FORMATION OF CULTURE-ORIENTED COMPETENCIES ON THE MATERIAL OF THE AUTHOR'S MANUAL IN LINGUOCULTURAL REGIONAL STUDIES "PSKOV AND ADJACENT BORDERLANDS"

2019 ◽  
Vol 3 ◽  
pp. 527
Author(s):  
Svetlana Matsevich
Keyword(s):  
Academic Discipline ◽  
Language Education ◽  
Regional Studies ◽  
New Learning ◽  
Group Members ◽  
The Individual ◽  
Mathematical Data Processing ◽  
Training Organization ◽  
Academic Group

The article is aimed at redefining linguocultural regional studies role in language education. The increasing role of linguocultural regional studies as an academic discipline is explained as it determines strategy and tactics of implementation of both regional and national component in the humanity education, contributes to national self-identification of an individual in the world culture. In the new learning environment it is this discipline that creates conditions for the integration of the individual in a multicultural and polylingual educational environment. It also contributes to the solvation of the problem of organizing language training in an academic group, members of which are representatives of different ethnic cultures. The attempt of using the extended version of a local region in order to create a multilingual and multicultural learning situation which results from new ways of training organization search is absolutely new and timely. The content and structure of linguistic and regional studies competence is detailed. The linguocultural regional competence is defined. Formation of culture-oriented competences on the material of the author's manual “Pskov and Adjacent Borderlands” is traced. The pattern of learning and the results of education are described and analysed. The methods applied were analytical, project, associative, communicative, testing, modeling and mathematical data processing.

The Role of Narcissism in Group Psychotherapy

2006 ◽  
Vol 39 (3) ◽  
pp. 390-399 ◽  
Author(s):  
Raymond Battegay
Keyword(s):  
Group Psychotherapy ◽  
Group Process ◽  
The Other ◽  
Group Members ◽  
The Individual ◽  
Five Phases

This article analyzes five phases in the group process in which narcissism may, also on an archaic basis, be seen to be present, and its effect both on the individuals and the group process, as well as towards the conductor. The author also refers to the tasks of the therapist in respect of this narcissism, as it affects the individual, the other group members, and the group-as-a-whole.

The critical role of the individual in language education: New directions from the learning sciences

System ◽  
2019 ◽  
Vol 86 ◽  
pp. 102118 ◽  
Author(s):  
W.L.Quint Oga-Baldwin ◽  
Luke K. Fryer ◽  
Jenifer Larson-Hall
Keyword(s):  
Critical Role ◽  
Language Education ◽  
Learning Sciences ◽  
New Directions ◽  
The Individual

Are groups more or less than the sum of their members? The moderating role of individual identification

2015 ◽  
Vol 39 ◽  
Author(s):  
Roy F. Baumeister ◽  
Sarah E. Ainsworth ◽  
Kathleen D. Vohs
Keyword(s):  
Individual Identification ◽  
Social Loafing ◽  
Shared Resources ◽  
Group Function ◽  
Emotional Bonds ◽  
One Step ◽  
Group Members ◽  
The Individual ◽  
Individual Self

AbstractThis paper seeks to make a theoretical and empirical case for the importance of differentiated identities for group function. Research on groups has found that groups sometimes perform better and other times perform worse than the sum of their individual members. Differentiation of selves is a crucial moderator. We propose a heuristic framework that divides formation of work or task groups into two steps. One step emphasizes shared common identity and promotes emotional bonds. In the other step, which we emphasize, group members take increasingly differentiated roles that improve performance through specialization, moral responsibility, and efficiency. Pathologies of groups (e.g., social loafing, depletion of shared resources/commons dilemmas, failure to pool information, groupthink) are linked to submerging the individual self in the group. These pathologies are decreased when selves are differentiated, such as by individual rewards, individual competition, accountability, responsibility, and public identification. Differentiating individual selves contributes to many of the best outcomes of groups, such as with social facilitation, wisdom-of-crowds effects, and division of labor. Anonymous confidentiality may hamper differentiation by allowing people to blend into the group (so that selfish or lazy efforts are not punished), but it may also facilitate differentiation by enabling people to think and judge without pressure to conform. Acquiring a unique role within the group can promote belongingness by making oneself irreplaceable.

scholarly journals ASSESSMENT OF GROUP TUTOR INFLUENCE ON STUDENTS LEARNING QUALITY AT A PEDAGOGICAL HIGHER SCHOOL

2021 ◽  
pp. 54-60
Author(s):  
L.M. Kravtsova ◽  
◽  
G.M. Shakamalov
Keyword(s):  
Academic Discipline ◽  
School Education ◽  
Learning Material ◽  
Topical Problem ◽  
Quality Of Learning ◽  
University Life ◽  
The University ◽  
Academic Group

A topical problem of the work of academic group tutor and his/her influence on students learning quality is discussed. Theoretical basics of tutor’s work as a person, who is a key figure in students’ adaptation in the higher school education, are discussed. Educational functions of the tutor are viewed in the aspect of improving the quality of learning material acquisition and academic discipline maintenance. Results of students’ survey to find out the role of students academic group tutor are presented. It is concluded that tutor work is a link between the students and academics, between the university and extra university life.

