Lapina A.S.
THE IDEAS OF A CHOLISTIC APPROACH IN STUDYING THE PHENOMENON OF ACADEMIC OPTIMISM ^{[№ 4 ' 2021]}
Among a large number of approaches in methodology, the modern scientific society is increasingly turning to the principle of holism, which has been considered anti-scientific for a long time due to its subjectivity and inapplicability to the study of properties, processes and phenomena of the natural sciences. Its application in the humanities, in particular, for the interpretation of pedagogical phenomena in modern reality, one of which is academic optimism, does not meet such a critical attitude due to the increased relevance of an indissoluble and complete perception of the surrounding reality. In this regard, the authors of this article thought it relevant to analyze the possibility of applying a holistic approach to the study of the phenomenon of academic optimism. For this purpose, first of all, the analysis of the definition of holism in a broad sense was carried out, which showed, in relation to academic optimism, the need to consider it as a multifaceted structure, the study of which requires the maximum number of projections. Starting from the opposite, first of all, the authors of the article focused on the most distant of them — the view of optimism from the point of view of a pessimist; in order to deepen into the essence of the contradiction to the holistic interpretation of pedagogical optimism, a generation procedure was performed from the practice of coaching. Further, the philosophical features of holism were identified and characteristics common to all holistic theories were considered, views were given on the concept of holism from a social and medical point of view, which were reflected in the phenomena of academic and pedagogical optimism. In conclusion, it was concluded that there is a high potential in the holistic approach for researching the process of forming pedagogical optimism.

Lapina A.S.
FEATURES OF PROFESSIONAL TEACHER’S ACTIVITIES AND TRAINING FOR IT IN THE XXI CENTURY ABROAD ^{[№ 3 ' 2021]}
To date, difficulties in teaching — whether it is the training of pedagogical personnel, or the pedagogical activity itself, are trying to resolve state policy. Often these difficulties are not unique and they don’t exist only in our country, which means the need for a broader view than domestic policy to overcome them, namely, considering the experience of world pedagogy in solving the most common problems in this professional environment. To this end, this article considers the realities of foreign pedagogical activity: the main requirements for the qualities of the personality of the teacher and his competence, ensuring his effective work; different approaches to teacher training in countries such as Great Britain, Germany, France, USA, Japan. It was revealed that approaches to the training of future teachers, having a pedagogical orientation, dominate those that promote substantive, in other words, the formation of personal and professional qualities necessary for successful work as a teacher, is a more significant task compared to the teacher’s training in information transfer. Further, the author seemed logical to combine the requirements for the personality of the teacher in the category, an attempt was made to group them as follows: a number of specific personal and professional qualities; theoretical pedagogical training of the highest quality; in a practical way, developed pedagogical abilities and formed competencies. It is noted that requirements consonant with the groups formed by us are included in the main criterion for assessing the quality of training of students of a Russian university — assessing the level of formation of competencies, and similar to them are noted by foreign researchers to describe a successful teacher for more than 10 years. Based on these classifications of requirements for a successful teacher, it is shown that in order to meet these criteria, the teacher must immediately possess some of them as a person, but, moreover, acquire a significant part of them in the process of professional formation. General actions on the reformation of foreign teacher training systems are indicated, the conclusion is made about the possibility of their applicability in our country.

Lapina A.S.
REQUIREMENT FOR PROFESSIONAL TEACHINGIN MODERN RUSSIAN EDUCATIONAL PRACTICE ^{[№ 3 ' 2019]}
The relevance of the question of the requirements for the professional activity of a teacher or educator in modern Russia consists in almost daily and sometimes contradictory appeals of government officials, parents, children, and education workers themselves to this topic. In order get in it deeper, the article analyzes the professional activities of a teacher in modern Russian educational practice, for which the definitions of pedagogical activity are considered.
It is shown that the dominant ideas are the triune result of pedagogical activity, the main forms, means and methods of implementing this process, its uniqueness due to the focus on the formation of independence of students. Further in the work, the functions of the teacher are highlighted from the point of view of various researchers and normative documents, which was possible due to the synthesis of the ideas above and the definitions of pedagogical activity into categories, which were named as a result of the translational, optimization and projective functions of the teacher.
Due to the appearance of obvious requirements for the teacher in the functions given to him by the profession, the next stage of the study was to analyze the concept of professional teacher competence. The various authors’ view on it was supported by information on the qualifications of teachers and on their competencies from the federal state educational standard (GEF).
The presented results of the comparison of these positions are given in conjunction with qualitative explanations regarding the presence of several points of contact between components of qualification, basic competencies and highlighted components of competence (intellectual-pedagogical, informational, communicative, regulatory). Based on the findings, an attempt was made to formulate the professional tasks of the teacher on the basis of his functions and competencies as necessary for the implementation of actions in the daily work of the teacher, named: tasks of a methodological orientation, tasks of information and tasks of a regulatory and communicative nature.

Lapina E.A., Shepeleva L.F.
ECOLOGICAL AND BIOMORPHOLOGICAL FEATURES OF GALEGA ORIENTALIS (GALEGA ORIENTALIS LAM.) FIRST YEAR OF INTRODUCTION IN THE MIDDLE TAIGA WESTERN SIBERIA ^{[№ 6 ' 2014]}
The article describes growth and development peculiarities of galega in the first year of introduction in the conditions of the middle taiga of Western Siberia. It is shown that the use of Baikal-EM1 biological agent during seeds inoculation provides better growth and development. The tendency of reducing the acidity of sandy podzolic soils is observed when seeds are sowed under cover peas.

Pozdeeva O.G., Kovalenko T.G., Lapina E.B.
CHARACTERISTICS OF EYEBALL VESSELS HAEMODYNAMICS IN PATIENTS WITH EARLY ARTERIAL HYPERTENSION IN COMBINATION WITH HYPERVENTILATION SYNDROME ^{[№ 4 ' 2013]}
On the basis of clinical material studies and monitoring of 23 patients with arterial hypertension, characteristics of local haemodynamics in eye and orbit vessels in young patients with early hypertension and retinal angiopathy under alveolar hyperventilation were identified.

Lapina N.P., Lukyanov A.V.
MASS FASHION AS A FORM OF SYMBOLIC SOCIAL REALITY ^{[№ 9 ' 2012]}
The article discusses the phenomenon of mass fashion, which at the present time ceases to transmit information by virtue of its mass. Time of technology, the massiveness of oppositional new meaning, thanks to which four-Rights is the ability to know he created the world of social and moral realities.