Keyword: «identity»

The article deals with the issues of identity and self-confidence promotion in inclusive schooled hearing-impaired children and adolescents in Schleswig-Holstein / Germany and presents possible solutions such as seminars, leisure activities, online meetings.

The authors reveal the relevance of the problem of Internet addiction among younger schoolchildren. The Internet has become an integral part of children's lives. The orientation of children of primary school age to information and communication technologies and the development of their ability to use them competently are important elements in the formation of universal educational actions of schoolchildren. Currently, children have free access to devices with Internet access from an early age: they watch cartoons, play games. In the realities of modern education, it is required to do homework using a computer, search for information on the Internet, and a large part of the information must be presented in electronic form. The educational process built on the use of the Internet entails risks. The article presents the results of a study of Internet addiction among children of primary school age, obtained using the methods: "Method of Screening Diagnostics of Computer Addiction" by L. N. Yuryeva and T. Yu. Bolbot, "Scale of Internet Addiction" by A. Zhichkina. Recommendations are given for the implementation of preventive work with younger schoolchildren of the "risk group".

The relevance of the study is determined by the growing interest in issues of preserving the ethnocultural identity of small peoples in the conditions of their living in countries with a multinational structure. Approaches to using the pedagogical potential of textbooks for teaching reading in primary school as a factor promoting ethnic consolidation are considered in the article using the example of Tibet, which is a territory that recently (since 1959) has become a part of China. It was included in the state initiative “One Belt – One Road”. The purpose of the article is to define the qualitative originality of illustrations selection that characterize the ethnocultural orientation of the textbooks content for teaching reading in the Tibetan language to primary school students living in the Tibet Autonomous Region, as well as in the Tibetan Autonomous Areas and Districts of China. The object of the study is a set of textbooks for primary schools (grades 1–4), intended for literacy training. Based on a content analytical study of images of representatives of various typological groups of the population and objects of material culture, as well as the subsequent interpretation of its results, the research hypothesis was tested. It lies in the fact that ethnocultural markers are used as main factors of formative influence, guiding primary school students to master the patterns of traditional Tibetan culture without going beyond its boundaries. It was found out that the focus remains on familiarizing primary school students with traditional Tibetan types of labor activity, endemic animals, cultural practices, and objects of national material culture. The life of a primary school student is depicted as a sequence of events occurring in a slow rhythm, not overshadowed by the desire of teachers and parents to achieve a learning effect by stimulating his/her cognitive activity. Images of play activities predominate, which are organically combined with elements of traditional labor practices, which include family members. No visual materials were found that indicate the desire of compilers and illustrators to form the foundations of civic identity or reflect the social consequences of scientific and technological progress.

The article discusses the fundamental goals of a new type of war – mental. The purpose of such a war is to undermine the civilizational foundations of the enemy's society. It is known that the civilizational foundations of a society are the values that are formed in the process of historical development. The historical past, memory determines the construction of the future, forms the goals of the development of the state. The leveling of historical memory, the destruction of fundamental values is the main strategic task of mental warfare.

This article studies the issue of professional identity of faculty, which is considered to be one of the most essential types of identity of those who are currently working in higher education sphere. The topicality of this study shows itself in growing importance of professional life of a modern individual, with this undoubtedly referring to the faculty bearing their own responsibility for professional development, acting in the conditions of longer career paths as well as adjusting the directions of their professional trajectories. Being the leading kind of a mature person performance and representing his or her universal function, professional activity demonstrates sense-making nature, giving an opportunity of finding existence reasons particularly in professional activity and in matters related thereto. It is the professional performance which allows a person to express oneself and also structures time and formulates personalized meanings. Rapid transformations of contemporary society, labor market and educational environment changes bring professional identity of a university teacher to the fore as this kind of identity is capable of fully reflecting an individual’s personal values as well as aims and intentions. With that said, professional identity is subject to development throughout the whole life, being the process of continuing interpretation of the accumulated experience and knowledge. This research is aimed at demonstrating greater importance of the faculty professional identity compared to the other types of identities. With the help of the survey conducted with 127 objects-sample as well as using the quantitative method, we concluded that in the process of induced and spontaneous identification, the majority of the surveyed teachers opted for professional identity as the main type thereof. Theoretical value of the given research could find its expression in focusing more on faculty professional identity issues as well as its impact on teachers’ performance efficacy and overall well-being. In terms of practical importance, the conclusions made can be applied in the course of educating would-be teachers and postgraduates and also when devising advanced training courses for the experts in the given sphere.