Abstract: The author analyzes the problem of plagiarism in biomedical research. The specifics of biomedical research are considered, the primary international documents regulating the conduct of biomedical research on humans are provided, and the basic principles of such research are given. The features of plagiarism in scientific research are revealed, and its concept and varieties are considered. The specifics of the work of anti-plagiarism systems and the associated difficulties are analyzed. Plagiarism in biomedical research is a serious violation of research and publication ethics, which, if intentionally committed, leads to the discrediting of science and scientists and the illegality of research activities. The following results were obtained from the study: The use of borrowings undermines the authenticity of scientific papers and the journals publishing them, threatens the unity of the scientific process and the attitude of society toward science, and violates the literary rights of the authors of original texts and the property rights of copyright holders. Plagiarism can cause material, reputational, and moral harm to authors, such as public disclosure of data, loss of funding for ongoing research, difficulties in the professional growth of the authors of the article or the completion of research work, and in some cases, is a crime and leads to litigation.

Abstract: Personality pathology that used to be called 'psychopathy' before and currently called 'personailty disorder' is the core phenomenon in psychic pathology that deals with borderline disorders but closely relates to endogeneous disorders. Still, this disorder still remains very unclear for clinicists, especially when it comes to its etiology, pathogenesis and even clinical borders. In such cases, O. Kerbikov believed it would be reasonable to appeal to the historical side of the issue and analyze certain discussion points that have been risen as personality pathology developed. The authors of the research analyze the origin of the term 'psychopathy' and focus on Russian priorities in the history of teaching about psychopathy. In Russia, V. Kandinsky was the first to describe psychopathy. According to O. Kerbikov, besides I. Balinsky who gave a definition of psychopathy, there should have been at least three names being recalled when we speak of psychopathy. These are V. Kandinsky, O. Chechotta and I. Balinsky, each of them made their own very special contribution to the research of psychopathy. For example, O. Chechott introduced the term 'psychopathy' into judicial psychiatry, I. Balinsky promoted the term among lawyers and others and defined psychopathy as an individual clinical phenomenon, and V. Kandinsky gave an in-depth description of personality pathology. 

Abstract: The article is devoted to the dynamics and structure of values of N.G. Kuznetsov Naval Academy students demonstrated during their attendance of the University. Students' values were defined using the Semantic Differential Inventory. The test was based on 12 bipolar seven-point scales. The research involved 302 students aged 17 - 26 years old including 53 first-, 80 second-, 87 third-, 48 fourth-, and 34 fifth-year students. The research methodology is based on comparative analysis of these groups. To deffine values and motivation of students, the author has used factor analysis of main components using Varimax normalized rotation. The leading values of students appeared to be family, career and successful future. Students related their ideal Self to military service and discipline, responsibility and being in a military environment associated with military service. As for real Self, they associated it with family and future, career and material prosperity. 

Abstract: The article is devoted to the questions of studying particularities of vocational guidance of senior school students who experience intrapsychic conflict. The authors have used the 'Values/Availability Balance in Life Spheres' inventory offered by E. Fantalova to define whether a student has an intrapsychic conflict or not. Those whose intrapersonal dissociation level scored less than 32 points constituted a group of students 'with intrapsychic conflict', those who scored more than 32 points joined a group of students 'without intrapsychic conflict'. 99 male students aged 16 - 18 years old participated in the research. The research methodology was based on the comparative analysis of these two groups. The authors have also applied mathematical modelling that involved discriminant analysis. Respondents who experienced intrapersonal conflicts tended to select simpler and more understandable values such as active life, love, faithful friends, happy family life. Respondents without intrapersonal conflicts understood the importance of meta-values such as beauty of the nature, beauty of the art, self-confidence, creativity, new knowledge and experience. Analysis of the discriminant model predicting intrapsychic conflicts of school students proves the importance of taking into account particularities of vocational guidance on the development of intrapersonal conflicts.