scholarly journals Aspects of Pedagogical Interaction in the Formation of Personal Meaning of a Literary Work at Preschool Age

2015 ◽  
Vol 1 ◽  
pp. 346
Author(s):  
Inese Freiberga
Keyword(s):  
Personal Development ◽  
Literary Work ◽  
Literary Text ◽  
Preschool Age ◽  
Influential Factor ◽  
Personal Meaning ◽  
Personal Significance ◽  
Wide Range ◽  
And Behavior

Personal meaning is not limited to the subjective significance of processes, things and occurrences, but it has a personal significance in the life of an individual. It influences his or her conduct, behaviour and the course of personal development by changing facts, norms and generally accepted meanings and symbols into an influential factor of development. The genesis of personal meaning determines the organization and the nature of pedagogical process of familiarization with a literary work. Pedagogical thinking has accumulated a wide range of knowledge about the role of fiction in development of personality. However the role of personal meaning in relation to literary text and its impact upon a child's activities, conduct and behavior studies has rarely been discussed. Also, in practical teaching of literary works the process itself might not always facilitate the formation of personal meaning of a text. The article deals Aspects of Pedagogical Interaction in the Formation of Personal Meaning of a Literary Work at Preschool Age.

Tickets for the Inclusive Museum

2020 ◽  
pp. 390-406
Author(s):  
Magda Nikolaraizi ◽  
Charikleia Kanari ◽  
Marc Marschark
Keyword(s):  
Hard Of Hearing ◽  
Learning Experiences ◽  
Learning Needs ◽  
Participatory Learning ◽  
Maximum Benefit ◽  
Wide Range ◽  
The Right ◽  
Physical Features ◽  
And Behavior

In recent years, museums of various kinds have broadened their mission and made systematic efforts to develop a dynamic role in learning by offering a wide range of less formal experiences for individuals with diverse characteristics, including individuals who are deaf or hard-of-hearing (DHH). Despite the worthwhile efforts, in the case of DHH individuals, museums frequently neglect to consider their unique communication, cognitive, cultural, and learning characteristics, thus limiting their access and opportunities for fully experiencing what museums have to offer. This chapter examines the potential for creating accessible museum environments and methods that reflect an understanding of the diverse communication, cognitive, cultural, and learning needs of DHH visitors, all of which enhance their access and participation in the museum activities. The role of the physical features of museum spaces for the access and behavior of DHH visitors is emphasized, together with attention to exhibition methods and the communication and cognitive challenges that need to be considered so DHH visitors can get the maximum benefit. The chapter emphasizes the right of individuals who are DHH to nonformal learning and analyzes how museums could become more accessible to DHH individuals by designing, from the beginning, participatory learning experiences that address their diverse needs.

scholarly journals The semantic connection of time and space in literary text

2019 ◽  
pp. 28-30
Author(s):  
Galina Aleksandrovna Sokolova
Keyword(s):  
Literary Work ◽  
Literary Text ◽  
Time And Space ◽  
Leading Role ◽  
Time Space ◽  
Points Of View ◽  
Space Concept

The article deals with the connection of time and space in literary text. It gives some definitions of the time-space concept, the chronotope; it presents different points of view of Russian linguists about the leading role of the chronotope components; it also lists the main ways of detecting the chronotope in literary work; it defines some features and characteristics of time and space in the chronotope.

Reflections on the Role of Control in Meditation

2020 ◽  
Author(s):  
Deane H. Shapiro
Keyword(s):  
Belief Systems ◽  
Self Regulation ◽  
Well Being ◽  
Negative Consequences ◽  
Western Psychology ◽  
Wide Range ◽  
Being There ◽  
And Behavior ◽  
Instrumental Control

Spiritual, religious, and secular traditions emphasize the importance of control over one’s thoughts, feelings and behavior, and the relevance of meditation in achieving this control. Meditation practices, in particular, can be understood as one strategy amongst others for achieving self-regulation. While the main focus in Western psychology has been on active instrumental control, other traditions have emphasized the importance of a more accepting/yielding mode of control. This chapter distinguishes between different forms of control and how some of these may be enhanced by meditation practices. While over-control and passive resignation can have negative consequences for a person’s well-being, there is evidence for the beneficial role of the active/assertive and positive accepting/yielding modes of control. Selecting the most appropriate meditation strategy for a particular person is dependent upon a wide range of factors, including the person’s control profile, their sensory orientation, and their belief systems. The chapter concludes with the description of the author’s personal journey in exploring meditation and theories and practices of control—and a note of gratitude.

