Married Dostoevsky? The History of Relations between V.V. Rozanov and A.P. Suslova

The article examines in detail the history of the relationship between A.P. Suslova and V.V. Rozanov in connection with the notion existing in the historical and literary science that Rozanovs marriage to Suslova was based on his deep interest in the work of F.M. Dostoevsky and his desire in such an unusual way to penetrate deeper into the secrets of the life and work of the author of The Idiot and The Brothers Karamazov. However, an appeal to various documentary evidence shows that Rozanovs marriage motives came from the warehouse of his nature and constituted a complex of rather complex reasons, among which the human, and not literary, research principle still dominates. The desire for a benevolently objective study of the life history of A.P. Suslova makes it possible to clarify at the modern scientific level the important facts of the biography of F.M. Dostoevsky and V.V. Rozanov, to free them from the stratifications of legends and myths.

Peer review declaration

All papers published in this volume of Journal of Physics: Conference Series have been peer reviewed through processes administered by the Editors. Reviews were conducted by expert referees to the professional and scientific standards expected of a proceedings journal published by IOP Publishing. • Type of peer review: Single-blind • Conference submission management system: none. PhD Nikita Novikov (scientific secretary of the Conference) collected articles and sent it to reviewers. • Number of submissions received: 31. • Number of submissions sent for review: 31. • Number of submissions accepted: 31. • Acceptance Rate (Number of Submissions Accepted / Number of Submissions Received X 100): 100%. The authors did not send us articles of a low scientific level, because they knew that Professor Sergey Kabanikhin would not accept them. • Average number of reviews per paper: 1,4 • Total number of reviewers involved: 25. • Any additional info on review process: The collection includes articles that were accepted after the first round of review, as well as articles that have passed three stages of review. • Contact person for queries: Name : Maxim Shishlenin Affiliation: Sobolev Institute of Mathematics, Novosibirsk, Russia Email : [email protected]

Legal Form, COVID and the Political: Notes Towards a Critique of the Corpus Iuris Pandemici

The scholarly analysis and critique of law always take place under circumstances of scarcity of academic resources. At any given moment, the number of academic jurists mastering a given legal system and being capable of analysing and critiquing it at a professional scientific level is limited. The pandemic of COVID-19 only exacerbated this phenomenon, exposing the importance of making methodological and paradigmatic choices. What critical legal theory teaches us is that the choice of method and approach to the analysis and critique of legal materials is not politically neutral. Asking about the political goals and choices behind solutions adopted by legislators, ministers, civil servants, law enforcement officers, and judges, and about the actual interests impacted by their decisions is much more important and topical in these difficult times. A sociologically oriented critical legal theory can provide the necessary tools for such an analysis of the corpus iuris pandemici.

PHD STUDENTS’ TRAINING FOR MANAGING A RESEARCH PROJECTS: FROM THE EXPERIENCE OF IMPLEMENTATION OF THE EDUCATIONAL AND SCIENTIFIC PROGRAM «SOCIAL WORK»

The article is devoted to the specialists’ training in mastering the methodology of project management as an important component in the implementation of educational programs. It was found that an important condition for effective and innovative scientific activity is the readiness of the individual for research work, his research activity, research behaviour, and therefore, knowledge of the essence of methodology and organization of research project management is mandatory. In particular, it is reasonably expedient to form readiness for such activities in applicants of the third (educational-scientific) level of 'PhD' as future researchers who obtain an education and at the same time the first science degree. The objective of the article is to summarize the practical experience of preparing PhD applicants in the speciality '231 Social Work' to manage research projects as part of the educational and scientific program 'Social Work'. Analysis of the project activities of the Faculty of Social and Psychological Education allows us to conclude that active participants in the development and implementation of research projects are doctoral candidates (a third (educational and scientific) level of higher education, the educational and scientific program "Social Work"). It is important to note that these projects, although they have different forms of implementation (from socio-cultural practices to youth policy), at the same time meet the requirements of an interdisciplinary approach and have a social focus. This corresponds both to the national requirements for PhD training and to international standards and recommendations for ensuring the quality of PhD programs in social work. At the same time, such practical project activity, along with studying the theoretical principles of research project management, allows PhD students to form program results to determine the goals, content and structure of research projects, analyze financial needs and funding sources, control the project implementation process and adjust its implementation plan; project risk management, etc.

