Біографічна складова авторської творчості

There are certain neurological and neurochemical conditions that make particular personality traits more likely. The current chapter is an expanded and updated review of the literature on personality and creativity. Brain-based influences in turn causally influence the four categories of personality influence: cognitive, social, motivational, and clinical. Building upon the qualitative and quantitative reviews of the personality and creativity literature from 10 to 15 years ago, the personality traits most consistently connected to creativity are clustered into cognitive, social, motivational-affective, and clinical categories. Chief among the cognitive personality traits connected to creative thought and behavior is "openness to experience". Social traits of personality involve first and foremost behaviors and attitudes that concern one’s relationships to other people, such as questioning or accepting what authority figures say, being comfortable or uncomfortable around strangers and large groups of people, being warm or hostile toward others, and believing one is better or worse than others.

Aktualizuojant jūrinį asmenybės ugdymą jūrinėje valstybėje ir keliant aktualią adekvačios jūrinės savimonės ugdymo problemą universaliosios ekologijos lygmeniu, straipsnyje, ryškinant socialinės interakcijos įtaką jūros suvokimui, nagrinėjant jūrinės edukacijos mitologinį ir virtualųjį lygmenis bei nurodant tiesioginio sąlyčio su jūra reikšmę, atskleidžiami svarbesni jūros vaizdinį formuojantys socioedukacinio pobūdžio veiksniai. Darbe taikomi pagrindiniai analizės, metaanalizės, interpretacijos, sisteminimo bei sintezės metodai. Epistemologinę teorinio-deskriptyvinio tyrimo bazę sudaro egzistencializmo, fenomenologijos ir humanizmo metodologinės nuostatos, kuriomis grindžiama jūros vaizdinio formavimo problematika hodegetiniu lygmeniu.

Written at the turn of the 19th– 20th centuries, Evgeny Chirikov’s novel “Strangers”, reflecting the realities of provincial life, received an impressive number of critical reviews from the author’s contemporaries. However, decades later, critics took a different look at the work of E. Chirikov. The article examines the historical context of the novel created by the writer, searches for real prototypes of the characters depicted by the author, authentic events that served as a source of inspiration for Chirikov; as a result, the position of the writer’s contemporary critics is questioned. We have established that several episodes of the Samara “newspaper battles” of the 1880s – 1890s were taken as the basis for the plot development in the story “Strangers” by E. Chirikov, the main episode was the short “Marxist” period of “The Samara Vestnik”. We suggest that, while depicting Samara and Samara Messenger on the pages of the story, the author of “Strangers” did not copy the reality, recreating it in the way required by the laws of creating an artistic image. Finally, we prove that when creating the images of individual characters in “Strangers”, the writer acted in at least three different ways: “copying” the characters from real prototypes, “splitting” the prototypes into different characters, and finally, combining several real figures into one character.

Background/Context There is a strong sense in education that creativity should be nurtured in classroom settings, yet there is little understanding of how effective and creative teachers function. Existing research has recognized that successful/creative people in any discipline use creative avocations to enhance their professional thinking. Root-Bernstein demonstrated a strong connection between the professional and personal-life creativity of highly accomplished scientists, which has been applied to other disciplines. Until now, however, this phenomenon has not been applied to exemplary teachers. This study focuses on a broader picture of how exceptional teachers use creativity in the classroom. Purpose/Objective This study documents the ways in which successful, award-winning teachers function creatively in their classrooms. It investigates their beliefs about creativity in teaching—what “creativity” means, and how skilled teachers instantiate it in classroom practices. Finally, this research examined the teachers’ personal creativity (in terms of creative pursuits, hobbies, and habits of mind) and the practical ways this translates into teaching. Research Design A qualitative research design was used for in-depth interviews with highly accomplished teachers. Detailed interview data was gathered from eight recent National Teacher of the Year award winners/finalists, to investigate creative classroom practices and beliefs about creativity among exceptional teachers across varied teaching contexts. Qualitative coding of phenomenological research described important themes arising from the creative practices and beliefs of the participant teachers. Findings Findings reveal how excellent teachers actively cultivate a creative mindset. Results show how excellent teachers are highly creative in their personal and professional lives, and that they actively transfer creative tendencies from their outside avocations/interests into their teaching practices. This study describes common themes in creative teaching, including intellectual risk taking, real-world learning approaches, and cross-disciplinary teaching practices. Conclusions/Recommendations Current U.S. educational policy, with its emphasis on high-stakes testing and scripted, “teacher-proof” curricula, have impeded creativity in teaching and learning. Based on the findings of this study, suggestions for curricula include the incorporation of teachers’ unique personal creative interests in lessons, along with infusion of the arts and music across varied disciplinary content. Teacher education programs and professional development courses should include a focus on both real-world, cross-disciplinary lesson planning, while administrators and policymakers should support opportunities for teachers to take creative and/or intellectual risks in their work.

