Цель исследования, изложенного в статье, – анализ направлений работы конкретных школьных музеев для выяснения основных тенденций и новаций в их деятельности. При постановке задач учтены различные направления семиотических исследований, демонстрирующих обстоятельства, при которых транслируемые школьными музеями визуальные образы способны оказывать мощное воздействие. Учёт этих потенциалов и универсальности языка визуализаций обеспечил исследованию оригинальность при всей кажущейся простоте организации работы школьных музеев. В исследовании выработаны критерии оценки школьных музеев, которые служат доказательством того, что сегодня школьные музеи превратились в активные центры гражданско-патриотического воспитания. Акцентирована значимость феномена сопричастности для формирования у школьников навыков личной интерпретации истории. Визуализация исторической памяти, приводящая к эффекту «я там был», требует педагогической рефлексии и точности методической работы, поскольку в изначальные задачи школьных музеев входило привлечение школьников к поисковой, проектной, исследовательской деятельности для формирования у них не навязанной, а глубоко понятой и осознанной связи с прошлым своей семьи, своего края, своего Отечества. Сделан вывод о необходимом сопровождении университетами (в частности, на основе достижений музейной педагогики, развиваемой в их среде) самоорганизующихся школьных музеев. The school museum in the modern educational and social space functions not merely as a repository of relics, but as a powerful instrument for shaping patriotic consciousness and civic identity. The authors argue that today, school museums have evolved into active centers for civic and patriotic education. Through mechanisms of engagement in research activities, project work, and direct interaction with historical artifacts, students develop not an imposed, but a deeply personal, conscious connection with the past of their people, region, and family. This is made possible because the school museum serves as a kind of a visual bridge between eras—a living portrait of collective memory, woven from countless details. The authors place particular emphasis on the phenomenon of "co-participation", where a student, becoming a custodian and interpreter of history, recognizes their own role in continuing the traditions of service to the Fatherland. The work analyzes specific practices of patriotic work in school museums of Ulyanovsk Oblast through the lens of the visual image, demonstrating that effectively organized museum activities contribute not only to the personal development of individual students but also to the strengthening of civic solidarity, thereby forming the basis for the sustainable development of society in the future. Common meanings and values in the school museum are transmitted through the powerful and universal language of visual images, making the past not only understandable but also emotionally close for the younger generation. Thus, the aim of the research presented in the article was to analyze the activities of specific school museums to identify the main trends and innovations in their work. In setting the tasks, various directions of semiotic research were considered, demonstrating the circumstances under which the visual images transmitted by school museums can exert a powerful impact. Accounting for this potential and the universality of the language of visualization provided the authors' research with originality, despite the seemingly simple organization of school museum work. The study developed criteria for evaluating school museums: 1) the integrity of the exhibition, reflecting the chosen historical fragment, as well as the presence of unique exhibits in the museum; 2) the interactive component of the museum's work (the presence and completeness of a website, an electronic museum page, the possibility of an interactive tour of the museum exhibition); 3) conducting research work based on the museum (the presence of publications by museum staff in scientific and socio-political journals); 4) organization of educational and extracurricular work based on the museum (museum exhibition); 5) implementation of cultural and educational activities aimed not only at schoolchildren but also encompassing different social groups. The visualization of historical memory, leading to the "I was there" effect, requires pedagogical reflection and precision in methodological work, since the original tasks of school museums included involving students in search, project, and research activities to form in them not an imposed, but a deeply understood and conscious connection with the past of their family, their region, and their Fatherland. The conclusion is drawn about the necessary support from universities (particularly based on the achievements of museum pedagogy developed within them) for self-organizing school museums.
The article examines the policy of the Russian Communist Party (Bolsheviks) on staffing and further retention of police personnel in the Middle Volga region (Simbirsk, Samara, Kazan and Penza provinces) in 1917–1922. This was a most difficult period when, against the backdrop of regular military clashes and anti-Soviet rebellions, the fragility of the Bolshevik power both on the national scale and locally led to an increase in the crime rate and a wide spread of various forms of deviant behaviour. Studying the experience of party bodies and the police in the implementation of personnel policy will be useful for the Russian government in the development and subsequent introduction of reforms in the law enforcement system. The paper applied a set of general scientific and specific historical principles and methods of research, including descriptive-narrative, problem-chronological, comparative historical, and historical-systematic methods as well as statistical analysis. The authors turned to periodical press materials and documents from regional archives (Central State Archives of the Samara Region, National Archives of the Republic of Tatarstan, State Archives of the Penza Region, State Archives of the Ulyanovsk Region, and State Archives of the Modern History of the Ulyanovsk Region). Changes in the number of police officers were studied, the level of material and technical support and funding of the police was determined, crime prevention activities of police and criminal investigation officers were examined, and the reasons behind the increase in official misconduct among police officers were identified. Further, attention was given to the establishment of the education system, including schools and courses as well as other types of training for police personnel. The authors came to the conclusion that despite significant problems within the police, the latter had been one of the effective instruments in law enforcement and made a significant contribution to maintaining law and order and strengthening Soviet power.
В статье представлены результаты исследования оценивания студентами с ОВЗ психологической безопасности и комфортности образовательной среды университета в сравнении с аналогичными оценками нормотипичных студентов. Анализируется соотношение показателей психологической безопасности образовательной среды с показателями самочувствия, настроения и активности, которые рассматриваются как показатели эмоционального благополучия студентов. Показаны различия этих соотношений в группах студентов с ОВЗ и их нормотипичных однокурсников. В группе нормотипичных студентов эти показатели достоверно взаимосвязаны, в группе студентов с ОВЗ – независимы. Этот факт позволяет предположить, что у студентов с ОВЗ сформировалась способность сохранять активность независимо от настроения и внешних факторов среды. В группе нормотипичных студентов фиксируются только положительные корреляции показателей комфортности и психологической безопасности образовательной среды с показателями самочувствия, активности и настроения. Одновременно на основе анализа многочисленных достоверных отрицательных корреляций отдельных шкал обобщенных показателей самочувствия, настроения и активности с показателями психологической безопасности и комфортности образовательной среды в группе студентов с ОВЗ высказывается предположение об их неприятии особого, опекающего отношения в образовательной среде вуза. The article presents the results of the study of students with disabilities' assessment of psychological safety and comfort of the educational environment of the university in comparison with analogous assessments of normotypic students. The correlation between the indicators of psychological safety of the educational environment and the indicators of well-being, mood and activity, which are considered as indicators of emotional well-being of students, is analyzed. Differences of these correlations in groups of students with disabilities and their normotypic classmates are shown. In the group of normotypic students these indicators are reliably interrelated, in the group of students with disabilities - independent. This fact suggests that students with disabilities have formed the ability to remain active regardless of mood and external environmental factors. In the group of normotypic students only positive correlations of indicators of comfort and psychological safety of the educational environment with the indicators of well-being, activity and mood are recorded. At the same time, based on the analysis of numerous reliable negative correlations of individual scales of generalized indicators of well-being, mood and activity with the indicators of psychological safety and comfort of the educational environment in the group of students with disabilities, there is a suggestion about their aversion to a special, patronizing attitude in the educational environment of the university.
