Abstract: The subject of the study is the possibility of applying the ideas of positive pedagogy for the development of mathematical education. The relevance of the study is determined by the growing importance of humanitarian trends in secondary and higher education. The use of methods of theoretical analysis and empirical research of the factors of academic success in the development of mathematical content allowed the author to identify a new scientific result: the connection of the use of humanistic constructs of positive pedagogy in mathematical education with the development of value and personality-adaptive characteristics of cognitive activity of students in the development of standards and samples of mathematical thinking and the choice of ways of applying mathematical knowledge to solve vital extremely important tasks. The main result: the achievement of a stable and, most importantly, stable educational result in mathematics depends on the development of the motivational sphere of the individual himself, the formation of self-organization skills, leveling the manifestations of mathematical anxiety. In our opinion, the main role in overcoming mathematical anxiety belongs to the teacher. It is teachers who should take more active actions in encouraging anxious students, instilling in them confidence in their abilities. The effectiveness of any pedagogical activity, both within the framework of formal education and in private tutoring practices, largely depends on the teacher's ability to create an atmosphere of trust, cooperation and mutual understanding, take care of the child's personality, provide him with conditions for the disclosure of abilities and the development of opportunities for self-realization in educational activities, including when solving mathematical problems.

Keywords: igrodidactic approach, mathematical anxiety, humanitarian strategies, didactic solution, pedagogy, positive psychology, positive pedagogy, didactics, educational result, mathematical education

References:
Andreeva Yu. V. (2020) Fundamentals of positive pedagogy and didactics of optimism as an author's scientific direction in pedagogy: justification of a new scientific school. Modern problems of science and education. No. 6. pp. 48-51.
Burlachenko A.V. (2013) Why gamification works and the three basic rules of motivation.Modern trends in economics and management: a new look. No. 23. pp. 36-40.
Kazakova E.I. (2020) Digital transformation of pedagogical education. Yaroslavl Pedagogical Bulletin. No. 1. pp. 48-58.
Kolesova S. V. (2013) Positive pedagogy: problem statement. World of Science, culture, education. No.6 (43). pp. 233-237.
Koryakovtseva O.A., Tarkhanova I.Yu. (2015) Continuous education as a means of adult socialization. Bulletin of Vyatka State University for the Humanities. No. 8. pp. 132-135.
Osmolovskaya I. M. I. (2017) Ya. Lerner on the learning process: modern reading // Domestic and foreign pedagogy. No. 3 (39). pp. 31-41.
Pavlova E.P. , Shchurkova N.E. (2002) How to r

Abstract: The research is aimed at resolving the contradiction between the requirements outlined in the program documents for university graduates, characterizing their readiness for active manifestation of patriotism and the qualities of a civilly mature personality, and the lack of elaboration of pedagogical support for the formation of civic maturity of students. The purpose of the study is to identify effective means of pedagogical support for the development of civic maturity of students. The theoretical analysis is based on the integration of the provisions of two methodological approaches: personality-oriented and activity-oriented. As a result of the theoretical analysis, it is concluded that civic maturity is based on a scientific worldview, ideological conviction in the importance of realizing one's civil rights and duties, in their embodiment in concrete deeds. The scientific novelty of the research lies in the theoretical substantiation and empirical confirmation of the components of civic maturity: civic consciousness, civic feelings, civic activity and civic behavior. In the course of the study, significant positive correlations of all components of civic maturity among themselves and significant negative correlations of these components with the level of dysfunctional attitudes of the individual were established. The role of subjectivity of students as a key attribute of civic maturity is stated. As a methodological result, the article substantiates the levels and directions of pedagogical support for the development of civic maturity of students in the conditions of a university, its directions and targets are highlighted.

Keywords: pedagogical support, higher education, young people, civil behavior, civic engagement, civic feelings, civic consciousness, civic maturity, civic education, civic learning

References:
Alexandrova E. A. (2007) Types of pedagogical support and support of individual education. Institute of System Research and Coordination of Social Processes [Electronic resource] — Access mode. — URL:http://isiksp.ru/library/aleksandrova_ea/aleks-000001.html
Bugaichuk T.V., Tarkhanova I.Y. (2014) The role of education in the formation of a citizen. Modern problems of science and education. No. 3. pp. 231-237.
Gushchina T. N., SelivanovaO. G. (2022) Pedagogical support of the formation of subjectivity of a high school student. Socio-political studies. No. 1(14). pp. 123-140.
Youth of Russia: the phenomenology of citizenship / under the scientific ed. of O.A. Koryakovtseva. Yaroslavl: YAGPU, 2014. – 162 p.
Radionova N. F., Tryapitsyna A. P. (1999) Research of the problems of higher pedagogical education as a way to improve the multilevel training of a specialist in the field of education. Training of a specialist in the field of education: Research activities in improving professional training:

Abstract: The article was prepared within the framework of the project "Development of a model of a unified educational space of organizations of preschool and general education in Ufa with in-depth study of the Bashkir language", implemented at the Bashkir State Pedagogical University named after M. Akmulla. The subject of the research is modeling the educational space of preschool and general education organizations for the development of professional competencies of a teacher. The structural and functional model of the unified educational space is developed on the basis of the principles of multidimensionality, horizontal learning, personification, eventfulness, subjectivity, continuous improvement of professional skills, continuity, guided development and post-training support. The model presents and describes: components of the educational space (subjects, technologies, events and phenomena, partner organizations, resource provision); functions (diagnosis of professional deficits of a teacher, formation of a map of professional deficits, determination of points of growth of a teacher and the construction of his individual educational route); mechanism of implementation of functions (automated assessment of subject and methodological competencies, determining the level of professional competencies, building an individual educational route). The article reveals the features of the functioning of the Center for scientific and methodological support of teaching staff. The description of the research and methodological blocks, as well as the mobile learning block and the block of high-tech learning tools is presented. The scientific and theoretical foundations of the management of the unified educational space of preschool and general education organizations have been developed to improve the level of professional skills of teachers. The main effect achieved in the implementation of the proposed model is the integration and coordination of teachers of preschool and general education organizations within a single educational space. Innovative educational environment of continuous professional development of teaching staff contributes to their professional development and career "lift"

Keywords: management, model, educational space, professional deficit, professional development, individual educational trajectory, professional competencies, mentor, teacher, diagnostics