Digital literacy encompasses a wide range of skills, including managing risk and one’s online identity, accessing, organising, and presenting information, and interacting and connecting with others through the use of technology and systems. Proficiency in using novel technologies and discernment in selecting the best suitable tool for a given task are essential skills that will prepare students for the swiftly evolving digital workplace [Edith Cowan University]. The study’s goals were to find out how teachers feel about their own need for digital knowledge and creativity., as well as which tehsils have training in digital literacy and which tehsils don’t. Anyone in that tehsil who doesn’t know about digital literacy and its classes will need to be taught about them (JISC (2014). Functional skills are the transferrable knowledge and abilities in English, math, and ICT (information and communication technology) that enable people to function successfully, self-sufficiently, and with confidence in both their personal and professional lives (lead academy 2022). the capacity of pupils to handle informational problems in an information society by using digital technology, communication tools, and/or networks in an acceptable manner (Rockman, Smith, 2005). To investigate the relationship between digital literacy and functional skills, while examining the mediating role of ICT self-efficacy.to explore the interplay between digital literacy and functional skills, with a specific focus on understanding how ICT self-efficacy mediates this relationship. Looking into how digital learning tools and personal creativity can work together. The study was quantitative, and a questionnaire was used as the main tool. The population was made up of 1,000 teachers from area Kott Addu’s primary schools. A form was used to get quantitative data. The collected data was looked at by figuring out the percentages. In area Kott Addu, tests were done as a pilot. An expert’s view and Cronbach alpha were used to judge the questionnaire’s validity and reliability.

Introduction. Because the fundamental subject of literature is a human being, psychological states play an important part in the understanding and depiction of his feelings. Dream, terror, horror, death, loneliness, lie, trick, and mad are all lyrical notions that come to mind at this time. The study of their poetic expression, as well as the process of transitioning from an unaesthetic to an aesthetic occurrence, is today's critical literary topics. Loneliness is a versatile concept. Its causes, forms, manifestations, mental states and external factors are different. Therefore, it is studied in philosophy as a concept, in psychology as a psychological state, in medicine as a disease, in tasavvuf as a means of reaching God. Research methods. In the following article the poetics of literary works with the title of loneliness is analysed. Comparative-typological and psychological analysis of the image of lonely characters are the main methods used in our research. Results and discussions. The motif of loneliness has become not only a means of organizing the content of the work, but also a means of ensuring compositional integrity. Because the course of events, the mental state of the protagonist is directly related to the feeling of loneliness, and if loneliness is removed from the plot of the story, its composition is seriously damaged. Conclusion. When the word loneliness appears in the title of a work in both literatures, it rises to the level of leitmotif, providing the work's compositional integrity, uniting the events around it, and revealing the major concept. It is directly related to the work's principal theme and concept. The causes of the phenomenon of loneliness have been examined in terms of psychology, philosophy, and literary studies, and the following have been identified as the main reasons: the individual's inability to accept changes in the social system, the inability of the individual to agree with meaningless procedures in society, his moral and religious beliefs sharply different from those around him, problems with personal life, and a tendency to loneliness. Social situations such as poverty, mental illness, old age, unemployment, and crime cause the risk of loneliness.

The article focuses on the issue of forming key competencies of learners in the process of studying Ukrainian literature under the conditions of modern educational challenges. The relevance of the research is determined by the requirements of the State Standard of Basic Secondary Education, which emphasizes the development of a competent, socially active, creative and adaptable personality capable of lifelong learning. The study substantiates the feasibility of using modern Ukrainian literary texts in literature lessons, extracurricular activities, native literature courses, and integrated language and literature lessons. The article highlights the possibilities of developing communicative, civic and social, cultural, information and digital competencies, critical thinking skills, emotional intelligence, empathy, as well as entrepreneurial competences and financial literacy through purposeful work with the fairy tale text. Particular attention is paid to interactive, situational and project-based teaching methods, reading with anticipation, interpretation of literary images, group work, dramatization, and the use of digital platforms and social networks. The paper analyzes the image of the main character, the Fox, as a multifaceted literary figure whose actions and experiences allow students to model real-life situations, identify risks, analyze mistakes, and search for constructive ways to overcome failures. The fairy tale is considered as a powerful tool for discussing ethical dilemmas, stereotypes, responsibility for one’s actions, and the importance of emotional support in crisis situations. The article proves that the use of the fairy tale The Fox-Merchant contributes not only to improving reading motivation and language proficiency but also to the formation of an integrated system of key competencies necessary for students’ successful self-realization in modern society.

