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Introduction. The article analyses the foreign policy of the actual US administration in order to determine whether it is based on the commitment to the rule of law in international relations.Materials and methods. The scope of sources includes related subject works of foreign and Russian researchers; official documents; public statements and comments given by the US President Donald Trump, as well as by the members of his Administration responsible for foreign affairs – VicePresident, Secretary of State and Minister of Defense. The research covers the period from the beginning of election campaign (June, 2015) to the end of the first year of D. Trump’s presidency (November, 2017). The methodological framework of the article consists of the following methods: general scientific (analysis, synthesis, functional and systematic methods) and special scientific (statistical analysis, event-analysis, content-analysis, modelling, cognitive mapping), as well as specific legal methods (legalistic, comparative legal methods).Research results. The article results in the evaluation of the actual US foreign policy under international law; as well as in the formulation of a proposal for clarification of the Russian position regarding further cooperation with the US.Discussion and conclusions. The main conclusions of the research are as follows. Donald Trump acts in accordance with Layne theory of “the offshore balancing” rather than traditional striving for global predominance. The US President is indifferent towards the principles and norms of international law even when declares the opposite. D. Trump addresses bilateral and multilateral cooperation of the US with the other states, analyzed in the article, in particular in the context of space activities, through the prism of ‘deals’, that is more typical for the Grotian tradition of international law obligations now considered outdated. The worsening of bilateral relations between the US and the Russian Federation, the threat of use of force against North Korea, and the potential non-compliance with principles and norms of international law are all the negative impacts of this approach.

The VVER-1000 thermal neutron reactor can operate on mixed uranium-plutonium fuel with a content of reactor-grade plutonium up to 5% with a 100% loaded core. In this case, plutonium burns up to 56% of odd isotopes. The energy potential of such plutonium is very low, and its further use in thermal reactors is impractical. However, such plutonium can be used in fast neutron reactors. The paper presents the results of investigating the possibility for such isotopic plutonium composition to be used in the BN-1200 thermal neutron reactor and its value be increased for the plutonium recycle in the reactor. For this purpose, a precision model of the BN-1200 reactor has been developed using the Serpent Monte Carlo code. The model has been verified against the reference values of the nuclear fuel burnup and breeding ratios. The study has shown that such plutonium can be used in the BN-1200 reactor MOX fuel. Maintaining the operating cycle length requires the plutonium fraction in the MOX fuel to be increased up to 2%. In the BN-1200 reactor, the isotopic composition has been found to improve for the further recycle of plutonium in the thermal reactor, i.e. odd plutonium isotopes increase. The fewer odd plutonium isotopes at the beginning of the BN-1200 operating cycle, the greater their increase. It can be seen as the result of the calculation that plutonium from VVER-1000 spent mixed fuel must be loaded into the BN-1200 reactor at least twice to increase the fraction of odd isotopes to the level of reactor-grade plutonium.

The empirical study featured the attitude of students to restrictive measures during the COVID-19 pandemic. The paper introduces various patterns of attitudes that adolescents with different indicators of value orientations and personal express to the lockdown. An authentic questionnaire with emotional, cognitive, and behavioral blocks was used to define the dominant attitude, A. I. Krupnov’s test – to study the responsibility patterns, and Sh. Schwartz's questionnaire – to describe the system of values. The obtained results made it possible to identify some coping strategies in respondents with different personal qualities. Certain dominant values and the level of responsibility proved to be able to determine a positive or negative attitude to the lockdown. By taking into account the age and personal qualities of the population, authorities one can develop better preventive measures in future.

This article analyzes the ratio of axiological orientation of Vietnamese students and their adaptability. The article demonstrates that the ratio of certain values, attitudes and needs forms a specific type of axiological orientation. The article finds out that the different types of orientation are interrelated with the selective personality adaptive indicators of Vietnamese students and can be regarded as predictors of the adaptation process. The article identifies the current trends of adaptability studies within the context of the system paradigm. The article points out the main determinants of the personal adaptability manifestations. The methodological basis of the research was the dispositional concept of personality and individual traits investigation by A.I. Krupnov, as well as the provisions of the theory of personal potential by D.A. Leontiev, developed within the framework of positive psychology. The aim of the study presented in this article is to identify the relationship between the indicators of axiological orientation and adaptability variables in Vietnamese students. At the first stage of the study, different types of students’ axiological orientation based on the results of cluster analysis have been identified and described: vocational-career, egocentric, socio-communicative orientation types. Statistically significant differences between the selected types were recorded for most of the components. The meaningful characteristics of these types at the behavioral level differ in their attitude to training activities, relationship with other people and personal self-conception. At the next stage the features of adaptability among the representatives with different types of axiological orientation were revealed. The correlation analysis was used to identify the correlation between the axiological variables and adaptability. It turned out that all the three groups are pressed by uncertainty, nostalgia and asthenic feelings. At the same time the representatives of the vocational and career axiological orientation type were more successful in adaptability, as compared to other groups. The students with egocentric orientation turned out less successful in adaptability. They are distinguished by the highest severity of negative background mood, uncertainty, difficulties in communication. As a conclusion, we defined the role of axiological orientation as the primary predictor of personal adaptability in multicultural environment.

