Manifestation Of Need Research Articles

China’s “Gold Shield”: Monemonic Internet Practice Management Policy

Actualization of the past is a natural manifestation of need for reflection of historical memory for society; it also pushes elites to search for new forms of “mental control” over public consciousness. The research is devoted to the problem of keeping historical memory in the context of censorship on the Internet. The goal is to identify the symbolic effects of historical memory that arises as a result of narrative representations of history and cognitive mnemonic practices of network media and online Internet communities in the context of censorship. Result of this research was conceptualization of the notion for “cognitive mnemonic Internet practices”, their typology in accordance with the types of cognitive censorship of network media and a description of their symbolic effects. Concept of the Internet as a mnemonic system is theoretically grounded, a typology of censorship strategies is given as a factor affecting the displacement of some forms of historical memory from the public sphere of society and their expression in various network mnemonic practices. The case study analysis of modern Chinese network media allowed for conceptualization of the notion of “cognitive mnemonic Internet practices” and grounding the conclusions.

COPING BEHAVIOR AS MANIFSTAION OF THE NEED: CROSS-CULTURAL STUDY

Purpose of the study . In the intention of greater generalization of coping behavior research, this work aimed at cross-cultural exploration of coping strategies as a manifestation of need during self-fulfillment of a person. Methods . In order to achieve this goal, an analysis of the perceived stress using «PSS-14» and measurement of coping strategies using «SACS» / «SPSS» were carried out. In total, N = 216 Egyptians (139 women and 76 men; 147 Muslims and 68 Coptic Christians) and N = 109 Ukrainians (multiconfessional group of Christians; 63 girls and 46 boys) participated in the study. Results. Statistically significant group differences were found in the assessment of perceived stress in Muslims and Christians: Muslims feel subjectively less stressed compared to Christians in the situation of academic stress . However, there were no statistically significant differences in the perceived stress between different ethnic groups. Besides , no statistically significant correlations were found between the perceived stress and the coping strategies. Statistical analysis of coping strategies determined by the “ SACS ” questionnaire did not reveal statistically significant differences in coping behavior between (1) Muslims and (2) Christians in the Egyptian sample. On the other hand, the sample showed differences depending on the ethnic component of ethno-religious identity. Egyptians used the following coping strategies (1) assertive actions, (2) seeking social support, and (3) impulsive actions; while Ukrainians preferred coping strategies of (1) seeking social support, (2) social joining , and (3) cautious actions . Conclusions. It is concluded that the ethnic component of ethn ic -religious identity influences coping behavior. It can also be argued that on the one hand, coping is a manifestation of need, and on the one hand, is the result of subjective appraisal of macro-social resources and the ability of a particular culture to provide and convey adequate resources to overcome , on the other. Key words: coping; coping behavior ; need; self-fulfillment ; self-actualization; cross-cultural context . Accepted: 14.02.2020 Reviewed: 28.03.2020 Published: 03.04.2020 DOI: http://doi.org/10.31108/3.2020.4.1.7

Development of interest in training by creation emotional and comfortable educational environment

The Russian education system is in continuous process of modernization today. Changes in the Russian society, policy and economy exert direct impact on this process. These changes define those conditions in which it is necessary to gain knowledge, abilities and mastering professional activity, and further to carry out labor professional activity by the young specialist. In addition, an important role in this process is played by motivation, and one of the main motives is interest in training. At the initial stage, we have made an experiment, by questioning the 1-year students, which has shown that the students of the university at the beginning of the educational activity have poor interest in training and this subsequently entails not fully mastering the educational programs. Researches of psychologists (B. Ananyev, A. Arkhipov, L. Bozhovich, L. Gordon, V. Ivanov, A. Kovalyov, A. Leontyev, N. Morozova, V. Myasishchev, S. Rubenstein, B. Teplov, etc.), teachers (V. Belikov, R. Gilman, M. Duranov, V. Zhernov, T. Klimova, Ya. Komensky, O. Lesher, John Locke, A. Markova, V. Maximova, V. Ushachev, K. Ushinsky, O. Shentsova, G. Schukina, etc.) show that interest is the important motive, which contributes to the effective development of different types of activity and stimulates the student on activity performance. The purpose of this work – consideration of tools for the emotional and comfortable educational environment as the pedagogical condition, contributing to the development of students’ interest in training at universities. In the main part of the paper, development of students’ interest in training at universities is considered. Pedagogical approach to a solution consists of the following: to present in pedagogical process a possibility of interesting aspects of the educational activity; to excite and constantly maintain the students’ state of active interest by educational processes; to purposefully form and develop interest as the valuable property of the personality in training, promoting her informative activity. Interest in training – “is a form of manifestation of need of the personality for cognitive activity, owing to her emotional appeal and the vital importance, through active aspiration to knowledge acquisition, abilities, possession where in organic unity intellectual, emotional and strong-willed processes interact”. Also the personal and activity training is considered, including the personal focused and individual, informative and synergetic approaches, the levels of development of interest in training are marked out; tools for the emotional and comfortable educational environment, which influences efficiency of development of students’ interest in training at universities. The structural model of the educational environment has been developed, that includes spatial and subject, social, actionable, information and technological, substantial and spiritual components, which are considered by the authors in detail. When determining the educational environment we have used the method of the vector modeling, developed by V.Yasvin, which is based on the system of coordinates, consisting of an axis of FD “freedom-dependence” and an axis of AP “activity-passivity”. Results of an experiment have shown that at the beginning the value of freedom of the educational environment is more than value of activity, and by the end the value of activity of the educational environment has increased and the value of freedom became much less. Criteria and indicators of the interest development in training have been developed. Comparing the received results, it has been noted that the most significant increase in the development level of students’ interest in training is observed in the group where all possible means and methods of creation of the emotional and comfortable educational environment at universities were actively used. It means that creation of the emotional and comfortable educational environment at universities has direct influence on efficiency of the interest development of students in training.