Morozova A.L.
SELECTED ISSUES OF TEACHING FOREIGN SPECIALIZED VOCABULARY AT NON­LINGUISTIC FACULTIES ^{[№ 4 ' 2025]}
The teaching of highly professional foreign vocabulary at non­linguistic faculties at Russian universities has traditionally been given special attention by the teaching staff of the relevant foreign language departments. The purpose of the proposed research is to verify approaches and methods of teaching legal vocabulary based on the accumulated pedagogical experience at Financial University of Moscow. While conducting theoretical research, it has been revealed that the combination of ideas of CLIL and competence-based approaches in teaching legalese to future lawyers is optimal and meets the challenges of the time. It is obvious that students’ language proficiency level, namely in Legalese (B2+ preferable), being a hard” skill, has a strong impact on the development of their career path. The practice of teaching Legalese at the Faculty of Law shows that today it is necessary not only to update the content of education, taking into account labor functions and realities, but also to verify the methods of language teaching. It is critical to work on an ongoing basis with highly specialized dictionaries and other sources to clarify definitions of legal terms, followed by the compilation of topic-based vocabularies, including electronic or online format. The combination of methods for creating mind maps and encoding and decoding information allows you to work out the desired terms in speech. Finally, the use of Internet resources contributes to the qualitative assimilation of highly professional vocabulary by future lawyers. This can potentially improve not only the quality of foreign language education, but also enhance the competitiveness of the university, through the implementation of interesting and relevant educational content by language departments.

Moroz V.V., Zhuikov S.О.
EDUCATIONAL PRACTICES FOR FORMING UNIVERSITY STUDENTS’ VALUE ATTITUDE TO THEIR COUNTRY ^{[№ 3 ' 2025]}
The appeal to the topic of the homeland as a value is caused by the emphasis of the modern scientific and pedagogical community on the fact that in order to educate a responsible, highly moral person, a citizen, a patriot, a working man who shares universal human values, carefully treats the cultural heritage and traditions of a multinational people, ready for creative activity and protection of the interests of the Fatherland, optimal ways of forming the value attitude of the younger generation to the Fatherland are required. In order to find a solution to this problem, we turned to the use of educational practices among university students. We conducted a theoretical study based on the scientific approaches of domestic educators to the concept of “educational practices”. From the standpoint of modern tasks of Russian society in the field of education, the concept of “educational practices” contains a set of methods, techniques, forms and means aimed at forming a value attitude of a person to civil society, to the state, to himself as a citizen, to his civil rights and responsibilities. This concept is characterized by a focus on achieving strategic educational goals, the presence of objective and subjective prerequisites for interaction, uniqueness, emotional intensity, and short duration. The use of educational practices taking into account the positive pedagogical experience of the past and present contributes to the formation of continuity of universal human values of generations, an active position of a citizen of a democratic society as personal responsibility for the well-being of the Fatherland, and support for the spiritual and moral aspirations of everyone. The educational process is impossible without referring to values, which are a guideline for a person's activities and behavior, provided that he or she has formed a value attitude. Possessing significant potential, educational practices can become an effective tool in shaping the value attitude of university students to the Fatherland, as well as for achieving key tasks that are relevant not only for the field of education, but also for the state and society as a whole. Such educational practices as volunteering, donation, flash mobs, quests, quizzes, etc. serve as vivid evidence of this.