References:
Altynikova, N.V., & Dorofeev, A.V., & Muzaev, A.А., & Sagitov, S.T. (2022) Quality Management in Peda gogical Education based on the Diagnostics of Teachers’ Professional Deficits: Theoretical and Methodological Aspect. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education. Vol. 27, no. 1, pp. 65-81. DOI: https://doi.org/10.17759/pse.2022270106/
Dorofeev, A.V., & Altynikova, N.V. (2021) Диагностика предметных и методических компетенций учителя математики [Diagnosis of subject and methodo-logical competencies of a mathematics teacher] Bulletin of the Bashkir State Pedagogical University. M. Akmulla. №4 (61). Рр. 123–129.
Dorofeev, A.V., & Arslanova, M.N. (2017) Принцип многомерности в проектировании нелинейного образовательного процесса будущего педагога [The principle of multidimensionality in designing a non-linear educational process of the future teacher] Pedagogical journal of Bashkortostan. No. 3 (70). pp. 57–63.
Zhuravleva, N.N. Образовательное пространство для ин

Abstract: The subject of this research is the formation of entrepreneurial competences of students majoring pedagogy. The goal of this work consists in formulation of theoretical provisions and analysis of organizational-pedagogical conditions for implementation of the model of formation of entrepreneurial competences in educational process of the Ussuriysk branch (School of Pedagogy) of Far Eastern Federal University. The development of entrepreneurial culture of the society currently becomes one of the priority objectives of education as a social institution. In the authors’ opinion, its solution first and foremost lied in the formation of entrepreneurial competences of future pedagogues as the major plank of education system. The research methodology is based on systemic approach and includes the methods of theoretical analysis of the state of problem in scientific literature, studying and generalization of approaches towards building a model for the formation of entrepreneurial competences, and analysis of documentation of educational institutions. The scientific novelty consists in emphasizing the need for the formation of entrepreneurial competences of students majoring pedagogy; proposal of the structural-conceptual model of the educational process and determination of its key organizational-pedagogical conditions; as well as assessment of practical implementation of such model.

Keywords: organizational and pedagogical conditions, model, formation of entrepreneurial competencies, entrepreneurial competencies, development of entrepreneurship, pedagogical education, the pedagogical process, education, university, youth entrepreneurship

References:
Programma razvitiya Shkoly pedagogiki DVFU na 2014 – 2020 gody. [Elektronnyy resurs]. URL: https://www.dvfu.ru/upload/medialibrary/daa/Programma%20razvitiya%20ShP%20DVFU%202014-2020.pdf (Data obrashcheniya 14.09.2019).
D'yakov I. I., Zhupley I. V., Asatryan G. R., Isakova V. V. Otsenka urovnya razvitiya i effektivnosti marketingovoy deyatel'nosti organizatsiy vysshego obrazovaniya: teoreticheskie i prakticheskie aspekty // Sovremennoe obrazovanie. 2018. № 4. S.182–198. DOI: 10.25136/2409-8736.2018.4.28231. [Elektronnyy resurs]. URL: http://enotabene.ru/pp/article_28231.html (Data obrashcheniya 30.09.2019).
Potenko T. A., Mukhina D. V., Asatryan G. R. Organizatsionno-pedagogicheskie usloviya formirovaniya predprinimatel'skikh kompetentsiy obuchayushchikhsya pedagogicheskikh napravleniy // Pedagogika i prosveshchenie. 2019. № 3. S. 16–25. DOI: 10.7256/2454-0676.2019.3.30376. [Elektronnyy resurs]. URL: https://nbpublish.com/library_read_article.php?id=30376 (Data obrashcheniya 30.09.2019).
Voloshina T. A. Osobennosti obucheniya predprinimatel'stvu stude

Abstract: This article is dedicated to the question of psychological and pedagogical support of children in sports. The three stages of psychological and pedagogical support are determined: 1) athlete selection using psychological-pedagogical means and mechanisms; 2) continuous support in the process of athletic training; 3) monitoring of changes of psychological-pedagogical characteristics. The authors examine the details peculiarities of the first stage – athletes selection; highlights the key psychological-pedagogical characteristics of an athlete that must be considered at that stage; neurodynamic, emotional, cognitive, personality orientation, and specificities of interpersonal skills of a child. The main trends in psychological and pedagogical support of athletically gifted children are determined: diagnostic, consultative, and monitoring. The authors come to the conclusion that psychological and pedagogical support of an athletically gifted child is a complex and multi-aspect process, implying the life-long side by side journey of a pedagogue-psychologist and an athlete. The fundamental goal of the modern Russian higher school consists in preparation of sport psychologists-tutors with all essential competences for supporting such children.

Keywords: motivatsiya 9/5000 motivation, sports selection, psychodiagnostic techniques, monitoring, diagnostics, psychological and pedagogical support, personal orientation, development, giftedness, counseling

References:
Shkurkin V.I. Potrebnost' v dostizheniyakh i akademicheskie uspekhi studentov medvuza. Tbilisi, 2014, s. 301—305.
Khekkhauzen Kh. Motivatsiya i deyatel'nost'. M., 1986, t. 1. – 874 s.
Khekkhauzen Kh. Motivatsiya i deyatel'nost'. M., 1986, t. 2. – 912 s.
Shaydurova O.V., Goncharevich N.A., Rostovtseva M.V., Kovalevich I.A., Dogadaev O.N., Shestakov V.N. Vliyanie roditel'skogo stilya vospitaniya na razvitie samootnosheniya v podrostkovom vozraste // Science for Education Today. 2019. T. 9. № 3.-S. 28-41.
Orlov Yu.M. Potrebnost' v dostizhenii v uchebnoy deyatel'nosti. Potrebnosti i motivy uchebnoy deyatel'nosti. M., 2015 , s. 26—46.
Rabota s odarennymi det'mi. Vyyavlenie odarennosti u detey (Metodicheskie rekomendatsii dlya pedagogov). Sostaviteli: Boeva E.L., Kondratenko O.I. – Staryy Oskol, 2011
Zeer E.F. Psikhologiya professional'nogo obrazovaniya: uchebnik dlya stud. uchrezhdeniy vyssh. prof. obrazovaniya / E.F. Zeer. — 2-e izd., ispr. i dop. — M.: Izdatel'skiy tsentr «Akademiya», 2013. — 416 s. — (Ser. Bakalavriat).
Platonov V.N. Obshchaya

Abstract: This article outlines the priorities that allow making the next step in development of engineering education oriented toward innovation economy. The state of innovation economy in Russia is subjected to critical assessment. The author analyzes the proposal of L. G Golubkova on creation of the small structural bureaus and their association as one of the steps towards overcoming the problems of innovation economy. The article reviews the flaws in the national engineering education on the one hand, and requirements imposed on it by the trends of world economy on the other. The author makes recommendations on the measures in engineering education that would contribute to the development of innovation economy in Russia (two levels of priorities, new type of curriculum, methodological support). As a result of the conducted research, the author was able to detect the unsatisfactory state of innovation economy in Russia, identify the two key flaws of the national engineering education (outdated understanding of technology and diminishment of social disciplines), characterize the challenges and trends of world economy, discuss the proposals aimed at the development of engineering education oriented towards innovation economy in Russia.

