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In this article, the authors substantiate the existence of the personality qualities of future educational psychologists (PQFEP) that are, in fact, a sum of knowledge, skills, abilities, socially required qualities of personality allowing the psychologist to solve problems in all the fields of professional activities. A model of PQFEP predicts the formation of emotion-based, communicative, gnostical, motivational, practical and reflexive components. The achievement of the goal is provided by the realization of functions of propaedeutic, adaptive, prophylactic, correctional development nature, as well as by the program of PQFEP formation in which the interconnection of all forms of psychologist's work (lectures, seminars, trainings, correction psychology work, etc.) along with the further controlling on four levels (inadmissible level, critical level, acceptable level and desirable level) is included. The process of the PQFEP-formation is provided in five stages: targeting, positive attitude formation, theoretical prerequisites formation, trial and frontal adoption. The task of each stage is decomposition of the general goal of the whole process. The result of work is an increase of the formation level of the PQFEP-components which are the following: communicative level (leadership, communication ability), gnostical level (knowledge of psychologist's professional activity; the ability of creative usage of professional experience; psychologist's abilities and skills; intellectual power, smart mind and creative thinking), emotion-based level (empathy; emotional resistance; independent decision-making ability), reflexive level (ability for adequate self-rating and self-regulation), motivational level (aggressiveness) and practical level (task-oriented mind).

The article discusses the problem of the basic factors of ASD: the deficit in the Theory of Mind (ToM) as the ability to represent Self-Other relationship, or violation of the ability to simulate, as the ability to transfer the perspective of Other’s action into the prospect of their own actions. It is hypothesized that the first-person video surveillance technique (with the instructor’s and the student's hands visible) will be more effective in teaching imitation of children with ASD than the third-person video surveillance method (where the instructor and the student are seen). The study involved 28 children attending classes with psychologists and speech pathologists (ages: 4, 10 up to 7, 4 years; 24 children were diagnosed with ASD, 4 – atypical autism). At the first stage, the level of motor simulation skills (ABLLS-R test) was evaluated-3 times with an interval of 1 week. On the second stage, three groups (9 people) were equalized at the level of development of imitation. One group was trained "third-person", the second – "first-person", the third – control was trained according to the standard program. All studied the same time. For each subject conducted 4 classes (2 times a week). At the third stage, the level of motor skills measured 3 times with an interval of 1 week. The processing took into account the parameters of the mean, median, mode and standard deviation. The results of the study showed significant effectiveness of third-person training. The shift of the average value in "third-person training" and "first-person training" was 3 and 8 units respectively.

Circular economy (CE) attempts to improve the environmental and economic performance of existing production systems and particularly waste management through the introduction of principles of reduction, reuse, recycling, recovery, redesign, and remanufacture. There are still many challenges regarding its implementation. This article investigates the barriers to adopting CE practices in the Brazilian waste management system. In the empirical research first stage, a workshop was conducted with researchers and managers. In the second stage, 1 year later, interviews were conducted in 22 organizations across different categories of the waste system. The outcomes indicate that barriers are more related to the implementation of CE practices, and the lack of legislation enforcement and coordination of distinct levels of government. New dimensions for explaining barriers to CE in developing countries also emerged from field research as the low market value of some residues and the informality in the system. [ABSTRACT FROM AUTHOR]

In this article we investigate the problem of the balance of fundamental and applied training in technical colleges through the lens of a historical analysis of the development of the Soviet school of engineering. We demonstrate that the Soviet school of engineering became overreliant on fundamental education due to historical features of its formation. Now, it has created a psychological barrier to finding a new balance between fundamental and applied training that is needed in order to enhance the innovative productivity of engineering schools. We identify the basic causes that are complicating the search for a new acceptable balance between fundamental and applied training with an eye to finding ways to enhance the innovative productivity of technical colleges. The conclusion that proper quality control is needed for engineering studies conducted by the industrial (business) sector is grounded. [This article was translated by Kenneth Cargill.]