State Academic University of Humanities

The subject of the research is the methodological problem of identification of some world regions as a legal systems and legal families. In recent years, in practical comparative legal studies (calculation of indices of the rule of law, human rights and freedom of the press), as well as in theoretical comparative legal literature, there has been a problem of incorrect universalization of legal system identification criteria based on the Western legal tradition alone. This problem is also particularly clearly manifested in the uncertainty of European legal space regions in the context of their attribution to a separate legal family. A striking example of such an uncertain region is Eastern Europe.The purpose of the research is to substantiate the directions for improving legal comparative legal research in the context of postclassical methodology, namely the approach from the point of view of legal values and in the aspect of legitimacy of legal institutions in the investigated legal system.Methodology. The interdisciplinary approach serves as the methodological basis of this research. It provides a synthesis of methodological tools of classical jurisprudence and methodological techniques and achievements of related socio-humanitarian fields of knowledge and post-classical jurisprudence. In our research we use sociological studies, especially legal sociology, political science and legal axiology, which allows a comprehensive study of the legal systems and legal families on a real case of investigated countries.Results and conclusions. The authors revised the existing criteria for classifying legal families, considered the criteria for the separation of legal families, as well as the classifications of legal families themselves, proposed by R. Leger, K. Zweigert and H. Ketz, V.A. Lafitsky. From the standpoint of non-classical science, authors propose a mechanism for verifying the legal system from the legal axiology point of view. This axiological approach can be applicated through an assessment of the legitimacy of norms, according to its value basis. In a dependence of affiliation of these values as a western or eastern (liberal or conservative etc.) it is correct to conclude that one legal system belongs to a particular legal family.The main results. The authors conclude that the prospects for the development of contemporary comparative law also lie in strengthening an interdisciplinary approach that allows combining the achievements of jurisprudence with sociology, philosophy, economics and cultural studies. The conducted integrative study of legal traditions opens up new possibilities for the analysis of legal systems. For example, it allows us to solve a specific research problem on the relevance of the legal systems of Eastern Europe to the Slavic legal family. The prerequisites for substantiating this conclusion were a shift in focus from the analysis of a not entirely universal criteria of legal ideology to the more basic criterion of legal axiology. It also allowed us to offer tools that opened up opportunities for a more differentiated definition of values relevant to the corresponding legal system through an analysis of the legitimacy of institutions and norms.

In this article, the authors examine conceptual approaches to regional visions of the future through the lens of the projected transition to modeling regional socio-political processes. They conclude that, to ensure such modeling in the context of dynamically changing external and internal factors in which Russian regions exist, the most stable element will be the vision of the regional future in its value interpretation, primarily due to the fact that waves of change in universal values typically last for decades. However, to model value indicators for the purposes of managing regional strategic development, these indicators must be quantified. The authors propose quantitatively assessing the value basis of a regional vision of the future using the methodology sociologist Sh. Schwartz, based on the results of sociological surveys of regional populations.

This article presents the results of a study of the cognitive-linguistic development of the borrowed advertising term “brand” in the discursive practices of Russian-language linguistic culture. The study was conducted using a corpus of texts collected from dzen.ru web-site and the National Corpus of the Russian Language. An analysis of the collocation potential of the lexeme “brand”, its metaphorical models, and contexts of use revealed that due to cognitive-linguistic regulation the concept enriches it content, develops new associations and acquires new value-based meanings. The lexeme “brand” is used not only to name goods and services but also as a symbol denoting objects of spiritual and cultural heritage, reflecting the specific features of the country’s historical development. It was found that the conceptual borrowing “brand” is used predominantly in positive evaluative contexts, maintaining associations with foreign brands that are attributed qualities such as prestige and exclusivity. At the same time, the phrases “local brand” and “regional brand” conceptualize the concept as an indicator of the country’s economic power on a global level. The phrase “family brand”, denoting a family-owned business, conveys the values of family as the fundamental unit of society, a shared common cause that unites people. The phrase “green brand” evokes strong associations with nature and natural products. The metaphorical models represent brand as a human being, endowing it with will, feelings and emotions. The study of the brand as a new conceptual and linguistic phenomenon in the era of globalization provides insight into the transformations in the value-based worldview of Russian linguistic culture.

The article is devoted to the organizations existing in Tunisia that associate themselves with Islam. In this publication, the author explores the features of Islamic institutions’ activities, their impact on the country and its population. The article is structured in several parts. At the beginning, it defi nes the position of Islam in Tunisia, for which purpose the general information about the country’s population was collected, and the legal acts of the republic were analyzed. Following this, the existing state organizations and the purposes of their activities are outlined. Similar work was carried out regarding informal associations. The paper is a compilation of information about the existing organizations that relate their activities to Islam. After the Arab Spring, followers of political Islam attempted, to some extent, to implement Islamic religious values into public consciousness, at the state level, and even prioritize religious norms over civil law. Despite the efforts of supporters of political Islam, Tunisia remains a secular state today. Religious life is under state control, and all organizations interact, to a certain extent, with the republican bureaucracy, which is, among other things, responsible for achieving the ideals of Islam as prescribed in the Constitution of Tunisia. The paper states that, at present, religious institutions in Tunisia are undergoing active development. Other researchers can use this work as a codifi ed source of information about the peculiarities of the Tunisian legal framework and about the main institutions associated with Islam in the Arab republic.

