The article considers understanding as a social and cognitive phenomenon, analyses the conditions for the formation of understanding in oral and written communications. Text comprehension is a fundamental element of human literacy, since without comprehension it is impossible to use information, reflect and draw conclusions, on the basis of which it is possible to achieve goals and participate in social life. Thus, in the modern world it is one of the key elements of socialisation. Understanding the text is based not only on the technical skills of reading and writing, but also on the general outlook of a person, his ideas about different areas of life. Studies conducted during mass distance learning have shown that a break in personal teacher-student communication during training had a negative impact on the reading skills of schoolchildren. In addition to regularity, both social attitudes and value views of parents, as well as the cognitive experience of the student, the level of his speech development are important for effective reading and understanding. Reading is considered by the authors not just as a set of cognitive skills, but also as a social action. Studies show that the reading skills and comprehension of new knowledge by schoolchildren are influenced by: the socio-economic status of the family, the attitudes and principles adopted in it. The article also shows that a long time spent by schoolchildren on the Internet negatively affects both their comprehension of texts and empathy. In addition, the problems of integrating the individual into the digital environment and the impact of digitalisation on consciousness and thinking are analysed. On the background of the growth of leisure preferences on the Internet, there is a decrease in the importance of reading for schoolchildren. An increase in school load also negatively affects interest in reading. The authors hypothesise that social stratification between schoolchildren with different levels of literacy can be reduced by using earlier teaching of semantic reading. The authors show that the study of these issues is important not only for pedagogical and psychological sciences, but also for sociology.

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. In the paper we present some results of the study of the social phenomenon of the professional dynasty as a social resource for the reproduction of professional groups. The relevance of the study is based on its interdisciplinary character (social research, economics, philosophy, psychology, history) and a multidimensional approach to the analysis of the professional succession within the family. The research fi lls the gap in the scientifi c studies of the upward social mobility of the members of the professional dynasty including their use of the cultural, economic and social capital. The research obtains scientifi c novelty since we study various professional groups: engineers, doctors, teachers, diplomats, civil servants, taking into consideration their behavioral and educational family trajectories. We used a combination of qualitative and quantitative research methods: in-depth interviews with experts (N = 40) and members of dynasties (N= 162); the sociological mass survey from 8 regions of Russia (N=1400) and the secondary analysis of statistics of the All- Russian sociological surveys. We present the data on various types of dynasties, their structures and the factors that contribute to the development of professional dynasties

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Dynamic phenomena in rock masses occur with a combination of a number of conditions [i, 2], one of which is the fact that the stiffness of an external system governing the load on a failing element should be not greater than its own stiffness. These phenomena may be studied under laboratory conditions since failure of specimens in the latter stages of a compressive test are an analog of the dynamic phenomenon if this failure is brittle and related to the release of excess energy accumulated by the test machine.In view of the fact that no~lly failure is only observed on reaching limiting loads and external manifestations of failure in a normal soft test machine are quite similar for different rocks, there is interest in the features of rock behavior at the strength limit [3][4][5].In the present work an attempt is made to compare the results of phenomenological studies of the deformation diagram for rock specimens of different genesis differing in tendency toward brittle failure with data for the failure process obtained using the phenomenon of acoustic emission (AE). EXPERIMEN~rAL PROCEDUREThe rocks were granite and sandstone from the Kaindy and Dzhergalan deposits, respectively. Granite is cataclastic hornblende mixed mainly with potassium feldspars.The structure is hypidiomorphic granular, and granitic. Quartz grains are cataclastic.Hornblende is strongly chloritized.Open rectilinear cracks are noted crossing the rock in different directions having a width of 12-18 ~m. The density of open cracks is To = 40 i/m, porosity over a microsection is 1.5-2%.Secondary pores (leaching) are located along the path of open cracks and within feldspar grains.Pores have a size of 0.2-0.35~nand they are of angular elongated shape.Sandstone is medium-to fine-grained and polymictic.The composition of the cement is hydromicaceous-kaolin, and carbonate in areas. The type of cement is basal-interstitial. The cement comprises 25-30%, fragmented material 75-70%, and it contains quartz, feldspars, and mica. Open cracks are encountered 18-20 ~m wide. Density To = 10-12 I/m. Porosity over a microsection is 3-5%, pores are of primary and secondary leaching, they have a size of 0.05-0.15 mm, and they are right-angled and rarely circular in shape.Cylindrical specimens were prepared from these rocks with a height-to-diameter ratio equal to two, and with a diemeter of 30 mm according to the specifications of the GOST [6].Experiments were carried out in a PR-500 press from the Armavirskii test machine factory having a stiffness of i-I0 s kg/cm (soft loading). Stiffness was increased to 2.10 ~ kg/cm by loading in parallel with the specimen three columns of steel U-10 whose size was selected from the conditions for equality of their elastic deformations (not exceeding the yield strength) to the value of longitudinal strains with which specimens of the test rocks are beyond the strength limit, i.e., the post-limit region (hard loading).In both cases a specimen was placed in the dynamometer with which the directly operating force was measured.Pos...