scholarly journals LISTENING IN NATIVE LANGUAGE TRAINING OF FUTURE CIVIL DEFENSE OFFICERS

2020 ◽  
Vol 20 ◽  
pp. 110-114
Author(s):  
I. Babiy
Keyword(s):  
Native Language ◽  
Civil Defense ◽  
Educational Activity ◽  
Active Listening ◽  
Language Training ◽  
Listening Skills ◽  
Social Psychological ◽  
Psychological Mechanisms ◽  
The Social ◽  
Auditory Skills

Introduction. A modern higher school wants a teacher to use effective teaching methods that ensure the intensive development of such professionally important skills for future civil defense officers as listening ones, in particular, to perceive a text (using visual and / or auditory channels), to comprehend, to select the necessary from the heard / read information, to reproduce, and to interpret. The problem under study was especially relevant in the conditions of updating higher education. Purpose. Analysis of modern methodological foundations of listening and determination of methods and techniques for the formation of auditory skills in the process of native-language training of future civil defense officers. Results. The article deals with hermeneutic and communicative-pragmatic approaches in the linguo-didactic aspect. The outlined approaches allow us to determine the methodological basis for auditory skills formation since they help resolve the problem of understanding and interpretation of the text, as well as analyze linguistic facts in view of the social, psychological, and cultural characteristics of the speaker and the listener. The contents of “listening” and “active listening” concepts are clarified; the basic psychological mechanisms, psycholinguistic factors of formation and development of cadets’ / students’ listening skills in the process of native-language training are determined. The author considers various classifications of listening in domestic linguistics, namely: global, detailed, critical and non-reflective / reflexive ones and stresses the urgency of the critical type of listening for the future civil defense officers, as it implies a reaction to what has been heard, its interpretation, and critical reflection. The structure of listening which includes such components as: perception, comparison-recognition, and understanding, is characterized; the sequence of actions and operations of listening as a type of educational activity (perceptual, thinking, mnemonic, reflexive ones) are revealed. The basic requirements for texts for listening are analyzed; the most effective methods of working with a text are determined; alternatives to listening using video materials and movies are suggested. Conclusion. Listening, including correctly selected texts or video materials and post-textual exercises, in the process of native language training of future civil defense officers, allows to solve a number of linguistic and methodo-logical problems: it develops hearing and memory, trains the ability to highlight the most informative parts of the message, to correlate the text with the situation of the message, and to interpret what has been heard.

Income, Age and Financial Satisfaction

2003 ◽  
Vol 56 (2) ◽  
pp. 89-112 ◽  
Author(s):  
Chang-Ming Hsieh
Keyword(s):  
Age Differences ◽  
Well Being ◽  
Financial Satisfaction ◽  
Subjective Well Being ◽  
Social Psychological ◽  
Major Life ◽  
Social Surveys ◽  
Clear Cut ◽  
Psychological Mechanisms ◽  
The Social

Although the effects of income and age on subjective well-being have been widely studied, research on the effects of income and age on financial satisfaction, a major life domain to which income has direct relevance, remains limited. Analyzing data from the General Social Surveys, this article empirically examined the effects of income and age on financial satisfaction. These findings suggest that the social-psychological mechanisms underlying the age differences in the effects of income on financial satisfaction might not reflect a clear-cut status attainment versus status maintenance framework. The findings also served to caution future financial satisfaction research in the choice of income measures and the age grouping.

scholarly journals CRITICAL THINKING AND MOTIVATION OF CHESS TEACHERS WITH "BEST EXPERIENCE"

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Anzhela Sargsyan ◽  
Armine Khachatryan
Keyword(s):  
Critical Thinking ◽  
Professional Growth ◽  
Teaching Practice ◽  
Teaching Experience ◽  
Active Listening ◽  
Listening Skills ◽  
Practice Model ◽  
Professional Activities ◽  
The Social ◽  
Basic Competencies

