Process Of Self-development Research Articles

The relationship between the characteristics of Ethnic Identity and Psychosemantic Characteristics of Experiencing (‘Perezhivanie’) Interethnic Relations of Palestinian Muslims in the multinational Levant Region

This paper presents the results of analyzing the psychological patterns of the development of ethnic identity and interethnic relations in the multinational Levant Region, where interethnic confrontation between Palestinians and Israelis has been noted in recent years. The main aim of the research is to reveal the relationship between the characteristics of Ethnic Identity and the Experience (“perezhivanie”) of Interethnic Relations of Palestinian Muslims in the multicultural Levant Region. In the process of investigating into ethnic self-awareness the authors used the Leary Test, the Semantic Diff erential of “Perezhivanie” ‘Experiencing’ Questionnaire by L.R. Fakhrutdinova aimed at studying the psychosemantic characteristics of the “perezhivanie” ‘experiencing’. The research has displayed that Ethnic Identity is a self-developing phenomenon, basically infl uenced by both the infrastructural relations and positions of ethnic self-awareness, and the processes associated with the relations of ethnic self-awareness with the external environment, with other ethnic groups. The most active points of development have been identifi ed. So, in intrastructural relations, they are active as ratios of I-real and I-mirror with a stronger position of I-ideal, since practically all dimensions of I-real and I-ideal (dominance, egoism, suspicion, etc.) have shown signifi cant diff erences that testify to the points and directions of development of ethnic self-awareness; positions in the relationship between the real self and the mirror self also exerted an active infl uence. The points of confl ict of the structures of ethnic self-consciousness were found, where, when the points of development coincided, the direction of development was diff erent. Thus, suspicion, obedience, dependence, friendliness, integrative indicators of dominance and friendliness have shown themselves to be confl ict points refl ecting confl ict zones between the infl uence of an external ethnic group (mirror self) and self-development processes manifested through the ideal self. In the situation of relations with the external environment, the most active was shown by the self-mirror, which infl uences the development of the subjectivity of the ethnic group through the components of the experience of the Palestinian-Israeli crisis. The infl uence of the real self on the characteristics of the “perezhivanie” ‘experiencing’ of the PalestinianIsraeli crisis was also manifested, and therefore, through the components of the “perezhivanie” ‘experiencing’ of this impression on the development of the self-awareness of the ethnic group.

Новітні технології викладання іноземної мови (англійської) для студентів факультету іноземних мов

In the article, problematic aspects of training students at foreign language faculties are analysed. It was found that an important point in training students of the Faculty of Foreign Languages is the mastery of the innovative technologies; avoiding outdated and ineffective methods of professional pedagogical activity; formation of personal professional uniqueness; elaboration and development of their own style of pedagogical activities and professional thinking. Application of innovative technologies in the process of training students in higher educational institutions at the Faculty of Foreign Languages contribute to the formation of a competitive personality, a professional equipped with the innovative competencies. The main tasks of professional and pedagogical training of students in higher educational institutions at the Faculty of Foreign Languages are the formation of professional readiness, the development of personal and socially significant outlook and individual determination of moral values, enhancement of the processes of professional self-improvement, self-actualization and self-development. The use of the innovative technologies in teaching and learning at the Faculty of Foreign Languages enables the transition from normative to creative activities, changes the nature of the educational system, its content, methods and forms, technologies of teaching and education, which are based on the development of various forms of thinking, creativity and adaptive abilities of students. Introduction of innovative technologies in the teaching and learning process in higher educational institutions at the Faculty of Foreign Languages provides for a quality learning outcome. Students will become democratic, tolerant, humane and independent. The innovative educational technologies make it possible to create an innovative environment in higher educational institutions, so that students could maximize their individual potential. The innovative technologies promote the development of logical thinking, form a system of universal values and generally accepted norms of behaviour, develop the ability to recognize knowledge and use it, enhance the skills of communication and cooperation, mutual understanding and respect, cultivate tolerance, friendliness, promote intellectual, social and spiritual development.