Keywords: problem, situation, technology, household, economy, design, engineering, innovation, solution, efficiency

References:
Gromyko Yu.V. Proektnoe soznanie. Rukovodstvo po programmirovaniyu i proektirovaniyu v obrazovanii dlya sistem strategicheskogo upravleniya. ‒ M.: Institut uchebnika Paideia, 1998. ‒ 551 s.
Inozemtsev V. Sovremennoe postindustrial'noe obshchestvo: priroda, protivorechiya, perspektivy. ucheb. posobie dlya studentov vuzov. ‒ M.: Logos, 2000. ‒ 304 s.
ODI-1 organizatsionno-deyatel'nostnye igry. ‒ M.: Nasledie MMK, 2006. ‒ 720 s.
Rozin V.M. Tekhnika i tekhnologiya: Ot kamennykh orudiy do Interneta i robotov. ‒ Yoshkar-Ola: Povolzhskiy gosudarstvennyy politekhnicheskiy universitet, 2016. ‒ 280 s.
Rozin V.M. Proektirovanie i programmirovanie: Metodologicheskoe issledovanie: Zamysel. Razrabotka. Realizatsiya. Istoricheskiy i sotsial'nyy kontekst. ‒ M.:Lenand, 2018. ‒160 s.
Rozin V.M. Filosofiya tekhniki: ucheb. Posobie dlya vuzov. 2-e izd. ‒ M.: Yurayt, 2018. ‒ 296 s.
https://science.volgatech.net/nm/fstudent/
https://www.facebook.com/liudmila.golubkova/post

Abstract: The subject of this research is the potential of pedagogical pseudonomastics (science on the pseudonyms the participants of pedagogical process) as an instrument of interdisciplinary analysis of pedagogical history of white émigré of the 1920’s – early 1930’s. The object of this research is the system of pseudonyms presented in the émigré publishers dedicated to pedagogy and cognate areas. Leaning on the modern research of pseudonyms of the white émigré, the authors suggest a so-called “pedagogical filter” that allows among the fictitious names identifying those belonging to prominent pedagogues and find out the scope of works published by them. The scientific novelty consists in the fact that the authors are first to formulate the subject and objectives of pedagogical pseudonomastics as a possible instrument for studying pedagogical history of white émigré, and determination of new data complementing biography and bibliography of the Russian pedagogues abroad. The conclusion is made on importance of the factor of fictitious name for specifying the role of author within the émigré pedagogical space, as well as for understanding of editorial policy of those who covered the pedagogical theme of publishers and hierarchy of presented genres therein. The new archival documents, pseudonyms and their attributions are introduced into the scientific discourse.

Keywords: attribution issues, pedagogical emigre pseudonyms, pedagogical pseudonomastics, complex study, interdisciplinary approach, pedagogics of Russia abroad, history of education, Russian emigre periodicals, archival materials, Sergius Hessen

References:
Abyzov Yu. I. Russkoe pechatnoe slovo v Latvii 1917–1944: Biograficheskiy spravochnik: v 4 t. Stanford: Stanford University Press, 1990–1991.
A. M. Professional'no-tekhnicheskoe obrazovanie v Khar'kove v 1922 godu // Russkaya shkola za rubezhom. 1924. № 7. S. 120-123.
Al. M-tsov. Cheshskaya Zemskaya Komissiya popecheniya o molodezhi v Prage // Russkaya shkola za rubezhom. 1925. № 12. S. 136-137.
Dmitriev V. G. Psevdonomastika // Kratkaya literaturnaya entsiklopediya. M.: Sov. entsiklopediya, 1978. Stb. 649-650.
Dmitriev V. G. Skryvshie svoe imya (Iz istorii anonimov i psevdonimov). Izd. 2-e. M.: Nauka, 1977. 314 s.
Ermichev A. A. Filosofskoe soderzhanie zhurnalov russkogo zarubezh'ya (1918–1939 gg.). SPb.: Vestnik, 2012. 352 s.
Ermichev A. A. Filosofskaya i obshchestvennaya mysl' v zhurnalakh russkogo zarubezh'ya (sorokovye – shestidesyatye gody KhKh veka): Bibliograficheskiy ukazatel' / A. A. Ermichev. SPb.: RKhGA, 2016. 320 s.
Efimov M. V. Literaturnaya kritika v zhurnale «Sovremennye zapiski» // Vestnik Pravoslavnogo Svyato-Tikhonovskogo gu

Abstract: This article is dedicated to the questions of comprehensive support of athletically gifted children, as well as raises the topics related to the ambiguity of interpretation of the phenomenon of giftedness in the scientific literature. Examination is conducted on the key trends in studying giftedness, such as factors of development of giftedness, structural-functional area, and procedural-genetic algorithm. The authors suggest comprehensive approach towards working with athletically gifted children, implying symbiosis of the three main directions: 1) diagnostic – aimed at determination and capturing the key indicators of physical, psychophysiological, psychological, social and other important characteristics of a child; 2) forming-corrective – a set of measures aimed at the formation of essential personality traits and parameters, their development and adjustments in accordance with the conditions and requirements of a particular type of sports activity; 2) proactive – aimed at timely prevention and identification of possible difficulties in training of athletes, as well as consideration of potential impact factors, risk zones, and “critical” moments. The analysis and classification of the existing scientific directions on studying giftedness is performed. The authors propose the original comprehensive approach towards working with athletically gifted children that includes three main directions: diagnostic, forming-corrective and proactive, which would allow coordinating the selection and psychological-pedagogical supports of children at all stages of their athletic training.  