scholarly journals Peculiar Features of Non-Verbal Means of Communication among Children with Normal Eyesight and Visually Challenged Children of High Preschool Age

2018 ◽  
Author(s):  
L Оkonechnikova
Keyword(s):  
Comparative Study ◽  
Facial Expressions ◽  
Social Conditions ◽  
Preschool Age ◽  
School Aged Children ◽  
Visual Problem ◽  
Visually Challenged ◽  
The Right ◽  
And Behavior

It is known, that visually challenged child acquire non-verbal means of communication less spontaneously. It is more common for them to use single and definite gestures and frequently provide them with some verbal explanations, incorrect perception of gestures and miming, poorness or lack of movements. Based on A.R.Luria’s idea of the role of the environment in a child’s personality formation, and compensatorydeveloping mechanisms and also on some ideas of modern researchers that nonverbal means of communication are connected with social conditions and usually are formed during the life with the exception of means of affective expressiveness (G.V. Grigirieva, L.I.Plaksina, L.I.Solntseva), we have made a comparative study of using nonverbal means of communication among children with normal eyesight and visuallychallenged children. As research approaches we modify and use such techniques as “The ABC of Mood”by N.L.Belopolskaya, “Silence game” by G.V.Grigorieva, “Understanding of gestures” by N.V.Pilipko and “Understanding of Miming” by Sabin and Hardick modified by G.V. Grigorieva. We have examined 36 children of high preschool age, 18 of them were with normal eyesight and 18 were visually challenged, and all of them were taught how to acquire non-verbal means of communication. We have found out that children from both groups could not differentiate similar facial expressions and gestures, miming usually was described through actions, not through feelings or emotions. The results showed us the absence of defining facial expressions, gestures and miming on the levelы of cognition and behavior between these two groups of children. On the level of emotions, we had had the following differences: the children with normal eyesight rarely explain gestures through actions then visually challenged children and also they rarely connect the emotional statewith the situation, but more often they distinguish miming through explaining some physical characteristics, that may depend on their visual problem. So we can conclude that if we organize the process of education in the right way (the role of the environment) visually challenged pre-school aged children can have the partial ability to compensate their acquirement of non-verbal means of communication. Keywords: non-verbal means of communication, expressions, gestures, miming, pre-school aged children, visually challenged.

scholarly journals Host-microbiome coevolution promotes cooperation in a rock-paper-scissor dynamic

2019 ◽  
Author(s):  
Ohad Lewin-Epstein ◽  
Lilach Hadany
Keyword(s):  
Computational Modeling ◽  
Potential Role ◽  
Evolution Of Cooperation ◽  
Host Behavior ◽  
Wide Range ◽  
Forms Of Life ◽  
New Perspective ◽  
Almost All ◽  
And Behavior

AbstractCooperation is a fundamental behavior observed in all forms of life. The evolution of cooperation has been widely studied, but almost all theories focused on the cooperating individual and its genes. We suggest a different approach, taking into account the microbes carried by the interacting individuals. Accumulating evidence reveal that microbes can affect their host wellbeing and behavior, yet hosts can evolve mechanisms to resist the manipulations of their microbes. We thus propose that coevolution of microbes with their hosts may favor microbes that induce their host to cooperate. Using computational modeling, we show that microbe-induced cooperation can evolve and be maintained in a wide range of conditions, including when facing hosts’ resistance to the microbial effect. We find that host-microbe coevolution leads the population to a rock-paper-scissors dynamic, that enables maintenance of cooperation in a polymorphic state. This theory may help explain occurrences of cooperation in a wide variety of organisms, including in cases that are difficult to explain by current theories. In addition, this study provides a new perspective on the coevolution of hosts and their microbiome, emphasizing the potential role of microbes in shaping their host behavior.

scholarly journals REGULATORY COMPONENT OF ACTIVITY WITHIN THE CRITERIA OF COMPREHENSIVE ASSESSMENT OF A CHILD’S READYNESS FOR SCHOOL LIFE

2021 ◽  
Vol 2 (36) ◽  
pp. 99-104
Author(s):  
L. Soloviova
Keyword(s):  
Personal Development ◽  
Comprehensive Assessment ◽  
Preschool Age ◽  
School Life ◽  
Voluntary Attention ◽  
Verbal Instructions ◽  
Real Picture ◽  
Attention And Perception ◽  
And Behavior ◽  
Rules Of The Game

