Introduction: modernization of Russian education is the central task of Russian educational policy. One of its distinctive features is the transition from the teaching and educational to the scientific and educational process, which allows the introduction of students' research work into it. A feature of the work of a practicing physician is the ability to analyze his own activities from a scientific point of view, knowledge and ability to work with methods of clinical research. Based on this, changes were made to the legislation, and in accordance with the Federal Standards2016 in the specialty of “Medicine”, a graduate who has mastered the program in his specialty should have professional competences that, along with competences in the field of medical activity, include competencies in research activities. Also, in accordance with the Federal Law of 21.11.2011 No. 323-FZ “Concerning the Basics of Citizen Health Protection in the Russian Federation”, a new system of continuous medical and pharmaceutical education was introduced, being aimed at continuous improvement of professional knowledge and skills throughout the entire working period of medical workers as well as the acquisition in practice of new professional skills.Psychological readiness of students for professional activity is a question that has been discussed by the scientific community for quite a long period of time. The structure of this construct has also been repeatedly discussed by many authors, but there is no consensus on this issue. The article presents the points of views of various scientists on the problem of readiness for research activities. The structure is proposed, which is a synthesis of several components: motivational, operational, and reflexive-evaluative ones. Many scientists studied this issue both Russian and foreign ones (L.S. Vygotsky, E.P. Ilyin, A.N. Leontyev, A.N. Poddyakov, E.A. Shashenkova, Zier K. Rosenberg I.E., Dantas J.B., Ley T.J., Rosenberg I.E., Solomon S.S., Tom S.C. et al.) Special attention is paid to the motivational component of psychological readiness for the research activities of future doctors. The problem of the necessity to develop this component is being actualized.Materials and methods: 76 students of the 1st course of the medical and pediatric faculties of thePrivolzhskyResearchMedicalUniversity were randomly selected for this study. The study was carried out in 3 stages: diagnostic, training, final diagnostic. At the initial and final stages 2 diagnostic procedures were used. The first one is the methodics for diagnosing the motives of students' learning activities according to A.A. Rean and V.A. Yakunin modified by N.Ts. Badmaeva. In this method, there are seven grading scales: scale 1 "Communicative motives"; scale 2 “Motives for avoiding failure”; scale 3 "Motives of prestige"; scale 4 "Professional motives"; scale 5 "Motives for creative self-realization"; scale 6 "Educational and cognitive motives"; scale 7 "Social motives". 2) Methods of studying the motivation of learning in the university by T.I. Ilyin ". The method presents three scales: “the acquisition of knowledge” (the desire to acquire knowledge, curiosity); “Mastering a profession” (striving to master professional knowledge and form professionally important qualities); "Obtaining a diploma" (the desire to acquire a diploma in the formal assimilation of knowledge, the desire to find workarounds for exams and tests).The results of the study: statistical results before and after the training in the framework of English language classes at the medical university demonstrate changes in the motivational field of students.Discussion and conclusions: the implementation of a collective training program in foreign language classes with the aim of the motivational component development to research activities of students at a medical university can be considered as an effective tool for the development of psychological readiness for further professional medical activity. It emphasizes the need for an integrated approach to solving this problem.

ASPECTS OF ELEMENTARY SCHOOL TEACHERS' MOTIVATION FOR APPLYING EDUCATIONAL TECHNOLOGIESSummary: The purpose of the study is to analyze the particular characteristics of elementary school teachers' motivation to implement modern educational technologies in their practice. In order to achieve the goal, the survey of teachers and content analysis were applied. 107 elementary school teachers having secondary professional education and different length of service were involved in a survey. The authors emphasize the most significant extrinsic and intrinsic motives and anti-motives for implementing the modern educational technologies in examinees; the prevalence of extrinsic motives is indicated. The research presents the optimization approaches devised and implemented to encourage the elementary school teachers who get a higher education at Kozma Minin Nizhny Novgorod State Pedagogical University in the form of extramural studies to use modern educational technologies. The resurvey results proved the efficiency of the areas of study, the growth of the intrinsic motives of examinees and the mitigation of their anti-motives to apply modern educational technologies.

This article reviews the phenomenon of sociocultural waste as a special type of waste inevitably forms in the process of metabolism of the modern urbanized areas. It is noted that the idea of studying the phenomenon of waste applicable to the sphere of culture not only retains its importance, but is constantly put to the forefront due to mass sociocultural activity and its transformations, affected by implementing into the urban life of newest technical systems, and associated with them information technologies and increase of ecological factor in the development of urbanized environment. In methodological regard, the work leans on the concept of social metabolism, viewed as a system of dynamic transformations of social reality under the influence of factors that have social, technical-technological and biological nature. The urban sociocultural waste is defined as a complex of products of cultural activity of the residents, which under the certain conditions cannot be used for restoration of city and urban community based on the principle of social conjunction, remain non-demanded by the majority of residents, not attributed to as value and are potentially or actually socially destructive (“socially toxic”). The author substantiates the criteria for determining waste among all: dysfunctionality, limited demand, public devaluation, potential destructiveness. A conclusion is formulated that municipal authorities and community for the benefit of development of urbanized environment would objectively have to determine the target strategy for social waste.