The coronavirus disease 2019 (COVID-19) pandemic has created widespread disruption in individuals' personal and occupational lives all around the world. Vacationers and tourism, recreation, and leisure employees were among those who experienced substantial disruption. Cruise ships, especially, faced turmoil on a global scale for both their customers and workers. COVID-19 outbreaks were reported on cruise ships beginning in February 2020, presenting new and unique challenges for the industry. Conditions on cruise ships, including close and frequent contact between passengers and crew members, use of common areas, the confined nature of the vessels, and gathering of passengers from different countries, aided in transmitting the disease both onboard and in the community. As the pandemic evolved, federal and state governments and industries worldwide, including cruise ship companies, developed response plans. In this article, we provide a high-level overview of the US government and cruise ship industry's response to the COVID-19 pandemic, as well as a brief commentary on lessons learned, and recommendations for the cruise ship sector going forward. The outlined suggestions may be used as a starting point to increase emergency preparedness and to inform outbreak response plans in the event of future infectious disease outbreaks.

Lifelong learning, integrated within the framework of permanent education, stands out as a strategic preoccupation of the contemporary personality, constituting a determining factor in consolidating cognitive, emotional, social, ethical, aesthetic, cultural, psycho-physical acquisitions held by the subject. By actively engaging in the process of continuous learning, individuals develop autonomy, adaptability to the complex changes of the social environment, critical and creative thinking, the competence to make responsible decisions in complex situations, as well as the ability to ensure balance between personal and professional life. This holistic approach emphasizes that progress in the personal and professional context is not attested merely by the accumulation of new knowledge, but also by the formation of a coherent and balanced identity, capable of valuing past experiences, anticipating future challenges, and contributing responsibly to community development. Thus, lifelong learning emerges as an integrative vector of the holistic progress of personality, confirming the central role of lifelong education in shaping competent, adaptable, creative, and innovative personalities.

The article reveals the psychological foundations of the self-realization phenomenon. It shows that personal self-realization as a self-determined phenomenon is determined by a complex of interconnected personal indicators, including the value of self-development, integral perception of a personal life course, self-acceptance and so on. Psychological meaning of personal self-realization is defined, namely: psychological aspects of self-actualization that support understanding of personal meaning of self-realization. Importance to study objective laws of the process of personal self-realization through its value-semantic mediation is substantiated. An important factor of personal self-realization is internal motivation, caused by personal creativity, self-guidance, desires for self-development, a high-status position in social contact, knowledge.

The article characterizes and analyzes the main components of the creative potential and creativity of a personality of primary school age, as well as presents methods of development and education of a creative personality. The main approaches to the study and definition of the concepts of “creativity” and “creativity” are highlighted. The importance of this research topic lies in the fact that primary school age is sensitive to the formation of a child's abilities, the formation of his or her creativity, which in turn depend on the emotional well-being of the student. As practice shows, the biggest problems with the development of creativity exist in primary school age, due to both age and social factors. Primary school age is an important stage in the development of a child's creative thinking. Primary school age opens up new opportunities to stimulate the child's psychological development through the regulation of his or her relationships with others, especially with teachers and parents, whose influence at this age is still quite open. This allows adults to develop and use the child's social motives in education to exert a positive influence on the child, as well as to fully develop the creative potential of the individual. The ability to think creatively is formed and developed throughout a person's life, but this development is most effective and rapid in childhood. The family in which the child is raised and the educational institution, in particular the school, can play a significant role. It is in school that a personality is formed, a small child turns into an independent and adult person who needs to find himself or herself, determine his or her place in the world, which is impossible without creative thinking/

Book covers, made by famous or unknown artisans, show that the people of the 1920s were extremely interested in the youngest of the screen arts, which had not quite realized its potential yet. The designers sought to find the most expressive means, in the graphic arsenal, which would be in tune with the aesthetics of the silent film. Generally, the graphic designers took photographs as a basis, which would remind of the film shots stopped for a moment. Some of the compositions were based on dramatic montage correlations of recognizable visual quotations. Since the cinematography was considered as a miracle of technology, the covers often depicted some tools of filmmaking: projectors, cameras, lightings, film rolls. Much less frequently, the books were prefaced by some funny pictures of the members of the film crew, the cameraman with their camera, for example, or the director. The critique-biographical sketches about popular actors were usually illustrated by shots from their films, which fixed their screen images in the minds of the viewers. Many designers managed to convincingly develop the cinematic theme using only font means. The innovative cinematography of the 1920s determined not only the theme but also the style, the material, the imagery of many book artists, gave to the designers a number of fruitful plastic ideas, helped them discover a modern, spectacular graphic language, understandable for the widest possible audience.

