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Introduction. The article is dedicated to the problem of child-parent relationships (acceptance and behavior control practices by fathers). The context of modern family trends and various socio-demographic indicators of family life in the Russian Federation is also significant. The main hypothesis of the article: the indicators of acceptance and overprotection by fathers (in full families) differ in the context of such variables as a gender of the respondent, number of children in the family, and type of settlement in which the family lives. Materials and Methods. The study was conducted in public secondary schools in eight regions of the Russian Federation. For data collection, an online survey was used. The sample consisted of 3 526 respondents from full families (57 % female). The mean age of the respondents was 16 years. Data analysis was carried out using the following statistical processing methods: Kruskal-Wallis test, multiple linear regressions. Results. It was found that girls statistically higher evaluate perceived indicators of “care” and “overprotection” by fathers than boys. It was also found that respondents from v illages, urban settlements, and small towns (less than 100 thousand people) statistically higher evaluate perceived indicators of control (“overprotection”) by fathers. In families with a large number of children (3 or more) from cities with a high population (more than 500000), the indicators of perceived overprotection by the father are lower. Discussion and Conclusion. Results allow us to put forward an assumption that practices of adolescents’ behavior control by fathers differ (in the Russian Federation) in the context of locality (size of the population) in which the family lives. It is also worth noting that the acceptance of a teenager by parents is largely dependent on the psychological characteristics of interaction inside the family, while indicators of overprotection (and control practices) are significantly associated with environmental factors. The results are of interest in the context of family and youth policy agenda.

Objective. This article is devoted to a theoretical and empirical study of the problem of aggression against teachers. Within the framework of the article, the following research questions were posed: what is the frequency of these manifestations of aggressive behavior toward Russian teachers? Is the frequency of these manifestations of aggression toward teachers related to the teachers characteristics, in particular, because of their own aggressiveness? Methods. The study was implemented as an anonymous online survey, which included teachers from nine regions and five federal districts of the Russian Federation. The sample of respondents consisted of 5086 teachers. The vast majority of respondents were female (94%). The Buss Perry Aggression Questionnaire (BPAQ) adapted by S.N. Enikolopov and N.P. Tsibulsky was used to assess the aggressiveness indicators of teachers. To assess the specifics of teachers' ideas about the problematic behavior of students, we used the questionnaire developed by the Center for Socialization, Family and Prevention of Antisocial Behavior from Moscow State Pedagogical University. The Kruskal-Wallis and Tukey tests were used as the principal method of statistical data processing. Results. Among the most common forms of aggressive behavior against teachers, the following stand out: systematic violation of discipline, ignoring and refusing to fulfill the requirements of a teacher. A tendency towards an increase in the probability of perceiving various manifestations of aggression against oneself with an increase in the level of various components of the teacher's aggressiveness (a tendency to physical aggression, anger and hostility) became apparent. Discussion. The data obtained are considered in the context of various socio-psychological phenomena: projection, hostile attribution, the Rosenthal effect. Conclusions. A connection was found between indicators of teachers' aggressiveness and their subjective assessment of the frequency of conflicts with adolescents. The relationships between teachers' propensity for physical aggression, anger and hostility with manifestations of aggression towards a teacher from students such as negative attitude, disregard, direct and indirect aggression.

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A dielectric matrix, containing metal nanoparticles with interparticle spacings of 1–2 nm, is a system with tunnel mechanism of electrical conductivity. Its electrical resistance is very sensitive to deforming of matrix because it leads to changes in spaces between particles and as a result the potential barrier transperancy is varied.Different metals (Mo, Cr, Ta, Au, Pt, Bi, Al) and their films morphology structure were studied in order to get high sensitive strain sensors. Metal nanoparticles were deposited on elastic dielectric substrates. Strain coefficients were measured for a wide range of strains and temperatures. Variation of matrix structure gives possibilities to produce strain sensors with high electrical resistance and weak temperature dependence. The matrix with Au nanoparticles was found to have maximum strain coefficient (>100). These sensors can be manufactured in the miniature scale (sensitive area around 1 micron or less).