Keywords: correction, diagnostics, giftedness factors, abilities, A complex approach, sport, giftedness, prevention, personality, personal characteristics

References:
Zhukov A.D. Sportivnaya odarennost'. YuNESKO, 2011. 182 s.
Mosse I.B. Genetika sporta: vchera, segodnya, zavtra. Minsk: Institut genetiki i tsitologii NAN Belarusi, 2002. 218 s.
Sal'nikov V.A. Individual'nye osobennosti vozrastnogo razvitiya. Omsk: Sib ADI, 2012. 420 s.
Morgunova E.V. Vyyavlenie odarennogo uchenika v sportivnoy deyatel'nosti // Universum: Psikhologiya i obrazovanie: elektronnyy nauchnyy zhurnal, 2014. – № 2(3). – URL: http://7universum.com/ru/psy/archive/item/957. (data obrashcheniya: 14.10.2018).
Petrenkina N.L., Filippova S.O. Sovremennye podkhody k otsenke fizicheskogo sostoyaniya doshkol'nikov // Sovremennye problemy nauki i obrazovaniya.-2012.-№ 6.-S. 294.
C.L. Rubinshteyn Osnovy obshchey psikhologii, 2013 g. 870 s.
Tokaeva T.E. Odarennyy v sporte rebenok? Problemy i poiski // Perm': KTsFKiZ, 2009. 84 s.
Finogenova N.V., Saburkina O.A. Formirovanie navykov kollektivnoy deyatel'nosti u detey doshkol'nogo vozrasta na osnove ispol'zovaniya podvizhnykh igr sorevnovatel'noy napravlennosti // Fizicheskoe vosp

Abstract: This article examines the relevant problems of the teaching of philosophy in pedagogical and technical universities. The authors analyze the changes taking place in pedagogy and education: loss of the point of education, ineffectiveness of the pedagogy of knowledge, transformation of institutional situation (school is no longer the only educational institution), new understanding of human and mentality. The article also explores the ongoing transformations in engineering: moving various types of technologies to the forefront, new ways of implementation of technical projects into industrial sector, transition towards interdisciplinary and transdisciplinary studies and projects. Based on the aforementioned transformations, the authors suggest possible novelties in technical education: the teaching of philosophy of technology, fundamentals of technology and engineering, advancement of technological inventions and projects into industrial sectors, logics of minimization of negative consequences of scientific and technical development, fundamentals of interdisciplinary and transdisciplinary studies and projects. The conducted research demonstrates that the standard recommended curricula practically do not contain philosophical specificity. Moreover, they are structured upon formal criteria. As a result, the teachers of philosophy, on the one hand, formally prepare their courses, while on the other – virtually do not adhere to them; and all this takes place amid a significant reduction of hours and practical classes assigned to philosophy.

Keywords: philosophy, innovation, development, research, problems, implementation, project, pedagogy, education, engineering

References:
Budaev A.A. Prepodavanie filosofii v shkole: pro & contra, 2018. https://nsportal.ru/shkola/materialy-metodicheskikh-obedinenii/library/2018/02/24/prepodavanie-filosofii-v-shkole-pro
Bekon F. Novyy organon. L.: OGI3-SOTsEKGIZ, 1935.-384 s.
Maracha V.G. Obrazovanie na rubezhe vekov: metodologicheskie soobrazheniya // Obrazovanie 21 veka: dostizheniya i perspektivy. Riga, 2002.
Ogurtsov A.P., Platonov V.V. Obrazy obrazovaniya. Zapadnaya filosofiya obrazovaniya. KhKh vek. Sankt-Peterburg, ‒ SPb.: RKhGI, 2004. ‒ 520 s.
Rozin V.M. Kul'tury detstva i starosti: stanovlenie individual'noy zhizni i ee zavershenie // Kul'tura i iskusstvo. 2014. N 3. ‒ S. 263-275.
Rozin V.M. Obrazovanie v usloviyakh modernizatsii i neopredelennosti. Kontseptsiya. M.: LIBROKOM, 2013. ‒ 80 s.
Rozin V.M. Filosofiya tekhniki. ‒ M.: Nota bene, 2001. ‒ 456 s.
Rozin 2016 ‒ Rozin V.M. Tekhnika i tekhnologiya: ot kamennykh orudiy do Interneta i robotov. ‒ Yoshkar-Ola, PGTU, 2016. ‒ 280 s.
Stepin V

Abstract: The subject of this article is the ever-rising demand for professional development for tertiary teaching faculty dictated by educational evolution and innovative pedagogy in Russia. In their article, the authors substantiated the idea that teacher development is a lifetime process starting from the initial pursuit of this career to retirement. Therefore, this study makes an attempt to review all available internal and external models of further learning, in-service and outside pieces of trainings that possibly will enhance teachers’ productivity and professionalism throughout their vocations. Driven by the consciousness that even the most recent approaches today seem outmoded, the paper aims at illustrating what options are available now in a particular country at a specific time-scale. The research methods used by the authors are the quantitative and qualitative analyses of data collected, which demonstrate a paradigm shift in the urgency of continuous evolvement not only of professional, but also personal competencies mediated either by the administration or individual initiative.

Keywords: innovative pedagogy, in-service training, certificate courses, professional development, higher institution faculty, educational innovations, life-long learning, competative edge, reliability, competence

References:
Mayo, E. The Human Problems of an Industrial Civilization // London: Routledge. 1933/2003. P. 178.
Lassnigg L., Contradictions in adult education structures and policies in Austria: their interrelation with the professional development of educators // European Journal for Research on the Education and Learning of Adults. 2011. 2(1), P. 37-55.
Çalık T. & Sezgin F., Globalization, information society and education // Kastamonu Education Journal. 2005. 13(1). P. 55-66.
Carlson E. R., Lifelong Learning and Professional Development // American Association of Oral and Maxillofacial Surgeons. USA : Elsevier Inc., 2016. Vol. 74. № 5. P. 875–876.
Cotton K. From high school student to lifelong learner your route to independence // USA. Washington: Northwest Regional Educational Laboratory, 1998. P. 9.
Pongratz E. M. Lifelong learning in young adult literature // Proceedings of Selected Research and Development Presentations at the 1997 National Convention of the Associaton for Educational Comm

Abstract: Today's trend in the socio-economic development of Russia is based on activisation of entrepreneurship. Formation and promotion of entrepreneurial culture of the society at all levels are becoming a priority for the state. This target can be achieved only through creation of necessary conditions for the development of enterpreneurial competences of wold-be teachers as the core of education system. The aim of the research is to define a set of the most important organisational and pedagogical conditions for the development of enterpreneurial competences of students majoring in pedagogics. Within the framework of the research the authors examine such aspects of the topic as the essence and contents of entrepreneurial competences and teaching process of the development of these competences of would-be teachers. The research methodology is basedon the systems and competence-based approaches and includes methods of theoretical analysis and generalisation of research results on the matter, and analysis of documents. Having summarized and clarified positions of different researchers regarding organisational and pedagogical conditions, the authors of the article define key features of these conditions. The authors' special contribution to the research is that they describe a combination of organisational and pedagogical conditions necessary for efficient development of entrepreneurial competences of students majoring in pedagogics. 

