Zeitschriftenartikel zum Thema „Zonal pedagogical coordination units“

This study aims to examine the relationship between students' units coordination abilities and their problem-solving strategies within the realm of school mathematics, with a focus on the effects of disparate units coordination skills on navigating proportion and linear function problems. The study conducted in-depth interviews with students, with attention on the application of students' units coordination abilities to fraction multiplication problems. The analysis focused on clarifying the way students' proportional reasoning - which is contingent on their units coordination levels - and their quantitative reasoning apply to linear function problems. The study's findings underscore a close relationship between students’ problem-solving methods for proportion problems, guided by their respective units coordination levels, and students' strategies in handling linear function problems. Further discussion includes students' units coordination abilities, the concepts of ratios and proportions, and how they relate to students' understanding of linear functions, providing pedagogical insights for the teaching and learning of these fundamental mathematical concepts.

Purpose: To assess the impact of the developed Pilates program on the improvement of physical qualities and the functional state of the autonomic nervous system in female athletes of complex coordination sports in the preparatory period. Material and methods. The analysis of heart rate variability was utilized for female athletes of complex coordination sports at baseline and after 3 months of training in preparatory period. 36 female athletes of complex coordination sports (sports aerobics, n=26 and sports acrobatics) participated in the pedagogical experiment during the specialized basic training phase. The average age of the studied female athletes was 15.7 ± 0.5 years. The primary group comprised 18 athletes of complex coordination sports engaged in a regimen aimed at enhancing the functional condition of the autonomic nervous system (Pilates group). In contrast, the control group comprised 18 female athletes following the training program of yoga. The number of Pilates classes in the main group and yoga in the control group was the same and amounted to 36 classes. Results: at the end of the pedagogical experiment comparison of heart rate variability parameters revealed to significant differences between the main and control groups of female athletes of complex coordination sports for nearly all parameters. In the examined main group athletes of complex coordination sports the standard deviation of mean values (SDNN) was superior by 8.10 ms (p<0.001, t=6,15) compared to the control group. Additionally, the square root of the sum of the squares of differences in consecutive pairs of N-N intervals (RMSSD) showed improvement by 8.96 ms (p<0.001, t=5,94), the total power of regulatory systems (TP) was better by 298.40 ms² (p<0.001, t=8,97), the very low-frequency component of the spectrum (VLF) was superior by 47.00 ms² (p<0.05, t=2,15), the high-frequency component of the spectrum demonstrated improvement by 176.03 ms² (p<0.001, t=4,66), the LF/HF ratio was better by 1.18 units (p<0.01, t=3,14), the index of centralization (IC) was superior by 1.11 unit (p<0.01, t=3,02), the amplitude of mode (Amo) exhibited improvement by 18.00% (p<0.01, t=5,05), the stress index was superior by 133.97 units (p<0.001, t=5,88), the index of regulatory system activity was better by 1.79 units (p<0.01, t=3,22), the percentage contribution of the low-frequency component of the spectrum (LF) was improved by 12.70% (p<0.001, t=3,97), and the high-frequency component of the spectrum (HF) was superior by 9.74% (p<0.001, t=3,53). Conclusions: the results show that the inclusion of toning and relaxing Pilates techniques during the pedagogical experiment had a positive effect on improving flexibility, strength, balance, coordination, and increasing the functional state of the autonomic nervous system in women of complex coordination sports in the preparatory period of specialized basic training.

The article presents the results of theoretical substantiation of the pedagogical conditions for the prevention of information violence in the educational environment of pedagogical higher education institutions. It is emphasized that the integration of information and communication technologies into the educational process of pedagogical higher education institutions, although creating new methodological and didactic opportunities for the professional development of future specialists, at the same time creates new risks associated with manifestations of information violence. The purpose of the article is to identify and substantiate the pedagogical conditions for the prevention of information violence in the educational environment of pedagogical higher education institutions. The results of a comprehensive analysis of scientific literature have shown that there is a lack of research in this area and have determined the need to develop innovative strategies for preventing information violence in the educational environment of a pedagogical higher education institution. The author outlines three key interrelated pedagogical conditions for the prevention of information violence, which are based on the diagnosis of the educational environment, theoretical and practical training of higher education students and coordination of efforts of all structural units of a higher education institution. It is advisable to implement the proposed pedagogical conditions in a sequential chronology, which will ensure the comprehensiveness of preventive measures. Prevention of information violence in the educational environment requires a comprehensive approach that includes both the development of competencies in countering infections in students and the creation of appropriate pedagogical conditions. The traditional organisation of the educational process, focused on the object and environment of learning, should be adapted to achieve these goals. It is emphasized that the implementation of the proposed author's pedagogical conditions for the prevention of information violence in the educational environment of a pedagogical institution of higher education will create a safe educational space of the university, form future teachers' competencies in countering information violence and ensure effective prevention of this phenomenon.

The article presents the rationale and definition of the parameters of cognitive engagement of students in pedagogical areas of training that optimize the design of educational activities at the university, the results of assessing the quality of the educational process in the preparation of bachelors in the direction of “Pedagogical education” at the Tambov State University named after G.R. Derzhavin and Moscow State Regional University based on the application of the integral criterion of students’ cognitive engagement.The article analyzes foreign and domestic research in the field of “cognitive engagement”, the best practices for monitoring the engagement of students in other areas at the Higher School of Economics, MEPhI, at the universities of the USA, identifies the main indicators and defines an integral criterion for the cognitive engagement of students in pedagogical areas based on their coordination with the cognitive mode learning activities and cognitive strategies of students, as well as the experience of diagnosing the cognitive engagement of student teachers.The results of the study presented in the article are the basis for improving the efficiency and effectiveness of the activities of university departments that provide training of teaching staff by means of designing the educational process with high cognitive engagement of students. The developed diagnostic and technological tools can be used to manage, design, assess the quality of pedagogical activity, the educational result of a student and develop priority educational modes of training, learning technologies in higher pedagogical education, and can also serve as the basis for monitoring conducted by quality assessment units, auditing educational innovation at the university.

Landscape heterogeneity generates significant influences on economic activity. Present-day publications in landscape planning focus more and more on a participatory approach and a communication process. By contrast, we focus on nature-based criteria aimed at proper adaptation of planning decisions to natural landscape patterns. The paper proposes the framework aimed at considering geographical context, matter flows, and dynamic processes in projecting ecological network and perfect sites for various land use types as well as for choosing appropriate technologies. We use the example of a river basin in the taiga zone of European Russia, partially used for forestry and traditional agriculture. A landscape map, space images, and geochemical data are used to provide rationales for the necessary emergent effects resulting from proper proportions, neighborhoods, buffers, and shapes for lands use units. The proposed spatial arrangement of land use types and technologies ensures the coordination of socio-economic and ecological interests and preserves zonal background conditions, including runoff, soils, migration routes, and biodiversity. The allocation of arable lands and cutovers is aimed at minimizing undesirable matter flows that could cause qualitative changes in the geochemical environment.