Self-actualization and self-realization in modern psychology are considered as the most important indicators of a person’s successful development. At the same time, some studies show that teachers with increasing teaching experience are experiencing more problems with psychological health and self-realization. This article presents the results of an empirical research aimed at establishing the specifics of the self-realization of teachers at different stages of professional activity. A total of 137 teachers (77 women and 59 men) aged 27-60 years took part in the study. According to the length of their pedagogical activity three groups were singled out: the first included 46 teachers with experience from 5 to 10 years, the second group was presented by 46 respondents with an experience of 11-20 years and the third group included 45 teachers with an experience of 25-35 years. As a working hypothesis, it was suggested that the group of teachers with the experience of 11 to 20 years would reveal a more optimal implementation of self-realization, since these teachers have sufficient experience and knowledge on the one hand, and on the other hand they still have some motivation for professionalization and activity. The diagnostic methods included the Multidimensional Questionnaire of Personality Self-Realization (MQPSR) by S.I. Kudinov, the author’s questionnaire “Self-assessment of satisfaction with professional activities” and a free association test. There were revealed some differences in the hierarchical structure of the components of selfrealization in the groups of teachers with different professional experience. It was found that the most optimal self-realization is characteristic of the teachers with 11-20 years of work experience in comparison with other groups. The greatest difficulties in self-realization were revealed in the group of teachers with a work experience of 25-35 years. The results of the questionnaire and the associative test showed that higher satisfaction with professional activity is observed in the first two groups of teachers with experience from 5 to 20 years. At the same time, in the third group of teachers with more than 25 years of work experience there is a tendency to dissatisfaction, and in some cases, extreme dissatisfaction with pedagogical activity. The received results help us to understand some patterns in the successful self-realization of teachers at different stages of their professionalization and can form the basis for the development of psychological support programs.

Background. Our empirical research and analysis revealed characteristics of the axiological orientation of students’ personalities. Objective.We identified the principal types of orientation, dominant values, and attitudes of the personality in the motivational-needs sphere through a variety of validated and reliable techniques and methods. Design We understand the axiological orientation of the personality as a relatively stable set of values, motivations, needs, and moral structures produced through the lens of actions, in and through various spheres of social life, which describes complex system of a person’s perception of him-/herself, his or her perceptions of others, and his or her attitude towards work and other activities. Results. The results of the empirical research demonstrate that a set of axiological, motivational, and need characteristics form pragmatic-professional, social-communicative, or individual-egoistic types of axiological orientation of the personality, which in turn describe the subject’s attitude to the surrounding external reality and to him/herself. The pragmatic-professional type of person is dominated by values such as work, results, money, and process. The least attractive value to this type appears to be power. Respondents with a social-communicative type of axiological orientation have altruism, result and money as their main personal values. Values such as egocentrism, power, money, and freedom are a distinguishing mark of those with the individual-egoistic axiological orientation. Conclusion. This study also addresses how and through what patterns and mechanisms the axiological orientation of students’ personalities is expressed, which could enable professionals to develop educational programs aimed at harmonizing and aligning societal values and the individual’s attitudes.

The paper analyzes the results of an empirical research obtained with the help of a sample of students. The research of persistence was carried out within the framework of the dispositional concept of personality traits and individuality by A. I. Krupnov. The techniques developed by A. I. Krupnov as well as the author’s test of persistence were used in the study. After allocating the levels of persistence, the features of self-realization were analyzed in each group of the respondents. The specificity of self-realization was revealed in the context of the author’s polysystemic concept, the author’s multidimensional questionnaire on personality’s self-realization (MQPSR) was used as a diagnostic tool. The empirical study revealed statistically significant differences in the specifics of self-realization of the students with different levels of persistence manifestation. The respondents with a high level of persistence realize themselves more successfully in different spheres of life due to the obvious active behaviour, optimistic attitude, high motivation, creative methods and techniques of self-expression, internal self-regulation and constructive behavior. The students with low persistence lack successful self-realization because of passivity, pessimism, external locus of self-control, a high level of barriers and standard simple schemes of self-expression.