Адаптивне управління інноваційним розвитком транспортних підприємств

The article is aimed at defining the main factors of the external and internal environment of transport enterprises for the formation of recommendations for adaptive management of innovative development. The process of self-development is continuous and complicated by the novel market challenges, since the enterprise as a socioeconomic system exchanges with the environment. This exchange is constantly accompanied by bursts of uncertainty and generates risks that require adaptation measures depending on the stage of the life cycle of the enterprise. The efficiency of adaptive management of business processes depends on the ability of enterprises to respond in advance and rationally to changes and risks through the implementation of adaptation measures. Adaptation processes are accompanied by complexity and multivariate implementation. Therefore, their implementation is based on a clearly defined goal and principles, the type and functional field of adaptation, the definition of methods and approaches to implementation, which guarantees the effectiveness of the application of adaptation measures and, as a result, innovative development. Therefore, the relevant task for transport enterprises is the introduction of adaptive management, in order to ensure the identification, regulation and smoothing of factors, risks and crisis manifestations generated by the environment, which will determine its survival in a highly competitive environment. The key component of the innovative development of transport enterprises is the formation of a logistics chain based on a logistics-outsourcing platform that will provide comprehensive diagnostics on an ongoing basis and the development of the most effective adaptation measures, which will include improving the efficiency of the use of production and labor resources, harmonizing interests with environmental entities, preserving or expanding market positions, which may be accompanied, among other things, with reorganization processes of the enterprise structure.

MOTIVATION FOR PROFESSIONAL SELF-DEVELOPMENT OF TEACHERS OF HIGHER EDUCATION INSTITUTIONS

The article is devoted to the theoretical justification of the motivation for professional self-development of teachers of higher education institutions and the generalization of the results of empirical research on the needs of self-development motivation. We define professional self-development as a conscious purposeful process of personal and professional self- improvement with the aim of creative self-realization while performing professional activities. However, we believe that teaching activity involves the dynamic involvement of both proficient and personal qualities and competences; therefore, the professional self-development of a teacher is aimed at self-cognition, self-affirmation, and self-improvement in all spheres of life. The process of professional self-development of teachers of higher education institutions requires a deeply realized value of its necessity, stable internal motivation, but it should be supplemented by external incentives in a creative educational environment, which was confirmed by empirical research. The conducted research has proved the need to make up practical recommendations for teachers regarding professional self-development, which can become the basis for further research.

Лінгвометодична компетентність викладача іноземної мови (професійна характеристика)

The article presents a model characteristic of teachers with established linguistic and methodological competence, who are able to work effectively and efficiently in the higher establishment and carry out educational activities with students in various specialties. The concepts of «linguistic and methodological competence» and «model characteristic» are considered; it was determined that the specifics of the professional portfolio of a foreign language teachers with the established linguistic and methodological competence. It has been determined that the mandatory characteristics of a foreign language teacher working with applicants of various profiles should be characterized by: general and special education, knowledge of the discipline taught; demonstrate professional excellence; be professionally passionate; the ability for pedagogical openness, creativity, initiative and activity. The study found that teachers of foreign languages will be determined to create innovative technologies or contribute to their optimization for educational purposes, gravitate towards innovation and scientific and pedagogical creativity, will be motivated to self-improvement and reflection. It has been established that the setting of foreign language teachers for cooperation with future teachers of foreign languages is due to the individual and personal characteristics of the teacher, his professional attitudes and self-esteem. It has been determined that it is expedient in the process of carrying out productive pedagogical activity that the teacher himself transforms the value-motivational sphere of the future teacher of a foreign language, activates the processes of self-development and reflection, stimulates both his own interest and the interest of future teachers of foreign languages in professional activity in general and for his self-realization in it. It has been established that a harmonious combination of external and internal installations; the individual and professional qualities of the teacher, demonstrating his desire, readiness and ability for subjective communication with participants in the educational process, determines the author's style of work of the teacher, involved in the process of forming professional competence of future teachers of foreign languages. Orientation to self-development determines a powerful cognitive interest in educational activities, its creative orientation, the ability to help and cooperate with undergraduates. It is concluded that the professional self-realization of the subjects and objects of the educational process is carried out with the help of their subject-subject nature of interaction, which provides for the coordinated activity of the participants in the educational process, aimed at achieving professional goals and contributing to professional growth in general, and the formation of their professional competence.

