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Equilibrium T–x space of the Ag–Ga–Te system in the GaTe–AgGa5Te8–Te part was divided below 600 K into three-phase regions Ga2Te5–AgGa5Te8–Te, Ga2Te3–AgGa5Te8–Ga2Te5, Ga7Te10–AgGa5Te8–Ga2Te3, Ga3Te4–AgGa5Te8–Ga7Te10, and GaTe–AgGa5Te8–Ga3Te4 by the electromotive force (EMF) method. To accomplish accurate experimental data, the following electrochemical cells (ECs) were assembled: (−)IE|NE|SSЕ|R{Ag+}|PЕ|IE(+), where IE is the inert electrode (graphite powder), NE is the negative electrode (silver powder), SSE is the solid-state electrolyte (glassy Ag3GeS3Br), PE is the positive electrode, R{Ag+} is the region of PE that contact with SSE. At the stage of cell preparation, PE is a nonequilibrium phase mixture of the well-mixed powdered compounds Ag2Te, GaTe, Ga2Te3, and tellurium, taken in ratios corresponding to two or three different points in each of the mentioned regions. The equilibrium set of phases was formed in the R{Ag+} region at 600 K for 48 h with the participation of the Ag+ ions. Silver cations, displaced for thermodynamic reasons from the NE to the PE of the ECs, acted as catalyst, i.e., small nucleation centers of equilibrium phases. The spatial position of the established three-phase regions relative to the silver point was used to assign the overall potential-determining reactions of synthesis of the ternary AgGa5Te8 and binary Ga2Te5, Ga7Te10, Ga3Te4 compounds. For the first time, the values of the standard thermodynamic functions (Gibbs energies, enthalpies, and entropies) of these compounds were determined based on the temperature dependences of the EMF of the ECs.

The structural, electrokinetic, energetic, and magnetic properties of the new semiconductive solid solution Lu1-xVxNiSb, х=0–0.10, were studied. It was shown that V atoms could simultaneously occupy different crystallographic positions in different ratios, generating structural defects of acceptor and donor nature. This creates corresponding acceptor and donor bands in the bandgap εg of Lu1-xVxNiSb. The mechanism of the formation of two acceptor bands with different depths of occurrence has been established: a small acceptor band εА2, formed by defects due to the substitution of Ni atoms by V ones in the 4c position, and band εА1, generated by vacancies in the LuNiSb structure. The ratio of the concentrations of generated defects determines the position of the Fermi level εF and the conduction mechanisms. The investigated solid solution Lu1-xVxNiSb is a promising thermoelectric material.

New Li-containing solid solutions LiyM1-xCaxMnO3 (M = Pr and Eu) were synthesized by electrochemical lithiation of the ceramics with perovskite structure. The qualitative and quantitative composition of the initial and Li-containing ceramics was determined by scanning electron microscopy and energy-dispersive X-ray spectroscopy. The M/Ca/Mn cation ratio was confirmed by X-ray fluorescence spectroscopy. The crystal structure of theM1-xCaxMnO3solid solutions before lithiation (GdFeO3-type structure, space group Pnma, Pearson code oP20) and after lithiation (filled-up GdFeO3-type) was determined by the Rietveld method. X-ray structural analysis showed the formation of phases with increased unit cell parameters after lithiation process. In the case of Eu and Pr-containing samples X-rays diffraction patterns illustrate the amorphous halo based on the by-products of reaction between of ceramics surface and components from electrolyte. Under experimental conditions (Li-metal anode) the quantity of intercalated Li increases for ceramics: Li0.084Eu0.5Ca0.5MnO3, Li0.113Pr0.5Ca0.5MnO3, and Li0.134Pr0.7Ca0.3MnO3. Scanning electron microscopy method revealed the formation of Li-containing aggregates with dimension of 200-900 nm. The grains demonstrate block-like or irregular shape morphology with developed area surface.

The KKR (AkaiKKR software package) and FLAPW (Elk software package) methods were used to model the structural, thermodynamic, energetic, and electrokinetic characteristics of the Lu1-xZrxNiSb semiconductor solid solution. It is shown that defects of acceptor nature are present in the structure of LuNiSb as a result of vacancies in positions 4a and 4c of Lu and Ni atoms, respectively, which generates two acceptor levels eAVac 4a and eAVac 4c in the band gap εg. When Zr atoms are introduced into the LuNiSb structure by replacing Lu atoms in position 4a, Zr atoms also occupy vacancies in this position, which increases the lattice parameter a(x) and eliminates defects of acceptor nature and corresponding acceptor levels eAVac 4a. When the vacancies are filled, Lu atoms are displaced, which reduces the value of the unit cell parameter and generates defects of donor nature and donor levels eD4a. The Ni atoms return to position 4c, which increases the a(x) value and eliminates defects of acceptor nature and the corresponding acceptor levels eAVac 4c. At the lowest concentration of Zr atoms, the conduction type of Lu1-xZrxNiSb changes from p- to n-type. The simulation results are consistent with experimental studies of Lu1-xZrxNiSb.

