CC BY
22
DOI 10.14526/01_1111_156
METHODOLOGICAL BASIS OF ECOLOGICAL LIFESTYLE FORMATION AS THE CONDITION OF NATURE PROTECTING ATTITUDE TO ENVIRONMENT
Alexandr V. Nazarenko - doctor of pedagogics, associate professor
Irina V. Astrakhantseva - graduate student Ulyanovsk State Pedagogical University named after I.N. Ulyanov, 4, area of 100 th anniversary of V.I. Lenin's birth, Ulyanovsk, 432700, Russia
E-mail: avnokn@mail.ru
Annotation. Environment state in Russia and in the world in general achieved its critical level, which is dangerous for the existing civilization. The reason for the present situation is the process of globalization, which is accompanied by material benefits and comfortable life conditions increase. Without changing a consumer's attitude to environment for nature protecting and recourses saving one it is impossible to solve this problem. Principal change of the interaction character between people and environment demands ecological worldview, ecological awareness, ecological thinking and ecological culture formation, directed at the relations optimization between people and environment. Practical realization of a new paradigm of society and nature interaction demands habitual lifestyle change for ecological one, which conditions readiness to fulfill nature protecting and recourses saving activity. Material. Theoretical and experimental substantiation of the necessity to change a consumer's attitude to nature for nature protecting one, as the condition for health-improving educational space creation. Research methods: scientific and methodical literature analysis and systematization, pedagogical experiment, testing, the method of expert evaluations, statistical data handling. Result. Innovative technology creation of ecological lifestyle formation is connected with the problem solution of an integral health-improving educational space ofpopulation creation. The results of this technology use showed a considerable understanding improvement by students form the EG the essence and importance of involving people into ecological lifestyle, on the basis of mastering its main conceptual and methodological theses, scientific principles, aims and objectives, pedagogical conditions; effective means, methods and evaluation criteria of the formation level use, the technology of future teachers involvement into nature protecting and nature saving attitude to environment. Conclusion. Innovative technology use of involving people into ecological lifestyle creates necessary preconditions for an integral health-improving educational space organization, which provides interaction harmonization of a person and nature, further society development on the principles of natural recourses rational use, provides the ability of nature to self-regeneration.
Keywords: innovative technologies, health-improving educational space, ecological lifestyle.
Urgency. A critical state of environment proves the necessity to change the views of people concerning the role and place of nature in the life of each member of society, changing the character of interaction between a person and environment. Orientation at a quick social-economic development of the countries in the XX the century caused nature great damage. Nature landscapes destruction, deserted areas increase, water and air
pollution, industrial and domestic waste endanger the safety of modern civilization.
Considering possible variants of social development during the period till 2100 V.I. Vernadskiy, 1991, (6, P.122); N.F. Reymers, 1994, (16, P.67-75); N.N.Moiseev, 1996, (11, P.135-139) and others came to the conclusion that the number of industrial waste, coming into environment, had reached its permitted level. Air pollution with industrial waste: nitrogen, sulphur, phosphorus, carbonic oxide,
all they create the preconditions for acid rains, which affect soil, water, flora and fauna, the objects of technosphere. This is the reason of microorganisms death in soil; necessary microelements washing out from farming lands, their fertility decrease; reproduction function decrease among fish and other water organisms, heavy metals accumulation in their organism; metal constructions of buildings corrosion, buildings destruction.
A powerful anthropogenic interference into natural processes changed environment and it doesn't manage to adapt to them, losing the ability to reconstruct ruined connections in biocoenoses and ecosystems. In order to satisfy own constantly increasing needs and get comfortable life a person created artificial environment with the houses and buildings, which are equipped with air conditioners, lamps instead sunlight; using cleaned drinking water, gradually getting used to the idea of living in artificial conditions, regardless of nature. At the same time, it is not taken into consideration that out-of-nature environment, technosphere, is impossible without natural materials, extraction and processing of which is accompanied by a great amount of industrial waste, creating the preconditions for ecological catastrophe [1, P. 6-8].
People don't realize the difficulty of the system of interactions in the world: air, water, soil, flora and fauna is present the interconnection of the elements, which function as one organism. The influence on one of them influences the other: destruction of one kind conditions the destruction of the other kinds, connected with it with the help of food dependence.