TRAINING OF DOCTORS OF PHILOSOPHY IN SOCIAL WORK IN UKRAINE: FIRST EXPERIENCE AND DEVELOPMENT PROSPECTS

The article describes the experience of training doctors of philosophy in social work in Ukraine. It was found that in the context of the academization of a new scientific specialty, which appeared in the list of specialties in 2015, there was a need for scientific and methodological support for training highly qualified personnel – doctors of philosophy and doctors of science in specialty 231 «Social Work». Training of doctors of philosophy in social work is aimed at training an intelligent, informed, self-identified, competitive, integrated into society specialist capable of producing new ideas, solving complex problems in the field of professional scientific-pedagogical and research-innovative activities, demonstrating significant authority, high degree of independence, academic and professional integrity, consistent commitment to the development of new ideas or processes in the advanced contexts of professional and scientific activities, mastery of their methodology; deeply rethink existing and create new holistic knowledge; capable of continuous self-development and self-improvement, development of professional scientific-pedagogical and research-innovative activity in the field of social work. The authors analyzed educational and scientific programs (2019, 2020, 2021) in the specialty 231 «Social Work» of the third (educational and scientific) level, posted on the official websites of institutions 1 scientific institution and 11 institutions of higher education of public and private ownership. The analysis shows significant differences in the important components of the Descriptions of educational and scientific programs due, first of all, to the lack of an approved Standard of Higher Education for the third (educational and scientific) level in the specialty 231 «Social Work». Based on the generalization of the results of scientific and theoretical analysis of the research problem, the main ways to improve the theory and practice of training doctors of philosophy are identified, the prospects for the development of social work as a science and practice are outlined.

Al-Kharj during the reign of the first Saudi state (1157-1233 AH / 1744-1818 AD): الخرج في عهد الدولة السعودية الأولى (1157 – 1233هـ / 1744 – 1818م)

This study describes the political, economic and scientific conditions of the city of Al-Kharj during the reign of the first Saudi state (1157-1233 AH / 1744-1818 AD). Firstly, on the political level, Al-Kharj is considered one of the most hostile cities in Diriyah for years, and it occurred in many wars, before it submitted. Secondly, on the economic level, Al-Kharj has two advantages that it is less likely to combine with others: the first is that it is an agricultural oasis famous for its abundance of water, fertility of its soil and good harvests, and the second is that it occupies a unique location that made it a passage for pilgrimage and trade caravans. Thirdly, on the scientific level, Al-Kharj, according to the sources and references available to us, witnessed jurisprudential diversity prior to its accession to the Saudi state, but it was not an active scientific center, and perhaps the future reveals to us secrets that we do not know and contradict our understanding.

Prawo rzymskie to nie tylko Digesta. Kilka uwag nad książką Łukasza Jana Korporowicza „Prawo rzymskie w Anglii w XVIII wieku. Nauczanie, studia, nauka”

<p>Polish research on Roman law is traditionally concerned first of all on the private law and its reception in European legal systems. However, very few publications deal with the role Roman law played on the British Isles. One of the important exceptions is Łukasz Jan Korporowicz’s research from the University of Lodz. This article analyzes his last book entitled <em>Prawo rzymskie w Anglii w XVIII wieku. Nauczanie, studia, nauka</em>. It describes the system of teaching Roman law in England in the 18^th century and the role that graduates of Roman studies at Oxbridge played in English society at the time. First of all, the pioneering nature of reviewed work was indicated, as a similar one has not yet been published not only in Poland, but also in the world. By analyzing the subsequent parts of the book, their critical analysis was made and its strong and weaker elements were indicated. The conclusions indicate a very high scientific level of the reviewed book.</p>

Is Homeopathy More Effective Now Than a Hundred Years Ago?

During the past century, the amount of information about homeopathic medicines has grown dramatically. However, the recent coronavirus disease 2019 pandemic has shown that homeopathic practitioners do not use more medicines than a century ago and they seem to use less symptoms to find the proper medicine. This could be explained by the fact that the more than a hundred years old repertory was flawed from the beginning and that more information in the repertory leads the practitioner astray in an increasingly complex labyrinth of data.This can be resolved by applying modern data management techniques based on systematic collection of treatment data and statistical analysis of the data. Homeopathic practitioners should collect these data avoiding bias. This requires additional training of practitioners, which should also result in a higher scientific level of homeopathic practice and increasingly effective treatment as the database grows.