Morality

2016 ◽  
Author(s):  
Ronnie Janoff-Bulman ◽  
Nate C. Carnes
Keyword(s):  
Individual Behavior ◽  
Moral Judgments ◽  
Group Level ◽  
Moral Decisions ◽  
Rational Thought ◽  
Group Members ◽  
The Individual

In regulating people’s individual behavior in the interests of the group, morality permits group members to reap considerable benefits, but sometimes at the expense of nonmembers. Thus, morality involves an inherent tension between hypo-egoicism at the level of the individual and hyper-egoicism at the group level. This chapter describes and contrasts the hypo-egoic and hyper-egoic aspects of morality, their varied manifestations, and their development. The model of moral motives provides an expanded view of morality by describing the role of proscriptive and prescriptive morality in regulating self-interested behavior at the intrapersonal, interpersonal, and group level. An examination of the hypo-egoic features of morality argues for a global morality that blurs distinctions between ingroup and outgroup, thereby promoting greater impartiality. Such a global morality requires people to forego their natural egoicism and intuitive moral judgments in favor of increased reliance on rational thought in making moral decisions about outgroup members.

scholarly journals Strategic Self-Regulation in Groups: Collective Implementation Intentions Help Cooperate When Cooperation Is Called for

2020 ◽  
Vol 11 ◽  
Author(s):  
J. Lukas Thürmer ◽  
Frank Wieber ◽  
Peter M. Gollwitzer
Keyword(s):  
Implementation Intentions ◽  
Self Regulation ◽  
Social Dilemmas ◽  
Investment Game ◽  
Prisoners Dilemma ◽  
Group Members ◽  
The Individual ◽  
Group Member

Groups need contributions that are personally costly to their members. Such cooperation is only adaptive when others cooperate as well, as unconditional cooperation may incur high costs to the individual. We argue that individuals can use We-if-then plans (collective implementation intentions, cIIs) to regulate their group-directed behavior strategically, helping them to cooperate selectively with group members in the situation planned for. In line with this prediction, a cII to consider group earnings increased cooperative decisions in a prisoners’ dilemma game when playing against another group member but not when playing against a stranger (i.e., non-group member). Moreover, cIIs to cooperate in the prisoners’ dilemma game did not increase cooperation in a structurally similar investment game that participants had not planned for. We discuss the role of collective planning in solving social dilemmas.

The power of norms to sway fused group members

2018 ◽  
Vol 41 ◽  
Author(s):  
Winnifred R. Louis ◽  
Craig McGarty ◽  
Emma F. Thomas ◽  
Catherine E. Amiot ◽  
Fathali M. Moghaddam
Keyword(s):  
Evolutionary Anthropology ◽  
Normative Systems ◽  
Violent Extremism ◽  
Identity Fusion ◽  
Group Members

AbstractWhitehouse adapts insights from evolutionary anthropology to interpret extreme self-sacrifice through the concept of identity fusion. The model neglects the role of normative systems in shaping behaviors, especially in relation to violent extremism. In peaceful groups, increasing fusion will actually decrease extremism. Groups collectively appraise threats and opportunities, actively debate action options, and rarely choose violence toward self or others.

School Success and School Engagement of Immigrant Children and Adolescents

2013 ◽  
Vol 18 (2) ◽  
pp. 126-135 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Ann S. Masten
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Children And Adolescents ◽  
School Engagement ◽  
School Success ◽  
Immigrant Children ◽  
Integrative Model ◽  
High Stakes ◽  
The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

The codevelopment of group relationships: The role of individual group member’s and other group members’ mutual influence and shared group environment.

2019 ◽  
Vol 66 (5) ◽  
pp. 640-649 ◽  
Author(s):  
Gianluca Lo Coco ◽  
Salvatore Gullo ◽  
Gabriele Profita ◽  
Chiara Pazzagli ◽  
Claudia Mazzeschi ◽  
...  
Keyword(s):  
Mutual Influence ◽  
Individual Group ◽  
Group Environment ◽  
Group Members ◽  
Group Relationships

Role of Transcriptional Read-Through in PRE Activity in Drosophila melanogaster

Acta Naturae ◽  
2016 ◽  
Vol 8 (2) ◽  
pp. 79-86 ◽  
Author(s):  
P. V. Elizar’ev ◽  
D. V. Lomaev ◽  
D. A. Chetverina ◽  
P. G. Georgiev ◽  
M. M. Erokhin
Keyword(s):  
Dna Sequences ◽  
Cell Types ◽  
Transcription Terminator ◽  
Response Elements ◽  
Polycomb Response Elements ◽  
The Individual ◽  
Multicellular Organisms ◽  
Different Cell Types ◽  
Main Factor

Maintenance of the individual patterns of gene expression in different cell types is required for the differentiation and development of multicellular organisms. Expression of many genes is controlled by Polycomb (PcG) and Trithorax (TrxG) group proteins that act through association with chromatin. PcG/TrxG are assembled on the DNA sequences termed PREs (Polycomb Response Elements), the activity of which can be modulated and switched from repression to activation. In this study, we analyzed the influence of transcriptional read-through on PRE activity switch mediated by the yeast activator GAL4. We show that a transcription terminator inserted between the promoter and PRE doesnt prevent switching of PRE activity from repression to activation. We demonstrate that, independently of PRE orientation, high levels of transcription fail to dislodge PcG/TrxG proteins from PRE in the absence of a terminator. Thus, transcription is not the main factor required for PRE activity switch.

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