Mental maps are considered as an effective educational technology for the development of information and legal competence of a person. It is noted that the conditions for the intensive development of the legislative and legal sphere of society and its informatization necessitate the modernization of the education system, partial automation becomes a necessary condition for the successful functioning of organizations and institutions in all spheres of society. The characteristics of the technologies of social and cultural activities, which are aimed at identifying the specifics of a practice-oriented pedagogical system of education, are given. The leading principles of the organization of the pedagogical process are substantiated, among which is the principle of leisure self-organization, determined by the need of the individual to obtain the necessary information and legal knowledge for the implementation of professional activities through the integration of the individual into educational initiatives that contribute to its harmonious development and selfimprovement in their free time from learning. The specifics of the development of the information and legal competence of the individual based on the use of modern educational technologies (compilation of mental maps), Internet resources based on the legal framework of the Russian Federation are revealed. Particular attention is paid to the justification of the technological approach to the use of mental maps to enhance professional self-development in the context of extracurricular work. The stages of creating mental maps, the structure and styles of their design are characterized. The interactivity and the possibility of adapting the educational material by the students, taking into account their training, are determined.

The issues of the development of creative thinking of a student by means of staging activities in the universities of culture and arts are considered. A number of prerequisites for the development of creative thinking of a student are revealed. The features of the structure of creative thinking in foreign and domestic studies are analyzed. The staging activity of a student in the universities of culture and arts, implemented as part of the study of a number of disciplines “Composition and Staging of Dance”, “Staging Workshop”, “Skill of a Choreographer”, etc., is characterized. As a result of the study, the types of thinking that, in the context of various approaches, are decisive, that is, dominate in the process of creating choreographic compositions, are considered, among them: figurative, spatial, associative, kinesthetic thinking. A brief description of the block of creative problem tasks, etude works aimed at the development of creative thinking of a student at universities of culture and arts.

The problem of increasing the efficiency of debating training of students of technical universities by creating a competitive environment with the help of a pedagogical monitoring system based on a publicly available network table of progress is considered. A hypothesis has been put forward, according to which the use of pedagogical monitoring based on modern informatization tools makes it possible to update the motives of social positioning among students and increase the final effectiveness of the formation of their debating competence. A theoretical analysis of modern approaches to pedagogical monitoring is carried out and it is concluded that in the conditions of the information society and a competence-based approach to education, it should perform not only a diagnostic and corrective, but also a stimulating and motivational function. Using the method of subjective assessments based on our own questionnaire and non-parametric statistical tests (calculation of the contingency coefficient based on Pearson’s Chi-square), the results were obtained confirming the increase in the effectiveness of the formation of debating competence in almost 40% of the subjects when using the pedagogical monitoring system developed by us and proving the hypothesis put forward. In conclusion, it is concluded that it is expedient to further study the problem through a targeted pedagogical experiment aimed at identifying the degree of improvement in the performance indicators of debatable training of students of technical universities when using pedagogical monitoring based on a publicly available network table of progress and modern informatization tools.

Russian Federal Educational Standards 2021 place high demands on schoolchildren as individuals with a number of traits and competencies necessary for an active citizen. It seems expedient to study not only domestic, but also international experience of civic education. The United States is an example of countries with high levels of civic engagement, which can be seen in the collective and individual participation in protests and picketing, volunteering and a developed network of various public organizations. The purpose of the research is to study the US National Standards for Civics and reveal how fully they cover all the components of civicism as a complex characteristic of a person. Component analysis of the concept of citizenship and civic engagement was used in the study of scientific and methodological literature on civic education. In the course of the study, a list of nine determinants (components) of a person’s civic engagement was compiled. It is shown that all nine components are reflected in the Standards to varying degrees. The most pronounced components are critical thinking, theoretical knowledge related to social and political literacy, as well as motivation to unite and participate in civil actions. To a large extent, the Standards are aimed at practice-oriented knowledge and skills and at ensuring that students understand their personal benefits from participating in socio-political processes. It has been determined that civic education in US schools is one of the basic factors influencing the high degree of civic engagement in American society, which can be seen in the first decades of the 21th century. The study can be used for subsequent comparative analyzes of education systems, as well as for a more detailed study of the entire system of factors of civil activity of the population.

