Dmitrieva N.M., Makarov S., Malahova O.M.
STUDY OF THE AESTHETIC AND ETHICAL CONTENT OF A LITERARY TEXT IN RUSSIAN AS A FOREIGN LANGUAGE CLASSES ^{[№ 2 ' 2022]}
In the process of teaching Russian as a foreign language when using works of fiction as teaching material, foreign students encounter difficulties in perceiving the text due to its imagery and full of aesthetic and ethical information reflecting the life of the Russian people.
The purpose of this study is to consider the ethical and aesthetic load of texts that can be used in Russian as a foreign language lessons, and to offer linguistic and cultural comments to Russian as a foreign language teachers. When working with texts, a suggestive method of mastering artistic images is used, the essence of which is to provide the student with background information that allows removing linguistic and extralinguistic difficulties when reading the text. In the course of working with the text, the attention of foreign students is drawn to linguistic and cultural objects as a reflection of the national and cultural characteristics of the Russian people, a linguistic and cultural commentary is given and the role of these objects in revealing the content of a literary text is determined.
The article suggests possible linguistic and cultural objects and comments to them for working with the text. A system of questions and tasks for several program texts is presented, which allows to reveal the ethical and aesthetic information of linguistic and cultural objects and contributing to the formation of linguistic and cultural competence among students, which is the novelty of the work.

Dmitrieva N.M., Malakhova O.M., Porol O.A.
WORKING WITH MENTAL IMPORTANT CONCEPTS IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE ^{[№ 4 ' 2018]}
Mastering a foreign language is impossible without mastering the national culture reflected in mental concepts. The concept of «family» is one of the most important in the Russian language picture of the world and because its development plays an important role in the process of teaching foreign students Russian language.
The analysis of these dictionaries allowed us to establish the semantic shares of the concepts included in the field of the macroconcept «family». The central concepts are «father» and «mother» with a common semantic share of «the beginning of something». Significant concepts of «man» and «woman», the main purpose of which is to be a father and mother. The high meaning of these concepts is associated with the main functions of father and mother: protection, care for the offspring. The concepts of «son» and «brother» are combined with the previous sons obligations and reflect the conciliar worldview peculiar to the Russian mentality (brotherhood). All the names of the concepts of the field of macroconcept «family» in the dictionaries and the minds of modern Russian speakers are determined one through the other, their common characteristic is the word «native». Mastering mental concepts for foreign language students can be based on the work with dictionaries and reading of obligatory texts, which full of logical, emotional and mental information. Pre-text (work with new words and expressions) and post-text tasks (correlation of meanings characteristic of Russian with those given to verbalizers of concepts in a literary text; work with stable expressions, interpretation of the text in the aspect of understanding the peculiarities of the relationship of family members, reflecting the conceptual representations of Russian) in this case are aimed at identifying the features of mental concepts.

Malakhova M.S.
REGIONAL NATURE AS A FACTOR OF THE SECONDARY PATTERN IN THE SPATIAL METAPHOR OF RUSSIA ^{[№ 11 ' 2010]}
This article focuses on the regionalism factor in the formation of cultural and meaningful concept "Russia" in the Russians. The concept is considered in the cognitive, cultural and toponymic aspects. Conclusions are based on the results of an experiment conducted in several regions of Russia.

Malakhova О.B.
SETTING STRATEGIC DIRECTIONS FOR DEVELOPING THE BORDER REGION ^{[№ 1 ' 2009]}
Border regions are specific in terms their functioning. Setting strategic directions for developing a border region depends first of all on the type of the regional strategy chosen. This article considers the general phase sequence for the region development strategy. To assess the strategy setting options the method of building and studying potential production distribution zones (PPDZ) (regional economy gravity model version) is proposed to apply.

Malakhova O.B.
STATE REGULATION OF REGIONAL SOCIAL-ECONOMIC SYSTEMS OF BORDER TERRITORIES ^{[№ 4 ' 2008]}
Forming and functioning of border territories have own specificity. In this article border region is regarded from the position of management theory as compound social-economic system which needs special state regulation, as on federal level as on regional one.

Malakhova O.Yu.
REFLEXIVE-EDUCATIONAL ENVIRONMENT OF INSTITUTE OF HIGHER EDUCATION AS PEDAGOGICAL PHENOMENON ^{[№ 6 ' 2006]}
Theoretical and practical aspects of the important problem of social-cultural self-determination of students among reflexive-educational environment of institute of higher education are regarded in this article. The analysis of general concepts made this phenomenon is given. The author gives interpretation of reflexive-educational environment of institute of higher education as one of pedagogical conditions of social-cultural students’ self-determination.

Setko N.P., Malakhova U.G.
ECOLOGICAL CHARACTERISTIC OF ACTUAL EATING AND ALIMENTARY STATUS OF RURAL PUPILS OF ELEMENTARY SCHOOL, LIVING ON THE TERRITORY OF ORENBURG REGION ^{[№ 4 ' 2006]}
The analysis of actual eating of elementary school pupils living in rural areas of Orenburg region has shown that lack of essential nutrients is connected possibly with contamination of using food substances with xenobiotics. It influences on health indexes of children population, on children height and development, on their physical and psychophysiologic development, which demands eating correction of children of elementary school ages in changes of its structure, adequacy and rationality.