Development Of Individual Style Research Articles

ОСОБЛИВОСТІ ОСВІТНЬО-ПРОФЕСІЙНОЇ ПІДГОТОВКИ СЛУХАЧІВ ВВНЗ НА ЗАСАДАХ ВІЙСЬКОВОЇ АНДРАГОГІКИ

Theoretical and technological approaches to the organization of adult education are analyzed, the leading signs of growing up are revealed, among which are independence, activity, success, experience, responsibility, critical thinking, creative approach, high level of consciousness and self-awareness, social and spiritual integration, aspiration to self-realization in various types and forms of life.Andragogical ideas of educational and professional training of the listeners (intentionality of education, initiative of experienced officers, interactivity and a reflective basis of educational and cognitive activity) are formulated. It was found that the effective construction of a holistic andragogical process in a higher military educational institution is hindered by an imbalance between its components (intellectual, emotional, physical development of students), the spread of stereotypes about reducing learning opportunities in adults, the benefits of practical experience over theoretical learning inadmissibility of continuing education for the team. It is emphasized that the creation of a developing academic environment, fundamentalization of education, increase of the innovative component in goal setting, content and technological support of the educational process, design of the expected results will contribute to overcoming the identified problematic issues.The age-old new formations of experienced officers are generalized, which first of all include the feeling of own honour, dignity and military duty, devotion to high ideals of service to the people, protection of their freedom and independence; self-identification and self-actualization, openness to advanced military-professional experience, optimism and rationalism, responsibility, balanced attitude to subordinates on the basis of unity of exactingness and respect, growth of spiritual and value attitude to oneself and the world around. It is established that the certain achievements of adulthood significantly affect the axiological dimensions of the officer's life, determine the value attitude to education and professional activity, cause reflexivity about the existing problems and needs, problematization of traditional ways to solve them, development of individual style and approaches to self-education, searching new channels of information, techniques and means of its effective processing. The urgency of systemic restructuring of educational and professional training of the listeners in military universities on andragogical principles is proved.A system of andragogical factors has been designed, the consideration and practical implementation of which will ensure the quality organization of educational and professional training in higher military school.

Comprehensive Psycho-Physiological Approach to the Assessment of Adaptive Capacity of Teenage Schoolchildren with Different Types of Vegetative Regulation

The present research featured the typological features of psycho-social, neurophysiological, and endocrine status of 214 schoolchildren of both sexes aged 14–16. The research objective was to identify the relationship between psychosocial and physiological adaptation of adolescents. Cardiorhythmography made it possible to divide the participants according to three types of vegetative regulation: sympathicotonia, vagotonia, and eutonia. The participants were tested for indicators of neurodynamics, emotional state, and socio-psychological adaptation, as well as for cortisol and testosterone content in saliva. Intersystem interrelations were evaluated by means of correlation analysis. The teenagers with predominating sympathetic influences appeared to possess the highest degree of conjugation of social-psychological and vegetative components of the functional system: as anxiety and manifestations of social-psychological misadaptation increased, so did the ergotropic impact on heart beat rate. The vagotonic teenagers demonstrated a much lower total number of correlations, with a distinct interrelation between the increasing anxiety level and the increasing parasympathetic impact. The teenagers with eutonia had a lower number of correlations between psychological, neurodynamic, and vegetative levels in comparison with other types. The analysis revealed the following adaptive strategies in adolescents. The trophotropic hyporeactive strategy was typical of male vagotonics with relatively high levels of steroid hormone secretion. The ergotropic hyperreactive strategy was popular in the sympathotonic group, especially boys with low levels of anabolic and catabolic steroids and girls with a relatively high content of testosterone. The adolescents with eutonia proved to have the balanced strategy. The data obtained can help to create pedagogical conditions for improving the adaptive capacity of schoolchildren, as well as for the development of individual style of activity and successful learning in teenagers.

The Role of Affect in Adolescents’ Online Literacies: Participatory Pressures in BookTube Culture

AbstractOutside of compulsory schooling, adolescents become more responsible for maintaining their reading lives together, which is consequential for educators wishing to foster student identities as lifelong readers, writers, and digital designers. The authors describe the role of affect in a youth‐driven, online participatory culture, BookTube, in which participants are largely young adults just beyond compulsory school age. Analysis draws on poststructural conceptions of affect as distinct from emotion to develop the concept of participatory pressures. Participatory pressures complicate understandings of youth‐generated online cultures, showing specifically how BookTube's aesthetic norms create and maintain feelings of pressure about what style and content count. At the same time, participatory pressures contribute to BookTubers’ development of individual styles that attract viewers, such as using humor in playfulness and social critique. Implications consider how literacy educators may better prepare youths for affective experiences of maintaining shared reading lives in online participatory cultures.

Roland Barthes por Roland Barthes: entre la autobiografía y la autoficción

El interés por examinar la autobiografía y caracterizarla como género literario aumentó en el siglo xx. En la primera mitad, se publicaron obras fundacionales, como las de Georg Misch y Georges Gusdorf. Hacia los años setenta, Georges May, Philippe Lejeune y James Olney, entre otros, avanzaron en la tipificación del género. Paradójicamente, en ese mismo siglo, algunos autores exploraron formas de escritura autobiográfica, alejándose precisamente de las propiedades normalizadas, como la expresión “sincera”, la construcción de una identidad de manera esencialista y el desarrollo del estilo individual. Ejemplo de ello es L’Âge d’homme de Michel Leiris, que data de 1939. Más tarde, en 1975, apareció Roland Barthes por Roland Barthes, libro que resulta difícil clasificar, ya que no cumple con las características del género autobiográfico, y tampoco se trata de un diario o un ensayo. En 1977, Serge Doubrovsky utilizó el término autoficción para referirse a su propia novela Fils y cuestionar el estatuto de la autobiografía. A partir de entonces, se ha reflexionado teóricamente sobre esta noción, intentando fijar características de un posible nuevo género. El objetivo de este artículo es reflexionar sobre los aspectos que provocan ambigüedad en Roland Barthes por Roland Barthes, problematizando su clasificación, sea como autobiografía, sea como autoficción.

DEVELOPMENT OF INDIVIDUAL STYLE OF ACTIVITY [FUTURE TEACHER AS A PROBLEM OF QUALITY MANAGEMENT HIS PREPARATIONS

In article problems of development of individual style of activity of the future teachers as quality managements of formation (education) are considered.

The development of individual styles in children's drawing.

Adult judges assessed the distinctiveness of individual drawing styles of three- to ten-year-old children and found that about one-third of the children had distinctive styles. These children were found most frequently in the younger age groups and showed higher aesthetic appeal and creativity ratings in their drawings than children who did not have distinctive styles.