This article examines the relevance of modernization of today`s education, in particular, the reform of activities in the management of educational organizations. Modernization of management of educational organizations involves the introduction of innovative approaches in the management of educational organizations. It was revealed that one of the priority areas that characterize the activities of modern educational institutions is the transformation of its management cycle. As one of the effective management methods, in contrast to the existing traditional vertical command-administrative system, is considered a horizontal-cyclical organizational structure (HCOS). This transformation has aimed to the implementation of decentralized coordination of the actions of the relevant organizational units (the formed departments) in the process of performing common tasks. The presented work will investigate the implementation of HCOS on the example of the Institute of Natural sciences and geography of the Abai Kazakh National Pedagogical University.

The article is devoted to the phenomenon of auditory representations, their content, compliance with musical content, formation, tuning and implementation in the performance process of the future teacher during piano training. The purpose of the article is to substantiate the pedagogical conditions and develop the methods aimed at forming of the future music teacher’s musical-auditory representations. The goal is realised through the implementation of relevant tasks using the methods of theoretical research: analysis, synthesis, deduction, systematisation, pedagogical observation. In the article musical-auditory representation is considered as a professional skill of a musician, formed on the basis of the understanding of semantics – semantic units of musical language, which facilitates the qualitative reproduction of artistic and figurative content and maximum efficiency of musician’s own performance process in creation of artistic-pedagogical and performing interpretations. The list of the skills acquired by the applicant during the formation of auditory perceptions is specified, namely: analytical (to identify and understand the symbolism of musical language; its genre and style) (compare semantic constructs of different musical directions); reflexive, figurative-auditory and sensorimotor. The pedagogical conditions for the formation of auditory representations are offered: gradual expansion of a musical thesaurus in the course of the profession-centred training; stimulating auditory perception by recognising and understanding the elements of musical language; the direction of musical-perceptual experience on the coordination of auditory representations with the sign-semantic context of the performed works. In accordance with the defined conditions, a number of methods have been developed: comparative textual analysis; figurative and auditory analysis; perceptual-auditory analysis; associative music model; semantic identification; artistic reincarnation; polytonation expressiveness; tactile-auditory method. Further research involves the development of the future Arts teachers’ auditory perceptions in classes on accompaniment and ensemble playing, taking into account the specifics of these subjects.

The purpose of the study was to determine the effectiveness of the use of electronic means created based on information and communication technologies in coordination testing of the endurance of students with disabilities who are war veterans in practical physical education classes. Materials and methods. To solve research problems, scientific intelligence applied the implementation of research at the theoretical and empirical levels. Analysis, synthesis, generalization, induction, systematization, pedagogical experiment, methods of mathematical statistics and technical modeling were used. The study involved 46 students who are war veterans (males aged 17–18). Results. An electronic mean for determining coordination endurance based on information and communication technologies and software has been developed. The design of the mean involves the use of mobile and stationary measuring units and a personal computer. The measuring unit contains analog and digital sensors. Information about the student’s performance on the test is displayed on the personal computer screen. Approbation of the developed mean involved establishing the degree of its authenticity by comparing the results of testing the coordination endurance of students with disabilities who are war veterans implemented using traditional methods of measurement and the results of testing using the developed mean. The calculation of the reliability and validity of the tests showed that the recording of control results by electronic means allows ensuring a high level of authenticity of the tests. Conclusions. The use of the electronic control means of coordination endurance presented in the work allows the achievement of a high level of reliability of control results in real time. Based on the summaries of the conducted empirical research, it was established that the introduction of electronic means of control in the process of physical education of students with disabilities who are war veterans helps to ensure the effectiveness of this process.

The syntaxonomic analysis of pine forests with Acer negundo occurring on fluvio-glacial sandy deposits of Altai Krai (South-East Siberia) was made based on 93 releves. It was established that Acer negundo takes a different phytocenotic part in 2 associations, 2 variants, and 6 no-ranked communities of 4 classes and 4 orders according to the Braun-Blanquet approach. The method of detrended correspondence analysis (DCA coordination) implemented in the DECORANA software package was used to confirm the ecological and floristic integrity of the identified vegetation units. New data on the spatial syntaxa distributions depend on the complex humidity gradient, soil fertility, and anthropogenic factors. Acer negundo is most abundant and common in the communities of the Brachypodio-Betuletea pendulae class, which are characterized by habitats with moderate moistening and greater soil fertility. In the spatial series considered, according to the soil fertility and humidity gradients, we observe an increase in Acer negundo in the Vicia sylvatica &ndash; Pinus sylvestris community and an increase in the activity of mesophytes and mesohygrophytes that are more demanding to soil fertility.

Introduction. Modern conditions of official activity of convoy and security police officers impose high demands on the level of their physical fitness. In their professional activities, they often face the need to use physical force, including martial art techniques against suspects and defendants for selfdefense, as well as to overcome resistance to legal demands. However, the use of physical force and fighting techniques is impossible without well-developed physical characteristics. This article considers the problem of formation and improvement of physical characteristics necessary for professional and service tasks of convoy and security police officers. Research methods. The author used a test method to determine the effectiveness of the obstacle course on the development of coordination abilities of convoy and security police units, and the method of mathematical statistics Student’s t-criterion for quantitative processing of the obtained results. Research results. The study conducted by the author involved trainees undergoing police professional training. The research was organised on the basis of Tuymen Institute for Advanced Training for employees of the MIA of Russia during the period from July to October 2022. At the beginning of the experimental and control group participants showed the same level of development of coordination abilities. During the pedagogical experiment practical physical training sessions for the representatives of the experimental group were carried out with using the principle of dynamic scheme of obstacle course; the representatives of the control group were trained according to the general plan. In the final test the results of the participants of the experimental group surpassed those of the control group. Based on the results the author concludes that the use of the obstacle course has an effective impact on the development of coordination abilities of the trainees.

The article presents the structural components of pedagogical technology, the peculiarity of which is the application of adapted Ukrainian folk games to accelerated learning to swim in open water and taking into account the need to create a "success situation" as a subjective mental state of self-satisfaction. The research was conducted at swimming training sessions based on the summer health camp "Red Sails" (Skadovsk) during August 2019. The camp shift lasted 14 days. The study involved 15 people (9 girls and 6 boys) 8-9 years. To determine the assessment of children's swimming readiness during the study, we developed a system of control exercises, which included: fear of water; immersion of the face in the water; squats in water; diving; respiratory arrest in water; ability to perform a "star"; ability to push and slide; ability to slide and work with your feet; ability to slide and work with hands; ability to swim in coordination. The results showed that younger students significantly reduced the feeling of fear of water by 22.5% (p <0.01). A slightly smaller increase in results was obtained in the tests: "jumping into the water" 12% (p <0.01), "respiratory arrest in the water" and "star" 15% (p <0.01). The highest growth rate was found in the control exercises "ability to swim in coordination" and "squats in the water" - 21.8% (p <0.01). The obtained test results and the indicator of the learning coefficient (0.63), which increased by 0.33 units, indicate the effectiveness of the implementation of the author's technology, which ensured the achievement of this goal.