МЕКТЕПТЕ ХИМИЯНЫ ОҚУ КЕЗІНДЕ ӨЗІН-ӨЗІ ДАМЫТУ ҚАБІЛЕТІН ҚАЛЫПТАСТЫРУ

This article discusses the problem of using elements of innovative pedagogical technologies in practice to form the ability to self-development in the study of chemistry. In the system of educational content, a clear absence of meta-subject and personal components of the personality of students aimed at self-development was demonstrated. Teachers do not fully understand the relationship between the applied elements of innovative pedagogical technologies and the end result of the educational decoupling process. It is necessary to clearly indicate which elements of innovative pedagogical technologies are most suitable for the development of the ability to selfdevelopment when studying chemistry at school, which, in turn, determines the feasibility of this work. The purpose of the study is to determine the influence of elements of innovative pedagogical technologies on the formation of the ability to self-development in the study of chemistry at school. The following methods were used in the course of the study: analysis of scientific and pedagogical literature on the research problem, observation, diagnostic and formative experiments, survey and diagnostic methods (questionnaires, tests); qualitative and quantitative analysis of the results obtained during the study. In the process of solving the tasks, the following conclusions were made: the factors slowing down the formation of self-development are: self-justification, lack of self-discipline, being in a comfort zone. The factors accelerating the formation of the process of self-development are: motivational readiness to accept external influence, self-discipline, introspection, real self-assessment, self-control of their activities. When organizing the educational process, it is necessary to take into account the individual pace of development of each individual. The most suitable elements of the innovative pedagogical technologies considered by us for the formation of the ability to self-development when teaching the subject of chemistry at school are: technology for the development of critical thinking ("Right and wrong statements", "Cluster", "ZHU", "Insert", "Table of "thin" and "thick" questions"), the theory of problematic training, ICT, project technology, group technology.

АКМЕОЛОГІЧНИЙ РОЗВИТОК МАЙБУТНЬОГО ПЕДАГОГА: ОСНОВНІ УМОВИ ДЛЯ ПРОФЕСІЙНОГО САМОВДОСКОНАЛЕННЯ ТА САМОРОЗВИТКУ

A teacher is a socially active individual, capable of purposeful and conscious self-improvement, free life self-determination and creative self-realization in the profession. The choice of optimal means of influence on personality formation directs the future teacher to achieve the highest degree of development, namely acmeological self-improvement and self-development. The basis of professionalism is self-development, self-education, self-organization, self-control of a mature person, self-realization of his creative potential in the process of creative activity on the way to the top, which is what we understand as «acme». The article reveals the essence of the acmeological approach in the training of future teachers. The concept of «acmeological development» of the future teacher is defined and analyzed. In the context of our research, we will pay attention to those aspects of acmeological development that lead to self-improvement and self-development of the future teacher's personality. Such characteristics of acmeological development as: acmeological potential, acmeological competence, acmeological culture are described. We believe that essential factors in the acmeological development of a teacher are skills that allow overcoming professional difficulties, compensating for the effects of psychological obstacles and limitations. The work presents the structure of acmeological culture, highlights its functional and structural components, in particular: cognitive, mental, valuable and creative. Separate constituent elements of the individual and professional self-development of the future teacher are presented. It was concluded that the high level of development of acmeological culture and the formation of acmeological competence make it possible to understand the process of self-development as a vital value and to learn, actualize, creatively reveal oneself by creating conditions for self-improvement in the course of professional training of the future teacher and further life activities.

