Pushkin Leningrad State University (Russian: Ленинградский государственный университет имени А.С. Пушкина) is a university in Russia, located in Pushkin, Saint Petersburg. It was established in 1992 as Leningrad Oblast Pedagogical Institute. It provides training at all levels of post secondary education including bachelor degree, master's degree, PhD courses as well as vocational training and continuing education courses. In 1999 the university was given its current name after the Russian poet Alexander Pushkin.
The article provides a general theoretical analysis of problematic aspects of the implementation of law in the field of public representation. The general features of the institution of representation, object, subject, functions and representative powers of the subject are considered. There are three separate entities in the subject structure of legal relations conditioned by representative functions: : represented, representative, law enforcement officer. Within the framework of the unified law enforcement process, a comparative analysis of the combination of public and private law objectives is carried out. The article actualizes the problem of achieving objective truth as the main legal goal of public representation. The article analyzes the implementation of representation in the field of public law regulation on behalf of non-personalized organized groups in the context of achieving the goals of the common good. Public representation is highlighted as a tool that implements authority in the process of forming state and municipal structures.
Introduction. The review article explores the fundamental problem of psychology, which is the problem of personality. The purpose of the article is to argue that anthropological psychology is the field where individual psychological views on personality and its development can be combined into a unified concept. The goal of the study is to establish anthropological psychology as a branch of anthropological psychology that focuses on the genesis of personality. Materials and methods. The study was based on scientific publications by Russian and foreign authors that presented an anthropological approach in both implicit and explicit forms. The research methods used were theoretical analysis and generalization of materials from the scientific literature, as well as their systematization. Results. The article proposes a procedure for developing the theoretical and methodological basis of anthropological psychology of personality genesis. The development of the theoretical and methodological basis is based on the philosophy of psychology, which is designed to develop the categorical structure of psychology. The next step in defining the theoretical and methodological basis of anthropological psychology of personality genesis is to focus on the anthropological approach. The article provides an assessment of the anthropocentric approach to personality research in psychology. It identifies latent and explicit variants of the anthropological approach to personality research. Two explicit versions of the anthropological approach to solving the problem of personality and its development in psychology are identified: psychological anthropology and anthropological psychology. The article provides a description of various variants of psychological anthropology and anthropological psychology. It is argued that the anthropological psychology of B. G. Ananyev is constructive for the anthropological psychology of personality genesis. Discussion and conclusion. Anthropological psychology of personality genesis can be considered as a further development of the ontopsychological ideas of B. G. Ananyev. In this regard, anthropological psychology of personality genesis is a branch of psychological science that studies the ways in which a person exists at all stages of their ontogenesis. The future development of anthropological psychology of personality genesis is aimed at creating a unified concept of personality genesis, which will help to solve the problem of personality.
This article examines the number of students in the first graduating class of the Institute of Red Professors (IRP), who enrolled in 1921 and graduated in 1924. The Institute of Red Professors, founded in 1921 to train social science teachers for higher education, lacked a system of midterm and final assessments. Determining the exact number of students is complicated by poor record keeping, the admission of students during the training process, the democratic nature of the education, and the ongoing "purges" of the student body. This article compares newspaper publications of 1921-1922, which contain inconsistent figures for the number of students enrolled at the Institute of Red Professors in its first year. For example, they clearly understate the number of non-party members. It also cites data on the number of students contained in publications from the early 1930s and archival documents. The inaccuracy of this information means that works devoted to the Institute's graduates often provide incorrect dates for their studies at the Institute or omit this information entirely...
Статья посвящена анализу дефиниционного статуса лексемы «подготовка» в системе российского образования. Авторы исследуют проблему терминологической неоднозначности, возникающей из-за отсутствия четкого законодательного определения данного понятия в Федеральном законе «Об образовании в Российской Федерации». Семантическая неустойчивость лексемы (процессуальное и результативное значение) переносится из профессионального дискурса в правовое поле, что приводит к системным логическим коллизиям внутри закона. На примере анализа ключевых статей демонстрируется, как непоследовательное использование понятий «подготовка обучающегося», «качество образования», «образовательная деятельность» и «качество подготовки» усложняет системное правовое регулирование. Исследование включает сравнительный анализ лексикографических источников, положений закона и теоретических работ. Делается вывод о необходимости законодательного закрепления непротиворечивого определения лексемы «подготовка» для устранения правовой неопределенности и обеспечения корректного применения норм в подзаконных актах и локальных нормативных документах.
В статье исследуется практика установления уголовной ответственности за сексуальные посягательства в отношении несовершеннолетних в некоторых европейских государствах (Швеции, Норвегии, Молдове, Франции и др.) и нескольких штатах Америки. На основе критериев, выявленных при изучении предписаний уголовных законов иностранных правопорядков, сформулированы понятия «половое сношение», «мужеложство», «лесбиянство», «развратные действия» и «иные действия сексуального характера» в целях введения их в отечественное уголовное законодательство. Автор приходит к выводу о том, что опыт иностранных законодателей является положительным в части закрепления в Уголовном кодексе определения терминов, характеризующих ст. 134 и 135 УК РФ. The article considers the practice of criminalizing sexual assaults against minors in some European countries (Sweden, Norway, Moldova, France, etc.) and several states of America. Based on the criteria identified during the study of criminal laws of foreign legal systems, the concepts of "sexual intercourse", "sodomy", "lesbianism", "lewd acts" and "other sexual acts" are formulated in order to introduce them into domestic criminal legislation. The authors concludes that the foreign experience is positive in terms on consolidating definitions of terms provided for in articles 134 and 135 of the Criminal Code of the Russian Federation in the Russian criminal law.