The ejection seat is one of the most important rescue tools for military aircrews. However, the high ejection speeds place high loads on the pilots, which is mainly absorbed by the pilot's spine. The differentiated evaluation of spinal injuries is of particular importance because this has a decisive influence on the further personal life and career of the affected aircrew members. Factors influencing the occurrence of a fracture as well as the impact of a spinal injury on military flight certification have not been addressed sufficiently to date. The authors conducted a retrospective evaluation of ejection seat evacuations in German Armed Forces combat aircraft accidents between 1975 and 2021. The total number of aviation accidents with ejection seat initiations and the survived ejections were collected. Accident-specific data and pilot-specific data were collected. In addition, it was evaluated whether aircrew members were recertified for military flight after the accident. The type of spinal injury and the location of the injury were evaluated. In addition to the descriptive statistics, two logistic regression models were developed to assess prediction values of accident- and pilot-specific factors for spine injuries. A total of 103 aircrew members were included in this retrospective analysis. The overall prevalence of spine injuries was 56.3%, and the overall prevalence of spine fractures was 33.0%. In the first regression model analysis, there was no association with pilot flight experience, age, height, weight, BMI, and being diagnosed with a spine fracture. Similarly, aircraft type, altitude, and airspeed were not associated with the occurrence of spine fractures. In the regression model analysis for predictors of rejection in military flight recertification after ejection seat evacuation, lumbar spine fractures were associated with higher odds of being rejected for recertification. Military aircraft crew members have a high risk of suffering from a spine injury after emergency evacuation using an ejection seat. In the subsequent medical workup, special attention should be paid to the spine, and ideally a consultation with a spine surgeon should be performed. Lumbar spine fractures may have major consequences for military flight certification, and therefore special attention should be paid to successful rehabilitation.

The connection between the Turks of Anatolia and the Kazakhs runs deep, with their literature, culture, language, and mentality emanating from a shared source. This article delves into the internal harmony of contents, historical and literary parallels in the works of Dospambet Zhyrau and the Boatman Kul Mustafa. Dospambet Zhyrau, an artist with a syncretic approach, delves into the origins and roots of folk poetry. Born in the city of Azau in the 16th century, as described in his memoirs, the main theme of his works (tolgau) that has come down to us revolves around struggle, liberation, freedom, longing, and the search for meaning in the life of an ideal person who harbors no regrets. The Boatman Kul Mustafa stands out in the literature of the Turkish people, notably in maritime literature. Living in the 17th century during the Ottoman Empire, Kul Mustafa, a reliable companion of Murat Reis in sea voyages, participated in the military tour to conquer Baghdad. Limited information about his biography has survived, but some of his works, including the renowned saga "Young Osman," endure. The bravery of Osman, the young hero, became widely known among the Turkish people through Mustafa the Boatman's saga. The article not only defines the internal content harmony and methods of comparison and analysis in the stories of Boatman Kul Mustafa and Dospambet Zhyrau but also describes the syncretism of these two personalities, significant in the folk poetry of related peoples. Conclusions drawn from the perspectives of Kazakh and Turkish researchers add depth to the exploration. Understanding the harmony of thought between these two creative personalities holds relevance and importance for modern science, shedding light on broader cultural and historical implications.

Objective: Air medical transport (AMT) teams play an essential role in the care of the critically ill and injured. Their work, however, is not without risk. Since the inception of the industry numerous AMT accidents have been reported. The objective of this research is to gain a better understanding of the post-accident sequelae for professionals who have survived AMT accidents. The hope is that this understanding will empower the industry to better support survivors and plan for the contingencies of post-accident recovery. Methods: Qualitative methods were used to explore the experience of flight crew members who have survived an AMT accident. “Accident” was defined using criteria established by the National Transportation Safety Board. Traditional focus group methodology explored the survivors’ experiences following the accident. Results: Seven survivors participated in the focus group. Content analysis revealed themes in four major domains that described the experience of survivors: Physical, Psychological, Relational and Financial. Across the themes survivors reported that industry and company response varied greatly, ranging from generous support, understanding and action to make safety improvements, to little response or action and lack of attention to survivor needs. Conclusion: Planning for AMT post-accident response was identified to be lacking in scope and quality. More focused efforts are needed to assist and support the survivors as they regain both their personal and professional lives following the accident. This planning should include all stakeholders in safe transport; the individual crewmember, air medical transport companies, and the industry at large.