scholarly journals PREVENTING THE PRE-SICK CONDITIONS OF THOSE WHO PRACTICE LIFELONG LEARNING

2021 ◽  
Vol 74 (1) ◽  
pp. 107-111
Author(s):  
Тetiana І. Міyer ◽  
Larysa S. Holodiuk ◽  
Valentyn О. Savosh
Keyword(s):  
Lifelong Learning ◽  
Formal Education ◽  
Practical Significance ◽  
Professional Activity ◽  
Full Time ◽  
Emotional States ◽  
Mental Processes ◽  
Education Access ◽  
Innovation In Education ◽  
Self Actualization

The aim: Disclosure of the results of the study of the expediency of considering the fluidity of mental processes in the triad “organism – personality Disclosure of the results of the study of the expediency of considering the fluidity of mental processes in the triad “organism – personality – environment” and the alternate stages of the dynamics of performance to prevent the occurrence of pre-painful conditions in students, combining professional activity with formal education. Materials and methods: The complex of research methods is used in the work: general scientific (analysis, synthesis, comparison, systematization, generalization) and empirical (observations, discussions, questionnaires). The research was carried out within the framework of the international project “AHIA” (innovation in education; access mode: https://sites.google.com/view/project-axia/). The Spielberger-Hanin questionnaire was used to achieve the stated purpose of the study, the purpose of which was to assess reactive and personal anxiety. Results: The results of a study aimed at organizing a lifelong learning process based on mental processes and stages of performance dynamics showed that the likelihood of pre-painful conditions in those who combine full-time education in higher education with professional activity significantly decreases their self-actualization. Educational events taking place here and now, and recognizing the theoretical and practical significance of the educational material at the level of intrinsic motives. It is established that the likelihood of pre-morbid conditions in those who learn during life significantly increases in the case of reduced functional reserves of their body as a result of the intense and prolonged performance of educational activities with the simultaneous experience of “negatively” colored actual emotional states, generated by activities or events ) experiences of relationships in professional activity, family, family, etc. Conclusions: The proposed article describes the effectiveness and appropriateness of using mental processes and stages of performance dynamics as a means to prevent the onset of painful conditions in lifelong learners.

scholarly journals NON-FORMAL EDUCATION IN THE CONCEPT OF LIFELONG LEARNING

2017 ◽  
pp. 22-34 ◽  
Author(s):  
Olga Kyvliuk
Keyword(s):  
Lifelong Learning ◽  
Personal Development ◽  
Formal Education ◽  
Self Esteem ◽  
The Other ◽  
Professional Activity ◽  
Continuous Education ◽  
Professional Activities ◽  
Self Development ◽  
The One

Non-formal continuous education, in our view, is formed on the basis of a person`s beliefs about the likely field of their professional activity and possible vectors of personal development in this field, or as a component of self-development, either self-education in self-realization and self-esteem increase or raising their own status, image and the like. The boundaries of this field, on the one hand, are determined by the level of development of the relevant science that is a theoretical and methodological basis of professional activities and relevant innovative experiences, and on the other hand – by the opportunities, inclinations, abilities, axiological and motivational and volitional component, character of an individual.

scholarly journals Future masters of psychology training for professional activity in the conditions of non-formal education

2020 ◽  
Vol 8 (3) ◽  
pp. 49-61
Author(s):  
Viacheslav Osadchyi ◽  
Hanna Varina
Keyword(s):  
Personal Growth ◽  
Formal Education ◽  
Online Course ◽  
Professional Activity ◽  
Scientific Article ◽  
Self Awareness ◽  
Self Actualization ◽  
Professional Self ◽  
Self Knowledge ◽  
The Impact

The article is devoted to the problem of integration and development of continuing education in Ukraine, reveals the content and priorities of implementation of non-formal education in institutional, as an important component of a professional practice-oriented system of training future masters of psychology. It is established that the introduction of components of non-formal education creates conditions for the development of professional self-awareness of future psychologists: actualization of professional self-knowledge, expansion of positive attitude to oneself as a future psychologist, self-actualization of professional self-improvement. The scientific article analyzes the experience of implementing a scientific and practical online course "Modern practice-oriented technologies in psychology" on the Moodle platform in the process of training masters of psychology. The paper describes a pilot study of the impact of an online course on the process of actualization of professional self-improvement, personal growth and self-realization.

scholarly journals Psychological aspects of the examination of emotional-volitional component of professional sustainability of the future practical psychologist