INTRODUÇÃO: O texto apresenta abordagem sobre formação continuada com professores da Secretaria Municipal de Educação da Cidade do Rio de Janeiro (SME), baseada em experiências com Esporte de Orientação que motivou a formulação de uma proposta interdisciplinar a ser desenvolvida nas Unidades Escolares.OBJETIVO: Analisar a possibilidade de uma ação educativa entre a educação física escolar e a educação ambiental por meio de uma prática pedagógica com o esporte de orientação. MÉTODOS: Foram oferecidas duas formações docentes, distribuição de um material didático (Cartilha Pedagógica do Esporte de Orientação) para o desenvolvimento das aulas práticas nas Unidades Escolares, e a viabilização de duas aulas externas em ambientes naturais para prática do esporte. Os professores de Educação Física que participaram deste processo formativo fizeram uma avaliação sobre as experiências oportunizadas com o Esporte de Orientação dentro e fora das Unidades Escolares.RESULTADOS: A formação docente possibilitou vivências exitosas com a prática do Esporte de Orientação, tanto no ambiente escolar quanto no ambiente natural. Para os professores, as experiências viabilizaram reflexões e discussões sobre um trabalho interdisciplinar para questões socioambientais e experiências inéditas m ambientes naturais para os estudantes.CONCLUSÃO: A partir das experiências oportunizadas e avaliadas positivamente pelos professores, compreendeu-se a importância de ampliar e aprofundar a proposta pedagógica. Assim, a Coordenadoria de Projetos de Extensão Curricular (CPEC) da SME planeja e se organiza para desenvolver o Projeto #MAPA&AÇÃO, visando à materialização de ações pedagógicas que relacionam intrinsicamente educação, esporte e sustentabilidade através do Esporte de Orientação.Reflections from a teaching formation: school physical education articulated with environmental educationABSTRACTBACKGROUND: The text presents the approach on continuing education with teachers from Rio de Janeiro Municipal Education Secretariat (SME-RJ) based on experiences with the “Orienteering Sport” that motivated the formulation of an interdisciplinary proposal to be developed in School Units.OBJECTIVE: Seeking to analyze the possibility of an educational action between School Physical Education and Environmental Education through a pedagogical practice with the Orienteering Sport.METHODS: Two teaching courses were offered, distribution of didactic material (Pedagogical Guide to Orienteering Sport) for the development of practical classes in School Units, and the possibility of two external classes in natural environments for the practice of sport. The Physical Education teachers who participated in this formative process made an assessment of the experiences provided with the Orienteering Sport inside and outside the School Units. RESULTS: Teacher training enabled successful experiences with the practice of Orienteering Sport, both in the school environment and in the natural environment. For teachers, the experiences enabled reflections and discussions on interdisciplinary work for socio-environmental issues and unprecedented experiences immersed in natural environments for students.CONCLUSION: From the opportunized experiences and positively evaluated by the teachers, the importance of expanding and deepening the pedagogical proposal was understood. Thus, the Coordination of Curricular Extension Projects (CPEC) of Municipal Education Secretariat (SME) plans and organizes itself to develop Project #MAPA&AÇÃO, aiming at the materialization of pedagogical actions that intrinsically relate education, sport and sustainability through Orienteering Sport.

Introduction There was limited data on the experiences and roles of sub-national health systems in the response against COVID-19 in Ethiopia. This study explored how sub-national primary health care units and coordinating bodies in Ethiopia responded to COVID-19 during the first 6 months of pandemic. Methods We conducted a qualitative study with descriptive phenomenological design using 59 key informants that were purposively selected. The interviews included leaders across Ethiopia’s 10 regions and 2 administrative cities. Data were collected using a semi-structured interview guide that was translated into a local language. The interviews were conducted in person or by phone. Coding and categorizing led to the development of themes and subthemes. Data were analyzed using thematic analysis. Results Local administrators across different levels took the lead in responding to COVID-19 by organizing multisectoral planning and monitoring committees at regional, zonal and woreda (district) levels. Health leaders reacted to the demand for an expanded workforce by reassigning health professionals to COVID-19 surveillance and case management activities, adding COVID-19-related responsibilities to their workloads, temporarily blocking leave, and hiring new staff on contractual basis. Training was prioritized for: rapid response teams, laboratory technicians, healthcare providers assigned to treatment centers where care was provided for patients with COVID-19, and health extension workers. COVID-19 supplies and equipment, particularly personal protective equipment, were difficult to obtain at the beginning of the pandemic. Health officials used a variety of means to equip and protect staff, but the quantity fell short of their needs. Local health structures used broadcast media, print materials, and house-to-house education to raise community awareness about COVID-19. Rapid response teams took the lead in case investigation, contact tracing, and sample collection. The care for mild cases was shifted to home-based isolation as the number of infections increased and space became limited. However, essential health services were neglected at the beginning of the pandemic while the intensity of local multisectoral response (sectoral engagement) declined as the pandemic progressed. Conclusions Local government authorities and health systems across Ethiopia waged an early response to the pandemic, drawing on multisectoral support and directing human, material, and financial resources toward the effort. But, the intensity of the multisectoral response waned and essential services began suffering as the pandemic progressed. There is a need to learn from the pandemic and invest in the basics of the health system–health workers, supplies, equipment, and infrastructure–as well as coordination of interventions.

В статье уточнен механизм резонансного переноса подготовленности инженерного специалиста во взаимосвязи с подвижными и спортивными играми. В современной педагогике трансформированы следующие двигательные способности: силовые, скоростные, координационные способности, выносливость и гибкость. Однако до сих пор единства взглядов на их классификацию нет. Цель: аналитическое обоснование необходимости введения интегративного термина «игровая моторная выносливость» инженера и теоретических основ его содержания как потенциально информативного понятия в базовых исследованиях по физической культуре и спорту. Гипотеза исследования заключалась в предположении о том, что глубокое обзорное теоретико-экспериментальное обоснование содержания компонента «игровая моторная выносливость» инженера будет являться аргументом-предпосылкой для верификации данного параметра на предмет аутентичности предиктора результативности действий, как в профессиональном, так и спортивном плане подготовки.Использовались методы: теоретический анализ и обобщение; логической обработки информации (абстрагирование, индукция, аналитико-синтетическая переработка научной информации, формализация); системный анализ; контент-анализ; гипотетическое моделирование и прогнозирование; квалиметрии (свертывание); формализационный анализ; педагогическое наблюдение; профессиографический анализ; цифровая визуализация; хронометрирование, шагометрия; кибернетический анализ ритма сердца; математико-статистическая обработка данных. Педагогический эксперимент был организован и проведен преимущественно на базах военно-инженерных вузов и подразделений сил специальных операций. Интерпретация понятия специальной выносливости и ее производной – игровой выносливости в частности, в контексте исследования базируется на уяснении важности учета, в первую очередь, – качественной компоненты в определении бинарной дееспособности искомой способности, во взаимосвязи с энергетическим/генетическим потенциалом организма человека, особенностями избранного вида спорта, эффективности демонстрации техники и тактики, а также с психическим диапазоном второй сигнальной системы. Это решение базируется на учете специфики развития специальной выносливости, так как оригинальный труд в игровых видах спорта подвержен вариативности в проявлениях физиологических и психогенных реакций, в сложных согласованиях между процессами утомления и ресинтеза, и гетерогенных систем энергопродукции. Результатами работы являлась модель концептуальной структуры интегративного содержания игровой моторной выносливости инженера, которая представляет совокупность взаимосвязанных компонентов, сочетающих оперативное игровое мышление, а также шесть гибридных разновидностей проявления его выносливости во время матча (периода, тайма, сета, партии и т. п.): общей; скоростной; силовой; скоростно-силовой; прыжковой; координационно-двигательной. The article specifies the mechanism of resonance transfer of engineering specialist's preparedness in interrelation with mobile and sports games. The following motor abilities have been transformed in modern pedagogy: strength, speed, coordination abilities, endurance and flexibility. However, there is still no unity of views on their classification. Objective: analytical substantiation of the necessity to introduce the integrative term "game motor endurance" of an engineer and theoretical foundations of its content as a potentially informative concept in basic research on physical culture and sport. The hypothesis of the research consisted in the assumption that a deep review theoretical and experimental substantiation of the content of the component "game motor endurance" of an engineer will be a prerequisite argument for the verification of this parameter for the authenticity of the predictor of the performance of actions, both in professional and sports training plan. The following methods were used: theoretical analysis and generalization; logical processing of information (abstraction, induction, analytical and synthetic processing of scientific information, formalization); system analysis; content analysis; hypothetical modeling and forecasting; qualimetry (convolution); formalization analysis; pedagogical observation; professional analysis; digital visualization; chronometry, pedometry; cybernetic analysis of heart rhythm; mathematical and statistical processing of data. The pedagogical experiment was organized and conducted mainly on the bases of military engineering universities and units of special operations forces. Interpretation of the concept of special endurance and its derivative - game endurance in particular, in the context of the research is based on the understanding of the importance of taking into account, first of all, the qualitative component in determining the binary capacity of the desired ability, in the relationship with the energy/genetic potential of the human body, the peculiarities of the chosen sport, the effectiveness of demonstration of techniques and tactics, as well as with the mental range of the second signal system. This solution is based on taking into account the specificity of the development of special endurance, as the original work in game sports is subject to variability in the manifestations of physiological and psychogenic reactions, in complex coordination between the processes of fatigue and resynthesis, and heterogeneous systems of energy production. The results of the work were the model of the conceptual structure of the integrative content of the game motor endurance of an engineer, which represents a set of interrelated components combining operational game thinking, as well as six hybrid varieties of manifestation of his endurance during a match (period, time, set, party, etc.): general; speed; power; speed-strength; jumping; coordination-motor.