The pedagogical aspects of full-scale use in modern educational practice of teaching in the natural environment are considered, the potential advantages of its organization are indicated (against the background of the statement of the impoverishment of the natural environment of a developing personality). Empirical data showing the correlation of learning in the natural environment with the parameters of environmental safety are presented. The respondents were pupils of a boarding school of three age groups: primary school students, teenagers and high school students. A two-component system of indicators and criteria is applied: the indicator of saturation of the educational environment – the criterion of sufficiency and the indicator of the structuring of the educational environment – the criterion of concentration and intensity. As a variant of the methodological basis for optimizing the interaction of the individual and the surrounding world, a video-ecological approach is designated, constructed on the basis of the meaningful filling of epistemic spaces (paradigms, syntagmas, pragmatics). From the standpoint of the implementation of the video-ecological approach, the tendencies of personalization of the educational environment, increasing the level of visual literacy of participants in educational relations are characterized. The general regularities of the ecologization of environmental characteristics and the possibility of applying in practice various forms of education in the natural environment, which is considered as an alternative to the traditional educational space of the school, are substantiated. Positionally formulated advantages of the organization of the modern educational process in the natural environment are given.

The analysis of the main problems associated with the socio-pedagogical adaptation of the individual, both in theoretical and practical aspects, was carried out. Three problems facing social pedagogy as a theoretical part of sociology are considered. The content of the first problem related to the analysis of the concepts of “social adaptation”, “social-psychological adaptation” and “social-pedagogical adaptation”, which is important for the theory of social adaptation in general, as well as for the development of the scientific foundations of socio-pedagogical technologies that are adequate to the goals, is disclosed and the tasks of social adaptation, rehabilitation and increasing the level of adaptability of the child's personality. The content of the second problem related to the need for professional training and retraining of a social teacher, who is able to situationally and effectively solve in practice the problems of social adaptation of children and students of different age groups, is revealed. The content of the third problem is revealed, which involves the formation of key competencies in a social teacher, allowing him not only to quickly navigate and correctly select the latest theories and concepts from a modern scientific and psychological data bank that can be used as the basis of socio-pedagogical technologies for the social adaptation of a person, but also develop appropriate technologies that meet the criteria of conceptuality, consistency, reproducibility.

The Federal State Educational Standard of Secondary General Education presupposes the mandatory implementation of the course “Individual Project”, the logical conclusion of which is the protection of one of the selected types of work by the student: project or research. This actualizes the expansion of approaches to teaching and learning, the system of accompanying teachers for the effective organization of project and research activities of students in educational organizations at the level of secondary general education. The approach of organizing the subject “Individual Project” in high school is presented. The main stages of organizing project and research activities within the framework of the above subject are identified and clarified, namely, ascertaining – preparing students for independent activity, distinguishing between the concepts of “educational project” and “educational research”, which included two blocks: 1) “immersion” by students in project activities, 2) “immersion” by students in research activities; organizational – stimulation of students' mental and activity processes, consisting of blocks aimed at 3) the development of search and analytical activities, 4) fixing the distinctive characteristics of the object and subject of research, 5) development of planning and goal-setting skills, 6) development of presentation and communication skills; designing – developing skills in working with scientific and educational literature, academic writing; instrumental – acquaintance with the organization and conduct of the experimental part of the study, development of the final product; constructive – finalization of the study/project, taking into account the comments and suggestions, the design of the text of the work, public defense before the commission. A number of practical and laboratory works carried out in the classroom are considered.