FROM THE EXPERIENCE OF IMPLEMENTATION OF THE EDUCATIONAL AND SCIENTIFIC PROGRAM “PROFESSIONAL EDUCATION” FOR RECIPIENTS OF THE THIRD (EDUCATIONAL AND SCIENTIFIC) LEVEL OF HIGHER EDUCATION IN SPECIALTY 015 “VOCATIONAL EDUCATION” (BY SPECIALIZATIONS)

The article reveals the experience of implementing the educational and scientific program “Professional Education” for applicants of the third (educational and scientific) level of higher education specialty 015 Professional Education (by specializations) at Alfred Nobel University. Features and purpose of the educational and scientific program “Professional Education”, as well as its structure (educational and scientific components) are described. The volume of the educational component of the educational and scientific program is given – 45 ECTS credits, of which the cycle of general (18 ECTS credits) and professional (27 ECTS credits) training, including the discipline of free choice of applicants (12.5 ECTS credits). Particular attention in the educational and scientific program is paid to the content of competencies sufficient to solve complex problems in the field of professional and / or research and innovation in the field of education. A brief description of the content of the scientific component of the program, which provides for the implementation of their own basic and / or applied research with the appropriate design of the obtained scientific results in the form of a dissertation, testing of research results. Methodological approaches (systemic, competence, activity, andragogic, student-centered, personality-oriented, participatory, environmental, integrative) and principles (systematization, scientificity, systematicity and consistency, clarity, integration of theory and practice, consciousness and activity) are substantiated and defined. Independence and activity of subjects in training, interdisciplinary connections, a positive emotional background of training, maintenance of unity of educational, developmental and educational functions are put into practice in the educational and scientific program. The main types of classes, methods and means of teaching future doctors of philosophy are identified. Emphasis is placed on the peculiarities of graduate research activities of graduate students. Ways of realization of individual educational trajectory for each postgraduate student are demonstrated (drawing up of the individual curriculum; a choice of the block of disciplines from a selective component at one’s own will, choosing the subjects of scientific and practical research works according to the interests of applicants of higher education; the organization of independent work of applicants by means of educational computer programs and electronic textbooks; certification courses for the formation of additional professional competencies; distance education; drawing up an individual schedule of graduate students; types of communication between research and teaching staff with applicants; participation in various extracurricular activities). Emphasis is placed on the scientific achievements of higher education seekers (publications in professional journals, collections of scientific papers, reporting the results at annual scientific and practical conferences, publication of research results in a foreign language in periodicals, participation in the research work of the Department of Innovation Technologies in Pedagogy, Psychology and Social Work, scientific and pedagogical internship, etc.).

DEFINING THE INDICATOR OF INNOVATIVE DIDACTIC POTENTIAL ON THE THIRD (EDUCATIONAL AND SCIENTIFIC) LEVEL OF SPECIALTY «011 EDUCATIONAL, PEDAGOGICAL SCIENCES»

The purpose of the study was to reveal the essence of the concept of «innovative didactic potential», its formulation and defining the component composition; substantiation of the diagnostic program for determining the quantitative value of the index of innovative diagnostic potential and selection of conditions for its formation. We understand under the innovative didactic potential an integrated indicator of innovative abilities of an individual, which is revealed in the educational environment in the process of didactic interaction and is displayed in the system of attitudes to the innovative field of activity. To achieve the goal, the following research methods were applied: analysis, synthesis, generalization, systematization − to determine the conceptual apparatus of research, namely, innovative didactic potential, potential index. Methods of comparative analysis, deduction, induction, modeling were applied in the development of a diagnostic program for defining the index of innovative didactic potential. In modern conditions, higher education focuses on the requirements for research and teaching staff in the parameters of innovative educational activities. This implies the ability of research and teaching staff to master and implement innovative methods of teaching and learning. With this aim the curriculum for the training of the third educational and scientific level students provides the course «Innovation in pedagogy, organization and provision of modern classes». Generalization of the results of theoretical developments and empirical findings in the study of the problem of determining and evaluating the index of innovative didactic potential allowed to identify the conditions necessary for its formation: didactic, psychological, organizational, information technology.