Keywords: organizational and pedagogical conditions, the pedagogical process, the formation of entrepreneurial competencies, entrepreneurial skills, entrepreneurial competence, entrepreneurial competencies, educational entrepreneurship, pedagogical education, education, development of entrepreneurship

References:
Gladysheva A. V., Gorbunova O. N. Rol' obrazovaniya kak sotsial'no-ekonomicheskogo instituta v sovremennoy ekonomike // Sotsial'no-ekonomicheskie yavleniya i protsessy. 2012. № 10 (44). S. 46–51.
Abreu M, Demirel P., Grinevich V, Karatas-Ozkan M. Entrepreneurial practices in research-intensive and teaching-led universities // Small Business Economics. 2016. Vol. 47(3), Pp. 695–717. DOI:10.1007/s11187-016-9754-5.
Mehta A., Yoon E., Kulkarni N., Finch D. An exploratory study of entrepreneurship education in multi-disciplinary and multicultural environment // Journal of Entrepreneurship Education. 2016. Vol. 19 (2). Pp. 120–138.
Mwasalwiba E. S. Entrepreneurship Education: a review of its objectives, teaching methods, and impact indicators // Education and Training. 2010. Vol. 52 (1). Pp. 20–47.
Ward T., Baruah B. J. Enhancing intrapreneurial skills of students through entrepreneurship education a case study of an interdisciplinary Engineering Management Programme. // 13th International Conference on Informat

Abstract: Parent's participation in education has a positive effect on primary school pupils' academic performance. In this article foreign scientific researches on psychological pedagogy devoted to the correlation between parents' participation and school success, published between 2009 and 20019 in peer-reviewed academic journals, are observed. Authors examined the conceptual approaches to determining a parents' participation in the educational process and its main forms - participation in school life and homeschooling and its connection with the academic performance of primary schoolers. The theoretical analysis of literature was used as the principal method of the research of main approaches to the solution of the studied scientific problem. On the developed topic, were studied researches, identified by searching the Web of Science and PsychINFO databases. As a result of the study, there were determined individual variables of parents' participation which are directly connected with success in primary school: 1) home reading, 2) parental expectations and aspirations, 3) communication between parents and children on school education and 4) parental encouragement and support for learning. Variables, which mediate the connection between parents' participation and school success, based on certain types of parent's participation (at school and at home), were determined. The results of the study deepen and expand knowledge about the correlation between different forms of parents' participation in education and school performance of primary schoolers. The authors' recommendations can be used to improve the strategies of educational interaction between the school and pupils' families, aimed at developing measures to prevent school failure. 

Keywords: primary school, attitude to study, academic performance, school status, school success, educational process, parents, participation in education, forms, correlation

References:
Wang M. T., Sheik-Khalil S. Does parental involvement matter for student achievement and mental health in high school? // Child Development. 2014. № 55, rr. 610-625.
Van Voorhis F. L. Adding families to the homework equation: A longitudinal study of mathematics achievement. Education and Urban Society. 2011. № 43, rr. 313-338.
Topor D. R., Keane S. P., Shelton T. L., Calkins S. D. Parent involvement and student academic performance: a multiple mediational analysis// Journal of Prevention & Intervention in the Community. 2010. № 38(3), rr. 183–197.
Stright A. D., Yeo K. L. Maternal parenting styles, school involvement, and children’s school achievement and conduct in Singapore, Journal of Educational Psychology. 2013. № 106, rr. 301-314.
Rogers M. A., Theule J., Ryan B. A., Adams G. R., Keating L. Parental involvement and children's school achievement: Evidence for mediating processes // Canadian Journal of School Psychology. 2009. № 24, rr. 34-57.
Phillipson S., Phillipson S. N. Children’s cogn

Abstract: The author discusses the problem of teaching professional terminology to students of non-linguistic universities of economic orientation. In this article, the role of professional terminology on the process of studying a foreign language for special purposes is determined, and the idea that proper organization of methodological support contributes to the increase of the general and professional competences of economics students on practical classes, and also helps students to master the skills of correct perception and use of terminological array of their professional field is proved. The author emphasizes that a professional side of language training of economics students manifests itself in the possession of a special conceptual framework. The following methods of scientific knowledge were used to solve the tasks set in the course of the study: method of theoretical analysis of literature on the subject of the research; empirical methods – questioning of students, generalization of pedagogical experience, conversations with teachers and students; observation of the process of teaching professional terminology to students of non-linguistic universities, testing. The scientific novelty of the research is due to the choice of the set tasks and the object of the study itself. The author determined and confirmed a compensatory competence as an effective method of assimilation, replenishment, and storage of professional terminology in the process of reading literature on the specialty in non-linguistic universities. The author concludes that the assimilation of professional terminology can be effective if the structure of methodical work providing the sequence of complication of tasks on mastering and consolidation of professional terminology is developed.