The article examines the organizational and pedagogical conditions of using information technolo- gies in blended learning of future officers. The purpose of the study is to justify the organizational and ped- agogical conditions of using information technologies in blended training of future officers. Methods of re- search are analysis, synthesis and generalization of the development of scientific and legal sources in the context of the use of blended learning in the educational process of higher education institutions, in partic- ular regarding the identification and justification of the organizational and pedagogical conditions for the use of information technologies in blended learning of future officers. The results of research. It is noted that the educational sector is quite sensitive to modern social chal- lenges and the emergence of digital technologies, because due to serious social problems, education of young people must continue taking into account traditional and modern practices of face-to-face (audi- tory), distance and, accordingly, blended learning. It is outlined that the blended system of learning in the system of higher military education is caused by the need to train future officers in a fairly short time, with an orientation to personal needs, requests of cadets, updating knowledge and skills, forming the necessary abilities for self-organization, self-improvement, the ability to use modern information technologies for rap- id communication, and solving professional tasks. The analysis of scientific and pedagogical literature al- lowed us to note that blended learning is considered as an educational program that includes partially on- line learning (choice and use of information technologies) and offline learning (controlled by the teacher). In the context of the research, it is indicated that the combination of traditional pedagogy with mod- ern information technologies contributes to the individualization of learning, increasing motivation and the development of cognitive interest, adaptability skills, independence, self-control of future officers, collab- oration and group work; ensures flexibility of the training process, quick feedback between the subjects of educational activity, development of digital skills; improves the quality of education; provides access to the latest scientific and educational resources that are constantly updated; increases the level of readiness to perform combat tasks in real conditions; and prepares cadets for remote coordination and management of units. Among the organizational and pedagogical conditions of the use of information technologies in the blended learning of future officers, the following ones are highlighted: infrastructural support of blended learning in the institution of higher military education; creating content with methodical materials; use of forms and methods of interactive learning; ensuring convenience and accessibility to educational materials; security and information protection in the institution of higher military education. The blended system of education enables teachers of the higher education institutions to combine the best methods of traditional pedagogy with modern technological tools, which contributes to a more flexi- ble, interactive and effective learning process that meets the requirements of the modern military environ- ment. The use of online resources in the conditions of blended education has significant advantages, in- cluding: reducing costs for educational materials and organizing classes; increasing motivation to acquire knowledge; supplementing traditional teaching methods with information technologies, including the use of multimedia resources, virtual simulations and interactive educational materials in combination with lec- tures and practical classes; creation of adaptive training programs that take into account the individual needs and level of preparation of each student; involvement of students by means of forums, online discussions, testing and group projects to acquire knowledge for performing functions in professional activities; stimulation of active participation of students in the educational process; development of critical thinking and teamwork; and providing feedback. Conclusions. However, blended learning requires special training from institutions of higher military education: teachers must have appropriate knowledge and skills for the effective use of information tech- nologies in the educational process, which includes regular refresher courses and exchange of experience with colleagues; provision of necessary technical resources and support, modern equipment, software and Internet access; constant evaluation of the effectiveness of the use of information technologies, which en- sures timely identification and elimination of problems, improvement of training methods; consideration of information security issues, protecting student data and ensuring the confidentiality of educational ma- terials. It is worth noting that the use of information technologies in blended learning of future officers re- quires a complex approach and compliance with certain organizational and pedagogical conditions, which ensures the training of highly qualified specialists capable of effectively performing their duties in modern conditions.

The article deals with the development of science in higher educational institutions of Bashkiria in the 1960- 1980s, also the problem of the growth of the number of scientific and scientific-pedagogical personnel. The paper shows the dynamics of creating of research sections (departments), research industrial branch and problem laboratories, research production units in the universities of the republic. Thus, the first research laboratory in the higher educational institutions of the republic appeared in 1960, and the first research sections (departments) in 1963. The paper shows that in institutional terms, research activities were particularly intensively developed in the Ufa Oil and Aviation Institutes, the Bashkir State University. For some time, from 1963 to 1967, the former research institutes of the Bashkir branch of the USSR Academy of Sciences were part of the BSU; namely the Institute of Organic Chemistry and the Institute of Biology. However, the most rapid emergence of research laboratories in most universities of the republic dates back only to the 1980s, when they were established in the Bashkir State University, Medical and Agricultural Institutes. The article describes peculiarities of the formation of scientific trends and schools in various higher education institutions of the region. Thus, in the Bashkir Agricultural Institute, scientific research was closely related to agricultural production, in the Medical Institute - with medical and preventive practice in the republic. The Ufa Aviation and Petroleum Institutes, partly the University, served the production interests of large industrial enterprises. The article reveals that during the period under review, there occurred a certain integration of college science with academic and branch science, production, also increase the volume of contractual self accounting work took place The problem publication the results of scientific research remained acute during the study period. The issue of the implementing of the results of scientific activity in to production is touched upon. A number of difficulties in the development of science in higher educational institutions of the republic are identified in the article: the weakness of the experimental and production base, its inefficient use, the increase in the time of implementation of developments in to production, the low level of cooperation and coordination of scientific activities.