ВЛИЯНИЕ САНКЦИЙ НА САМОРАЗВИТИЕ МЕСТНЫХ СООБЩЕСТВ РОССИЙСКОЙ АРКТИКИ И КРАЙНЕГО СЕВЕРА

The article presents the results of a sociological analysis of the opinions of experts – the heads of a number of municipalities (MO) of the Russian Arctic and the Far North on assessing the degree of impact of anti-Russian sanctions on the processes of self-development of the MU of the specified territory. Problems associated with sanctions (rising prices for raw materials, equipment, reduction in investments, difficulties in import substitution, violations in supply logistics, etc.) are identified. Estimates are revealed for the development of a number of measures to support the economic sphere of the Moscow Region (modernization of production, concessional lending, subsidizing investors, etc.).

Теоретико-эмпирическое обоснование принципов методологии постнеклассического периода в науке

The article presents in detail the methodology for studying the process of cogni­tion, which is characteristic of the post-non-classical type of scientific rationality. In accordance with the concept of scientific rationality types of Academician V.S. Stepin, who singled out a new level of scientific analysis in connection with the emergence of a new type of self-developing systems in science, the author pro­ceeds from the fact that the qualitative difference between post-nonclassical and previous types of rationality is its connection with the system of moral values of society, which is fundamentally new for science. The researcher of “human-sized” objects has to solve a number of ethical problems, defining the boundaries of pos­sible changes in the system. Under these conditions, the ethics of science, which stimulates the search for truth, is constantly correlated with general humanistic principles and values. The author proposed a fundamentally new method of re­search, which makes it possible to observe the creative process during the experi­ment as a self-developing process of cognition, during which new patterns are dis­covered in the absence of an external stimulus. The principle of post-non-classics “the connection of truth with morality” finds its clear confirmation in the mecha­nism of creativity justified by the author as the development of activity on the ini­tiative of the subject, provided the dominance of cognitive motivation in the struc­ture of his personality. In fact, this is an experimental proof of the theory of V.S. Stepin. At the same time, the post-nonclassical theory provides a methodolog­ical justification for the mechanism of creativity identified by the author for the first time as the ability to develop activities on one’s own initiative.

Study on Site Selection and Network Optimization of Charging Pile of New Energy Logistics Vehicle

New energy logistics vehicles have become the general trend of urban distribution development. However, in the actual operation and self-development process of domestic new energy logistics vehicles, there have been many new problems, such as the matching degree of the number of new energy logistics vehicles and charging piles is not high, and some regions can not meet the needs of vehicle charging. Therefore, it is of great significance to study the rationalization of charging facility layout and vehicle distribution path planning. After combing and summarizing the existing literature on the layout of charging facilities and vehicle distribution path planning at home and abroad, this paper proposes to consider the location of charging pile and the optimization of distribution path.

Methodology of interpreting the results of the interdisciplinary lingual-and-energetic research

In this paper, the authors substantiate the specificity of a new method and methodological and technological procedures for a complex qualitative-and-quantitative description of the results of non-traditional interdisciplinary lingual-and-energetic studies of stochastic self-developing cognitive processes of human speaking-and-thinking activities. Methodological possibilities and rules of a comprehensive assessment of qualitative and quantitative aspects of these processes’ self-development are described in the paper. Using a theoretical principle of preserving the utterance’s emotional-and-pragmatic potential as well as the dimensionless K-criterion for defining the level of the utterance emotional-and-pragmatic potential, the authors work out the analysis method based on a psycho-energygram that presents the self-development of cognitive processes of speaking-and-thinking activities in the individual’s spiritual sphere. The trajectories of the analyzed processes’ self-development are considered from the standpoint of synergetic knowledge and thus are interpreted in the form of corresponding attractor structures with bifurcation points that acquire the cognitive status of concepts. The methodology described in the paper opens up new possibilities for a scientific quantitative description of the dynamics of self-developing processes of the individual’s speaking-and-thinking activities. These activities are viewed by the authors in their direct correlation with the reasons that actualize qualitative and meaningful acts generated by psychic and physiological bases of a person’s communicative behavior.