2018 ◽  
Vol 27 (3) ◽  
pp. 106-110
Author(s):  
A. Varina
Keyword(s):  
Professional Development ◽  
Empirical Research ◽  
Self Regulation ◽  
Professional Activity ◽  
Emotional States ◽  
Structural Elements ◽  
Leading Role ◽  
The Future ◽  
Self Actualization ◽  
Main Components

The article deals with the main components of professional stability in the context of the professional development of the future practical psychologist and the results of empirical research of structural elements of emotional and volitional self-regulation of the future specialist are presented. As a result of empirical analysis it was revealed that  the leading role in overcoming stress and optimization of unfavorable emotional states begins to belong to emotional and voluntary self-regulation in the conditions of future professional activity, as a component of professional stability, in the process of which reveals internal personal resources of a person that give relative freedom from circumstances and provide self-actualization even in the most difficult conditions.

scholarly journals Spirituality and Resilience Value in Lifelong Learning

2019 ◽  
Vol 39 (1) ◽  
pp. 28-33
Author(s):  
S. Kravchuk
Keyword(s):  
Lifelong Learning ◽  
The Body ◽  
Social Progress ◽  
Professional Activity ◽  
Spiritual Values ◽  
Moral Value ◽  
Self Development ◽  
Self Actualization ◽  
The Individual ◽  
The Given

The purpose of lifelong learning is the formation and development of personality at different ages, including the period of ageing of the body. That is why the problem of exploring the role of spiritual values and the vitality of the individual in the context of lifelong learning is becoming increasingly important due to the importance of promoting the strengthening of the individual's position in professional activity. Purpose of the article is to identify and analyze the peculiarities of spiritual values and vitality of a person in the conditions of lifelong learning in Ukraine. Spirituality is a religious category. At the same time, spirituality is a social and moral value, the essence of which is the ability to create a humanistic tolerant free world. Resilience is a trait characterized by a measure of overcoming the personality of the given circumstances, a measure of overcoming the personality of oneself. Vital stability is the basis for life-giving, which can be defined as a human activity to create one's own life. In our study involved 62 adolescents, we used the following empirical research methods: the test of the viability of S. Maddy; the SAMOAL questionnaire (by A.V. Lazukin, of M.F. Kalin's adaptation); author's research questionnaire regarding the study of spirituality and spiritual values of the individual. It turns out that a person who shares the values of a self-actualizing personality is characterized by being successful in overcoming adversity. A significant direct correlation of a person's spiritual values with his / her vitality and involvement, control and acceptance of risk as "hardy" attitudes was revealed. The vitality of the individual plays an essential role in his continuing education as a basis for social progress. The vitality of the individual can counteract the negative influences of the environment, effectively overcome life's difficulties, transforming them into situations of development; promotes self-actualization of the personality, motivates to self-development, promotes a healthy way of thinking and behaviour.  

The use of visualization technologies in the engineering training of vocational education teachers

2021 ◽  
pp. 49-59
Author(s):  
Б.Н. Гузанов ◽  
К.А. Федулова
Keyword(s):  
Vocational Training ◽  
Cognitive Activity ◽  
Educational Process ◽  
Practical Significance ◽  
Educational Technologies ◽  
Professional Activity ◽  
Theoretical Significance ◽  
Visual Frame ◽  
Complex Engineering ◽  
Engineering Training

В статье рассматриваются вопросы повышения эффективности изучения сложных технических дисциплин путем совершенствования образовательных технологий через использование инновационных цифровых средств и ресурсов, основанных на визуализации учебных элементов. Цель статьи — рассмотреть сущность визуализации учебной информации, которая направлена не только на демонстрацию инженерных процессов и систем, но и на активизацию познавательной деятельности обучающихся и стимулирование мотивации к изучению специальных дисциплин будущей профессиональной деятельности. Теоретическая значимость статьи заключается в обосновании необходимости использования цифровых технологий визуализации для обеспечения эффективности изучения сложных инженерных дисциплин. С помощью созданного визуального фрейма работа позволяет обучать на практике будущих педагогов профессионального образования разрабатывать, модифицировать и использовать в дальнейшем компьютерные модели для подготовки инженеров. В статье по-новому на трех уровнях рассматривается сущность визуализации учебных элементов, что важно при использовании данной технологии в образовательном процессе. The article deals with the issues of increasing the efficiency of studying complex technical disciplines by improving educational technologies through the use of innovative digital tools and resources based on the visualization of educational elements. The purpose of the article is to consider the essence of visualization of educational information, which is aimed not only at demonstrating engineering processes and systems but also at activating students’ cognitive activity and motivating them to study special disciplines of future professional activity. The theoretical significance of the article lies in the justification of the necessity of using digital visualization technologies to ensure the effectiveness of studying complex engineering disciplines. The practical significance is presented through the created visual frame, which enables high-quality training of vocational training teachers in the development, modification and further use of computer models for engineering training. The article considers the essence of educational elements visualization in a new way at three levels, which is important when using this technology in the educational process.