The article considers the problem of a child’s readiness for school in the conditions of modern educational changes. Works of scientists are presented, in which the role of arbitrary regulation of the behavior of a preschool child in the formation of readiness for school is determined. Methods of studying the development of children’s ability to arbitrary regulation proposed by psychologists are analyzed. They determine the ability of children to subordinate their actions to verbal instructions, patterns, rules of the game and build these actions accordingly; identify the level of development of voluntary attention and perception, the ability to purposefully find a solution; establish opportunities for preschoolers to focus on goals, actively achieve meaningful goals, overcome difficulties. It is emphasized that the best results of the development of arbitrary regulation of behavior children demonstrate during the diagnosis, organized in the form of story-role play, play with rules or game task. Regulatory component of activity is singled out as criterion of comprehensive assessment of child’s readiness for school life. Essence of the concept is revealed and indicators of its manifestation in children’s activity are determined. The mechanism of conscious regulation is based on the ability to control psychical activities and behavior — to direct actions in accordance with the task or requirement, to subordinate them to specific goals. The regulatory component of the activity as a criterion of the child’s readiness for school life characterizes the child’s ability to actively implement the acquired experience in the activity, to manage behavior. Following achievements in the volitional sphere will be considered as indicators of manifestation of a regulatory component of activity of the child of senior preschool age: — ability to perform actions according to the sample; — ability to perform actions according to the verbal instructions (follow rules of the game and relationships, your own design); — ability to show purposefulness, activity in achieving the goal, willingness to overcome difficulties. These indicators have their characteristic manifestations in each of the specific children’s activities, organized by children independently and with the support of an adult: play, communication, speech, health, household, artistic and creative, cognitive and research. It is noted, that a comprehensive assessment of child’s readiness for school life will reflect the results of studying regulatory, emotional, cognitive, creative content components of activities, which together will create a real picture of the child’s personal development, bases of the formed key competencies of senior preschoolers.

scholarly journals Linguistic Means for Expressing Emotions in a Literary Text

enadakultura ◽  
2021 ◽  
Author(s):  
Nino Sarajishvili ◽  
Giorgi Kuparadze
Keyword(s):  
Literary Work ◽  
Literary Text ◽  
Practical Aspect ◽  
Basic Emotions ◽  
Pragmatic Analysis ◽  
Wide Range ◽  
State Of Mind ◽  
Inner World ◽  
Expression Of Emotions ◽  
Linguistic Means

A description of semantics is the means of expressing emotions that can be used in any literary work. We investigate and analyze the text, conduct the research of its lexical and semantic units from different dimensions.In the present paper, we deal with a complete description of the inner world of the characters in a literary work, their spiritual or emotional state of mind through the linguistic means that are used by the authors to fully display the personal images of the main characters and to perceive them thoroughly by the reader.The conducted analysis has shown that through the structural-semantic dynamics and pragmatic analysis and particular emphasis is made on the practical aspect of what type of information is realised by the addresser (character) while expressing this or that kind of emotion and how the recipient perceives this information based on the protagonist’s behaviour in a given particular case.We have foregrounded structural-semantic models of basic emotions and linguistic means containing emotions. The study of the pragmatic potential of the expression of emotions is indeed valuable for the pragmatics of a literary text, for the scrupulous understanding of various nations’ history, which inevitably reflects and will reflect in future the wide range of tasks of modern linguistics.Finally, we should also conclude that emotional load/coloring in a literary text can be represent better and perceive a characters’ cultural speech, which implies the correctness and exactness of the characters' use of the means of expressing emotions during the interaction.

Features of the Relationship between the Mother аnd Girl in the Family

2020 ◽  
Vol 4 (118) ◽  
pp. 127-139
Author(s):  
P.K. Iskakova ◽  
◽  
L.M. Atahanova ◽  
J. Ábdіlákіm ◽  
H. Akıol ◽  
...  
Keyword(s):  
Personal Development ◽  
Educational Value ◽  
Internal Position ◽  
The Family ◽  
Pedagogical Competence ◽  
Role Of Parents ◽  
And Behavior ◽  
Relationship Of ◽  
The Relationship