Implementasi Psikospiritual Islam Dalam Pembentukan Model Motivasi Pembangunan Diri Remaja

Self-development is a lifelong process. The various negative influences and the abandonment of the psychospiritual aspect contribute to the volatile and declining motivation among the teenager, which later would obstruct their self-development process. Therefore, this research will propound solutions to the preceding issue by utilizing qualitative research design via content analysis. The finding indicates that the motivation intervention for the teenager’s self-development is complex and involves varying elements related to the informant self, spiritual, as well as social context. On that account, this research suggests a supplementary model of motivation that is more systematic and characterized with Islamic concept that corresponds with their psychological needs. Also, this model incorporates the fundamental element of Islamic psychospiritual such as akhlaq (virtue), the potential of al-ruh (soul), tazkiyah al-nafs (purification of the heart), and intention for the self-development of the teenager.

Przedsiębiorczość jako fundament dynamicznej analizy gospodarczej

One of the more significant methodological errors in economic analysis consists in treating the concept of equilibrium — be it general or partial — as either a real state of affairs obtaining in the economy in a stable manner or a normative ideal that an optimally functioning economy should be able to reach. The purpose of the present article is to demonstrate that, in contrast to the above two views, a free economy is a process of incessant social self-development aimed at the attainment of ever more qualitatively advanced (and always temporary) states of equilibrium, whose main driving force are entrepreneurial prudence, alertness, and innovativeness. The successive sections of the present article describe several characteristic examples of supposed states of permanent stagnation or suboptimal equilibrium, which, on closer inspection, turn out to be strictly transitory, provided that a given situation is characterized by conditions conducive to the operation of entrepreneurial activities. In other words, the present article is an attempt at illustrating the thesis that entrepreneurship constitutes the foundation of dynamic economic analysis — i.e., the kind of analysis that fully incorporates the creative character of human action taking place in the context of large-scale social cooperation.

АКМЕОЛОГІЧНИЙ АСПЕКТ ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ МАЙСТРІВ ВИРОБНИЧОГО НАВЧАННЯ

The article reveals the essence of the acmeological approach in the field of education, which is chosen to create conditions that encourage the individual to progressive self-development, self-organization and, accordingly, professional self-improvement in achieving the optimal level of professional development. The internal conditions for achieving professional acme of masters of industrial training are determined: positive motivation to achieve the expected results with a high level of demands and self-realization; focus on the ascending trajectory of the professional path; productive activity in performing professional functions; the desire to preserve and increase their achievements; the ability to mobilize potential opportunities (motivational, intellectual, operational, emotional and volitional) and recover from physical and psychological stress. The external conditions for the emergence of acme masters of industrial training are determined: assistance in mastering the means necessary for the development of pedagogical thinking, creativity, individuality of the personality and his spiritual potential; ensuring the implementation of personally and socially significant prospects in professional activities; stimulating the process of self-improvement; strengthening the integration role of acme-psychological support as a holistic and continuous process of study, analysis, formation, development, self-development and correction of the specialist's personality; development and realization of the corresponding maintenance, models, algorithms of acmeological technologies, adequate means of methodical maintenance, diagnostics and assessment of the professional developmentdynamics. The tools of accumulation of professional activityresults in the context of acme are characterized. In particular, the acmeogram, which indicates the types of professional activities and personality qualities that lead not only to the masters of industrial training socially necessary results, but also provide progressive development and professional development, promotion to high levels of professionalism; portfolio as a description in any form of educational and professional achievements of industrial trainingmasters, which includes information on the main stages of activity, professional development, including the achieved results, information on participation in projects, publications, methodological developments, etc. Key words: acmeology, master of industrial training, vocational education institution.

Чи ми змінюємось у часі, чи то час змінює нас?