FEATURES OF SELF-ACTUALIZATION OF CIVIL SERVANTS WITH DIFFERENT TYPES OF WORK MOTIVATION

2020 ◽  
pp. 119-134
Author(s):  
O. M. Kolesnikov
Keyword(s):  
Work Motivation ◽  
Social Recognition ◽  
Civil Servants ◽  
The Other ◽  
Professional Activity ◽  
Professional Work ◽  
Professional Recognition ◽  
Different Types ◽  
Self Actualization ◽  
Economic Work

An article presents the empirical study on the peculiarities of selfactualization of civil servants with different types of work motivation. The two groups of respondents (civil servants and non-governmental workers) were compared. “Professional”, “instrumental” and “patriotic” types of work motivation were more pronounced among non-governmental employees. Civil servants-respondents were less interested in work content, they were more likely to take an uninteresting job; their motives for self-improvement were less pronounced, and therefore, they were not so interested in difficult tasks, regarded by the respondents of the other group as a professional challenge and a way for self-expression. Professional recognition was not so important for civil servants as social recognition; they were less likely to think about fair remuneration for their labor. They did not so much need “the idea” as a driving force for work, as well as recognition by others of their indispensability in organizations where they worked. At the same time, a higher percentage of civil servants (in comparison with the other group) did not seek to improve their skills and were characterized by reduced professional activity, responsibility, desire to share their skills and achievements with others. It was more difficult for civil servants (compared to non-governmental workers) to live in the present, not to postpone life “for later”; they felt more insecure, were “up in the clouds”; such self-actualizing values as goodness, beauty, integrity, truth, uniqueness, psychological hardiness, justice, achievement, order, self-sufficiency, etc., although demonstrated quite closely by both groups, were still less pronounced among civil servants. The need for knowledge was also much less expressed by civil servants, as well as autonomy, independence, a sense of freedom. Civil servants were inclined to focus on other worker’s opinions and external social standards; it was more difficult for them to establish strong and friendly relationswith others; they were more anxious and insecure comparing to nongovernmental workers. Civil servants with instrumental work motivation had neither a general benevolent attitude towards people, nor the values of self-actualization in general. In contrast, civil servants with professional work motivation not only shared such values, but also valued life “here and now”, strived for knowledge and creativity in professional work. Patriotic and lumpenized types of work motivation were expressed by civil servants indirectly. At the same time, employees with the patriotic type had very similar tendencies to self-actualization as employees with the professional type: they tended to live today, appreciated a current moment, strived for harmonious relationships with others, felt natural sympathy, trust in people, sought for new knowledge. The main features of this type, according to the respondents, were increased anxiety, self-doubt, neuroticism. All identified correlations between self-actualization indicators and lumpenized work motivation were negative for civil servants. Economic work motivation was the rarest for civil servants, respectively, the corresponding selfactualization tendencies included only a friendly and impartial attitude towards other people.

scholarly journals CHILD LABOR AND THE EDUCATION OF A SOCIETY

2009 ◽  
Vol 13 (2) ◽  
pp. 220-249 ◽  
Author(s):  
Clive Bell ◽  
Hans Gersbach
Keyword(s):  
Human Capital ◽  
Child Labor ◽  
Capital Accumulation ◽  
Formal Education ◽  
School Attendance ◽  
Compulsory Education ◽  
Child Rearing ◽  
Full Time ◽  
Initial State ◽  
Continuous Growth

This paper analyzes policies by means of which a whole society in an initial state of illiteracy and low productivity can raise itself into a condition of continuous growth. Using an overlapping generations model in which human capital is formed through child rearing and formal education, we show that an escape from a poverty trap, in which children work full time and no human capital accumulation takes place, is possible through compulsory education or programs of taxes and transfers. If school attendance is unenforceable, temporary inequality is unavoidable if the society is to escape in finite time, but long-run inequalities are avoidable provided sufficiently heavy, but temporary, taxes can be imposed on the better off. Programs that aim simply at high attendance rates in the present can be strongly nonoptimal.