Morozova A.L.
SELECTED ISSUES OF STAFF PROFESSIONAL DEVELOPMENT (FINANCIAL UNIVERSITY EXPERIENCE) ^{[№ 1 ' 2025]}
The issues of staff professional development in modern higher education are traditionally given exceptional attention both by the management of the institution and directly by the staff themselves. The purpose of this study was to present the overall experience of the Financial University and the Department of English and Professional Communication in terms of implementing advanced training courses for teachers and other specialists. It has been established that the courses, as a kind of interdependent and conscious process, have an obvious positive impact not only directly on the employee’s work efficiency, but also on the quality of the institution’s human resources as a whole. The courses are a definite tool for achieving the strategic goals of the university. Practice shows that teachers and scientific and pedagogical staff of universities are one of the key resources of universities, since they directly interact with students who consume educational products, they act as a driving force for science and the ratings of universities largely depend on them. The accumulated experience of the Moscow Financial University in this area is presented and the work of the Department of English and Professional Communication and the Dialectum Center for Innovative Educational and Language Strategies in launching various courses is summarized. The project “Staff workshop” of the Financial University, launched in 2020 and designed to restructure and systematize the system and production processes involved in the implementation of employee training programs, is briefly described. The author outlined the pedagogical, didactic and methodological components of the English for Lawyers course and the professional retraining program on the topic: “Translator in the field of jurisprudence”. A number of other successfully implemented projects of the Department were noted. It is recognized that the launch and implementation of courses allows the university, among other things, to see key trends and directions of development in the field of practice, to keep up with the times and even stay ahead of it, anticipating further trends in the development of the labor market.

Kolobova L.V., Ksenofontova A.N.1, Moroz V.V.
ABOUT DIGITALIZATION IN THE EDUCATIONAL PROCESS ^{[№ 4 ' 2024]}
The introduction of digital educational environment is caused by global changes that the education sector is currently experiencing. One of the strong and constant arguments in favor of the integration of digital technologies in education is their contribution to improving the teaching and learning situation. From this point of view, the government develops and implements digital integration policies, educational entities develop “technopedagogical” practices, and scientists study the consequences in order to identify their effectiveness for teaching and learning. Thus, educational, political and scientific issues related to digital technologies in education have united around the issue of the impact of digital technologies on the educational process. For decades, the perception of digital technologies in education has been dominated by the paradigm that digital technologies carry educational potentials that can change the situation. And, in this case, the task of educational entities, politics and science is how to actualize these potentials so that they have a concrete and noticeable impact. Digital technologies, in terms of their impact on improving the teaching and learning situation, are essentially the driving force of progress and effectiveness of education. By overestimating the role of digital technologies, we neglect the role of educational subjects. Reduced to the role of performers, their main task will be to not hinder the influence of digital technologies, providing them with optimal conditions for realizing their potential. In addition, such a paradigm is an oversimplification of the pedagogical situation, according to which digital technologies are perceived as a determining factor in teaching and learning in a cause-and-effect relationship. The use of multimedia opens the way for students to more independent study of the subject. Properly organized and supported multimedia work with students allows the teacher to activate the processes of knowledge acquisition. In turn, this implies, on the part of both the teacher and the student, mastery of technological culture.

Morozova A.L.
THE STUDY OF WORLD JUDICIAL PRACTICE IN THE COURSE OF THE DEVELOPMENT OF THE LAWYER’S LABOR FUNCTIONS WHILE TEACHING LEGAL ENGLISH ^{[№ 4 ' 2024]}
The priorities for the development of higher education today lie in the field of improving the professional training of university graduates in all areas, in particular, improving the level of English proficiency in the specialty. Special attention of the higher school is paid to the development of the labour functions of future specialists, namely future lawyers, therefore, turning to the study of world judicial practice when teaching legal English seems logical and promising. It is established that the developers of the current Federal State Educational Standard recommend universities and departments to consider the labour functions of specialists verified in the relevant professional standards when designing the content of education in academic disciplines. Therefore, the purpose of this study was to study the methodological potential of referring to the precedents of world judicial practice (Landmark cases) in the framework of Common and International Law during the Legalese teaching to full-time law students in the field of development of their labour functions. The accumulated experience in designing an educational track in Legalese at the Financial University of Moscow and a brief analysis of the scientific works of research teachers allowed us to establish that during the development of the content of education in a foreign language, it is possible to rely on four labor functions of a lawyer, stated in the Draft professional standard «Lawyer», which corresponds to the ideas of the CLIL– approach. Here the author appealed to the methodological potential of a highly professional method of legal analysis of a legal problem – the IRAC method – when teaching Legalese based on their labour functions. The potential of using the IRAC method in the development of the lawyer’s labour functions during the study of legal English is revealed, based on: the communicative method, the moot court, the case method and discussion. The results obtained indicate the effectiveness of the work done in the field under study and allow us to outline possible promising areas of development in the designated area.

