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Manifestations of two solar flares of March 2022 were studied over Mexico. The flare effects in the lower ionosphere had a ~3 min delay from the X1.3-flare onset and ~5 min from the M9.6-flare onset. The maximal impact on the HF signal amplitude was ~(14–15) min after the onset of both flares. The X1.3-flare provoked the shortwave fadeout during ~6 min. The effects in the lower ionosphere lasted longer than the flares and the effects at the F2 region and higher altitudes only during the flares. The interpretation of results showed the following. (1) Based on the absorption level estimated with minimum frequency and signal amplitude on ionograms, the major role of X-ray radiation in the electron concentration increase in the lower ionosphere was confirmed. At the same time, the EUV radiation impact on the lower ionosphere cannot be totally discarded. The lower ionosphere recovery began before and lasted after the X1.3-flare end, being more rapid at Eglin than in Mexico. During M9.6-flare, the responses at the two observation points were rather synchronized due to the more similar illumination conditions at the two meridians. (2) According to the dI variations characterizing the F2 region and higher, the M9.6-flare provoked medium-scale and the X1.3-flare provoked both medium- and small-scale ionospheric irregularities. The response duration corresponded to the dI series filtered with (10–20) min windows. The dI curve during the flares was characterized by the И-form and depended more on the active region position and the flare class than on the solar zenith angle. The available data do not allow us to unambiguously identify the reason for the negative dI: the applied filtering procedure or the physical effect. (3) During both flares, the major EUV impact on the lower ionosphere was by the flux at 133.5 nm and on the F2 region and higher altitudes at 25.6 nm. In addition, during the M9.6-flare, EUV 28.4, 30.4 and 121.6 nm spectral bands also played an important role in the F2 response. During the X1.3-flare, the EUV 25.6 nm flux and X-ray flux impacts on the F2 region were of the same level. The weakest impact was caused by the emission in the EUV 28.4 nm spectral band on the absorption in the lower ionosphere during both flares and on the electron density in the F2 region and higher during the X1.3-flare.

The changes in the ionosphere during geomagnetic disturbances is one of the prominent Space Weather effects on the near-Earth environment. The character of these changes can differ significantly at different regions on the Earth. We studied ionospheric response to five geomagnetic storms of March 2012, using data of Total Electron Content (TEC) and F2-layer critical frequency (foF2) along the meridian of 70° W in the Northern Hemisphere. There are few ionosondes along this longitudinal sector: in Thule, Sondrestrom, Millstone Hill and Puerto Rico. The lacking foF2 values between the ionosondes were determined by using the experimental latitudinal dependences of the equivalent ionospheric slab thickness and TEC values. During geomagnetic storms, the following features were characteristic: (a) two-hours (or longer in one case) delay of the ionospheric response to disturbances, (b) the more prominent mid-latitude trough and (c) the sharper border of the EIA northern crest. During four storms of 7–17 March, the general tendency was the transition from negative disturbances at high latitudes to intense positive disturbances at low latitudes. During the fifth storm, the negative ionospheric disturbance controlled by O/N2 change was masked by the overall prolonged electron density increase during 21–31 March. The multiple correlation analysis revealed the latitudinal dependence of dominant Space Weather parameters’ impacts on foF2.

Possible ionospheric effects of the Morelian meteoroid that passed and exploded over Mexico on 19 February 2020 (18 February 2020 local time) were estimated. The meteoroid trajectory, velocity and time of occurrence were calculated based on outdoor camera records. Modeling was used to estimate the meteoroid initial diameter, density, mass, velocity, energy and their change during its flight in the atmosphere. The ensemble of ionospheric scintillation indices calculated from the high-rate GNSS data and the filtered slant Total Electron Content data were used to reveal the presence of ionospheric disturbances generated by shock waves excited by the meteoroid flight and explosion. The first ionospheric responses to phenomena accompanying the meteoroid were detected (2.5–3.5) min after the explosion. The disturbances were attenuated quickly with distance from their source and were rarely recorded by GNSS receivers located more than 600 km from the meteoroid explosion site. The ionospheric disturbances of intermediate-scale, small-scale, shock-acoustic-wave-scale and sometimes medium-scale were revealed. The detected disturbances corresponded to the range of acoustic-gravity waves. An asymmetry of the disturbance manifestation in different directions was observed. The obtained results are in accordance with results of the observation of other meteoroids. Although the object was smaller and of less energy than other known meteoroids, it is an interesting case because, to the best of our knowledge, it isthe first known to us low-latitude meteoroid with the detected ionospheric effects.