Безперервний професійний розвиток (БПР) став ключем до прогресу нововведень і впроваджень у практичну діяльність лікаря-стоматолога. Такий нормативно-регулюючий механізм забезпечує всебічний процес саморозвитку та гарантує прогнозовані результати лікування, побудовані на основі доказової медицини. Метою даної роботи є висвітлення розробленої ГО «Асоціація стоматологів України» та апробованої моделі організації БПР на регіональному рівні з національною та міжнародною участю, адаптованої до карантинних вимог та поданої у реальному часі. Такий підхід забезпечує всіх учасників БПР необхідними теоретичними та практичними знаннями для збереження стоматологічного здоров’я людини.

Домінуюча роль комунікативної функції освіти в умовах інформаційного суспільства

Розглянуто основні аспекти становлення інформаційного суспільства. Виокремлено освіту як визначальну сферу суспільних відносин, що сприяє адаптації людини до умов інформаційного суспільства. Акцентовано увагу на розвитку комунікативної функції освіти, що впливає на формування креативної особистості та стає домінуючою в сучасних освітніх процесах. Окреслено тенденції розвитку інформаційно-комунікаційних технологій, що визначають розвиток системи освіти. Охарактеризовано мережеву комунікацію, яка сприяє зближенню та об’єднанню різних верств та вікових груп суспільства шляхом вирівнювання їх соціальних можливостей. Визначено домінуючу роль комунікативної функції освіти та обґрунтовано домінантні характеристики освіти в умовах становлення інформаційного суспільства.

Analisis Kompetensi Guru Madrasah Tsanawiyah Dalam Memanfaatkan Tik Pada Proses Pembelajaran Dan Pengembangan Diri

This research aims to describe the average value of the competence of the skills of tsanawiyah madrasah teachers in utilizing information and communication technology in the learning and self-development process in the implementation of training in the work area (PDWK) at the office of the ministry of religious affairs mandailing Natal district with a sample of 30 participants. This type of research is descriptive quantitative with survey methods. The data taken is skill value data during the training process. From the results of secondary data processing, for the training eye of making blocks the average value is 87 with a good predicate and the most value of 90 as many as 5 participants; the eyes of the online class creation training using the popular application average score of 88 with a good predicate and the most value of 95 as many as 5 participants; eye training in making attractive percentages using popular applications average value 92 with excellent predicate and the most value of 93 as many as 17 participants; Interactive video content creation training eyes averaged 86 with good predicate and the most value of 80 as many as 15 participants. While the average skill score for all subjects and all participants is 88 with a good predicate and the most value of 86 as many as 6 participants. So the implementation of information technology training of tsanawiyah madrasah teachers in the working area of Mandailing Natal kankemenag conducted by Medan Religious Training Center has been good in improving teacher competence for skills to utilize ICT in the learning and self-development process.

PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR THE FORMATION OF MEDIA LITERACY IN CADETS OF THE NATIONAL ACADEMY OF THE NATIONAL GUARD OF UKRAINE

The scientific article is devoted to the problem of determining the psychological and pedagogical conditions of media literacy formation in the cadets of the National Academy of the National Guard of Ukraine during their professional training. A brief analysis of the concept «media literacy» revealed that it includes the skills to analyze, assess and use media communication in different forms and genres. A classification of objective and subjective psychological and pedagogical conditions for the formation of media literacy for cadets has been proposed. It has been established that the objective psychological and pedagogical conditions for the formation of media literacy in cadets include: diagnostics of the media literacy level, formation of subject-subject relationships in the educational process, conducting trainings on media literacy and the development of the ability for critical thinking, compliance with the psychological and pedagogical structure in the study of media literacy in the process of professional training, stimulating the process of self-development of cadets in the direction of mastering the skills of media literacy, prevention of mental health issues in cadets due to the influence of media on the psyche. Subjective conditions are the following: social responsibility, critical thinking, locus of control, emotional intelligence. The attention is focused on the formation of conscious behavior in the Internet, in particular, understanding of the causes and consequences of destructive information and psychological threats, compliance with the critical distance to various genres of media texts in media communications, recognition of psychological mechanisms of impact on the identity of the cadet through emotions. The described psychological and pedagogical conditions for the formation of media literacy in the cadets of the National Academy of the National Guard of Ukraine will contribute to increasing the resistance of future officers to the negative impact of media, increase the level of media literacy, the ability to control the consumption of media products; it is easier to navigate the media space, to distinguish information from official sources from destructive information, which may harm both a personality and the state as a whole.