Introduction. The process of globalization covers all spheres of life of the modern society. The volume of intercultural communication is significantly increasing. The number of business contacts between various industrial enterprises is growing. Due to the fact that the international partnership requires coordination and communication planning, the tasks of training specialists competent in the field of business communication, including foreign-language ones, are updated. One needs appropriate training for mastering the skills to formulate one’s idea correctly, to express it clearly and briefly, including the choice of the appropriate tone and format, the language units. You should also master the skills to analyze the received information, interpret the meaning and relevance. Knowledge, skills of foreign-language business communication is an important professional quality that is necessary for specialists involved in speechwriting and business administration. The purpose of the study is to present a projected model for training students in the field of Philology, whose profile is Speechwriting Business Administration for the implementation of business foreign language communication. There is a revealed contradiction between the insufficient development of theoretical and methodological grounds for the formation of the universal competence in the field of business foreign-language communication of the future bachelor in the field of speechwriting and business administration, on the one hand, and a social order for a competent bachelor of this profile, on the other hand. It conditioned the relevance of the study on planning the model of linguistic training, which allows future bachelors in the field of speechwriting and business administration to master successfully the universal competencies, primarily in the field of foreign-language business communication. In this we see the relevance of the study. Materials and methods. The regulatory documentation, scientific literature of domestic and foreign scientists on the problem of the research was studied and analyzed. The methodological foundations of the study are a set of approaches: competent, system-activity, communicative, professional-oriented. In the work we use theoretical research methods – analysis (the analysis of scientific literature and basic pedagogical concepts), synthesis, generalization, modeling. Study results. The study conducted by the authors made it possible to design a model of future bachelors, foreignlanguage and linguo-professional training in the field of speechwriting and business administration. It is aimed at mastering the universal competence in the process of studying a foreign language. The characteristics of the main structural blocks of the model (target, theoretical and methodological, meaningful, technological, diagnostic and effective) are presented. Conclusion. The further direction of the study was determined: the identification of the effectiveness of the developed model in the process of experimental training of future bachelors in the field of Philology, whose profile is Speechwriting and Business Administration.

Характеризуются результаты исследования – когнитивные визуализации – больших данных на материалах цифровых следов деятельности студенческих проектных сообществ по созданию знания в образовании. Презентация этих результатов в сочетании с предметом исследования – указанными следами – является основанием для релевантности парадигмы визуальной семиотики задачам данного проекта. Выборкой исследования стали проектные сообщества студентов, работающие на цифровых платформах Wiki, SkillSpace, Patentoskop, Univertechpred. Рассмотрены цифровые следы, которые оставляли участники проектной деятельности в электронных библиотеках при создании совместных статей и исследований, при разработке патентных заявок на результаты интеллектуальной деятельности, технологических проектов на платформе студенческого предпринимательства. При обработке больших данных применялись методы сетевого анализа, выявляющие связи между агентами деятельности при создании цифровых объектов: интеллектуальных продуктов и технологических проектов. The results of a study are characterized -- cognitive visualizations of big data based on the materials of digital footprints of student project communities’ activities on the creation of knowledge in education . The presentation of these results in combination with the subject of the study – the specified footprints – is the basis for the relevance of the paradigm of visual semiotics to the tasks of this project. The development of the interdisciplinary Science of Team Science field of knowledge is based on the developments and research of project teams as creators of new knowledge. Such studies use methods of network analysis of big data of project team members as cognitive activity footprints. Agents of new knowledge (conductors of new ideas) and knowledge attractors – meaning-forming units of information developed by followers of the agent of new knowledge – are identified. Experiments on studying the agency of new knowledge were conducted on the platforms of Wiki libraries, in studies of scientific citation of new knowledge on the publication platforms eLIBRARY, Scopus, Web of Science, but the question of studying student project teams jointly developing new technological products on the platform of university technological entrepreneurship – Univertechpred – has not been raised. The need for such a study is due to the fact that didactic forms of work with students’ project-based knowledge are institutionalized through federal projects of the Ministry of Science and Higher Education: “startup as a diploma”, “platform of university technological entrepreneurship”. However, the nature of student project teams’ activities on creating new knowledge and technological products has not been explored. The study used SNA (Social Network Analysis) methods, through which the density, intensity, and spatial coordination of social connections in the network (on the digital platform the student project team works) are analyzed. The aim of the study is to examine the cognitive mechanisms of student project communities’ activity in working with knowledge systems. In the study, as the main source of big data for analyzing the activities of student project teams to create new knowledge and new technologies, footprints of digital searches by students for patent analogues (on the platforms of Rospatent, the Moscow Innovation Cluster) were used to develop projects presented on the platform of university technological entrepreneurship. Also, based on big data methods, digital footprints of the authors-creators of the electronic program code for the functioning of the developed student projects were studied. The study was conducted on the GitHub platform, which has the ability to store the project repository and all its changes. The big data method was also used to study digital footprints of authors of educational courses in the network repositories of the open digital educational platform SkillSpace – the network cognitive activity of youth teams to create educational online courses on the open platform was studied. All of the above digital platforms have interactive services for organizing activities to create new knowledge, a technological product of a student project team. The study revealed that the clustering indicator of big data in the form of digital footprints of student project communities characterizes the degree of interaction between the interdisciplinary neighbors of the considered agent of new knowledge. For the development of digital educational environments (DEE) of universities, the results of the study indicate the need to integrate digital services for organizing student teamwork for specific educational, research and project tasks into universities’ DEE. The study of the practices of student project communities with various knowledge systems ((a) research knowledge in the form of articles on Wiki platforms; (b) knowledge about intellectual products in the form of patent archives on WIPO platforms; (c) knowledge of AI (artificial intelligence) codes in the form of Program-Code in source code editor applications) revealed the specifics of the practices of student project communities with knowledge of various types. Based on the results of the study, it can be concluded that big data technologies have a significant potential in the study of project teams creating new knowledge on digital platforms. The results of the study are theoretically significant for the development of scientific fields – information anthropology, pedagogical semiotics, cybernetics of digital educational environments, cognitive science. The practical significance of the study is related to the applicability of the identified characteristics of the activities of student project teams (startup developers) in educational practice.

Resumo: A partir dos fundamentos da coordenação do trabalho escolar o texto analisa as atribuições dos agentes dafunção de Professor Coordenador, na rede de ensino estadual paulista, e as demandasque a prática cotidiana das unidades escolares lhes impõe. O objetivo do texto é ampliar e aprofundar a compreensão sobre a função e a prática da coordenação pedagógica tendo em vista contribuir para a superação das dificuldades e obstáculos que ela encontra para se consolidar no espaço da escola pública. Assim, o texto retoma na literatura o percurso histórico daquela função no âmbito normativo da Secretaria Estadual de Educação de São Paulo (SEE-SP), o papel atribuído ao Professor Coordenador na reforma ocorrida naquela rede escolar em 2007, quando se implantaa proposta curricular do programa "São Paulo faz escola", e os problemas e limitações que dificultam a concretização de práticas que democratizem a escola e articulem o trabalho coletivo. Por fim, o texto discute esse cenário na perspectiva de um paradigma de administração escolar quetem como fundamento a natureza do processo de produção pedagógico e que visa à consecução de uma educação transformadora e progressista. Palavras-chave: Coordenação Pedagógica; Professor Coordenador; São Paulo faz escolaAbstract: Based on theoretical foundations of school work coordination, the text analyses the attributions of the agents of the function of Coordinator Teacher within São Paulo state schools, and the demands that the daily practice at the school units imposes on them. The objective of this text is to widen and deepen the comprehension about the function and practice of pedagogical coordination aiming to contribute to the overcome of the difficulties and obstacles that it faces to consolidate in public school setting. Thereby, the text recovers the historical course of that function in the State Secretary of Education of São Paulo (SEE-SP) normative setting, the role ascribed to the Coordinator Teacher in the 2007 state schools reform when the curricular proposal of the "São Paulo fazescola" program was implanted, and the problems and limitations that hinder the concretization of practices that democratizes school and articulate collective work. At last, the text discusses this scenario in the perspective of a school management paradigm founded in the nature of the pedagogical production process and that aims to achieve a transforming and progressive education. Key words: Pedagogical Coordination; Coordinator Teacher; "São Paulo faz escola" Program.