Putting material values of nature first, society underestimates the importance of spiritual-aesthetic component, which includes the following aspects:
- recreational and balneological features of nature, providing health strengthening and preservation, active life extension are irreplaceable for all categories of population of the planet;
- technically and esthetically ideal models of transportation engineers-
constructors borrow from the representatives of fauna;
-natural landscapes, the chains of mountains, waterfalls, different colors of wood, rivers and lakes calm down psycho-emotional state, strengthen nervous system, provide spiritual balance, are the source of inspiration for people in the sphere of art;
-wood, which is not only the home for different species of fauna, but also a powerful means of air cleaning from chemical industrial waste, enriches it with oxygen, phytoncides, valuable for people substances, killing pathogenic microbes.
Existing contradiction between the increasing need of people for material values of nature and the necessity to preserve its ability to fulfill self-reconstruction can overcome only a man, who has intellect, the skills of analysis, objective estimation of own activity results, predicting its separate consequence for environment [3, P. 82].
The aim of this research work is theoretical and experimental substantiation of the necessity to change a consumer's attitude to nature for nature saving one as the condition for health improving educational space creation.
Objectives: 1. To reveal innovative technologies, ideas and views of the scientists, directed at principle changes of the character of interaction between a man and environment, its spiritual values mastering.
2. To create the main theoretical theses of the technology of ecological lifestyle formation, which provides rehabilitation of environment and health improvement of people.
3. To check the effectiveness of this technology during the pedagogical experiment.
Material. The laws of nature and society development, relations harmonization between people and environment are violated, according to S.N. Glazachev, 2004, (7, P. 124); O A. Linenko, 2009, (8 P. 15-16); A. V. Nazarenko, (12, P.131; 13, P.440); G.A. Paputkova, 2007, (15, P.76); O.G. Rogova, 2008, (17, P.350) and others, in order to increase material income, which is the main
reason for regional and general world crisis. Attitude to nature changes with the development of society and is considerably conditioned by social-economic conditions, education, the level of general and ecological culture of population. Philosophers, teachers, psychologists and ecologists point out great importance of ecological education and ecological upbringing development at all levels of its organization. According to the specialists, loss of spiritual values of a man led to nature degradation and it makes the problem of ecological education and ecological upbringing of population in the country very urgent. It conditions the necessity to orient the whole system of education to general humane ecological values [3, P.83-90; 5, P. 359; P.69].
Y.A. Bagdasarova, 2012, (4, P.12) thinks that ecological education should be presented by a cognitive level, which helps to understand, that a man is the part of nature and fully depends on its state; by an effective level, which forms the skills of spiritual values of nature mastering, a rational and careful attitude to it; by conative level. In the author's opinion, ecological education should be directed to ecological world view formation. The character of interaction between a man and nature is determined by ecological thinking, which conditions understanding of ecological problems and personal responsibility realization of each society member for environment state.
L.R. Azizova, 2013, (1,P.14) offers to consider ecology as a theoretical base of a rational nature use during the methodology of ecological world view and ecological thinking formation; consider the reason for ecological catastrophes the lack of ecological knowledge; value nature as the source of inspiration, creative opportunities and abilities of people realization.
D.S. Likhachev, 1997, (9, P.69) is sure that nature degradation is the results of spiritual values of a man distraction. Without spiritual-moral level of people improvement it is impossible to harmonize their relation with nature. It conditions the necessity to form ecological vulture, which provides not only the system of special knowledge mastering in the
sphere of ecology, but also the importance realization of spiritual values of nature for moral qualities of a man increase, a consumer's attitude to environment change for nature protecting and resourses saving one. N.N. Moiseev, 1998, (10, P.102) thinks that modern civilization preservation is possible only during the process of coevolution of a man and a biosphere. It demands relations optimization in the system of "man-nature", the scientific basis of which should be objective laws of environment and society development. People should correlate own interaction with nature with the rules and norms of behavior, providing nature preservation and further development. N.N. Moiseev, 1996, (11, P.26-35) said that transforming environment in own aims, using natural resources, a person should learn to harmonize own needs in a way to preserve the ability of nature to self-regeneration. This concept presents a strategy of changing a consumer's attitude to environment to nature protecting one, without which it is impossible to harmonize the relations with environment and preserve modern civilization.
