivist paradigm (P. Bourdieu, M. Foucault, B. Latour), and pedagogical anthropology. The methodological foundation is an approach analogous to E. Gombrich’s “objectification of illusion”, transferred from art history to the sphere of education to demystify the processes of subjectivity formation. Discussion. A deconstruction of the negative connotation of the marionette as a symbol of manipulation has been carried out. Instead, it is proposed to consider its “strings” as multiple connections (social, technological, discursive) that constitute the possibility of any action. Using the theatrical practice of S. Obraztsov as a case study, it is shown how the principle of objectifying perception allows for a shift from the myths of “humanistic” spontaneity or “constructivist” total control to precise work with techniques and conventions. This principle is extrapolated to university education, the task of which is not to deny determinacies but to transform them into an object of critical reflection and instrumental mastery. Conclusion. The marionette is proposed as a new metaphor for the “competent subject,” skilled in the art of mapping, adjusting, and ethically using its own “strings.” The pedagogy of conscious connectedness, derived from this model, aims to form not a “free individual” but a “virtuoso of mediations,” capable of navigating a complex world of objective patterns of influence. This opens the prospect for developing educational methodologies that enhance metacognitive reflection and responsible participation in network interactions.

Introduction. The modern post-industrial information and communication society is increasingly conditioned by the presence of a media reality, in which reality and its technogenic appearance are being transformed. In this regard, it is necessary to note that distinguished Russian scholars, rightfully enjoying high public authority and recognition, pay close attention to the study of the axiological imperatives of media reality and media society as a “second reality””. Russian President Vladimir Putin emphasizes that the media space is the foundation of national independence, the sovereignty of which plays a key role, serving not only as a channel of information but also as a powerful instrument for influencing spiritual, moral, and value guidelines. The purpose of this article is a philosophical reflection on the monograph “Media Axiology of the “Second Reality”” with the need to identify the value foundations of the axiological system of the media space and emphasize the humanistic-value complex of the axiological constant of media society. The methodology of axiological subjectivism is used as the basis for the search for the value foundations of the media society as a “second reality”, in which the categories of “second reality”, “fluid media”, “digital media society”, “value verification”, “media solidarity”, and others are subjected to theoretical understanding. A discussion of the two sections of the monograph, “Disciplinary Identity of Media Axiology” and “Media Axiology as a Platform for Value Analysis of the “Second Reality””, allowed us to identify in the media space not only new branches of science and production, new forms and content of knowledge, methods of obtaining a profession, opportunities for cognitive activity, but also modern technologies for influencing mass consciousness, humanitarian technologies for the formation of the necessary value foundations of the media sphere. The main properties of media axiology are emphasized, necessary as a countermeasure to the negative tendencies of the “second reality” affecting society, especially in the sphere of cognitive practices. Conclusion. Comments and suggestions regarding the conceptualization of the general paradigm of media axiology in the author’s version have been developed.

Introduction. The changing channels of information perception among the modern generation, as well as the crisis of cultural authorities in the digital environment, necessitate a review of pedagogical strategies. To this end, the authors attempt to identify the specific mechanisms of influence of the spiritual and patriotic actors inherent in the discipline of Art History. The research methodology is based on a dialectical approach, which is based on a combination of theoretical tools (literature analysis, theoretical synthesis) and theoretical and empirical methods in the course of art history (historical method, semiotic method, hermeneutic method, the principle of complementarity, practical synthesis, or the pedagogical activities of the authors of the article, which reveal the spiritual and moral actors of art and their correlation with the worldview positions of the recipients, which serves as an indicator of the students’ value orientations). Discussion. The study has revealed that the functioning of spiritual and patriotic actors has been modified in the digital age, leading to new forms of representation and interpretation of art through multimedia environments. These modifications are often negative. The analysis has shown that spiritual and patriotic actors in the history of art are fundamental structures that mediate the connection between artistic heritage and the formation of national identity. Conclusion. In a broad sense, the discipline of Art History itself appears as a value-based recursion, revealing the spiritual and patriotic aspect of value as part of itself, while simultaneously opening up new perspectives for strengthening national identity.