One of the main goals of foreign language teaching is the development of students’ intercultural competence. At the same time, researchers have not come to a consensus in determining the methodic content of this term. Often the emphasis is on teaching students intercultural communication in the context of a “dialogue of cultures”, however, the modern multicultural world is also characterized by situations of cultural conflicts and cultural discrimination. The modern educational model does not prepare students for communication in such conditions as “non-dialogue” of cultures. The purpose of the study is to consider the structural content of teaching intercultural competence, characterized by situations of “dialogue” and “non-dialogue” of cultures. The following definition of the concept of “intercultural competence” was proposed: “the ability to effectively interact with representatives of other cultures without losing their cultural identity, as well as to find the best strategies in resolving intercultural conflicts”. Based on the analysis of the structural content of the intercultural competence of students in the works of Russian and foreign researchers, the filling of this competence was proposed. Intercultural competence includes the following three components: knowledge, skills and attitudes. The “knowledge” component includes: a) knowledge about the characteristics and types of cultures, as well as the ways in which they relate to each other; b) knowledge of various models of actions during intercultural interaction. “Skills” include: a) the ability to initiate intercultural interaction and adequately respond to an attempt to initiate contact by another communicator; b) the ability to maintain a dialogue in an atmosphere favorable for both communicants; c) the ability to act as a representative of one’s culture; d) the ability to act as an intermediary between one’s own and another culture; e) the ability to predict intercultural conflicts; f) the ability to find and apply the best strategies in a situation of intercultural conflict; g) the ability to interpret and evaluate the facts or events of one culture from the position of another; h) the ability to critically evaluate different cultures from the position of ethnorelativism. The “attitude” component includes: a) readiness to reject stereotypes and prejudices towards other cultures; b) acceptance of other cultures from the position of ethnorelativism.

The learning algorithm is part of any particular methodical system. It determines its normal functioning and represents the implementation of precise instructions on how to implement the learning process. Considered initially within the framework of programmed learning, the algorithm subsequently began to be considered as an element of pedagogical technologies. Today, the learning algorithm is a set of stages in the implementation of project activities and is inextricably linked with the project method. We outline the general provisions of the project method, as well as analyzes the research of Russian and foreign scientists in the application of project methodology in language education. Based on the analysis of the above literature, the author presents the author's stages for implementing the methodology of teaching foreign language written speech based on pedagogical technology of cooperative learning with the use of ICT. The following stages are: 1) informational and organizational; 2) technical; 3) procedural; 4) evaluative. At the same time, each stage corresponds to a set of steps, the total number of which is 12. At steps 1, 2 and 3, the project methodology and technology of “cooperative learning” are introduced, a list of topics or subtopics is proposed, the group membership is determined and the tasks and goals of the project, time frames and conditions of implementation, evaluation criteria are specified. At the 4th and 5th steps, students are introduced to the software and the features of working on selected platforms, and the rules for ensuring information security are discussed. At steps 6, 7, 8, 9 and 10, a procedural stage is implemented when students perform written work during extracurricular time together and consult with the teacher. At steps 11 and 12, there is a presentation of the project product, general discussion, evaluation of group work and reflection.

The necessity of using information technologies in teaching a foreign language is considered. It is explained why it is important for a specialist in the field of education to navigate the Internet space. The main distinguishing features of a multimedia interactive computer environment, the capabilities of modern computer and communication technologies, the criteria characteristic of the computer environment, the possibilities of the Internet space in education are revealed. didactic properties of information and communication technologies, such as: a) multilingualism and multiculturalism of information Internet resources; b) multi-level information Internet resources; c) variety of functional types of Internet resources; d) multimedia resources; e) hypertext structure of documents; f) the possibility of creating a personal zone of the user; g) the possibility of organizing synchronous and asynchronous communication; h) the possibility of automating the processes of information and methodological support and organizing the management of educational activities of students and its control. These functions will significantly enrich the language and cultural practice of students, as well as create conditions for the development of skills for independent learning activities of students, the implementation of pedagogical learning technology in cooperation, development of an individual educational trajectory. Two main approaches to online learning (synchronous and asynchronous) and their main advantages and disadvantages are considered. Examples are given of how online resources can be used in teaching, which helps to increase the level of motivation in children and greatly helps the teacher in preparing for training sessions.

We consider the features of adaptive physical education of junior school students with bronchial asthma, assigned to a special medical group. The state of students’ health provides a basis for using breathing exercises in the classroom in order to correct, maintain health and ensure the active life of children with respiratory diseases. The data obtained as a result of the study indicate the expected effectiveness of using the proposed method of performing breathing exercises in the fresh air to improve the condition of the respiratory system. The results of the research can be useful to specialists in adaptive physical education, instructors of sports and recreation organizations and families with children with respiratory diseases, as well as students, Master’s Degree and Post-Graduate students studying in the programme “Physical Education for Persons with Health Deviations”. The data obtained can be used in inclusive education of junior school students.