Based on the results of experimental research, we conclude that teachers with the best experience of teaching chess, in the course of their professional activities accept their personal limitations, realize the importance of the goal, are interested in the thoughts of others, show active listening skills. This testifies to their critical thinking ability. At the same time, it was found out that teachers with the best chess teaching experience, especially in their professional activities, emphasize career advancement, success, acceptance and encouragement of work results, responsibility, opportunities for creative and professional growth. This indicates that regardless of salary and the social status, teachers are especially driven by internal motives.We strongly believe that the presence of the above-mentioned professional competencies of teachers with "best chess teaching experience" also contributes to the efficiency of the educational process.Therefore, in order to extend the "best experience" of chess teaching, our research team is currently developing a "Best teaching practice" model for chess teachers, aimed at developing the basic competencies and components of a 21st century teacher.

scholarly journals A systematic review of human behaviour in and around floodwater

2020 ◽  
Author(s):  
Kyra Hamilton ◽  
Daniel Demant ◽  
Amy Peden ◽  
Martin S Hagger
Keyword(s):  
Systematic Review ◽  
Evidence Base ◽  
Human Behaviour ◽  
Social Psychological ◽  
Risky Behaviour ◽  
Mortality And Morbidity ◽  
Effective Strategies ◽  
Psychological Mechanisms ◽  
The Social ◽  
The Impact

Flooding can have a major impact on people’s safety and livelihood. Understanding people’s flood-related behaviours may assist in the development of more effective strategies aimed at lessening the impact of floods including mortality and morbidity. This systematic review examined peer-reviewed literature published from January-1989 to April-2019 on human behaviour in and around floodwater to identify behaviour patterns as well as protective and risk factors. We extracted three main themes from a thematic analysis of included studies (N=54): activities and risk-taking behaviours (n=24); loss reduction, knowledge, and warnings (n=37); and diet and hygiene (n=4). This review had limitations which prevented definitive conclusions being made. What does seem apparent is the limited knowledge of the social psychological mechanisms that guide behavioural responses in a flood event. Further exploration of methods to improve preparedness, increase the likelihood of evacuation, and reduce ‘risky’ behaviour during floods is needed. Future studies should prioritise addressing these gaps to enhance the evidence-base for reducing the impact of floods including flood-related mortality and morbidity.

Bringing Us Together

2019 ◽  
pp. 193-204
Author(s):  
Sophia Moskalenko ◽  
Clark McCauley
Keyword(s):  
Social Status ◽  
Sense Of Community ◽  
Cultural Landscape ◽  
Social Psychological ◽  
Value System ◽  
Common Value ◽  
Psychological Mechanisms ◽  
The Social

How and why does a martyr story spread beyond individuals to larger groups, permeating a cultural landscape? What are the social psychological mechanisms that make people want to share the story with others? This chapter will trace the effects of martyrdom beyond individual followers, to groups of sympathizers and opponents of the martyr’s cause. The authors suggest that a martyrdom story endows those who tell it with social status, creates a sense of community among those who agree with the martyr’s cause, and establishes a common value system. Martyrdom stories change people, sometimes for the better, sometimes for worse.

Humor styles and personality-vulnerability to depression

2008 ◽  
Vol 21 (2) ◽  
Author(s):  
Paul A. Frewen ◽  
Jaylene Brinker ◽  
Rod A. Martin ◽  
David J. A. Dozois
Keyword(s):  
Depressive Symptoms ◽  
Interaction Patterns ◽  
Humor Styles ◽  
Social Psychological ◽  
Psychological Mechanisms ◽  
Humor Style ◽  
Personality Vulnerability ◽  
The Social ◽  
Aggressive Humor ◽  
Sociotropy And Autonomy

AbstractSociotropy and autonomy are personality dimensions that represent vulnerabilities for depression, although relatively little is known about the social-psychological mechanisms underlying this association. The present research tested associations between personality-vulnerability dimensions, depressive symptoms, and positive and negative styles of humor in undergraduates as one means of characterizing the social interaction patterns of sociotropic and autonomous individuals. Sociotropy was associated with a self-defeating humor style, whereas Need for Control (an autonomy dimension) was related to the use of an aggressive humor style. Increased use of a self-defeating humor style and decreased use of self-enhancing and affliative humor styles, were associated with increased depressive symptoms. The results are discussed relative to personality-vulnerability theories of depression.

scholarly journals Embeddedness and Identity: How Immigrants Turn Grievances into Action