Workforce Improvement and Lifelong Learning

1995 ◽  
Vol 9 (4) ◽  
pp. 241-247
Author(s):  
Richard L. Ferguson
Keyword(s):  
Lifelong Learning ◽  
Adult Life ◽  
Full Time ◽  
Common Language ◽  
New Model ◽  
Job Level ◽  
Work Keys ◽  
The Us ◽  
Traditional Paradigm ◽  
The Relationship

The author stresses the importance to the future of the US workforce of the recognition that the traditional notion of education (‘that education and adult life, especially work, are consecutive rather than concurrent’) is inappropriate to contemporary workforce preparation and skills needs. He contrasts the characteristics of the traditional paradigm with those which need to be adopted in a new model of the relationship between education and work. Against this background, Dr Ferguson describes the development and application of the Work Keys System which aims to provide a common language for education and business to participate in preparing people for the transition from full-time education to employment and from one job or job level to another.

Emotional Mechanisms Linking Incivility at Work to Aggression and Withdrawal at Home: An Experience-Sampling Study

2016 ◽  
Vol 44 (7) ◽  
pp. 2888-2908 ◽  
Author(s):  
Sandy Lim ◽  
Remus Ilies ◽  
Joel Koopman ◽  
Paraskevi Christoforou ◽  
Richard D. Arvey
Keyword(s):  
Experience Sampling ◽  
Workplace Incivility ◽  
Full Time ◽  
Emotional States ◽  
Mediation Model ◽  
Moderated Mediation Model ◽  
High Trait ◽  
The Relationship ◽  
At Home ◽  
Trait Hostility

We report an experience-sampling study examining the spillover of workplace incivility on employees’ home lives. Specifically, we test a moderated mediation model whereby discrete emotions transmit the effects of workplace incivility to specific family behaviors at home. Fifty full-time employees from southeast Asia provided 363 observations over a 10-day period on workplace incivility and various emotional states. Daily reports of employees’ marital behaviors were provided by the spouses each evening. Results showed that state hostility mediated the link from workplace incivility to increased angry and withdrawn marital behaviors at home. Also, trait hostility served as a moderator such that the relationship between workplace incivility and hostile emotions was stronger for employees with high trait hostility.

scholarly journals STUDY-LIFE BALANCE AND MATURE STUDENTS IN HIGHER EDUCATION DURING THE COVID-19 PANDEMIC: THE CASE OF OXFORD BUSINESS COLLEGE, UNITED KINGDOM

2021 ◽  
Vol 8 (11) ◽  
Author(s):  
Aljoša Šestanović ◽  
Mahnaaz Siddiqui
Keyword(s):  
Formal Education ◽  
Linear Regression Analysis ◽  
Multiple Linear Regression Analysis ◽  
Full Time ◽  
Time Saving ◽  
Study Program ◽  
Family Responsibilities ◽  
Business College ◽  
Mature Students ◽  
Gender And Age

<p>A number of studies and cases have brought to light the challenges and barriers mature students face as they embark on a course of study. Yet there is no agreed definition of the term ‘mature student’. The first part of this paper presents several definitions of the term found in the contemporary literature. The two prevailing criteria are the typical constraints mature students face while studying and student age. In our study, a survey questionnaire was distributed electronically to 64 mature students at Oxford Business College during August 2021. Our research found that the most concerning issue for those who took part in our survey during the Covid-19 pandemic was reconciling financial obligations associated with education and family responsibilities. This may be a consequence of increased job insecurity during the pandemic. However, only one-third of the mature students in our study said they had significant difficulties in balancing study with other commitments, and slightly more than one fifth had experienced extreme or significant amounts of stress. Most students had succeeded in finding the right balance, albeit with minor difficulties. Interestingly, the results of our correlation analysis showed that stress in managing activities was unrelated to gender and age, while absence from full-time education was significantly positively related to age and unrelated to gender. Stress in managing activities correlated positively with balancing study-related obligations with other life commitments. This result shows that higher levels of stress lead to greater difficulties in achieving a balance between study and other life activities. Furthermore, associations between the period of absence from full-time education prior to enrolment on the current study program and gender and age were statistically insignificant. The results of our multiple linear regression analysis showed that gender and age together explained a statistically significant percentage of variance in stress levels. Additionally, absence from full-time formal education accounted for 2% of the total score variance in stress caused by managing different activities. This finding indicates that longer periods of time spent out of formal education predict higher levels of stress among mature students later on. As we start to move beyond the pandemic, almost two-thirds of respondents said they would prefer lessons to be delivered online once the Covid-19 pandemic is over, while only a minority of them prefer traditional classroom-based lessons (on-campus). This is perhaps no surprise given the substantial time-saving advantages of online learning, the scarcest resource for mature students. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0894/a.php" alt="Hit counter" /></p>

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