Introduction. The article addresses the problem of conceptualizing the Early Modern World History course in secondary education, which is characterized by fragmented presentation, excessive factual material, and insufficient coherence of historical processes. The study proposes the use of world-systems theory as a framework for structuring the curriculum. Methodology. The research is based on concept-based learning principles and the world-systems approach, which allows historical developments to be analyzed as parts of a unified global system. The study employs the historical-genetic method and the typology of global conflicts of the 17th-20th centuries to construct a conceptual framework for grades 7-9 world history courses. Discussion. The article demonstrates that organizing the curriculum around the hegemonic struggle within the world-system makes it possible to integrate separate national histories into a coherent global process, facilitating students’ understanding of historical interconnections and enabling the integration of Russian and Eastern histories into a broader global context. This approach promotes comprehension of long-term transformations of the world system. Conclusion. The application of the world-systems model in conceptualizing the world history curriculum reduces fragmentation in historical learning, fosters systemic historical thinking among students, and contributes to understanding the contemporary world as the result of interconnected historical processes.

Introduction. The relevance of this study is determined by the need to understand and forecast academic and scientific-educational ties between Russia and Uzbekistan in the 21st century. Branches of Russian universities are opening, academic mobility programs are expanding, and joint master’s and doctoral programs are growing. In this context, the educational space serves as a platform not only for knowledge transfer but also for social and cultural interactions, making it an important factor in academic and cultural integration. Methodology. The study uses systems analysis, a comparison of official documents, a review of existing scientific papers on the topic of the article, and case studies. Discussion. Practical forms of cooperation are analyzed: the opening of branches of Russian universities, the expansion of academic mobility programs, joint master’s and doctoral programs, as well as an example of deep industry integration in the medical sector. Based on a systematic document analysis, a review of research, and case studies, we trace key stages of interaction: the establishment of the regulatory framework in the 1990s (including the 1993 and 1995 agreements) and the transition to institutionalizing the partnership in 2018-2024 through a series of bilateral educational forums (Tashkent 2018, Moscow 2021, Samarkand 2023). Conclusion. It is shown that large-scale forums and scientific and educational initiatives contributed to the synchronization of standards, the strengthening of human resources, and the creation of joint research platforms. Conclusions are drawn on the practical significance of further coordination and the development of joint programs for the sustainable strengthening of bilateral ties.

Introduction. The article explores the problem of educational inequality faced by children of migrants in the Russian education system. The purpose of the article: to analyze the socio-economic and institutional barriers (linguistic, legal, cultural) formed in society and assess the effectiveness of the legal measures taken to solve these problems. Methodology. The study is based on a world system analysis formed by the ideas of I. Wallerstein and S. Balibar, used to study the mechanisms of inclusion of migrants in the system of division of labor and the ideas of critical pedagogy R. Arnov. _Discussion: Analysis of the current regulatory framework, statistical data and sociological research made it possible to update the problem of introducing a state exam in the Russian language for children with a migration history at the intersection of economics, sociology and law. The introduced mandatory exam in the Russian language, formally aimed at unifying the educational space, without a comprehensive support infrastructure (language adaptation, methodological assistance to schools) does not eliminate the root causes of inequality, but, on the contrary, with a high degree of probability can aggravate social contradictions, strengthening the internal periphery of regions. The consolidation of migrant children in non-prestigious educational and, subsequently, professional positions reproduces the model of “ethnization of the labor force” and turns education from a social elevator into an institution that indirectly legitimizes inequality. Conclusion. The Russian language exam, being an unambiguously important step towards improving the national educational system without adequate financial and methodological support from the state, can lead to another round of peripheralization and pumping of educational resources, which will contribute to the formation of a new circle of the cycle of internal inequality.