“Countering America’s Adversaries Through Sanctions Act”: The Psychological Aspect and Its Meaning for EU-Russia Relations

Author(s):  
Evgeny Pashentsev
Keyword(s):  
Author(s):  
N.G. Tokareva ◽  
◽  
T.V. Dormidontova ◽  
M.Yu. Dormidontov ◽  
◽  
...  
Keyword(s):  

Author(s):  
G.S. Prygin

We study the problems of time consciousness from the standpoint of philosophy, physics and psychology; it is argued that such a sequence in the analysis of the problem allows us to reveal the actual psychological aspect of the problem of the objectivity of the consciousness of time, which is the goal of the study. Both the philosophical concepts of the time consciousness of I. Kant, E. Husserl and F. Brentano, and the physical theories of the study of time (quantum physics, cosmology, the physics of non-equilibrium processes) are analyzed. It has been established that in philosophical theories, the concepts: consciousness, memory, perception, representation, and others do not have clear definitions and can change their meaning depending on the context. It is emphasized that in physical and human sciences time is investigated, as a rule, in connection with the concept of “space”. It is shown that when analyzing the problem of the consciousness of time, one should first decide on the concept of “reality”, which allows us to remove contradictions in the understanding of time in various physical theories. It is concluded that the existence of both objective and subjective time can only be spoken when we operate with concepts; outside of this the concept of “time” has meaning only when a person is considered as part of society. It is shown that in relation to the collective and personal unconscious, the temporal modes of the "past", "present" and "future" do not make sense, since "the whole diversity of everything" is represented in the unconscious field simultaneously and extra-spatially.


BMJ ◽  
1939 ◽  
Vol 2 (4111) ◽  
pp. 801-803
Author(s):  
S. B. Hall
Keyword(s):  

2021 ◽  
Vol 2 ◽  
pp. 69
Author(s):  
Nuri Fainuddin

Destruction Caused by Greed and Brutality as Reflected in Shakespeare’s Macbeth: A Psychological Approach becomes the title of the research. It is intended to describe the greed and brutality of the main character; the main character’s id, ego, and super ego; the catastrophe suffered by the main character, and the moral values of this drama. The subject of the research is Macbeth, a play written by William Shakespeare and the main character’s greed. The object is the psychological aspect of the main character. The research belongs to a library research since its sources are taken from books. Horney’s theory of greed is applied to analyze the data. The study found several interesting results. First, Macbeth becomes a king by murdering King Duncan (a form of Macbeth’s greed). Second, Macbeth’s brutality is shown by murdering Banquo’s and Macduff’s family. Third, Macbeth’s id is murdering the king and the followers; the ego supports the King; and the super ego cuts of the King head when Birnam wood comes. The play delivers several messages to the readers, such as those who plant will harvest and the good deed will destroy the bad deed.


2018 ◽  
Vol 5 (1) ◽  
pp. 23
Author(s):  
Fausiah Sriyuliyana

The  research aims are (i) Identifying the characteristics of good English teachers in SMAN 3 Sinjai Selatan. (ii) Knowing the characteristics of good English teacher based on the students’ learning style. (iii) Knowing the characteristics of good English teacher based on the students’ personality. This research was done by using a qualitative approach. The data were collected by using two instruments i.e. questionnaires and in depth interview. The results of this study reveal that (i) The characteristics of good English teacher based on the students’ perception in SMAN 3 Sinjai Selatan are categorized into four different categories, namely proficiency, pedagogical (both conceptual and practical), socio-affective and psychological aspect. The last category was the additional category in which age included in and differently from the work of Gi and  Hyo (2006) that only specified three categories, namely proficiency, pedagogical and socio-affective skills. (ii) In general, the characteristics of good English teacher based on the students’ learning style are dominantly in pedagogical aspect. Visual learners want English teacher who can keep the students’ focus and concentration in their learning; auditory learners expect English teacher who can engage the students’ motivation and interest toward learning English; and haptic learners propose the English teacher who concerns on the process rather than the achievement of the students in learning. (iii) The characteristics of good English teacher proposed by high school students based on their personality are dominantly on the teacher’s pedagogical and socio-affective aspects. Only a few ideas of the students that concern on the teacher’s proficiency and psychological aspect.


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