The chapter is devoted to the problem of using online platforms in preparing schoolchildren for the State Final Assessment (GIA). The authors note that biology certification work requires graduates to know key concepts and terms, be able to formulate basic theories of biology, analyze and compare various processes and phenomena, and apply the knowledge gained in practice. At the moment, there are more and more diverse online simulators, which include all the subject areas, questions and tasks that are implemented in the final assessment of students. The chapter shows that in recent years, various modern approaches have been used to effectively prepare for the OGE and the Unified State Exam: activity-based, communicative, socio-cultural, competence-based, personality-oriented, etc. In their work, the authors consider the possibility of using, within the framework of problem-based learning, such technologies as: the use of drawing and ideographic methods, online simulators, case studies, and diagramming techniques.

To integrate satellite communication with graphene-enhanced signal propagation and Deep neural network (DNN) beamforming to enhance functionality in the 6 GHz frequency band, we introduced the DDSGCD model for DNN Beamforming for Satellite-Ground Systems Using Graphene Conductivity and Dispersion. It analyses satellite coverage, including impacts from surrounding IMT-2020 base stations and various environmental losses. By graphene-based conductivity modelled through Kubo's formula, the model aims to improve antenna design for high-frequency usage. The challenge of beam-squinting, typical with phased array antennas due to angle variability, is addressed with a DNN-based algorithm simulating True-time delay (TTD) strategies to ensure precision while minimizing hardware demands. The results we discussed for the DDSGCD model of ECC, diversity gain, output signal voltage prediction, MSE, and probability distributions. By achieving an INR of around 6 dB with an SD of 0.2 dB, with a sample range of 5.8 to 6.2 dB. Over 180 epochs of MSE is decreased <tex xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">$1 \times 10^{\wedge}-6$</tex> to around <tex xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">$1.2 \times 10^{\wedge}-12$</tex>. With 2500 samples, the DNN beamforming shows -60 dB to 72 dB. A frequency range of <tex xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">$2-5 \text{THz}$</tex>, with and without MTM, at 2 THz, of 9.95 dB compared to 8.0 dB, the ECC drops from 0.22 to around 0.035 with MTM.

The article examines foreign policy aspects of the Russian Federation’s (hereinafter referred to as Russia) modern scientific and educational policy as well as socio-humanitarian and politico-economic factors influencing integration processes in the scientific and educational sphere. SWOT (strengths, weaknesses, opportunities, threats) analysis of the potential of the scientific and educational sphere within the integration model of the Eurasian Economic Union (hereinafter referred to as EAEU) has been conducted. The relevance of the study is dictated by the need for a comprehensive analysis of qualitatively new approaches that Russian state policy has been implementing since 2022 to stimulate integration processes in the scientific and educational sphere. The object is the EAEU integration space. The subject is the scientific and educational sphere of interaction within the integration platform. The aims are to identify the current state of cooperation in the scientific and educational sphere and assess its development prospects, based on the transformation of the Russian state policy in this area since 2022. The methodological framework includes systematic, historical methods, neo-institutional approach, content and SWOT analysis. The scientific novelty lies in the consideration of integration processes not as an autonomous phenomenon, but as a direct consequence and institutional response to the transformation of the Russian state policy. The initiatives discussed indicate the establishment by Russia of a new scientific and educational ecosystem – a model of centripetal integration, which is proposed to partners as a systematic standard that creates norms and offers its own infrastructure. A trend has been identified towards the modernization of foreign scientific and educational organisations by the Russian side and creation of model attraction centres based on them within the policy of building a unified scientific and educational space among EAEU countries. According to the conclusion, the strengths and opportunities are comparable to the weaknesses and threats, with the negative factors exhibiting greater specificity and occasional practical realisation, while some of them are of a permanent nature. The EAEU integration potential in the scientific and educational sphere relies on a historical and cultural foundation, but requires overcoming institutional barriers. Primary measures for harmonising national systems to transition to a unified supranational personnel training system are proposed, based on the logic of delineating international and constitutional-legal foundations of cooperation.

The chapter is devoted to the application of a set of psychological and pedagogical techniques in experimental biology teaching. The analysis has shown that psychological and pedagogical techniques are an important means of improving the quality of biology education and contribute to the creation of a favorable emotional atmosphere. The chapter notes that the learning process is not a passive consumption of information, but a dynamic formation of knowledge in a social context. Students do not just receive information from the teacher, but independently participate in the educational process – they ask questions, engage in discussions, analyze tasks together with their peers, or perform project work. Collective activity becomes the basis. The teacher only organizes a space for information search, helps to structure students' thoughts and develop the ability to solve problems independently. When using these approaches, students become the authors of their own educational path: they master information analysis skills, develop critical thinking, gain experience in teamwork and social communication. Active participation helps to increase motivation to study due to personal involvement in joint activities with peers. This training format meets the requirements of modern society for the universal skills of school graduates.

The chapter is devoted to the application of problem-based learning technologies in the study of natural science disciplines. The problem-based approach contributes not only to the acquisition of knowledge, but also to the formation of necessary skills such as critical thinking, teamwork, and high adaptability to changing conditions. It is known that in the process of solving a problem, students can not only find answers to the questions posed, but also analyze the situation, put forward hypotheses, check various options and draw conclusions. This develops analytical abilities and activates cognitive processes, which are the basis for further education and professional activity. The chapter discusses some aspects of the formation of a biological conceptual framework. It is noted that problem-based learning is based on the development of critical thinking among teachers. Interactive methods are widely used in problem-based learning. In addition, the approach in which assignments are linked to real-life situations or scientific activities helps students see the practical application of the knowledge they receive, which contributes to their deeper understanding and memorization. Creating conditions for polylogue, discussions and dialogues within the classroom improves communication skills and develops creative thinking.