ABSTRACT By means of claims and affirmative action policies, more and more indigenous peoples have entered higher education. This research intended to investigate and understand the reasons for the indigenous people’s permanence in the Post-Graduate Programs (PPGs) of the Federal University of Amazonas (UFAM). Based on qualitative research, we sent questionnaires to the 42 coordination offices of these PPGs and, subsequently, we interviewed 7 indigenous graduate students from different ethnic groups, with transcription and content analysis according to Bardin. We included three thematic units and categories: academic path of postgraduate students (schooling records; entrance at university); confrontations to remain at the university (difficulties, resistance, resolutions); suggestions and proposals. We conclude that financial, pedagogical, cultural, and social difficulties are the result of a hegemonic logic that continues to generate discrimination, inequality, and exclusion, but the commitment to oneself, to one’s family, ethnicity and indigenous causes provides them with the inspiration to resist and finish the course.

‘Bitzer,’ said Thomas Gradgrind. ‘Your definition of a horse.’‘Quadruped. Graminivorous. Forty teeth, namely twenty-four grinders, four eye-teeth, and twelve incisive. Sheds coat in the spring; in marshy countries, sheds hoofs, too. Hoofs hard, but requiring to be shod with iron. Age known by marks in mouth.’ Thus (and much more) Bitzer.‘Now girl number twenty,’ said Mr. Gradgrind. ‘You know what a horse is.’— Charles Dickens, Hard Times (1854)Dickens’s famous pedant, Thomas Gradgrind, was not an anomaly. He is the pedagogical manifestation of the rise of quantification in modernism that was the necessary adjunct to massive urbanisation and industrialisation. His classroom caricatures the dominant epistemic modality of modern global democracies, our unwavering trust in numbers, “data”, and reproductive predictability. This brief quotation from Hard Times both presents and parodies the 19th century’s displacement of what were previously more commonly living and heterogeneous existential encounters with events and things. The world had not yet been made predictably repetitive through industrialisation, standardisation, law, and ubiquitous codes of construction. Theirs was much more a world of unique events and not the homogenised and orthodox iteration of standardised knowledge. Horses and, by extension, all entities and events gradually were displaced by their rote definitions: individuals of a so-called natural kind were reduced to identicals. Further, these mechanical standardisations were and still are underwritten by mapping them into a numerical and extensive characterisation. On top of standardised objects and procedures appeared assigned numerical equivalents which lent standardisation the seemingly apodictic certainty of deductive demonstrations. The algebraic becomes the socially enforced criterion for the previously more sensory, qualitative, and experiential encounters with becoming that were more likely in pre-industrial life. Here too, we see that the function of this reproductive protocol is not just notational but is the sine qua non for, in Althusser’s famous phrase, the manufacture of citizens as “subject subjects”, those concrete individuals who are educated to understand themselves ideologically in an imaginary relation with their real position in any society’s self-reproduction. Here, however, ideology performs that operation through that nominally least political of cognitive modes, the supposed friend of classical Marxism’s social science, the mathematical. The historical onset of this social and political reproductive hegemony, this uniform supplanting of time’s ineluctable differencing with the parasite of its associated model, can partial be found in the formation of metrics. Before the 19th century, the measures of space and time were local. Units of length and weight varied not just between nations but often by municipality. These parochial standards reflected indigenous traditions, actualities, personalities, and needs. This variation in measurement standards suggested that every exchange or judgment of kind and value relied upon the specificity of that instance. Every evaluation of an instance required perceptual acuity and not the banality of enumeration constituted by commodification and the accounting practices intrinsic to centralised governance. This variability in measure was complicated by similar variability in the currencies of the day. Thus, barter presented the participants with complexities and engagements of skills and discrete observation completely alien to the modern purchase of duplicate consumer objects with stable currencies. Almost nothing of life was iterative: every exchange was, more or less, an anomaly. However, in 1790, immediately following the French Revolution and as a central manifestation of its movement to rational democratisation, Charles Maurice de Talleyrand proposed a metrical system to the French National Assembly. The units of this metric system, based originally on observable features of nature, are now formally codified in all scientific practice by seven physical constants. Further, they are ubiquitous now in almost all public exchanges between individuals, corporations, and states. These units form a coherent and extensible structure whose elements and rules are subject to seemingly lossless symbolic exchange in a mathematic coherence aided by their conformity to decimal representation. From 1960, their basic contemporary form was established as the International System of Units (SI). Since then, all but three of the countries of the world (Myanmar, Liberia, and the United States), regardless of political organisation and individual history, have adopted these standards for commerce and general measurement. The uniformity and rational advantage of this system is easily demonstrable in just the absurd variation in the numeric bases of the Imperial / British system which uses base 16 for ounces/pounds, base 12 for inches/feet, base three for feet/yards, base 180 for degrees between freezing and cooling, 43,560 square feet per acre, eights for division of inches, etc. Even with its abiding antagonism to the French, Britain officially adopted the metric system as was required by its admission to the EU in 1973. The United States is the last great holdout in the public use of the metric system even though SI has long been the standard wanted by the federal government. At first, the move toward U.S. adoption was promising. Following France and rejecting England’s practice, America was founded on a decimal currency system in 1792. In 1793, Jefferson requested a copy of the standard kilogram from France in a first attempt to move to the metric system: however, the ship carrying the copy was captured by pirates. Indeed, The Metric Conversion Act of 1975 expressed a more serious national intention to adopt SI, but after some abortive efforts, the nation fell back into the more archaic measurements dominant since before its revolution. However, the central point remains that while the U.S. is unique in its public measurement standard among dominant powers, it is equally committed to the hegemonic application of a numerical rendition of events.The massive importance of this underlying uniformity is that it supplies the central global mechanism whereby the world’s chaotic variation is continuously parsed and supplanted into comparable, intelligible, and predictable units that understand individuating difference as anomaly. Difference, then, is understood in this method not as qualitative and intensive, which it necessarily is, but quantitative and extensive. Like Gradgrind’s “horse”, the living and unique thing is rendered through the Apollonian dream of standardisation and enumeration. While differencing is the only inherent quality of time’s chaotic flow, accounting and management requite iteration. To order the reproduction of modern society, the unique individuating differences that render an object as “this one”, what the Medieval logicians called haecceities, are only seen as “accidental” and “non-essential” deviations. This is not just odd but illogical since these very differences allow events to be individuated items so to appear as countable at all. As Leibniz’s principle, the indiscernibility of identicals, suggests, the application of the metrical same to different occasions is inherently paradoxical: if each unit were truly the same, there could only be one. As the etymology of “anomaly” suggests, it is that which is unexpected, irregular, out of line, or, going back to the Greek, nomos, at variance with the law. However, as the only “law” that always is at hand is the so-called “Second Law of Thermodynamics”, the inconsistently