The relevance of the research is determined by the timeliness of changing approaches to the education and upbringing of children with disabilities and disabilities. The purpose of the research was an analytical review on the development of inclusive education in the field of adaptive physical education. To solve the set goal, we use the method of analyzing sources of scientific and special literature. We consider the main problems of implementing inclusive education in the field of adaptive physical education of children. The need to create special conditions in the educational organization for the implementation of physical education of children with disabilities and disabilities is justified. To solve the problems described in the article, the implementation of a set of measures aimed at developing inclusive education in the field of adaptive physical education is analyzed. It was concluded that in modern education there is an urgent need to train physical and pedagogical personnel for the system of inclusive education, to develop professional training of teachers with the formation of their inclusive competence for educational activities with children with limited health opportunities and disabilities. This should be in a long-term strategy that requires consistency, continuity, a phased and integrated approach to the training of skilled personnel in adaptive physical education and sports.

The relevance of the study is due to the fact that at present the theory and methodology of adaptive sports are undergoing active development, which is expressed in the development of various approaches to the organization, content and conduct of training sessions with people with various health disorders. At the same time, there is a problem of scientific and methodological support of goalball players’ sports training, its content and organization with persons with visual impairments. The purpose of the study was to develop the content of training sessions in the preparatory period of the annual cycle of sports training of goalball players in the initial training groups of the first year of study. To achieve this goal, the following research methods were used: analysis of normative documents regulating the sports training of goalball players, and scientific and methodological literature on the developmental features of children with deprivation and the specifics of their education, with subsequent generalization of the data obtained, made it possible to specify the time parameters of each type of sports training in within the entire preparatory period and a weekly microcycle, as well as to detail the content of training sessions. In the course of the study, we determined the duration of periods in the annual macrocycle of training goalball players of the first year of study at the initial stage of training; the number of hours allotted for theoretical, physical, technical-tactical and psychological training in the preparatory period was specified and calculated by the weeks of the period; the content of goalball training sessions for groups of initial training of the first year of study is proposed. Specially selected outdoor games and modified physical training exercises, including technical elements of the game, theoretical and psychological – conversations with athletes and coaches in adaptive sports of the region acted as the main means of developing the physical and technical-tactical training of goalball players.

The issues of ensuring personal safety during the physical training of special forces employees are analyzed. The characteristic is given to the most significant indicators reflecting the high level of personal security and physical readiness of employees of these units. The concept of technologies for building physical training of a person whose professional work is associated with the manifestation of a high level of development of motor abilities against the background of situational emergent actions is considered. It has been established that the basis of this physical training at the stage of direct preparation for actions in the specialty is the synthesis of training shock, training stabilizing, competitive bringing microcycles. This optimizes the body’s crosssensitization process. The orientation of the concept of correcting physical training implies an orientation towards the improvement of special endurance, speed in actions, military-applied skills of a higher order. The content and methodology of the program involves at least 9 variable training complexes based on the integration of physical and tactical-special training, structurally adapted to the motor analytical tasks of the profession in the course of their full implementation. The optimal number of complex corrective training for a person at the stage of direct preparation for real actions should be: for 2–3 days – 1 training session; at 5 days – 2; at 6–7 days – 3; at 8–10 days – 4–5; at 11–15 days – 6. The philosophy of ensuring personal safety in the preparation of specialists with a high level of development of polyfunctional motor abilities currently tends to transform from the concept of “individual physical readiness” to an increase in the volume fraction of the concept of “collective physical readiness” to the implementation of anticipatory tasks.