Keywords: educational process, efficiency, students, competencies, professional terminology, methodology, foreign language, interactive training, method, motivation

References:
Fedorova, S.A. Metodika razvitiya kompensatornykh umeniy studentov v pis'mennom Internet-diskurse (angliyskiy yazyk, napravlenie podgotovki Lingvistika) [Tekst]: dis. … kand. ped. nauk: 13.00.02. / S.A. Fedorova. – Tambov: TGU, 2015. – 160 s.
V.K. Myuller Noveyshiy anglo-russkiy russko-angliyskiy slovar' s dvustoronney transkriptsiey 300000 slov i slovosochetaniy.-M.:"Dom Slavyanskoy knigi", 2015.-800 s.
Zyukova A. S. Obuchenie inoyazychnomu real'nomu chteniyu kursantov vuzov MChS pri nesovershennom vladenii izuchaemym yazykom [Tekst]: dis. … kand. ped. nauk: 13.00.02. /A.S.Zykova.-Tambov – 2017.-209 s.
Azimov E. G., Shchukin A. N. Novyy slovar' metodicheskikh terminov i ponyatiy (teoriya i praktika obucheniya yazykam). – M.: Izdatel'stvo IKAR, 2009. – 448 s.
Krayneva N. M. Metodika obucheniya terminologicheskoy leksike studentov vuzov sel'skokhozyaystvennogo profilya (na materiale nemetskogo yazyka): dis. … kand. ped. nauk: 13.00.02. / N.M. Krayneva .-Tambov-2005.-207 s.
Passov E. I., Kuznetsova E.S., Formirovanie leksicheskikh na

Abstract: The object of the research is the activity of school teaching staff under unfavorable social conditions. The subject of the research is the communication of the teaching staff at schools that have professional communities. In their article the authors update the list of federal and regional strategic documents that emphasize the need to provide the methodological support of activities undertaken by the teaching staff under review. The authors describe opportunities and prospects for the use of web-seminars as part of the methodological support of school teaching activities under unfavorable social conditions. The research is based on theoretical methods such as theoretical analysis of psychological, pedagogical and methodological literature on the topic; review and analysis of documents, regulations and laws related to education; systematization; analysis; empirical methods (interview, survey, questionnaries) and observation. The authors' contribution to the topic is that the research has got the scientific novelty which is the fact that it describes methodological aspects of organisation of web-seminars to extend the borders of the professional community and to exchange experience in solving similar issues that may be faced by the teaching staff. The authors provide particular examples of web-seminars and conclude that a distantly used web-seminar is an efficient and economical instrument to solve professional difficulties and to exchange experience providing that participants actively and independently define general goals, efficient methods and necessary contents of their activities. 
 

Keywords: activity, co-operation, management, unfavorable social conditions, pedagogical team, methodical support, web-seminar, professionality, quality of education, subject

References:
Federal'nyy zakon «Ob obrazovanii v Rossiyskoy Federatsii» ot 29.12.2012 N 273-FZ [Elektronnyy resurs] // Pravovoy sayt Konsul'tantPlyus URL: http://www.consultant.ru/document/cons_doc_LAW_140174/ (data obrashcheniya: 05.09.2018). References (transliterated):
Postanovlenie Kollegii Administratsii Kemerovskoy oblasti ot 04.09.2013 № 367 «Ob utverzhdenii gosudarstvennoy programmy Kemerovskoy oblasti «Razvitie sistemy obrazovaniya Kuzbassa» na 2014-2025 gody» [Elektronnyy resurs] // Pravovoy sayt Konsul'tantPlyus URL: http://www.consultant.ru/regbase/cgi/online.cgi?req=doc;base=RLAW284;n=54004#08929040128837329 (data obrashcheniya: 05.09.2018).
Prikaz Departamenta obrazovaniya i nauki Kemerovskoy oblasti ot 29.12.2017 g. №2434 «Ob utverzhdenii plana meropriyatiy «Povyshenie kachestva obrazovaniya v shkolakh s nizkimi rezul'tatami obucheniya i shkolakh, funktsioniruyushchikh v neblagopriyatnykh sotsial'nykh usloviyakh» na 2018–2020 gody» [Elektronnyy resurs] // Obrazovatel'nyy sayt Kuzbasskogo regional'nogo IPKiPRO URL: https://ipk.kuz-edu.r

Abstract: The article is devoted to the grounds for organisation of consulting service at the federal, regional, and municipal levels of the system of general education (government authorities). Acting within the framework of the pedagogic comparative linguistics and based on the results of the monitoring of the education systems in 28 countries of the EU, the authors define 8 best consulting practices at the national, regional and local levels in the following countries: Luxembourg, Portugal, Italy, Chech Republic, Netherlands, Spain, France and Finland. The authors prove that consulting technologies may be used in the Russian Federation system of general education as the benchmarking. The authors also emphasize the need to analyze the best practice and reformation of the system of general education in the EU countries, and to create consulting service models at the national, regional and local levels of the Russian Federation. The scientific novelty of the research is caused by the fact that the authors offer their own algorithm of consulting of school development at the national (federal) level. For the first time in the academic literature the author makes a conclusion about the need to develop the structure of the portfolio of the local consulting school service and approaches thereto as well as the need to establish the rules and procedures of the consulting service based on the monitoring of the resorts of citizens. 
 

Keywords: quality assurance systems, promote school autonomy, school development plans, support school quality, general education, pedagogical supervision, administrative management, school management, school cluster leaders, consulting

References:
Arinushkina A. A. Nauchno-prakticheskiy opyt upravlencheskogo konsul'tirovaniya v sisteme professional'nogo obrazovaniya (na primere analiza praktiki konsaltingovykh kompaniy za rubezhom) //Khroniki ob'edinennogo fonda elektronnykh resursov Nauka i obrazovanie. – 2018. – №. 1. – S. 39-39.
Bakhtin, M. B., Dovbysh, S. E., Arinushkina, A. A., & Molchanova, V. S. (2017). Praktika metodicheskogo konsul'tirovaniya spetsialistov shkol priemnykh roditeley i sluzhb soprovozhdeniya semey. Chelovek i obrazovanie, (4), 127-132.
Goncharov M. A. Osnovy marketinga i konsaltinga v sfere obrazovaniya: uchebnoe posobie //M: KNORUS. – 2010.
Potemkina T. V. Konsul'tatsionnye uslugi dlya roditeley v usloviyakh semeynogo obrazovaniya: perspektivy razvitiya //Upravlenie obrazovaniem: teoriya i praktika. – 2015. – №. 1 (17).
Prikaz Ministerstva obrazovaniya i nauki RF № 1598 ot 15.12.2016 g.
Sakhanskiy N. B. Osnovnye vidy konsul'tatsionnoy deyatel'nosti v sfere obrazovaniya //Upravlenie obrazovaniem: teoriya i praktika. – 2014. – №. 3 (15).
Chechel' I. D.

