Starkova A.V.
DISCOURSE METHODS IN PSYCHOLOGICAL AND PEDAGOGICAL RESEARCHES ^{[№ 1 ' 2019]}
Pedagogy as a humanities has a lot of methods, but due to the growing informatization of society, the primacy of the anthropocentric paradigm, and the increasing filling of pedagogical science with interdisciplinary methods and concepts, it becomes necessary to turn to some new methods and technologies that will allow us to measure interdisciplinary concepts that are firmly established in educational science. Over the past decades, the national methodology of pedagogical science has been enriched so much that the question of accumulated experience rethinking and its refinement has become acute. Pedagogical science seeks towards the humanitarian ideal of science, therefore modern researchers feel the need for modern methods that can isolate the necessary scientific knowledge from the flow of information.
In the given research, I believe that the discursive methods respond to the modern methodological needs of teachers-researchers and consider the discursive methods from the perspective of understanding the discourse within a three-tier system. Such a system is applicable to the discourse of scientific and pedagogical knowledge. For each level of the discourse structure, the most acceptable discourse method has been proposed. Discourse analysis is defined as the central and connecting link of discursive methods. I have discovered that the grounded theory and content analysis are suitable for analyzing the sources of information of the first structure. The second aspect of the discourse structure, which includes oral and written discourse practices, requires a more comprehensive method of analysis: discourse-analysis itself. The third aspect of the discourse structure is amenable to the study of conversion analysis.
I found that a researcher can use several discursive methods to analyze discursive practices corresponding to the discourse structure. In this regard, I proposed a “tree” of discursive methods, designed to rationally justify their relationship. Also, I concluded that a conglomerate of discursive methods allows us to go into the study of discourse in a complex, i.e. analyze the discourse at the cognitive, communicative and active levels.

Suhova V., Kolinichenko O., Starkov I., Starkova M., Vdovenko E., Gumirov I., Musin A.
SCIENTIFIC-TECHNICAL PROGRESS AND SCIENTIFIC-ENGINEERING PROBLEMS OF INDUSTRIAL SAFETY ^{[№ 9 ' 2015]}
It is shown that to ensure the safety and viability of the planet's growing population requires not only a constant increase in resources, but also to avoid the risks associated with the use of scientific and technological progress. Start of civilized management of hazardous industrial processes and facilities in the country was initiated adoption of the Federal Law № 116-FL of 21.07.1997 (12.21.2014), where the main requirements for industrial safety. For example of the Orenburg gas complex, the possible risks at hazardous production facilities at the impact of natural character illustrated. Industrial safety as an area of scientific activity is regarded. The basic stages of its development and improvement, including mathematical methods and computer technology risk prediction, identification of the causes of disasters, the development of new diagnostic tools and technical methods to assess the mechanics of deformation and fracture.

^{[№ 12 (app.1) ' 2005]}