A review of research on the problem of aggression inhibitors (Part II)

Many researchers in the genesis of the formation of aggressive behavior inextricably consider proagressive and constraining, or inhibiting, aggressive manifestations of structure. The second part of the article deals with a theoretical overview of the problem of aggression inhibitors, which covers the latest Russian and foreign research aimed at studying the individual manifestations of factors deterring aggression. For basis for the analysis we chose classification of personality structures inhibiting aggressive manifestations, proposed by F.S. Safuanov, which includes values, socio-normative, dispositional, emotional, communicative, intellectual restraining structure and psychological protective mechanisms. We made conclusion that the problem of aggression inhibitors currently stands on the threshold of a new phase of the study, that is to provide a holistic model, including illegal aggressive behavior, taking into account not only the socio-psychological characteristics of "aggressor" and his victims, and personality structures that promote and inhibiting aggression, but also covering a wide range of inhibitors of aggression, acting through different psychological mechanisms

A review of research on the problem of aggression inhibitors (Part 1)

Most modern scholars in the genesis of the aggressive behavior inextricably consider proagressive factors and factors constraining, or inhibiting, aggressive manifestations. At the same time, there are also scientific approaches to understanding the nature of aggression, which in some cases does not focus directly on the structures inhibiting aggressive impulses, and are limited to considering only the aggression catalysts. In the present article we discuss the need to introduce the term "inhibitors of aggression", analyze different positions and views on this problem. We consider not only Russian conceptions of the nature of aggression retarding structures, but also the international research aimed at understanding the psychological analogue of this phenomenon: "protective factors". The first part of the article is devoted to the theoretical overview of the problem of aggression inhibitors, which not only traces the history of the studies of this phenomenon, but also makes an attempt to analyze few up-to-day theories of aggressive behavior, aimed at objectivation of the psychological mechanism of interaction of proagressive and inhibiting personality structures

Educational – Methodical projects for students’ intellectual competences formation: The imperative goal of the educational process of the university

The research urgency is caused by the tendencies of the modern information society which produces and consumes intelligence, knowledge and competences as the main educational product of labor market. These trends fundamentally alter the methodological basis of the educational process of the University, subjecting it to imperative goals: the intellectual development of the individual of the student, independent acquisition of knowledge and competences, development of intellectual competences to work with information in any media. In this regard, the focus of this paper is allotted to theoretical and methodical substantiation of the structure and content of students’ intellectual competences as a pedagogical category of the imperative goals of the University educational process. A leading research method is a project method which is focused on students’ intellectual competences’ formation in the process of creative activity products creation in the educational process. The paper reveals the discourse of the concept "intellectual competences"; defines the essence, structure and content of the training-methodical projects for students’ intellectual competences’ formation; on the basis of the results of the study substantiates the pedagogical algorithm of training-methodical projects for students’ intellectual competences formation. Productivity of the algorithm’s implementation is proven using the criteria: formation of knowledge (the content of the study course and related areas); comprehension of knowledge (the ability to restructure information, giving some interpretation of the main idea); the analysis of knowledge (the ability to compare the basic ideas of information, formulate conclusions supporting the assumptions with evidence, the ability to ask questions); knowledge synthesis (the ability to synthesize, develop logic of common reasoning, based on analyzed facts to create a final conclusion); assessment of knowledge (the ability to determine the accuracy and reliability of facts, to evaluate findings and conclusions). The paper can be useful to teachers, methodologists, managers of the universities. © 2016 Kutuev et al

Propagation of the Black Sea Waters in the Sea of Azov Based on the Satellite Data and the NEMO Model

Purpose. The paper is purposed at studying the dynamics and reasons of the Black Sea water inflows to the Sea of Azov, as well as the features of their seasonal variability. Methods and Results. Medium and high resolution satellite data, and also the results of numerical modeling the salinity field of the Azov-Black Sea basin for 2008-2009 by the high resolution (1 km) NEMO model were used. The analysis showed that the transparent and salty Black Sea waters were recorded most frequently in the southern and southeastern parts of the Azov Sea during a cold season. Based on the satellite measurements, the maximum number of inflows was observed in November and March, and the minimum one – from June to October. Similar results were obtained from the data of numerical calculations for 2008-2009: in winter, intense salt water inflows to the Sea of Azov (the flow exceeds 20 tons/s) are observed in a third of cases, and in some cases, the estimated salt flux attains 60 tons/s, whereas in summer their number is close to zero. Further the Black Sea waters move predominantly in a cyclonic direction, sometimes reaching the basin center. In some cases, high density gradients induce the development of an intense cyclonic eddy near the strait at the front of the Black Sea water inflows. The simulation data made it possible to assess the relationship between the wind and the salt fluxes to the Sea of Azov. It is shown that this relationship is of a cubic nature that is partly explained by increase of the inflowing water salinity caused by the intensified vertical mixing during the storms. Conclusions. The main hydrodynamic reasons for the Black Sea water inflows to the Sea of Azov and their seasonal variability are the following: 1) intense wind transfer during the south winds; 2) frontal currents at the boundary of upwellings near the Kerch Peninsula during the western and southwestern winds; 3) orbital currents of the passing anticyclones which are able to induce a northerly water transport in the strait at any wind conditions

Educational – Methodical projects for students’ intellectual competences formation: The imperative goal of the educational process of the university

The research urgency is caused by the tendencies of the modern information society which produces and consumes intelligence, knowledge and competences as the main educational product of labor market. These trends fundamentally alter the methodological basis of the educational process of the University, subjecting it to imperative goals: the intellectual development of the individual of the student, independent acquisition of knowledge and competences, development of intellectual competences to work with information in any media. In this regard, the focus of this paper is allotted to theoretical and methodical substantiation of the structure and content of students’ intellectual competences as a pedagogical category of the imperative goals of the University educational process. A leading research method is a project method which is focused on students’ intellectual competences’ formation in the process of creative activity products creation in the educational process. The paper reveals the discourse of the concept "intellectual competences"; defines the essence, structure and content of the training-methodical projects for students’ intellectual competences’ formation; on the basis of the results of the study substantiates the pedagogical algorithm of training-methodical projects for students’ intellectual competences formation. Productivity of the algorithm’s implementation is proven using the criteria: formation of knowledge (the content of the study course and related areas); comprehension of knowledge (the ability to restructure information, giving some interpretation of the main idea); the analysis of knowledge (the ability to compare the basic ideas of information, formulate conclusions supporting the assumptions with evidence, the ability to ask questions); knowledge synthesis (the ability to synthesize, develop logic of common reasoning, based on analyzed facts to create a final conclusion); assessment of knowledge (the ability to determine the accuracy and reliability of facts, to evaluate findings and conclusions). The paper can be useful to teachers, methodologists, managers of the universities. © 2016 Kutuev et al