No 3 (2019)

The paper gives the theoretical analysis of publications on the problem of occupational training of labor protection specialists. The author determined that the main cause of occupational accidents and occupational diseases is the imperfection of labor protection management system, the responsibility for the development, creation, and implementation of which is imposed on a labor protection specialist. It is substantiated that the issues of occupational training of labor protection specialists are of particular relevance. The paper aims at the analysis of the system of training of labor protection specialists in the Crimea region and the identification of current problems and the ways of their solution. The author used the following methods of scientific study: the analysis of educational research literature on the problem of the research, classification, and systematization of scientific works, and practical experience.

The paper presents the experience of Chair of Labor Protection in Engineering and Social Sphere of the Crimean Engineering and Pedagogical University in the sphere of occupational training of labor protection specialists. The author proves the necessity of training specialists in “Technosphere safety” study program for the Crimean region in the framework of adopting a professional standard. The existing problems of training of labor protection specialists are indicated, among which the following problems are highlighted: the reduction in the production of labor protection specialists; the disconnect of educational programs from the real needs of employers; the search for bases of work experience internship; low indicators of the profession prestige; the absence of Federal State Educational Standard of Higher Education on the “Labor Protection” program.

The author found that the system of occupational training of labor protection specialists requires modernization of education system and concluded that the main aspect of improvement of training of labor protection specialists is the formation of the safety culture of their professional activities and the career guidance to improve the profession prestige.

The paper discusses a case of implementing project-oriented activities in the course of linguistic training. Despite various existing studies of project-oriented activities and their effectiveness in learning foreign languages, it seems appropriate to investigate it in the context of students’ analytical work with texts.

Reading and analyzing authentic texts contributes to the development of language. Alongside with that, it helps to form the skill to search for the required information and carry out critical analysis and synthesis of the information, and the ability to give a well-grounded account of the results of one’s intellectual activity. Reading texts in the original language contributes to mastering cross-cultural realia, such as culture and history of another country. To develop the linguistic and cultural competence of a student, it is important to distinguish the linguistic means of intertextual markedness used to demonstrate the correlation of texts created by the culture in a single semiosphere.

The research project targeting intertextual text analysis within the framework of the discipline “The History of Foreign Literature” consisted of several stages. Analytical work on the text was carried out individually and was then followed by a group discussion of the results achieved.

The paper provides a detailed description of all the stages, mid-term and final reporting in the form of analytical reviews and posters. The paper presents an excerpt from an analytical review of the Irish story “Memory and desire” by Val Mulkerns. The authors describe different aspects of the group’s work and their interaction with the teacher and the presentation of the project results.

The authors present the criteria for project evaluation and the assessment mechanism. They analyze the results of monitoring activity aimed at identifying how well the students are aware of the key concepts of decoding stylistics at the beginning and the end of the project-based course.

The paper describes the contribution of the project-based method to the study of a core discipline and outlines prospects for further work.

The problem existing in human resourcing of school education system shows the urgency of updating the mechanisms of professional socialization of young teachers taking into account the use of modern resources and features of the millennials generation. The paper substantiates the role of informal education in the professional development of young teachers of Omsk region in the process of professional socialization. The author carries out the selective analysis of the results of the sociological study “A Portrait of a Young Teacher of the XXI Century” conducted in 2019 in Omsk region among young teachers and managers of educational organizations. The analysis of the research results reveals the features of teachers through the theory of generations by W. Strauss and N. Hove. The study identified the discrepancy between difficulties of young teachers arising during professional activity and priority forms of professional development offered by the administrations of educational institutions. The author defines TOP-10 most important regional measures to support young teachers in their professional activities. Based on sociological research, the author concludes that young teachers in the process of professional socialization give priority to the forms of informal education, which is generally common to them as to the representatives of the millennials generation, the key features of which are the desire for self-fulfillment and the need to satisfy the sense of own importance. Informal education becomes their life strategy, lifestyle. The study identified that the process of professional socialization is closely associated not so much with the formation of the system of knowledge as with the formation in minds of young teachers of the ideas about the values, rules, and norms of the community of professionals, which become a guide in further professional development.

The current social situation where a child develops causes the growth of the number of children maladjusted to the educational environment of a preschool institution. Increasingly frequently, children manifest aggressiveness towards adults and peers, they are avoidant, withdraw into themselves, and do not trust new people, things, and situations, they are emotionally detached and lack social normativity and competence. Maladjustment to the educational environment of a preschool institution involves adult-child and child-child spheres of interaction, violates the process of acquisition of knowledge and skills necessary for successful socialization. The paper presents the results of the empirical study of special aspects of relationships of senior preschool children with adults and peers, their social adjustment and emotional well-being in an educational institution. The study is based on observations, discussions, inquiries, experiment. The authors used R. Gille’s “Interpersonal relations of a child” technique, M. Bykova’s and M. Aromshtam’s “I am in a kindergarten” technique, M.A. Panfilova’s “Cactus” technique and P. Temple’s, M. Dorkey’s and E.W. Amen’s “Choose a proper face” test of anxiety. The results prove that over-fives demonstrate following maladjustment manifestations: emotional tension, behavior involuntariness, anxiety, and aggressiveness in the relations with peers and the unwillingness to get in touch with them, and anxiety and conflicts in the relations with a teacher. To overcome maladjustment of over-fives, the authors developed the series of exercises of pedagogical support, the implementation of which in the educational process of a preschool institution promotes the formation of skills of constructive interaction with adults and peers (plays-dramatizations, fairy tale therapy), behavior arbitrariness (plays with rules) and emotional stress relaxation (plays for relaxation, muscle contraction relaxation, sand play).

The paper presents the author’s approach to the understanding of the duality of self-alienation as the protection and adaptation and its relation with the specifics of mentalization and personality inner discourse. Such duality is determined by the quality of self-boundaries. The goal of the study is to clarify the nature of the relationships between the stability of self-boundaries and self-alienation. The author identified the complex determinateness of self-alienation phenomenon: firstly, by the duality of the human Self and, secondly, by its distancing or rejection of Non-Self and the dialogue with it. The disturbances in the exchange of information and energy between the Self and the Non-Self correlate with the changes in the stability of their boundaries and distort the processes of mentalization, which creates the ground for self-alienation. The author identified and systematized the content-functional relations of mentalization disorders, the stability of Self-boundary and its dialogue with Non-Self. The adaptive self-alienation is a response to the self-preservation threat and reflects the choice of self-change, protective self-alienation, and the choice of self-preservation becomes actual in the case of the threat of Self-destruction. The study empirically identified various trends in the relationships between the stability of Self-boundaries and self-alienation. Strong boundaries are more characterized by self-alienation, Self monologue, the lack of mentalization, pseudo- and compartmentalization, adaptive “false Self” vegetativeness or adventurism. With thin boundaries, the protective self-alienation with the experience of impotence prevails, the possibilities of mentalization and the ability of a person to self-determination and self-change are reduced or suppressed. The author concludes on the necessity of the balance of protective and adaptive self-alienation, and its relationship with changes in the Self-boundaries stability should be taken into account when delivering psychological aid.