consistent roiling of entropy, the evident theoretical question might be, “how is anomaly possible when regularity itself is impossible?” The answer lies not in events “themselves” but exactly in the deductive valorisations projected by that most durable invention of the French Revolution adumbrated above, the metric system. This seemingly innocuous system has formed the reproductive and iterative bias of modern post-industrial perceptual homogenisation. Metrical modeling allows – indeed, requires – that one mistake the metrical changeling for the experiential event it replaces. Gilles Deleuze, that most powerful French metaphysician (1925-1995) offers some theories to understand the seminal production (not reproduction) of disparity that is intrinsic to time and to distinguish it from its homogenised representation. For him, and his sometime co-author, Felix Guattari, time’s “chaosmosis” is the host constantly parasitised by its symbolic model. This problem, however, of standardisation in the face of time’s originality, is obscured by its very ubiquity; we must first denaturalise the seemingly self-evident metrical concept of countable and uniform units.A central disagreement in ancient Greece was between the proponents of physis (often translated as “nature” but etymologically indicative of growth and becoming, process and not fixed form) and nomos (law or custom). This is one of the first ethical and so political debates in Western philosophy. For Heraclitus and other pre-Socratics, the emphatic character of nature was change, its differencing dynamism, its processual but not iterative character. In anticipation of Hume, Sophists disparaged nomos (νόμος) as simply the habituated application of synthetic law and custom to the fluidity of natural phenomena. The historical winners of this debate, Plato and the scientific attitudes of regularity and taxonomy characteristic of his best pupil, Aristotle, have dominated ever since, but not without opponents.In the modern era, anti-enlightenment figures such as Hamann, Herder, and the Schlegel brothers gave theoretical voice to romanticism’s repudiation of the paradoxical impulses of the democratic state for regulation and uniformity that Talleyrand’s “revolutionary” metrical proposal personified. They saw the correlationalism (as adumbrated by Meillassoux) between thought and thing based upon their hypothetical equitability as a betrayal of the dynamic physis that experience presented. Variable infinity might come either from the character of God or nature or, as famously in Spinoza’s Ethics, both (“deus sive natura”). In any case, the plenum of nature was never iterative. This rejection of metrical regularity finds its synoptic expression in Nietzsche. As a classicist, Nietzsche supplies the bridge between the pre-Socratics and the “post-structuralists”. His early mobilisation of the Apollonian, the dream of regularity embodied in the sun god, and the Dionysian, the drunken but inarticulate inexpression of the universe’s changing manifold, gives voice to a new resistance to the already dominate metrical system. His is a new spin of the mythic representatives of Nomos and physis. For him, this pair, however, are not – as they are often mischaracterised – in dialectical dialogue. To place them into the thesis / antithesis formulation would be to give them the very binary character that they cannot share and to, tacitly, place both under Apollo’s procedure of analysis. Their modalities are not antithetical but mutually exclusive. To represent the chaotic and non-iterative processes of becoming, of physis, under the rubric of a common metrics, nomos, is to mistake the parasite for the host. In its structural hubris, the ideological placebo of metrical knowing thinks it non-reductively captures the multiplicity it only interpellates. In short, the polyvalent, fluid, and inductive phenomena that empiricists try to render are, in their intrinsic character, unavailable to deductive method except, first, under the reductive equivalence (the Gradgrind pedagogy) of metrical modeling. This incompatibility of physis and nomos was made manifest by David Hume in A Treatise of Human Nature (1739-40) just before the cooptation of the 18th century’s democratic revolutions by “representative” governments. There, Hume displays the Apollonian dream’s inability to accurately and non-reductively capture a phenomenon in the wild, free from the stringent requirements of synthetic reproduction. His argument in Book I is succinct.Now as we call every thing custom, which proceeds from a past repetition, without any new reasoning or conclusion, we may establish it as a certain truth, that all the belief, which follows upon any present impression, is deriv'd solely from that origin. (Part 3, Section 8)There is nothing in any object, consider'd in itself, which can afford us a reason for drawing a conclusion beyond it; ... even after the observation of the frequent or constant conjunction of objects, we have no reason to draw any inference concerning any object beyond those of which we have had experience. (Part 3, Section 12)The rest of mankind ... are nothing but a bundle or collection of different perceptions, which succeed each other with an inconceivable rapidity, and are in a perpetual flux and movement. (Part 4, Section 6)In sum, then, nomos is nothing but habit, a Pavlovian response codified into a symbolic representation and, pragmatically, into a reproductive protocol specifically ordered to exclude anomaly, the inherent chaotic variation that is the hallmark of physis. The Apollonian dream that there can be an adequate metric of unrestricted natural phenomena in their full, open, turbulent, and manifold becoming is just that, a dream. Order, not chaos, is the anomaly. Of course, Kant felt he had overcome this unacceptable challenge to rational application to induction after Hume woke him from his “dogmatic slumber”. But what is perhaps one of the most important assertions of the critiques may be only an evasion of Hume’s radical empiricism: “there are only two ways we can account for the necessary agreement of experience with the concepts of its objects: either experience makes these concepts possible or these concepts make experience possible. The former supposition does not hold of the categories (nor of pure sensible intuition) ... . There remains ... only the second—a system ... of the epigenesis of pure reason” (B167). Unless “necessary agreement” means the dictatorial and unrelenting insistence in a symbolic model of perception of the equivalence of concept and appearance, this assertion appears circular. This “reading” of Kant’s evasion of the very Humean crux, the necessary inequivalence of a metric or concept to the metered or defined, is manifest in Nietzsche.In his early “On Truth and Lies in a Nonmoral Sense” (1873), Nietzsche suggests that there is no possible equivalence between a concept and its objects, or, to use Frege’s vocabulary, between sense or reference. We speak of a "snake" [see “horse” in Dickens]: this designation touches only upon its ability to twist itself and could therefore also fit a worm. What arbitrary differentiations! What one-sided preferences, first for this, then for that property of a thing! The various languages placed side by side show that with words it is never a question of truth, never a question of adequate expression; otherwise, there would not be so many languages. The "thing in itself" (which is precisely what the pure truth, apart from any of its consequences, would be) is likewise something quite incomprehensible to the creator of language and something not in the least worth striving for. This creator only designates the relations of things to men, and for expressing these relations he lays hold of the boldest metaphors.The literal is always already a reductive—as opposed to literature’s sometimes expansive agency—metaphorisation of events as “one of those” (a token of “its” type). The “necessary” equivalence in nomos is uncovered but demanded. The same is reproduced by the habitual projection of certain “essential qualities” at the expense of all those others residing in every experiential multiplicity. Only in this prison of nomos can anomaly appear: otherwise all experience would appear as it is, anomalous. With this paradoxical metaphor of the straight and equal, Nietzsche inverts the paradigm of scientific expression. He reveals as a repressive social and political obligation the symbolic assertion homology where actually none can be. Supposed equality and measurement all transpire within an Apollonian “dream within a dream”. The concept captures not the manifold of chaotic experience but supplies its placebo instead by an analytic tautology worthy of Gradgrind. The equivalence of event and definition is always nothing but a symbolic