Kiryakova A.V., Yuzhaninova E.R., Moroz V.V.
V.A. SUKHOMLINSKY ABOUT THE AGE FORMATION OF SCHOOLCHILDREN’S VALUE ORIENTATIONS. LOGIC, MECHANISMS, TECHNOLOGIES ^{[№ 3 ' 2023]}
The rich pedagogical heritage of V.A. Sukhomlinsky by virtue of its depth and uniqueness makes it possible to identify the axiological constants of pedagogy, relevant at each stage of society development. The purpose of this article is to reveal the logic of formation of value orientations of schoolchildren in the age aspect on the basis of V.A. Sukhomlinsky’s work experience as a teacher and director of Pavlyshskaya secondary school. To achieve this goal, the article addresses the following tasks: an attempt is made to identify those parts of V.A. Sukhomlinsky’s heritage that reflect the regularities of age and value development of schoolchildren; synthesis on their basis of the age logic of the formation of value orientations; filling the values realized in the pedagogical process by V.A. Sukhomlinsky with the content relevant for modern schoolchildren.
In V.A. Sukhomlinsky’s pedagogical system it is possible to distinguish a special line of development of a schoolchild’s personality — age-specific features of the formation of his value orientations, which determine the subsequent life of a person: his future choices, successes and failures. The strength of V.A. Sukhomlinsky’s axiological ideas lies in building a system of school work on basic universal values, including the universal triad: Truth — Goodness — Beauty. Having proclaimed and realized first in the experience of his school and then in the pedagogical theory the cult of Book, Knowledge, Beauty, — he actually created a basic classification of values-objectives in pedagogy. According to the authors, this hierarchy of values of an adult can be relevant today, if we fill these values with actual content within the pedagogical process.
The changed realities of the first third of the XXI century require the rejection of formal analysis of Sukhomlinsky’s heritage, since extrapolation of the great pedagogue’s ideas to the realities of the modern school in an unchanged form has become impossible. Gamification, neural networks and avalanche-like flow of information, which modern schoolchildren face, require adaptation of the great teacher’s ideas and change of approach to education, departure from value neutrality.

Martishina N.V., Moroz V.V.
PEDAGOGY OF CREATIVITY: ORENBURG AND RYAZAN — POINTS ON THE MAP ^{[№ 2 ' 2023]}
Creativity as a phenomenon has always been of great interest to people, however it has gained relevance since the middle of the twentieth century. Moreover, in the conditions of uncertainty, unpredictability, rapid transformation, penetration, and sometimes the dominance of technology in all spheres of life, creativity is becoming one of the most essential qualities of a modern person. An analysis of the array of domestic and foreign studies conducted gives grounds to assert that creativity, as a personality trait, being inherent in everyone to a greater or lesser extent, can be developed both individually and in a team, can lead to non-standard solution of complex problems and can contribute to the creation of original products of practical value.
Creativity is not a chaotic, unpredictable feature of a person’s behavior, so its development becomes the goal of education and pedagogy of creativity. The creative paradigm of education determines the mechanisms for transforming one’s personality through self-determination, freedom of self-expression and the choice of life path strategies.
By the example of two geographical points quite distant from each other: Ryazan and Orenburg, the authors argue that they are united by their interest in the problem of the creativity development in educational space. The review of studies conducted in these cities and aimed at studying various aspects of creativity is not exhaustive and final.
The authors emphasize that the pedagogy of creativity, combining innovations and traditions, theory and practice, the latest technologies and time-tested methods, contributes to the potential development of both the individual and the team, the enrichment of the values of creativity and knowledge, the formation of readiness for the implementation of creative activity and the creation of a new significant product.