This article discusses the features of the relationship between the mother and girl in the family. This is expressed by the following characteristics: characteristics of parents and their behavior; psychological-pedagogical competence of parents, their educational level; emotional and moral climate in the family; means of education; level of integration into family life; consideration of the actual needs of the child and the degree of their satisfaction. The relationship with the mother is the strongest bond that every child has. No matter what happens, the relationship with my mother remains strong for life. The authors of the article emphasize the role of parents in the emotional and personal development of a child in the family. The main part of the article consists of the features inherent in the family principles of parents, the mood and behavior of parents, the educational value of the internal position in relation to girls and parents. In addition, the article presents the experience and psychological advice of professional family psychologists on solving problems related to the relationship of parents with girls.

scholarly journals Lexical-Syntactical Oppositivity as a Tool of Expressing Evaluation in a Literary Text (on the basis of a short story “The Butterfly and the Tank” by E. Hemingway)

2020 ◽  
pp. 32-38
Author(s):  
Ю.И. Фролова ◽  
Л.Н. Лунькова
Keyword(s):  
Short Story ◽  
Semantic Analysis ◽  
Literary Work ◽  
Literary Text ◽  
Assessment And Evaluation ◽  
Frequency Of Use

В статье рассматривается взаимообусловленность категорий оценки и оценочности в рамках функционально-семантического анализа художественного текста на материале рассказа Э. Хемингуэя “The Butterfly and the Tank” («Мотылёк и танк»). Феномен оценки исследуется в контексте противительных средств его реализации. Особое внимание уделяется выявлению потенциала оценочности различных противительных единиц лексико-синтаксического уровня, а также роли оценочных конструкций в манифестации авторского замысла. В результате исследования установлено, что противительный союз but, включающий в себя гипотетическую оценку, наряду с противительным союзом and, усиливают оценочность в сочетании с такими элементами лексической противительности, как прямые и контекстуальные антонимы, конструкции-интенсификаторы, средства художественной выразительности (эпитеты, метафоры и т. д.). Выявлено, что противопоставления с союзом and характеризуются меньшей частотностью употребления в сравнении с конструкциями, маркированными союзом but. Причиной этого является очевидное доминирование в этом союзе присоединительной семантики над противительной. Кроме того, выявлено, что противопоставления с различными противительными союзами, дополненные элементами лексической противительности, выражают оценочность в тех случаях, когда этого требует идейное содержание текста. Они интенсифицируют художественную выразительность произведения, подчеркивая основные смыслообразующие оппозиции на уровне образов-символов. The article discusses the interconditionality of the assessment and evaluation categories within the framework of functional-semantic analysis of a literary text. The assessment phenomenon is examined in the context of oppositive means of its realization. Particular attention is given to the detection of evaluation potential of various oppositive units on the lexico-syntactical level as well as to the role of evaluation constructions in the author’s message manifestation. The study establishes that the adversative conjunction but, including hypothetical assessment, along with the adversative conjunction and increase evaluation, together with such elements of lexical oppositivity as direct and contextual antonyms, intensifying constructions, expressive means (epithets, metaphors etc.). It is revealed that oppositions with the conjunction and are characterized by a lower frequency of use compared to constructions, marked with the conjunction but. This is explained by the obvious domination of conjunctive semantics over the oppositive one in the semantic tissue of the conjunction. The study also establishes that oppositions with various adversative conjunctions, supplemented with elements of lexical oppositivity, express evaluation in those cases, when the artistic idea requires it. They intensify the artistic expressiveness of a literary work, emphasizing the main meaningful oppositions on the level of symbolicimages. The paper examines the short story “The Butterfly and the Tank” by E. Hemingway.

scholarly journals Sociology by Teachers, Senior Students and Professional Master Students for Teaching

2016 ◽  
Vol 1 (2) ◽  
pp. 11
Author(s):  
Aida Serjanaj
Keyword(s):  
Personal Development ◽  
Life Experience ◽  
Learning By Doing ◽  
Individual Characteristics ◽  
Compulsory Subject ◽  
And Behavior ◽  
Different Cultures ◽  
The Impact ◽  
Senior Students

This research is about the role of sociology according to literature, my experience and a questionnaire. The result about it is that the majority of the respondent’s estimate about sociology. The answers are connected mostly with the impact of sociological knowledge in making them more courageous in certain situations, defining their individual characteristics, seeing what type of individual they are, discovering new things that they wish and possibly use them, analyzing all the phases of the personal development, making them more optimistic, braver, and more communicative in many aspects, knowing themselves better and make a challenge to it, knowing your best friend better, creating a new concept on them, their character and behavior, you know yourself better, life experience has learned me much more; learning by doing, learning from mistakes, learning different cultures of living, etc. Study sociology is very important. It must be a compulsory subject at our pre-university curriculum.

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