The article presents a comparative analysis of the empirical research results of the formation of burnout symptoms in the teachers with low and high levels of personal responsibility. The sample of respondents was made by teachers with five years’ experience of work. At the preliminary stage the peculiarities of situational and personality anxiety, as well as indicators of emotional stability and neuroticism were studied. As a result of the data analysis the teachers with average anxiety and emotional stability were included in the final group of the subjects. The procedure of the respondents selection was motivated by the desire to exclude the respondents, potentially predisposed to intense emotional burnout due to their individual susceptibility to it from the empirical sample.During carrying out the basic research the responsibility indicators were studied at the first stage. According to the hierarchical distribution of the harmonic variables of responsibility the contrasting levels of the manifestation of this property were revealed and characterized. The high level of responsibility manifestation included mainly the positive characteristics responsible for the intensity of the display properties, such as ergicity, sthenicity, internality, socio-centeredness, meaningfulness and productivity. The second group included the respondents in whose hierarchy of variables property manifestation is dominated by the disharmonious components responsible for the weak manifestations of the property: aergicity, asthenicity, externality, ego-centeredness, etc. The selected indicators of responsibility in the both groups differed at a statistically significant level. At the following stage the emotional burnout indicators in each group were analyzed. The study confirmed the put forward hypothesis that the emotional burnout developed more intensively in the teachers with a high level of personal responsibility, rather than that of the respondents with a low level of this personality trait.

The article is devoted to the problem of the systematic conditionality of personality self-realization. It substantiates the prospects of a systematic approach to the study of this phenomenon, as opposed to the well-established analytical strategies in Russian and foreign psychology. System components and structural characteristics of the self-realization are provided.

The paper discusses the data of the empirical research on the allocation of different levels of persistence in students.

The results of the empirical research of personality self-realisation in students with a high level of persistence are discussed in the article. The certain characteristics of self-realisation, the dominant sphere and the structure of the phenomenon in question are considered.

The results of the empirical research on the relationship of tolerance and adaptability of the students belonging to different ethnic groups and cultures are analyzed in the article. The comparative analysis of the adaptability in the respondents with high and low tolerance levels is carried out.

The article analyzes the results of the empirical study of sociability as a basic property of the personality performed on a sample of the representatives of different nationalities. The comparison is based on the factor analysis.

The scientific credence to the personality self-actualization and self-discipline correlation is given in the article. Within the frame of a system-defined research, different individually-typological peculiarities of self-discipline are highlighted and characterized. Their comparative analysis with the personality self-actualization is conducted.

The article analyzes the data of an empirical study of professional work satisfaction and self-realization of the personality in teachers. The psychological features of self-realization in the teachers with different levels of satisfaction with their professional work are characterized.

The psychological determinants and the peculiarities of patriotic personality manifestation in students are analyzed in the article in the frame of the system paradigm and on the basis of the disposition conception of personality and character characteristics.

The article presents the analysis of the empirical results of the study with the purpose to identify the different types of personal fulfillment.

The analysis of various scientific approaches to the research of self-realization of the personality in the domestic and foreign science is submitted in the article.

The article considers the psychological and pedagogical aspects of the problem of keeping and strengthening health. The results of an empirical study of the ratio of the peculiarities of self-realization to the attitude to health in high school students are submitted.

The psychological aspect of manifestation of the cadets' self-discipline is analyzed in the frame of A.I. Krupnov's conceptual approach in this article. The research is focused on the comparative analysis of high and low levels of cadet's self-discipline.

The empirical results of the longitudinal research of inquisitiveness in youths and young girls during their higher school study are presented in the article. The inquisitiveness research is done in the frame of A.I. Krupnov's conceptual approach. The comparison of the results is based on the factor analysis.

The problem of self-actualization and tolerance of the personality is discussed in the article. The psychological analysis of interrelation of self-actualization and tolerance on the sample of Russians, and representatives of the Central Asian and Caucasian republics is submitted.

The article presents the empirical results of researching the individual features of self-actualization in teachers-psychologists within the framework of the polysystem concept of self-actualization of the personality. Three types of self-actualization: optimum, adaptive and inert - are singled out.

The problem of personality self-actualization is discussed in the article; the separate components of the authorial self-actualization approach are analyzed. The authorial methods of investigation of the given phenomenon are described. The self-actualization comparative analysis of the Chinese representatives of different age groups is carried out.

The article discusses the problem of self-actualization of the personality. It also examines separate components of the author’s approach to self-actualization. The author’s techniques of research of the given phenomenon are described. The comparative analysis of self-actualization of the Russian and foreign students is carried out.

The empirical results of the research devoted to the comparative analysis of sociability in representatives of various national-ethnic groups are discussed in the article.

The scientific credence to the personality self-actualization and sociability correlations is given in the article. Within the frame of system-defined research, different individual-typological peculiarities of sociability are highlighted and characterized and their comparative analysis with the personality self-actualization is conducted.