The article is devoted to the problem of formation of professional foreign language competence of future lawyers in non- linguistic surrounding at the Yaroslavl Mudriy National Law University. With this aim pedagogical experiment was held, which included three stages: axiological, formational, monitoring. Research of the formed professional foreign language competence defined with the help of specially created tests, solution of situations and evaluation of teachers, communications with them. Probability of the results was done by the detailed organization of the experimental, representative choice of students, who participated in the experimental work, differences and similarities of methods of research, according to tests of research. The effectiveness of the system of professional training of future specialists is mostly defined by how consistently it is taken into account. Both students and professors understand the dependence of success of legal activity on the level of formed professional foreign language competence. Professional foreign language competence of future representative of legal profession, prioritize knowledge of foreign professional terminology, knowledge of legal systems of foreign countries. In addition to knowledge, students and professors noted the importance of applying this knowledge in practical international activities to achieve the success in formation of foreign language competence of future lawyers.

The importance of psychological factors is manifested in the ability of students to acquire knowledge, gaining skills, perception of educational information, attitude to others, mutual understanding with people around. Taking this into consideration, the purpose of the academic paper is to study the basic aspects of the development of teachers' professional competence in the context of transformational processes in education. Such methods as: theoretical analysis, description, comparison, synthesis, grouping, measurement, observation and experiment, have been used in order to achieve the purpose and objectives outlined in the academic paper. It has been established that the motivation of students to carry out educational and professional activities is a set of psychological factors, through the influence of which the interconnection between the motivation and desire of the student to study is conducted. In the course of the investigation, it has been found that the influence of psychological factors is quite effective in the case of motivating students to study. It has been proven that increasing the motivation of students to study is possible through: a common learning environment in the students' collective; students' participation in discussions, conferences, competitions; work in groups; application of innovative technological methods of studying educational material.

The subject of the research is the regulatory legal acts of the Russian Federation regulating the digital transformation of legal education. The objectives of the article are to identify risks, problems of digitalization of legal education, as well as formulate directions for the development of legal regulation of the introduction of digital technologies in education in the specialty of jurisprudence in Russia. As a result of the study, it was revealed that the digital transformation process involves the implementation of both organizational, economic and legal measures. It has been established that it is necessary to optimize educational standards for teaching digital competencies to law students, develop state programs within the digital educational environment for the implementation of innovations, digital platforms, ensure the protection of personal data and prevent cyber-attacks in the educational process. The study used the chi-square test to test statistical hypotheses. It was established on the example of the Financial University under the Government of the Russian Federation that the improvement of digital skills in educational activities is facilitated by training at the online institute of the Financial University. In this regard, it is recommended to introduce a structural unit in Russian universities that would deal with the problems of online education. The main directions of digitalization of legal education are the development and implementation of a unified digital platform for legal education, the introduction of artificial intelligence in electronic legal education, and the implementation of advanced training programs for higher school educators in jurisprudence. Conclusions are formulated that the practical recommendations obtained from the research can be applied in developing the Concept of digital transformation of science and higher education.

Modern knowledge-intensive industrial production technologies increase the demand for engineering personnel in the labour market which actualises the problem of training competent, highly qualified specialists. This process is strongly determined by the motives that guide future engineers in their professional learning activities. The study analyses the dynamics of professional motivation of technical students of I-III courses. This study presents the results of research conducted by assessing the professional motivations of students at the Norilsk State Industrial Institute. The survey was conducted by the authors in September-October 2020. Fourteen motives were assessed and grouped into seven groups: social, moral, collectivist, cognitive, material, prestige motivation, and those associated with the peculiarities of professional activity. The study of professional motivation helped to identify the dominant motives of future engineers, trace their dynamics among students of different courses and analyse the peculiarity of professional motivation of students of different technical training areas. Based on the results of the study and analysis of the data obtained in the structure of future engineers' professional motivation, the dominance of social, material and moral motivations, growth of collectivist and cognitive motives, insufficient degree of cognitive and work-related motivation, low level of assessment of the prestige of the chosen profession are stated. The comparative data presented in the study with the 2009-2010 academic year's research on professional motivation identifies the need for further systematic vocational guidance work with future engineers.