The historical aspects of the development of the Russian system of state regulation of banking activities are considered. The subject of the study is the forms and mechanisms of such regulation in their historical dynamics. The state regulation of banking activities in Tsarist Russia went through a long period of formation from the establishment of simple rules and norms in the field of monetary relations in the 17th–18th centuries to the creation of a set of control actions that regulate the banking system, which was quite developed for its time, to the early 20th century. The study of the evolution of the banking system and its state regulation shows their close relationship with the dynamics of the country’s socio-economic development. Models of socio-economic development typical for a number of periods in the history of Russia are considered, we show the relationship between changes in these models in certain periods and the dynamics of the banking system, forms and tools of its state regulation. The main characteristics of the model of socioeconomic development are considered, the development of these characteristics in separate periods is shown. A meaningful interpretation of the state regulation of banking activities in its dynamics from simple forms to a relatively developed complex is proposed, taking into account the evolution of the model of socio-economic development. The conclusion is made about the prevailing role of the state in the formation of the banking system, about its orientation towards solving the economic problems facing the country.

The problem of reforms of the state administrative apparatus in the second half of the 1820s is studied on the example of the introduction of the ministerial system in the fleet. In Russian historiography, the transformation of the structure of the maritime administration was viewed as having occurred in their plans and projects from the Committee for the Formation of the Fleet, a special institution created by Emperor Nicholas I to solve the most critical problems of the maritime department on December 31, 1825. However, the appointment in 1826 of General-Adjutant Prince A.S. Menshikov, who previously had no relation to the fleet in the service, “to help” the Minister of the Sea, Vice Admiral A.V. Moller nevertheless forces him to raise the question of the actual course of transformations and possible explanations for such a decision by the emperor. The purpose of the research is to study the work of Prince Menshikov on the project of the Naval Ministry. Its achievement is impossible without referring to the documents of his personal archival fund (Russian State Archive of the Fleet, f. 19), which have never been introduced into the research field before. At the same time, the archival collections of the funds of maritime institutions do not reflect the course of transformations that took place in the central maritime administration in 1825–1827. The conclusion is made about the actual leadership of Prince Menshikov in the reform of naval administration. In this phenomenon, features characteristic of the bureaucratizing state apparatus of the era of Nicholas I appeared: the appointment of a representative of the military generals, as well as retinue adjutant generals to resolve the most serious issues that were under the personal control of the monarch.

The goal was set to determine the main areas of cooperation between S.F. Platonov with the editor-in-chief of the journal “Historical Bulletin”. Procedure and methods: a comprehensive analysis of correspondence was carried out using retrospective, chronological and systematic methods. Results: the integrity of correspondence has been restored, which makes it possible to perceive it in an organic unity. The chronological framework of active interaction with the journal and the volume of correspondence with the editor-in-chief are revealed. A number of little-known facts from published letters have been clarified. The list of previously unrecorded works by S.F. Platonov. We manage to involve previously unknown epistolary materials into scientific circulation, thereby expanding our understanding of the multifaceted communications of S.F. Platonov with an authoritative publication.

We consider the activities of the Soviet press in 1918 to inform society about the problems of Russian war prisoners in the camps of the states of the Quadruple Alliance, re-evacuation home and providing them with comprehensive state assistance. The relevance of the study is to compare the printed publications of the First World War, which operated during the reign of Nicholas II, the Provisional Government and the Soviet government, and to consider how the policy and ideology regarding Russian prisoners of war affected the media. The purpose of the article is based on the analysis of newspaper clippings from 1918 of the State Archive of the Russian Federation. During the study of works by Russian historians, printed publications of the Great War, it was concluded that the attitude towards Russian war prisoners by the tsarist leadership and the Soviet authorities were different. In the Russian press for 1914–1917, problems related to Russian war prisoners were rarely mentioned, mass surrenders and statistics on the number of prisoners of war languishing in foreign camps were kept silent. Due to the lack of information in printed publications in 1914–1915 borrowed articles from foreign newspapers. It seems that tsarism has forgotten about its compatriots in captivity. But local newspapers constantly talked about the situation of foreign prisoners of war in various regions and cities of Russia. Clippings from Soviet newspapers provided important information that was difficult to find in other historical sources, showing the social policy and ideology towards Russian war prisoners on the part of the Bolsheviks. The government headed by V.I. Lenin tried in every possible way to help war prisoners who found themselves in a difficult situation, covering their activities and the fate of prisoners of war in newspapers, thereby gaining the confidence of the population of the country in order to enlist support for the young Soviet state.