2008 ◽  
Vol 73 (6) ◽  
pp. 992-1012 ◽  
Author(s):  
Bert Klandermans ◽  
Jojanneke van der Toorn ◽  
Jacquelien van Stekelenburg
Keyword(s):  
New York ◽  
Collective Action ◽  
Political Action ◽  
Social Psychological ◽  
Action Function ◽  
Psychological Mechanisms ◽  
Muslim Immigrants ◽  
The Social ◽  
The Face ◽  
Movement Participation

The social and political integration of Muslim immigrants into Western societies is among the most pressing problems of today. Research documents how immigrant communities are increasingly under pressure to assimilate to their “host” societies in the face of significant discrimination. In this article, we bring together two literatures—that on immigrants and that on social movement participation—to explore whether Muslim immigrants respond to their societal situation by engaging in collective political action. Although neither literature has given much attention to immigrant collective action, they do provide predictive leverage relative to the influence of grievances, efficacy, identity, emotions, and embeddedness in civil society networks. Our analyses are comprised of three separate but identical studies: a study of Turkish (N = 126) and Moroccan immigrants (N = 80) in the Netherlands and a study of Turkish immigrants (N = 100) in New York. Results suggest that social psychological mechanisms known to affect native citizens' collective action function similarly for immigrants to a great extent, although certain immigrant patterns are indeed unique.

Bad apples or corrupting barrels? Preventing traders’ misconduct

2016 ◽  
Vol 24 (4) ◽  
pp. 366-382 ◽  
Author(s):  
Wieke Scholten ◽  
Naomi Ellemers
Keyword(s):  
Business Practices ◽  
Social Psychological ◽  
Content Type ◽  
Case Examples ◽  
Psychological Mechanisms ◽  
The Social ◽  
Practical Guidelines ◽  
European Banks ◽  
Psychological Root ◽  
Financial Supervisors

Purpose This paper aims to identify social psychological root causes of misconduct by traders and offers practical guidelines to prevent misconduct. Design/methodology/approach The authors use insights on social psychological mechanisms to examine current business practices observed in the context of supervisory activities. Case examples were collected at Dutch and European banks, including major institutions. This is an opinion peace that interprets regulator experiences from a social psychological perspective. Findings The authors characterize standard responses to misconduct in trading as reactive and elucidate why this “bad apples” perspective is insufficiently effective. As an alternative, the authors address the social psychological root causes of misconduct within trading teams. The “corrupting barrels” model identifies ineffective error approaches, outcome inequality and dysfunctional moral climates as contextual root causes in team dynamics. The model uses current insights from empirical research in psychology to do so. Practical implications This paper specifies practical guidelines that help prevent future misconduct among traders. Originality/value Addressing the contextual root causes of misconduct at the team level will help banks and financial supervisors to improve their effectiveness in preventing misconduct. In the context of standard “bad apples” approaches, the “corrupting barrels” model offers an original perspective.

Providing Freshmen with a Good “Starting-Block”

2019 ◽  
Vol 78 (1-2) ◽  
pp. 69-75 ◽  
Author(s):  
Mikaël De Clercq ◽  
Charlotte Michel ◽  
Sophie Remy ◽  
Benoît Galand
Keyword(s):  
The Self ◽  
The Other ◽  
Student Adjustment ◽  
Social Psychological ◽  
Pivotal Phase ◽  
Study Program ◽  
Study Task ◽  
The Social ◽  
Social Belonging ◽  
Intention To Persist

Abstract. Grounded in social-psychological literature, this experimental study assessed the effects of two so-called “wise” interventions implemented in a student study program. The interventions took place during the very first week at university, a presumed pivotal phase of transition. A group of 375 freshmen in psychology were randomly assigned to three conditions: control, social belonging, and self-affirmation. Following the intervention, students in the social-belonging condition expressed less social apprehension, a higher social integration, and a stronger intention to persist one month later than the other participants. They also relied more on peers as a source of support when confronted with a study task. Students in the self-affirmation condition felt more self-affirmed at the end of the intervention but didn’t benefit from other lasting effects. The results suggest that some well-timed and well-targeted “wise” interventions could provide lasting positive consequences for student adjustment. The respective merits of social-belonging and self-affirmation interventions are also discussed.

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