Aleksiuk Iu.O, Moroz V.V.
CREATIVE-VALUE INTERACTION “TEACHER — STUDENT” IN A UNIVERSITY DIGITAL ENVIRONMENT ^{[№ 1 ' 2020]}
In spite of a numerous number of researches, creativity still is a quite uncertain and actual phenomenon in pedagogics. Nowadays creativity arises more and more interest due to dynamic changes in economics and society. Global changes in all spheres of human’s life make creativity an essential part of everyday routine. Creativity is a kind of balance between knowledge and ability to look at it critically. It is necessary to distinguish two concepts: creative teaching and teaching for creativity, where the first one involves the teacher’s creative activity in selecting the content of materials, and the second one engages and supports students in order to develop their creativity.
The nature of the creative-value interaction of the teacher and students in the process of teaching a foreign language has to be upcoming. It is possible to create such an interaction in the digital environment of MOODLE using some certain principles of course design.
In 2017–2018 there was implemented an additional course of a foreign language for students (1–3 courses) of non-linguistic specialties in the digital environment of Moodle, Orenburg State University. Experiment results showed that the level of creativity was higher at the final testing of the course comparing to the entrance one.

Sakharova N.S., Moroz V.V., Tomin V.V.
METHODS OF UNIVERSITY STUDENTS’ FOREIGN LANGUAGE COMPETENCE DEVELOPMENT ^{[№ 3 ' 2019]}
In the era of globalization with the development of modern information tools, the communicative skills of students, the ability to clearly express their thoughts both in writing and verbally, gain priority. The development of the student’s value attitude to the process of learning a foreign language largely depends on the teacher’s ability to create an emotionally motivating atmosphere and on the choice of strategies, their successful value interaction with the student.
During the pedagogical experiment, methodological support for the development of students’ foreign language competence was tested. Methodological support is represented by a set of organizational forms and methods, such as educational dialogue, educational text, intensification of foreign language material, projective assessment methods. The experiment involved more than two hundred students.
We have found that during the educational dialogue at all stages of the development of foreign language competence, an axiologically significant professionally oriented environment is formed in the educational process. In this environment a valuable interaction occurs between students and the teacher, which contributes to the development of foreign language competence. Creative tasks activate students’ cognitive value-oriented activities, and the Internet and modern information and communication technologies significantly expand the foreign-language dialogue space. The effectiveness of the axiological environment was determined using comparative analysis in synchrony and diachrony.
This study allowed distinguishing two stages of the educational process, built on the basis of value-semantic intensity, and focused on the development of foreign language competence. It was determined that the activation of the system-value communicative goal-setting mechanism is manifested in the development of student’s value orientations, motivation of professionally significant foreign-language activity. Axiologization of linguistic education and the use of creative value-oriented forms and teaching methods are pedagogical conditions for the development of students’ foreign language competence.

Moroz V.V., Sakharova N.S.
THE DEVELOPMENT OF STUDENT CREATIVITY IN THE PROCESS OF “TEACHER AND STUDENT” CREATIVE AND VALUE INTERACTION ^{[№ 6 ' 2018]}
Recently, there has been a sharp increase in public interest in the development of personality creativity. On a global scale, numerous attempts are being made to implement programs for the development of personality creativity at all levels of the educational system. Education plays an important role in the development of the creative and cultural potential of any state. The creative class makes a huge contribution to the welfare of the country, the growth of the economy and national identity.
As a result of our research, it was revealed that the “teacher and student” creative-value interaction stimulates students to active learning, which contributes to the development of their creativity, regardless of the subject being taught. We have identified the following factors for the successful development of creativity of university students in the process of creative-value interaction between a teacher and a student. First, the model of creative behavior, of which the teacher is a model. Secondly, the teacher’s true value attitude to the students' creative abilities. The creative teacher seeks to teach the skills of creative and critical thinking, the features and stages of the creative process, as well as to create a favorable environment for the development of creativity. Thirdly, creativity is more productive in a team, and the more diverse and diverse the team members are, the more interesting and original ideas will appear.
As our research has shown, the result of the “teacher and student” creative-value interaction is the professional and moral enrichment of the individual, the actualization of achievement motives, the development of creativity and the qualifications of students. We have confirmed that students transfer creativity to their livelihoods after they graduate from the university, bringing their creative ideas to life, opening up new opportunities.