Abstract: This article presents the results of the empirical study of attitude to bribery that involved 120 university students (19-22 years old) and 102 working young people (22-34 years old). The aim of the research was to study the contents of different types of attitude to bribery demonstrated by university students and working young people. Within the framework of this research attitude to bribery is considered as the kind of attitude that sees bribery (or bribe) as a goal or means of satisfaction of one's personal needs and vaues. The research was conducted using the following methods: survey (questioning), content analysis, testing and statistical data processing methods. Depending on the leading content of bribery interpretations, the following types of attitude are established: instrumental value or business deal. The content of the components of each type of attitude is considered; empirical criteria for the full awareness, structuredness and development of attitudes towards bribery are proposed. The differences in the structure and formation of each type of attitude of students and working young people are shown. The novelty of the research is caused by the fact that the author studies and describes types of attitude towards bribery demonstrated by students and working youth. The results obtained can be applied in the practice of anti-corruption education of young people.

Keywords: university students, reasons for bribery, criteria for formation, criteria for structuredness, components of attitude, types of attitude, attitude to bribery, bribery, grassroots corruption, working youth

References:
Gaivoronskaya, Y.V., Filonenko, T.V. Corruption in Russia: cause and effect relations // Asian Social Science. 2015. V. 11. № 13. PP. 206-211.
Keyzerova, J.V. Corruption as a social phenomenon // Contemporary Problems of Social Work. 2016. V. 2. № 1 (5). PP. 112-119.
Kamenskiy, E.G. Korruptsionnaya kul'tura: teoretiko-kontseptual'nyy podkhod // Vestnik Instituta sotsiologii. 2014. №4 (11). S. 75-91.
Golubovskiy, V.Yu., Sinyukova, T.N. Formy i vidy proyavleniya korruptsii v sovremennom rossiyskom obshchestve // Politicheskaya lingvistika. 2015. №2 (52). S. 240-245.
Pestruilov, A.S. Rudakov, L.V. Korruptsiya kak mirovoe antiobshchestvennoe yavlenie: istoriya, psikhologicheskie aspekty protivodeystviya // Internet zhurnal Mir nauki. 2016. T. 4. №3. 23s.
Romanova, K.S. Sotsiokul'turnye i sotsiopsikhologicheskie aspekty korruptsii // Novaya nauka: teoreticheskiy i prakticheskiy vzglyad. 2017. №2-2. S. 36-40.
Fan, I.B. Politiko-psikhologicheskie aspekty vosproizvodstva korruptsii // Nauchnyy ezhegodnik Instituta filosofii i prava Ural's

Abstract: In her article Alyokhina brings forth the problem of participation and involvement of parents who raise children with disabilities into the development of the inclusive education process. The author of the article analyzes contradictions between rights that are assigned to parents and the degree of their participation in changing the educational practice and conditions for children with special needs. The author of the article emphasizes the need to provide psychological and pedagogical support of parents when the latest choose the educational route for children with disabilities as well as the importance of information availability for parents who are making such a choice. The article presents the results of the empirical research that has defined factors affecting the choice of the educational route under the conditions of the variability of programs and forms of education for children with disabilities. The main psychological test methods included poorly formalised methods such as observation, questionnaire and survey and formalised methods such as The Parent's Psychological Type Inventory (offered by V. Tkacheva), Parenting Style Inventory (by A. Varga and V. Stolin) and PARI Inventory (by E. Shefer and Z. Bell) adapted by T. Nescheret. The author of the article defines the need to provide psychological and pedagogical support of parents when the latter choose an educational route for their children with disabilities and importance of information availability for such parents. The author of the article also emphasizes the need not only in psychological and pedagogical assistance but also organisational technologies aimed at involvement of parents into the educational process. 

Keywords: psychological and pedagogcal support, parents, special educational needs, disabilities, inclusive process, inclusion, inclusive education, educational environment, parents support, parents psychological type

References:
Alekhina S.V., Vachkov I.V. Metodologicheskie podkhody k psikhologo-pedagogicheskomu soprovozhdeniyu inklyuzivnogo protsessa v obrazovanii // Sibirskiy pedagogicheskiy zhurnal. 2014. № 5. S. 97-104.
Alekhina S.V. Vzaimodeystvie s roditelyami v deyatel'nosti psikhologo-mediko-pedagogicheskikh komissiy // Sibirskiy pedagogicheskiy zhurnal. № 6. – c. 125-131.
Alekhina S.V. Inklyuzivnoe obrazovanie: ot politiki k praktike // Psikhologicheskaya nauka i obrazovanie. 2016. Tom 21. № 1. S. 136–145. doi:10.17759/pse.2016210112
Zadorin I.V., Kolesnikova E.Yu. , Novikova E.M. Inklyuzivnoe obrazovanie v Moskve: differentsiatsiya informirovannosti uchastnikov kak faktor-ogranichenie // Psikhologicheskaya nauka i obrazovanie. 2011. № 1. S. 60–73.
Integrirovannoe obuchenie detey s narusheniem slukha. Metodicheskie rekomendatsii / Pod red. L. M. Shipitsynoy, L. P. Nazarovoy. SPb.: Izdatel'stvo «Detstvo-Press», 2001.-63 s.
Mitchell D. Effektivnye pedagogicheskie tekhnologii spetsial'nogo i inklyuzivnogo obrazovaniya. Glavy iz knigi. M., 2011. – 140 s.
Pri

Abstract: In her research Ternitskaya studies social and pedagogical conditions for intersectoral interaction and analyzed methodological bases of this process. The author also studies interactions between all branches of the government, social institutions, social sector as the process to provide efficient prevention of HIV spread. The author focuses on the factors that promote interaction between state and non-profit organisations through integration of human and other resources and involving concerned non-profit socially oriented establishments. In her research Ternitskaya defines and analyzes such terms as interaction subject and interaction object, examines sources of subjects' activity and analyzes the mechanism of social interaction in general. To achieve the objectives of the research, the author uses such methods as classification and systematisation of theoretical materials and clarification of basic terms and concepts. The author's special contribution to the topic is the systematisation of the problems that may arise in the process of intersectoral interaction for the purpose of HIV prevention as well as her description of social and pedagogical conditions of such interaction. The novelty of the research is caused by the fact that the author reveals theoretical approaches to increasing the level and efficiency of interaction between state and non-profit socially oriented establishments. The author also makes a conclusion that intersectoral interaction is an efficient way to prevent the spread of HIV. 

