An example of annotation formatting

An abstract is a stand-alone, informative text that allows the reader to evaluate the content, scientific novelty, and practical significance of the study without consulting the full text of the article. The abstract should be logically complete, informative, and understandable outside the context of the main text.

The recommended length of the abstract is 150–250 words in Russian. The English abstract should be a correct and complete translation of the Russian version, without abbreviations or semantic differences.

The content of the abstract should reflect the structure of the article and include the following elements:

Relevance of the research - justification of the significance of the topic, formulation of the scientific problem;
The purpose of the study is an indication of the subject, object or research task;
Research methods - description of the approaches, methods and sources used;
Results are the main data obtained, identified patterns and provisions;
Conclusions and practical significance - interpretation of the results, areas of their possible application and scientific value.

The following is not allowed in the annotation:

general and declarative formulations that do not contain specific information (“a current problem is being considered”, “research has been conducted”, etc.);
verbatim repetition of the article title;
references, footnotes and quotations;
undeciphered abbreviations and acronyms;
descriptions of the author's intentions ("the article will consider", "it is planned to show").

The abstract should present the results already obtained and be formulated in the present or past tense.

Examples of annotations

Example 1 (173 words)

Zemstvo institutions of the Perm province in the 1870s–1900s: contribution to the development of public education and health care

Local government reforms in Russia at the end of the 19th century represented an important stage in the modernization of public administration amidst the tension between traditional paternalistic models of governance and the demands of a developing civil society. The activities of zemstvo institutions, the first example of elected local self-government in Russia, remain the subject of debate in historiography regarding their actual effectiveness and political significance. The aim of this study is to reconstruct the practices of zemstvo institutions in Perm Governorate from 1870 to 1900, as they relate to the development of public education and healthcare for the rural population. The source base consists of journals of provincial and district zemstvo assemblies, expense estimates of zemstvo councils, and office records from the collections of the State Archives of Perm Krai for the period in question. Methods of source analysis, historical and statistical comparison, and prosopography were applied to the personnel of zemstvo councils. It was found that the Perm Zemstvo's expenditure on public education increased from 7.2% to 19.4% of the budget during the study period, and the number of zemstvo schools increased by 3.8 times. The activities of medical stations resulted in a 22% reduction in mortality from epidemic diseases in districts with developed zemstvo healthcare. The results confirm the significant contribution of zemstvo institutions to the social development of Perm Governorate and redefine their role in the modernization of the Russian provinces.

Example 2 (154 words)

INTEGRATION STRATEGIES IN RECONSTITUTED FAMILIES WITH CHILDREN OF PRESCHOOL AND PRIMARY SCHOOL AGE

The transformation of the family institution in contemporary Russian society is accompanied by an increase in the number of remarriages and the formation of reconstituted families, which unite children from previous unions of both partners. Sociological research on this form of family organization in Russia remains insufficient, despite the obvious practical significance of the problem for family policy. The aim of this study is to examine the characteristics of intrafamily interactions and integration strategies in reconstituted families with preschool- and primary school-aged children. A qualitative method of semi-structured interviews was used. Thirty-two interviews were conducted with parents and stepfathers/stepmothers from reconstituted families living in Moscow and Yekaterinburg, recruited using purposive and snowball sampling. The interviews were analyzed using thematic coding in NVivo. Three dominant integration strategies were identified: inclusive (with the adoption of the co-parent role), parallel (with the maintenance of clear role boundaries), and conflictual (due to inconsistent expectations of the partners). Key factors for successful integration were found to be consistency in parenting practices, the children's age at the time of the new family formation, and the nature of interactions with the biological parent outside the household. The findings can be used in the work of family psychologists and social workers.