The civil war and intervention necessitated a general mobilization in the controlled territories. There was an acute problem of manning the Red Army with qualified command personnel, including former tsarist officers (military experts). The purpose of the study is to consider the procedure for conscripting former officers of the army of the Russian Empire to command positions in the Red Army during the Civil War. The problems of military mobilization work during the Civil War, including the involvement of former officers of the tsarist army in the Soviet service, have been studied to a greater extent at the all-Russian level. The regional specifics of the activities of organizations that carried out the registration and conscription of former officers, the problems of evading former officers from conscription and bringing them to justice for such acts are analyzed. It is concluded that in the course of the growing armed confrontation at the front, the Soviet military registration authorities went from a partial call-up of certain categories of military experts to a general total mobilization of all fit-for-service officers of the old army who lived on the territory of the RSFSR. The high level of education and qualifications of the majority of former officers allowed them to successfully cope with their duties in the civil service. This circumstance led to disagreements between the civil and military departments on the drafting of certain employees from among the former officers into the army.

With the use of sources introduced into scientific circulation for the first time, she analyzed the mass defense training of the Far East for the defense of the socialist Fatherland during the Great Patriotic War of 1941–1945. The qualitative composition of the leaders of military training and the quantitative parameters of the training of military specialists are revealed. It is substantiated that the created centralized system of general military training solved the problem of preparing a mobilization reserve at enterprises and institutions, on collective farms and state farms, in educational institutions of the Far East according to the territorial production principle in the scope of training a single fighter and a specialist – a tank destroyer, sniper, rifleman, machine gunner, signalman, medical officer, nurse. Indicators of mastering a military specialty reflect not only the need, but also the possibility of training in the region. Training in sports organizations and societies, at enterprises, in institutions and educational institutions was considered not only from the point of view of raising the cultural level of the Far East, but also the socio-ideological education, especially of young people. Interrelated tasks were solved: those liable for military service acquired knowledge, which, on the one hand, was used in labor activity and for the development of military equipment, on the other hand, military-trained reserves were prepared, optimal parameters for recruiting the Armed Forces were worked out, taking into account the availability of mobilization resources.

Radical changes in the international situation after the end of the Napoleonic Wars forced many states, and first of all England, to rethink the system of their foreign policy interests. In the new situation, the question of revenge against the United States has lost its relevance for England. If from 1783 and before the War of 1812, this problem was important for England, now the bet began to be placed on establishing stable trade and economic relations, which, coupled with control over Canada, allowed us to hope that North America would turn into a vast extremely profitable market for England’s economic expansion. The purpose of the study is an attempt to identify the peculiarities of the origin of the Canadian-American borders to find out what role the Treaty of 1818 played in the development of relations between London and Washington. The relevance of the study lies in the fact that there are practically no studies in Russian historiography that specifically consider the convention itself, despite the fact that this event laid the current border of the two states. It was concluded that in the general vector of development of AngloAmerican relations, thanks to the Treaty of 1818, the trend towards stabilization was undoubtedly increasing.

The commemorative practices around the internment of the Rusyns population of Galicia and Bukovina on the territory of Cisleitania were mainly associated with the cemetery of the internment camp Talerhof “Under the Pines”. The study made it possible to clarify the nature of these commemorative practices. It has been established that the cemetery “Under the Pines” can be considered a key place of memory of the internment of the Rusyns population during the First World War, even though in the interwar period the remains of the victims of the camp were reburied at the Feldkirchen cemetery. It was found that in terms of significance for the Rusyns, the new memorial ossuary is significantly inferior not only to the former cemetery, but also to a number of local monuments. Both in Talerhof itself and in the interwar years, folklore was formed precisely around the cemetery "Under the Pines". The creation in 1934 of another place of commemoration – a monument to the Talerhofites in Lvov – made it possible to increase the level of accessibility of Galicians to the implementation of commemorative practices about the internment of Rusyns. It is noted that the new place of memory took on the image of the old cemetery “Under the Pines”, and it was thanks to this that it became the second most important object of worship for the Rusyns population. The findings obtained in the course of the study not only complement the already existing idea of the commemoration of Rusyns around internment, but also allow to intensify scientific discussions about the position of interwar Austria in matters of preserving the memory of the tragedies of the internment camps.