A reasonable activity of people, which forms the base of the theory of noosphere, presented by V.I. Vernadskiy, is the main factor of considerable contradictions elimination between society and nature. A consumer's attitude change for nature protecting and recourses saving one demands not only the system of ecological knowledge mastering. This problem solution is connected with ecological worldview, ecological awareness, ecological thinking and ecological culture formation. For this purpose we need a great amount of specialists, material-technical base, several organizational events at a state level. However, the problem has achieved great scale and its solution can't be postponed.
At a modern stage of social development political, economic, scientific and cultural state of any country is determined by the number of people with a high level of many-sided education, which forms theoretical and methodological base for ecological worldview formation. However, a critical state of environment nowadays proves the necessity
of a global change of attitude to the role and place of nature in the life of each man, the necessity realization to reconsider the character of interaction between people and environment. It is connected with ecological lifestyle formation, which is characterized by the orientation at relations harmonization with environment, without which it is impossible to organize health forming educational space, providing positive indices of psycho-emotional and physical state of people, their working capacity and life activity. A difficult structural content of ecological lifestyle, its theoretical and methodological realization demands a definite level of ecological worldview, ecological thinking, ecological awareness, ecological culture formation.
From a worldview point of view ecological crisis is the result of irrational consumer interrelations and interactions of society and nature. It is possible to overcome them only by means of mastering moral, axiological-normative acts, created by people. It is connected with ecological world view formation, which is the system of views, ideals, beliefs, principles, spiritual values, which determine the attitude of people to nature [12, (P.131); 13 (P.(131-133)]. Ecological awareness, according to Linenko O A., 2009 (8, P.15-16) is a spiritual-practical reality mastering, which provides adaptation, coevolution, interactions harmonization between people and nature. The author considers ecological awareness as the range of notions of the character of relations and interconnections during interaction with environment and ecological thinking as the notion, formed as a result of synthesis of natural-scientific, economic and juridical knowledge, which conditions the necessity of a rational attitude to environment realization, taking into consideration the regularities of its development. The peculiarity of ecological thinking is personality orientation at a purposeful ecological activity as a result of ecological worldview formation.
Ecological culture is a part of general culture, which conditions ecological knowledge, abilities and skills mastering, which are necessary for an effective ecological
activity, directed at nature preservation. The research results, received by O.I. Marar, 2012 (11, p.43-51) helped to form the following definition: ecological culture is a range of traditions, norms, spiritual values, examples of behavior and also the character of the attitude to environment. The essence of ecological culture determine the following things: ecological awareness, worldview, moral, cultural heritage, traditions, social experience, notions of spiritual and material values of nature. A part of ecological culture is ecological upbringing as the process of a purposeful increase of responsible and moral attitude to environment by means of the influence on feelings, consciousness, views and ideas.
Harmonious relations formation between a man and nature demands a complex approach and should be the result of ecological worldview, ecological awareness, ecological thinking and ecological culture formation. It helps to say about the necessity of preconditions of ecological lifestyle formation, the aim of which is interrelations optimization between society and environment. The main peculiarity of ecological lifestyle is the transfer of the mastered system of ecological knowledge into personal ideas, based on following the laws of nature and society development. If there are no it is impossible to form ecological behavior, which provides protection of environment from outer ruinous influences and the system of special ecological events concerning ruined natural objects rehabilitation and the ability of nature to regeneration preservation [11, P.90; 13, P.132; 14, P.3 and others].
Results and their discussion. We created innovative technology of ecological lifestyle formation, the realization of which will provide health-improving educational space creation for different categories of population. Complexity of the notion and ecological lifestyle content conditioned the necessity to reveal its methodological basis (picture 1); principles, functions, aim and objectives and also pedagogical conditions of ecological life style formation.
The aims and objectives of ecological lifestyle condition the choice of the most effective means of its formation, great variety of which helps to systematize them into 2 big groups. Spiritual values of nature are presented by health-improving influence of natural powers of environment on an organism; aesthetic influence on the character of
environment perception; the fact realization, that nature is the source of inspiration during artistic-expressive images in literature, poetry and art creation. The group of material values of nature is presented by the variety of flora and fauna, the part of which is a man; mineral resources, energy recourses, valuable kinds of wood, pure water, fertile soil and others.