Seismic process on the Krillon Peninsula (Sakhalin Island) after the earthquake on April 23, 2017

Research subject and methods. The seismicity of the Krilyon Peninsula (Sakhalin Island) after the earthquake on April 23, 2017 (M = 5.0) during the 2018–2021 period was investigated by the method of self-developing processes (SDP).Results. The seismic activity showed a damping trend after the earthquake (and several following aftershocks), with the activation of SDP seismicity observed in two cases. In the study area (40 km within the radius from the epicenter of the Krillon earthquake) and its immediate vicinity (up to 80 km), earthquakes with M = 3.9 and M = 4.3 were observed 74 and 26 days after seismic activations. These earthquakes are considered to be the strongest events occurred in the study area in the period under consideration. The results of the study were compared with the monitoring data of the Kamchatka branch of the Geophysical Survey Russian Academy of Sciences (KB GS RAS) on the volumetric activity of subsoil radon (OA Rn). It was revealed that the OA Rn anomalies detected in November 2018 and January 2020 had appeared several weeks after the identifed SDP. The anomalies were registered at observation points remote from the study area (as well as from the above-mentioned earthquakes) by no more than 50 km. Earthquakes in 2018 (M = 3.9) and 2020 (M = 4.3) occurred 19 and 32 days after the appearance of OA Rn anomalies. In general, the current situation can be assessed as calm, since, according to the analysis data, the seismic activity has no prerequisites for the transition from the decaying stage to the stage of stabilization. As shown in the work, this is a sign for preparing an earthquake with a magnitude higher than 5. Nevertheless, activation and (as a result) earthquakes of moderate strength (M < 5) are possible on a damping trend. Conclusion. It is proposed to take into account the self-developing processes of activation as a primary sign for a change in the geodynamic state of the environment, under which the appearance of OA Rn anomalies is possible. These anomalies are associated with the forecast of moderate seismicity during foreshock or aftershock activations.

A Psychometric Analysis of the Russian Career Adapt-Abilities Scale in High School Students

The aim of the research is to develop a Russian-language version of Career Adapt-Abilities Scale (CAAS) by M. Savickas and E. Porfeli and test its psychometric properties on a Russian sample of high school students from 9th, 10th, and 11th grade. The relevance of the study is determined by the modern society demand for the search, creation and development of effective tools for diagnosing meta-skills that are conducive to a persons professional self-determination, success and well-being. The study involved 607 people (360 girls and 247 boys) aged 15 to 19. The Russian-language version is identical to international form of Career Adapt-Abilities Scale. It includes 24 items that are summarized to give a total score for diagnosing career adaptability and are equally divided into four subscales to measure adaptability resources, including: concern, control, curiosity, and confidence. The internal consistency coefficients of the scale and its subscales ranged from good to excellent and were close to the corresponding parameters of the international version of CAAS. The study demonstrated the retest reliability of CAAS, the factor structure and correlations of the general indicator of career adaptability and its parameters with other psychological constructs associated with personality traits, regulatory mechanisms and processes of professional self-development. Thus, the adapted Russian-language form of Career Adapt-Abilities Scale is a reliable and valid tool for studying personal career adaptability and career-adaptive resources in Russian-speaking samples. Further research is related to the analysis of the age invariance of the method; it is also planned to study its invariance separately in men vs women groups. The article contains the text of the questionnaire, instructions and keys.