Fomina M.V., Mikhailova E.A., Kuznetsova N.P., Morozovа A.I., Kirgizova S.B., Aznabaeva L.M., Zherebyatyeva O.О., Safarova D.R.
MEDICAL-ECOLOGICAL ASPECTS OF RESISTANCE MICROFLORA IN CHILDREN WITH ACUTE INFLAMMATORY DISEASES OF THE UPPER RESPIRATORY TRACT ^{[№ 12 ' 2017]}
Inflammatory diseases of the upper respiratory tract bacterial nature of the disease, which most often otolaryngologists in modern conditions are becoming increasingly epidemiological, economic and social significance. The trend in recent years has been the changing epidemiology of causative agents of this disease, the properties of the pathogens, resistance to drugs. Along with this, there are regional differences of indicators of resistance of microorganisms, which complicates the selection of antimicrobial agents in starting empirical therapy of acute rhinosinusitis in children. A monitoring study of the species composition of microflora of nasal cavity showed that, along with the leading (80.3 %) etiologically significant representatives of pathogenic flora — gram-positive cocci (mainly Staphylococcus аureus and Staphylococcus haemolyticus), the microflora was represented by gram-negative rods bacteria of the genus Klebsiella (Klebsiella pneumonicae) — 1.6 %. Among non-fermenting gram-negative bacteria in 0.8 % of cases were allocated to members of the genus Pseudomonas. According to the study, the selected isolates of Staphylococcus haemolyticus were not sensitive to ampicillin/sulbactam in 75 % of cases, ceftazidime — 73.3 %, the highest activity possessed antimicrobial agents ceftriaxone (87.5 %) and azithromycin (89.1 % of cases). In turn, Staphylococcus аureus in 54.5 % of cases were sensitive to ceftazidime, 45.4 % to oxacillin. Observed high sensitivity of the pathogen to erythromycin (100 %), gentamycin (100 %), ofloxacin and ceftriaxone — 90.9 % of cases. The results obtained, taking into account regional differences in the indicators of resistance of microorganisms and their sensitivity to antibiotics, can be used in starting the empirical therapy of acute rhinosinusitis in children.

Moroz V.V.
UNIVERSITY STUDENTS CREATIVITY DEVELOPMENT IN THE FOREIGN LANGUAGE LEARNING ^{[№ 10 ' 2017]}
The quality of a future specialist’s training is determined not only by the knowledge level, but by professional and creative potential as well. Creativity as the distinctive human feature, knowledge and competences, human capital accumulated during student’s training in educational institutions serve as a driving force for economic development and society progress. One of the key tasks of modern education is to create conditions for the successful development of students and teachers’ creative potential. Linguistic creativity enables a person to disclose, accumulate and use the knowledge of a foreign language thus enhancing self-realization. To develop students’ creativity during foreign language learning there should be certain conditions namely, friendly atmosphere, creativity model (teacher), general knowledge of a foreign language and creative skills. The success of an educational creative process depends on how well the exchange of values and competences between a teacher and students take place. To develop students’ creativity, a teacher should serve as a model and be ready for discoveries and getting new knowledge, to think out of box, to solve problems creatively, to take risk, and be tolerant to mistakes and uncertainty. The sustainable value orientations toward cognition, creativity, and self-expression make educational process more purposeful; help to avoid motivational conflict, to achieve high level of student’s creativity and self-development in creative educational activity.