Keywords: spread of HIV, social and pedagogical conditions, interaction subject, interaction object, interaction problems, socially oriented organisations, non-profit organisations, state organisations, intersectoral interaction, interaction

References:
Adom A. Partnerstvo v mestnykh soobshchestvakh: printsipy i modeli vzaimodeystviya goroda, mestnogo samoupravleniya i biznesa / A. Adom // Partnerstvo v ustoychivom razvitii mestnykh soobshchestv: opyt, vozmozhnosti, perspektivy : materialy. nauch.-prakt. konf. (Minsk, 16 – 18 aprel. 2004 g.) / [redkol.: V. Korzh]. – Mn. : SOOO «Medisont», 2004. – S. 20 –36.
Akulich M. M. Funktsional'no-tselevoe soglasie: stanovlenie i razvitie / M. M. Akulich // SoTsis. – 2002. – № 1. – S. 7.
Zinkevich S. Sotrudnichestvo nekommercheskikh organizatsiy i organov mestnoy vlasti v vyyavlenii i reshenii mestnykh problem / S. Zinkevich, V. Korzh // Partnerstvo v ustoychivom razvitii mestnykh soobshchestv: opyt, vozmozhnosti, perspektivy : mater. nauch.-prakt. konf. (Minsk, 16 – 18 aprel. 2004 g.) / [redkol.: V. Korzh]. – Mn. : SOOO «Medisont», 2004. – S. 106–109.
O vzaimodeystvii organov vlasti Moskvy s negosudarstvennymi nekommercheskimi organizatsiyami / [S. V. Chernova, D. A. Lebedev, A. S. Avtonomov i dr.] ; pod red. D. A. Lebedeva, A. S. Avtonomova. – M. : Ts

Abstract: The article deals with the problem of professional self-determination in the process of training for the nuclear industry in the educational institutions of higher education on the basis of the State Corporation "Rosatom" values. The object of the research is a professional self-determination of students, the subject of the research is the role of corporate values in terms of developing professional self-determination in the process of training specialists for the nuclear industry. The authors focus on the main approaches to developing professional self-determination of University students emphasizing the axiological approach that provides the tools necessary to carry out the selection of the values that make up the axiological core of professional self-determination. Based on the analysis of experience of Volgodonsk Engineering Technical Institute, the branch of National Research Nuclear University «MEPhI» the authors define the basic components that make up the model of professional self-determination. The main conclusion made by the authors is their substantiation of the priority of the axiological component in the implementation of programs to promote the formation of professional self-determination of future nuclear industry specialists through developing a high level of understanding and commitment of students to corporate values in the learning process at the university. The paper presents the structure of the model of professional self-optimization process taking into account the axiological component.

Keywords: training, motivation, University student, optimization process model, corporate values, axiological approach, professional self-determination, nuclear industry, educational organization, professional standard

References:
Rudenko V.A., Tomilin S.A., Vasilenko N.P. Osnovnye problemy organizatsii podgotovki spetsialistov dlya atomnoy otrasli v usloviyakh vnedreniya professional'nykh standartov // Global'naya yadernaya bezopasnost'. 2016. № 3 (20). S.80-87.
Gosudarstvennaya korporatsiya «Rosatom»: yarkiy start tvoey kar'ery! Kto prikhodit v Rosatom [Elektronnyy resurs].URL: www.rosatom.ru.
Federal'nyy zakon «Ob obrazovanii v Rossiyskoy Federatsii» N 273-FZ ot 29 dekabrya 2012 goda s izmeneniyami 2017-2016 goda. URL:http://zakon-ob-obrazovanii.ru.
Rudenko V.A., Vasilenko I.S. Motivatsiya professional'nogo samosovershenstvovaniya rabotnikov atomnoy otrasli sredstvami vnedreniya tsennostey Goskorporatsii «Rosatom» // Global'naya yadernaya bezopasnost'. 2016. №2 (19) S.77-82.
Lobkovskaya N.I., Tomilin S.A., Evdoshkina Yu.A. Psikhologo-pedagogicheskie aspekty adaptatsii pervokursnikov, poluchayushchikh vysshee obrazovanie na baze srednego professional'nogo //Uchenye zapiski. Elektronnyy nauchnyy zhurnal Kurskogo gosudarstvennogo universiteta. 2014. № 2 (30). URL: ht

Abstract: Th e object of the present research is the mediation service as part of developing the inclusive education system at the general education school. Creation of the inclusive environment created a number of confl ictogenic factors that infl uence all participants of the educational process: children, parents and teachers. Being an expert in confl ict resolution, a teacher mediator may help to release tension both in a group of children facing disputable situations as a result of the presence of a child with limited health capacities and in a group of teachers. In this particular article the authors analyze the teacher mediator’s methods of working with the main participants of the educational process. Special attention is paid to the principles of working with children who have limited health capacities. Th e main conclusion of the research is the established basic methodological grounds for the work of a teacher mediator in the inclusive environment. Th e authors note that the development of the inclusive system creates a number of confl icts which can be fully resolved only with the help of professional teacher mediators. Th e authors of the article also underline specifi city of the mediation service as part of interaction with a child who has limited health capacities.

Keywords: culture of mediation, mediator, confl ict, inclusion, limited health capacities, teacher, confl ictogenic factors, child, education environment, psychological safety.

References:
Inklyuzivnoe obrazovanie. Vyp. 5. Metodologicheskie rekomendatsii po organizatsii raboty sluzhby
soprovozhdeniya semei s det’mi rannego vozrasta. Programma zanyatii detsko-roditel’skikh
integrirovannykh (inklyuzivnykh) grupp. M.: «Shkol’naya kniga», 2010. 136 s.
Shibaev V.P. Professional’naya pedagogicheskaya kompetentnost’: struktura, soderzhanie, kriterii
sformirovannosti // MNKO. 2013. №5(42) S. 27-29.
Morozova S.A. Vnesudebnyi sposob uregulirovaniya sporov v shkol’noi zhizni // Universum: Vestnik
Gertsenovskogo universiteta. 2010. №1. S. 59-64.
Solomin V.P., Lavrenko A.V., Smorgunova V.Yu. Detskie suitsidy i ikh preduprezhdenie v rossiiskom
obshchestve // Universum: Vestnik Gertsenovskogo universiteta. 2012. №2 S. 184-191.
Yamburg E.A. Pedagogika non-fikshn // Natsional’nyi psikhologicheskii zhurnal. 2013. №3(11) S. 9-19.
Maslieva S.N. Integratsiya i inklyuziya: paradigmal’naya kharakteristika // ISOM. 2014. №2
S. 159-165.
Panina E.A. Metody formirovaniya po