Picture 1 - Innovative technology of ecological lifestyle formation
Involvement into ecological lifestyle is a long-term and difficult process, which demands a complex of different methods of pedagogical influence use, providing many-sided development of a person and his theoretical, emotional and practical; readiness to fulfill ecological activity. Among the methods of ecological lifestyle formation the
leading place take the skills of a constant monitoring of streets, squares, parks, recreation areas; mobile units of volunteers creation for their state control; the contests organization to determine the clearest zone of recreation: beach, square and etc.
Evaluation criteria of ecological lifestyle formation level are the following:
- the effectiveness of practical ecological activity;
- participation in project-research work of ecological orientation;
- the skills mastering of dependence setting of the state of nature on the character of people behavior.
In order to check the effectiveness of this technology a pedagogical experiment was held, 144 students from the 1st and the 2nd courses of different faculties of Ulyanovsk State Pedagogical University named after I.N. Ulyanov took part in the experiment. All students were divided into 2 groups: the control group (CG) and the experimental group (EG), each group included 72 people. Before the pedagogical experiment a test was held in order to determine the level of methodological basis of ecological lifestyle (its principles, functions, aims and objectives) understanding
The mark was determined according to the ability to name the main methodological theses, which condition the orientation of ecological lifestyle; reveal the principles of its formation, name its main functions, aim, enumerate the main objectives and pedagogical conditions of involvement into ecological lifestyle. In the CG lessons were held according to the traditional methodology in accordance with a curriculum in the EG created by us innovative technology of ecological lifestyle formation was used. The students from the EG were explained the importance of ecological worldview, ecological awareness, ecological thinking, ecological culture; their content, orientation, aims and objectives their theoretical substantiation as the base for ecological lifestyle formation. The future teachers tried to determine the structural content of ecological lifestyle independently; reveal its main components, set interconnections between them. During considering the methodological basis of ecological lifestyle the future teachers were offered to set the dependency between mastering the system of ecological knowledge and a personal belief formation of the necessity to change a consumer's attitude to nature for nature protecting one.
While characterizing the laws of nature and society development students were given the tasks for the reasons of their violation revelation; for making suppositions and ideas, which didn't provided any opportunity for the regularities of nature development violation as the main condition of its ability preservation to self-regeneration. The future teachers tried to create independently the norms and rules of interaction with nature, adding to international normative base.
During the principles of ecological lifestyle discussion the future teachers tried to estimate their scientific substantiation and increase effectiveness of use during ecological education and upbringing. Students were offered to add each principle, to reveal its content widely; substantiate their interconnection and interconditionality.
During the functions of ecological lifestyle consideration students were offered to determine their succession according to significance, reveal the content on the basis of the volume of the gained ecological knowledge; add other functions, taking into consideration existing notions of ecological lifestyle and its importance for ecological situation improvement in the country. The students from the EG had an opportunity to give own definition of ecological lifestyle; define the objectives and reveal pedagogical conditions of its formation.
One of pedagogical conditions, the most difficult to understand, was "methodological support of a specialists in the sphere of ecology". While understanding the content of ecological lifestyle, its orientation and the ratio of structural components, the future teachers realized that the effectiveness of ecological lifestyle formation is conditioned by a teacher's ability to control this process. The difficulty of involving into ecological lifestyle is conditioned by contradictions between declaration of state laws and acts about the necessity to defend nature and the results of everyday observations, concerning systematic environment pollution with industrial and domestic waste; this process realization at all levels: starting from the directors of industrial enterprises to simple
citizen. Students acknowledged that the most difficult was to form the skills of own ecological actions control concerning cleanness of nature provision in case of controlling organs absence. The future teachers realized, that the most effective method of environment defense from pollution and ruinous influence was ecological self-upbringing and ecological self-control of behavior at nature.
Project-research work organization was extremely interesting for students as one of the pedagogical conditions of ecological lifestyle formation, the result of which should be new ideas production concerning clean environment preservation as the main condition of health forming educational space. The students were offered the following ways of nature protection from ruinous influence of a man:
- special automatic machines creation and setting, which give instruments and equipment for domestic waste collection and utilization;
- preliminary organization of the places for domestic waste, the use of which after picnics and other forms of rest will help to keep the used part of nature clean and safe;
- contests organization in order to determine the clearest zone for summer rest;
- wide variety of point source radio centers use in the zone of mass not organized rest, which constantly remind of the necessity to cleaning up domestic waste.