Klimova T.A., Barysheva E.S., Morozova N.V., Korobova I.V.
APPLICATION OF PROBIOTIC PREPARATIONS BASED ON BACILLUS OF THE GENUS BACILLUS IN THE IRON AND ZINC SYSTEM OF DELIVERY IN THE ORGANISM OF LABORATORY ANIMALS ^{[№ 9 ' 2017]}
Studies in the field of iron and zinc deficiency are caused by the high prevalence of iron deficiency and deficient zinc states according to official statistics of the Ministry of Health of the Russian Federation. It is known that metals in comparison with other elements have the ability to bioaccumulate. Microorganisms are able to extract and concentrate metals, in particular, this ability is possessed by microorganisms that are part of probiotic preparations based on bacteria of the genus Bacillus.
The results of the study of the possibility of delivering iron and zinc to the organism of laboratory animals using probiotic preparations based on bacteria of the genus Bacillus are presented. The probiotic strains were the living and inactivated bacteria of the genus Bacillus: B. subtilis 534, B. cereus 5832, B. licheniformis 7038 and B. subtilis 7048. The data obtained indicate that in the iron delivery system, the most effective probiotic strains studied are inactivated with B. licheniformis 7038 and B. subtilis 7048 (increase in iron in the skin of laboratory animals by 31.7 %, in bone tissue — 80.8 %, in muscle tissue — 75.9 %). In the zinc delivery system, the B. subtilis strain 534 proved to be the most effective, while the zinc content in the skin of laboratory animals increased by 60 %, in bone tissue by 78.5 %, and in muscle tissue by 43.6 %.
In the iron delivery system, the most effective of the drugs being tested is “Vetom-2”, and the least “Sporobacterin”. In the zinc delivery system, the most effective is “Sporobacterin”, and the least effective is “Bactisubtil”.

Moroz V.V.
CREATIVE APPROACH TO ENGLISH FOR SPECIFIC PURPOSES TEACHING ^{[№ 2 ' 2017]}
One of the main goals of higher education in the modern world is producing universal knowledge beyond geographical and political boundaries, mutual understanding and cultural cooperation. Knowledge of professionally oriented foreign language expands professional competence of a future specialist, opens access to the world resources, and improves his competitive advantage not only nationally but worldwide. Creativity being the strategic component of the modern period is characterized by generating new ideas rather than information acquisition. But until now there is a controversy between the declaration of the necessity to develop students' creativity and dominance of reproductive style in a student-teacher interaction in a university educational process. Applying creative approach to teaching process facilitates the use of the most important resource that is human resource. Creative-value interaction stimulates every participant's individual and creative abilities while co-activity enriched by mutual values, knowledge and experience leads to a creative product development. The scope of creative activities that improve ESP teaching is rather wide. Applying some principles such as principle of change, random, associations, withholding– information, and creating certain conditions will help to effectively use creative approach in foreign language teaching.

Vinokhodova M.V., Moroz V.V.
CREATIVE-VALUE INTERACTION IN THE “MUSEUM — SCHOOL — UNIVERSITY” SYSTEM ^{[№ 12 ' 2016]}
The cooperation of social partners — government and public organizations — in the sphere of a young generation education under the conditions of modern education development is becoming extremely important. Educational institutions should cooperate with other bodies of socialization taking into account national traditions and customs in their work. However the opportunities of creative-value interaction between museum, school and university haven't been thoroughly studied. When applying creative-value approach to the problem of schoolchildren' value orientation formation, the exchange of values, knowledge, and ideas takes place, a new creative product appears due to the meaning acquisition of museum artifacts. Educational process in a museum is of great importance due to the use of the museum environment potential that is the powerful means of education. The creative-value interaction of the museum, school and higher education institution is the effective instrument of familiarizing of students with universal values. There is an enrichment of a personal experience, education of spiritual and moral qualities of the personality by means of methodical saturation of the parties of process and creation of new joint creative programs and projects which are easily built in the curriculum. The personality is implemented outside school or higher education institution in museum city or virtual space in fixed and after hours.