Before the 1930s, the peoples who inhabited the Amur region located in Eastern Russia transmitted traditional information only orally within their groups. That accumulated knowledge was a fundamental cornerstone for their mental world and mainly reflected the social processes that had been unfolding in the large river valley. The Three Suns Nanai cosmogony legend, which tells the story of the three suns that melted and scorched the Earth, is a good example for understanding the local history. The basic myth is split into several actions, forming independent subplots with separate characters and their behaviors. The branched storyline of the legend confirms the specific migratory processes that used to take place within the Amur territory. The new communities embedded their family stories into the Three Suns common myth. In that way, the migrators harmonized their lives with their world model, i.e., with the mythical universe seen as the otherworld where shamans sent only righteous human souls. Since the 1930s, with the spread of written language, the Amur natives have developed a new culture code which was created not by the older generation who still followed the oral tradition, but by the literate persons among them. Their entire folklore heritage was given a different conceptual design and began to be understood within world history. The local archaeological artefacts dating back to the third millennium BC were interpreted through the mythic narrative. Thanks to this discovery, a Russian-language simplified version of the legend was created which was accessible to a wide audience. Nowadays we witness the emergence of a new mythical history originating from this written version. Linking the legend to the archaeological sites makes the Lower Amur peoples’ history significantly older. According to modern understanding, the local history begins not with mythical events, but with a reconstructed picture of ancient social life embedded in the Earth’s topography and chronology.

The image of the sociocultural and spiritual identity of Russia poses a task for modern society to preserve and transmit to future generations the existing unique type of morality and spirituality. This circumstance prompts the authors of the article to address the problem of educational inequality, which can lead to crises and threats that affect the process of spiritual and moral development of a person. To the authors opinion, social barriers that limit access to education include: the influence of the family and close circle; financial instability; commercialization of education; dividing students into groups, which are formed depending on their academic performance or the financial condition of the student; regional and territorial factors; family value attitude to education; student access to learning resources. The search for mechanisms to eliminate educational inequality leads the authors to the idea that overcoming the indicated barriers will be possible as a result of a deep reform of the entire social system.

Introduction: the main purpose of this paper is to present the theoretical and practical aspects of professional and personal self-development of future professionals, the construction of the structural model and the determination of levels of self-development. The study of personal and professional self-development attributes of future professionals is of special interest to modern researchers, as well as for practicing psychologists studying the problem of self-realization and self-improvement in their professional fields. This article discusses the theoretical approaches to the study of the model and structure of personal and professional self- development. It analyses the results of the comparative empirical study of the features of students self-development with various levels of formation of motivational-semantic sphere. The authors carried out the detailed theoretical analysis of the problem of personal and professional self-development. They offer the structural model of the process, including the set of interrelated value-semantic, reflexive and regulatory components. The study revealed that the personal and professional self-development is a comprehensive system based on the active personal transformation being carried out in the course of behavior and activities self-regulation of their behavior, designed to achieve personal and professional goals. Materials and Methods: diagnostic methods were used to identify the level of self-development and personal qualities of students. Processing of the data was carried out by means of correlation, factor and cluster analysis. Results: this article considers the results of the empirical study conducted with the help of psycho-diagnostic methods aimed at identifying the level of self-development of future professionals, its structure and features. The scientifically valid results are obtained, allowing to identify the levels of self-development of students as well as to identify factors af fecting the process of self-development of future social sphere specialists. Discussion and Conclusions: the structural model of the personal-professional self-development includes a set of interconnected components: value-semantic, reflexive and regulative. The main factor influencing the process of personal and professional self- development of future professionals is the indicator of the meaningfulness of life, which is significantly associated with readiness to self-knowledge and selfdevelopment and affect the level of self-development. The desire for self-development can be considered as one of the personal and professional values, which give future professionals the opportunity to feel the meaningfulness of life, satisfaction with the process and its results, and achieve their personal and professional goals. The results of this study have several important implication for practicing psychologists who can broaden the scope of research of self-development and self- identity processes and determine the basic ways of self-realization of the young people potential in their prof essional career.

Introduction: the article considers the problem of personal and professional self-development of future specialists at the stage of higher education and the role of self-regulation in this process. The specifics and the stage of self-regulation process, among which are stages of awareness of the importance of selfdevelopment process, the formation of personal and professional goals, assessment of possible conditions of its achievement, self-programming stages of performing activities, monitoring and evaluation of the achievement of self-development purposes. Materials and Methods: the author used psychodiagnostic methods aimed at identifying the personal and profes¬sional characteristics of students. The correlation and cluster analysis was used for statistical treatment of results. Results: As a result of experimental research on personal and professional self-development of psychology students the factors were identified, which play an important role in achieving self-development purposes in the course of training. Cluster analysis revealed three groups of students with different levels of development of self-regulation, willingness to self-knowledge and self-development, and the level of self-control and self-efficacy. Discussion and Conclusions: the results show that self-regulation of students is related to such characteristics as commitment to self-development, self-attitude, self-efficacy and reflection. Professional and personal self-development of psychology students is quite a meaningful life value, which depends on the awareness of their professional and personal goals as well as on the level of formation of regulatory and reflective qualities that affect the focus and systematic process of personality .