After the pedagogical experiment one more test was held in order to estimate the degree of mastering the following notions by students from the CG and the EG: "ecological worldview", "ecological awareness", "ecological thinking", "ecological culture", and also the essence and the content of ecological lifestyle, its structural components, character of interactions between them. The students from the cg and the EG were offered to reveal the principles of ecological lifestyle formation, its functions; to formulate the aims and objectives. The results of the pedagogical experiment showed that before it the level of theoretical, methodical and practical readiness of students from the CG and the EG didn't
have considerable differences, but after the experiment the group of experts (5 qualified specialists in ecology) gave different estimation to the students' answers. In the CG with the initial level of ecological knowledge, ecological worldview definition and content, ecological thinking and ecological culture 2,68±0,17 points to the end of the pedagogical experiment the estimation improved till 2,83±0,19 points (p>0,05), in the EG with the initial results 2,66±0,15 points after the pedagogical experiment the results increased till 3,76±0,21 points (p<0,05). In the CG with the initial results of knowledge of methodological basis of ecological lifestyle 2,24±0,14 points, to the end of the pedagogical experiment the indices improved till 2,72±0,11 points (p>0,05); in the EG with the initial results 2,41±0,16 points, after the experiment the estimation was 3,80±0,21 points (p<0,05). In the CG during the notion "ecological lifestyle" determination and its content revelation the initial mark was 2,44±0,15 points, to the end of the pedagogical experiment the mark increased and was 2,74±0,13 points (p>0,05); In the EG with the initial results of the studied index 2,40±0,13 points, after the pedagogical experiment the mark was 4,12±0,22 points (p<0,05). The same tendency of more significant indices improvement in the EG was revealed according to other characteristics of ecological lifestyle.
Thus, the results of the pedagogical experiment showed, that ecological lifestyle formation is one of the most important conditions of a consumer's attitude to nature change for nature protecting one. However, its formation is a long-term and difficult process, which should start from mastering the following notions: "ecological worldview", "ecological awareness", "ecological thinking", "ecological culture". Involving into ecological; lifestyle demands active forms of education and upbringing use, a close connection with practical ecological activity; creative tasks production, connected with independent search for new information in the sphere of ecology, its analysis and systematization, the skills of environment state monitoring
formation, creative abilities realization during new ideas advancing for ecological problems solution. One of the important conditions of ecological lifestyle formation is the dependency realization of health on environment state, the necessity to create an integral health saving educational space for population.
References
1. Azizova L. R. Pedagogical conditions of ecological worldview formation among students from technical higher educational establishments. Extended abstract of candidate's thesis. Makhachkala, 2013, 21 p. (in Russian).
2. Amelchenko T. V. Social-pedagogical education: content and strategic guiding lines of development. Pedagogicheskoe obrazovanie i nauka [Pedagogical education and science], 2009, no. 4, pp. 50-55. (in Russian).
3. Astrakhantseva I. V. Conceptual-methodological substantiation of ecological upbringing importance in the system of professional training of a future teacher. Pedagogiko-psikhologicheskie i mediko-biologicheskie problemy fizicheskoi kul'tury i sporta [Pedagogical-psychological and medico-biological problems of physical culture and sports], 2016, vol.11, no. 2, pp. 82-94. Available at: http://iournal-science.org/ru/article/578.html. DOI: 10.14526/01_1111_119.
4. Bagdasarova Y. A. Professional-ecological competence formation among students-the future specialists of pipeline transport. Extended abstract of candidate's thesis. Samara, 2012, 22 p. (in Russian).
5. Biryukova N. A. The problems of ecological awareness formation. Pedagogika [Pedagogics], 2004, no. 10, pp. 35-42. (in Russian).
6. Vernadskiy V. I. Uchenie o perekhode biosfery v noosferu, ego filosofskoe i obshchenauchnoe znachenie [Theory of biosphere transfer into noosphere, its philosophic and general scientific importance]. Moscow, 1991. - Vol. 2, 236 p. (in Russian).
7. Glazachev S. N. Ecological culture: essence, content, technologies of formation. Vestnik ekologicheskogo obrazovaniya [Ecological education bulletin], 2004, no. 3. - 2004, pp. 121-128.