iteration. Such nominal equivalence is nothing more than shifting events into a symbolic frame where they can be commodified, owned, and controlled in pursuit of that tertiary equivalence which has become the primary repressive modality of modern societies: money. This article has attempted, with absurd rapidity, to hint why some ubiquitous concepts, which are generally considered self-evident and philosophically unassailable, are open not only to metaphysical, political, and ethical challenge, but are existentially unjustified. All this was done to defend the smaller thesis that the concept of anomaly is itself a reflection of a global misrepresentation of the chaos of becoming. This global substitution expresses a conservative model and measure of the world in the place of the world’s intrinsic heterogenesis, a misrepresentation convenient for those who control the representational powers of governance. In conclusion, let us look, again too briefly, at a philosopher who neither accepts this normative world picture of regularity nor surrenders to Nietzschean irony, Gilles Deleuze.Throughout his career, Deleuze uses the word “pure” with senses antithetical to so-called common sense and, even more, Kant. In its traditional concept, pure means an entity or substance whose essence is not mixed or adulterated with any other substance or material, uncontaminated by physical pollution, clean and immaculate. The pure is that which is itself itself. To insure intelligibility, that which is elemental, alphabetic, must be what it is itself and no other. This discrete character forms the necessary, if often tacit, precondition to any analysis and decomposition of beings into their delimited “parts” that are subject to measurement and measured disaggregation. Any entity available for structural decomposition, then, must be pictured as constituted exhaustively by extensive ones, measurable units, its metrically available components. Dualism having established as its primary axiomatic hypothesis the separability of extension and thought must now overcome that very separation with an adequacy, a one to one correspondence, between a supposedly neatly measurable world and ideological hegemony that presents itself as rational governance. Thus, what is needed is not only a purity of substance but a matching purity of reason, and it is this clarification of thought, then, which, as indicated above, is the central concern of Kant’s influential and grand opus, The Critique of Pure Reason.Deleuze heard a repressed alternative to the purity of the measured self-same and equivalent that, as he said about Plato, “rumbled” under the metaphysics of analysis. This was the dark tradition he teased out of the Stoics, Ockham, Gregory of Rimini, Nicholas d’Autrecourt, Spinoza, Meinong, Bergson, Nietzsche, and McLuhan. This is not the purity of identity, A = A, of metrical uniformity and its shadow, anomaly. Rather than repressing, Deleuze revels in the perverse purity of differencing, difference constituted by becoming without the Apollonian imposition of normalcy or definitional identity. One cannot say “difference in itself” because its ontology, its genesis, is not that of anything itself but exactly the impossibility of such a manner of constitution: universal anomaly. No thing or idea can be iterative, separate, or discrete.In his Difference and Repetition, the idea of the purely same is undone: the Ding an sich is a paradox. While the dogmatic image of thought portrays the possibility of the purely self-same, Deleuze never does. His notions of individuation without individuals, of modulation without models, of simulacra without originals, always finds a reflection in his attitudes toward, not language as logical structure, but what necessarily forms the differential making of events, the heterogenesis of ontological symptoms. His theory has none of the categories of Pierce’s triadic construction: not the arbitrary of symbols, the “self-representation” of icons, or even the causal relation of indices. His “signs” are symptoms: the non-representational consequences of the forces that are concurrently producing them. Events, then, are the symptoms of the heterogenetic forces that produce, not reproduce them. To measure them is to export them into a representational modality that is ontologically inapplicable as they are not themselves themselves but the consequences of the ongoing differences of their genesis. Thus, the temperature associated with a fever is neither the body nor the disease.Every event, then, is a diaphora, the pure consequent of the multiplicity of the forces it cannot resemble, an original dynamic anomaly without standard. This term, diaphora, appears at the conclusion of that dialogue some consider Plato’s best, the Theaetetus. There we find perhaps the most important discussion of knowledge in Western metaphysics, which in its final moments attempts to understand how knowledge can be “True Judgement with an Account” (201d-210a). Following this idea leads to a theory, usually known as the “Dream of Socrates”, which posits two kinds of existents, complexes and simples, and proposes that “an account” means “an account of the complexes that analyses them into their simple components … the primary elements (prôta stoikheia)” of which we and everything else are composed (201e2). This—it will be noticed—suggests the ancient heritage of Kant’s own attempted purification of mereological (part/whole relations) nested elementals. He attempts the coordination of pure speculative reason to pure practical reason and, thus, attempts to supply the root of measurement and scientific regularity. However, as adumbrated by the Platonic dialogue, the attempted decompositions, speculative and pragmatic, lead to an impasse, an aporia, as the rational is based upon a correspondence and not the self-synthesis of the diaphorae by their own dynamic disequilibrium. Thus the dialogue ends inconclusively; Socrates rejects the solution, which is the problem itself, and leaves to meet his accusers and quaff his hemlock. The proposal in this article is that the diaphorae are all that exists in Deleuze’s world and indeed any world, including ours. Nor is this production decomposable into pure measured and defined elementals, as such decomposition is indeed exactly opposite what differential production is doing. For Deleuze, what exists is disparate conjunction. But in intensive conjunction the same cannot be the same except in so far as it differs. The diaphorae of events are irremediably asymmetric to their inputs: the actual does not resemble the virtual matrix that is its cause. Indeed, any recourse to those supposedly disaggregate inputs, the supposedly intelligible constituents of the measured image, will always but repeat the problematic of metrical representation at another remove. This is not, however, the traditional postmodern trap of infinite meta-shifting, as the diaphoric always is in each instance the very presentation that is sought. Heterogenesis can never be undone, but it can be affirmed. In a heterogenetic monism, what was the insoluble problem of correspondence in dualism is now its paradoxical solution: the problematic per se. What manifests in becoming is not, nor can be, an object or thought as separate or even separable, measured in units of the self-same. Dogmatic thought habitually translates intensity, the differential medium of chaosmosis, into the nominally same or similar so as to suit the Apollonian illusions of “correlational adequacy”. However, as the measured cannot be other than a calculation’s placebo, the correlation is but the shadow of a shadow. Every diaphora is an event born of an active conjunction of differential forces that give rise to this, their product, an interference pattern. Whatever we know and are is not the correlation of pure entities and thoughts subject to measured analysis but the confused and chaotic confluence of the specific, material, aleatory, differential, and unrepresentable forces under which we subsist not as ourselves but as the always changing product of our milieu. In short, only anomaly without a nominal becomes, and we should view any assertion that maps experience into the “objective” modality of the same, self-evident, and normal as a political prestidigitation motivated, not by “truth”, but by established political interest. ReferencesDella Volpe, Galvano. Logic as a Positive Science. London: NLB, 1980.Deleuze, Gilles. Difference and Repetition. Trans. Paul Patton. New York: Columbia UP, 1994.———. The Logic of Sense. Trans. Mark Lester. New York: Columbia UP, 1990.Guenon, René. The Reign of Quantity. New York: Penguin, 1972.Hawley, K. "Identity and Indiscernibility." Mind 118 (2009): 101-9.Hume, David. A Treatise of Human Nature. 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