8. Kolesnik A.I. Terms of the effectiveness of environmental self. Pedagogiko-psikhologicheskie i mediko-biologicheskie problemy fizicheskoi kul'tury i sporta [Pedagogical-psychological and medico-biological problems of physical culture and sports], 2016, Vol.11, no.2, pp. 135-142. Available at: http://iournal-science.org/ru/article/590.html. DOI: 10.14526/01_1111_112.
9. Kolesnik A.I. The Principles Of Ecological Self-Upbringing Organization. Pedagogiko-psikhologicheskie i mediko-biologicheskie problemy fizicheskoi kul'tury i sporta [Pedagogical-psychological
and medico-biological problems of physical culture and sports], 2016, Vol.11, no.1, pp. 150-158. Available at: http ://j ournal -science .org/ru/article/3 32. html. DOI: 10.14526/01_1111_90.
10. Linenko, O. A. Ecological awareness and ecological culture as the aim and the result of ecological education / O. A. Linenko // Higher education today. -Moscow : Logos. - 2008. - № 9. - P. 89-92. (in Russian).
11. Likhachev B. T. Struktura ekologicheskoi kul'tury lichnosti i pedagogicheskie osnovy ee formirovaniya. Ekologicheskoe obrazovanie v Rossii: teoreticheskie aspekty [The structure of personality's ecological culture and pedagogical basis of its formation. Ecological education in Russia: theoretical aspects]. Moscow, 1997, pp. 69-70. (in Ryussian).
12. Marar O. I. Dukhovnaya zhizn' obshchestva i problemy ekologicheskoi kul'tury v sovremennoi Rossii [Spiritual life of society and the problems of ecological culture in modern Russia]. Voronezh, Russian Academy of State Service, 2008. (in Russian).
13. Moiseev N. N. Ekologiya i obrazovanie [Ecology and education]. Moscow, "YNIASM", 1996, 192 p. (in Russian).
14. Nazarenko A.V. Culture and morality formation as the base for ecological thinking. Pedagogicheskoe obrazovanie i nauka [Pedagogical education and science]. 2013, no. 3, pp. 130-134. (in Russian).
15. Nazarenko A.V. Conditions of formation of the younger generations of morality as means of education of careful attitude to nature. Pedagogiko-psikhologicheskie i mediko-biologicheskie problemy fizicheskoi kul'tury i sporta [Pedagogical-psychological and medico-biological problems of physical culture and sports], 2012, vol.7, no. 4, pp. 103-108. Available at: http://iournal-science.org/ru/magazine/28.html.
16. Nazarenko A. Some approaches to improving the system of environmental education / A. Nazarenko, A. Kolesnik // Proceedings of the IX International Academic Congress "Contemporary Science and Education in America, Africa and Eurasia" (Brazil, Rio de Janeiro, August, 18-20, 2015). Volume III. "UFRJ Press", 2015. 436-443 p.
17. National strategy of ecological education in the Russian Federation Prilozhenie k zhurnalu «Vestnik ekologicheskogo obrazovaniya v Rossii» [Supplement of "Bulletin of ecological education in Russia" journal]. 2000, no. 1, pp. 3-20. (in Russian).
18. Paputkova G. A. Conceptual model of competence-oriented professional ecological education of students at a higher educational establishment. Nauchno-prakticheskii mezhdunarodnyi zhurnal «Gumanizatsiya obrazovaniya» [Scientific-practical International journal "Education humanization"]. 2008, no. 1, pp. 76-81. (in Russian).
19. Reymers N. F. Ecology (theory, laws, rules, principles and hypotheses). Zhurnal «Rossiya
molodaya» ["Young Russia" journal], 1994, 367 p. (in education. Extended abstract of Doctor's thesis. Saint
Russian). Petersburg, 2008, 398 p. (in Russian).
20. Rogovaya O. G. Ecological-pedagogical competence formation of a specialist in the sphere of
Submitted: 12.11.2016 Received: 15.11.2016
Alexandr V. Nazarenko - doctor of pedagogics, associate professor, Ulyanovsk State Pedagogical University named after I.N. Ulyanov, 4, area of 100 th anniversary of V.I. Lenin's birth, Ulyanovsk, 432700, Russia
Irina V. Astrakhantseva - graduate student Ulyanovsk State Pedagogical University named after I.N. Ulyanov, 4, area of 100 th anniversary of V.I. Lenin's birth, Ulyanovsk, 432700, Russia, E-mail: avnokn@mail.ru
