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KULYK, Volodymy. "Gross domestic product and critical infrastructure." Naukovi pratsi NDFI 2021, no. 2 (November 15, 2021): 25–43. http://dx.doi.org/10.33763/npndfi2021.02.025.
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GDP is considered as a critical infrastructure that characterizes the global interaction of consumers and manufacturers of the final product in the national economy. For the analysis and modelling of GDP, the Leontiev model is used to analyze and to model GDP as a critical infrastructure, where costs are interpreted in two ways - as consumer spending and as producer costs. This allows you to determine the degree of their influence on each other through the established production structure. Based on Leontiev's aggregated three-sector model, two scenarios were modelled: a) the impact of final consumer spending on output and the formation of added value and b) the impact of changes in added value on output and final consumer spending. The model includes three sectors – the agricultural sector, industry and service sectors. In the first scenario, the increase in the final consumed product in the agricultural sector by 1000 yen causes an increase in output in the agricultural sector by 1153.5 yen, in industry by 594.4 yen and in the service sector by 358.1 yen. At the same time, total production costs will increase by 1106.0 yen; added value will increase in the agricultural sector by 549.8 yen, in industry – 216.8 yen, in the service sector – 233.4 yen. The volume of production growth can be determined only through the Leontiev model. In the second scenario, an increase in added value in the agricultural sector by 1000 yen brings about an increase in output in the agricultural sector by 1153.5 yen, in industry by 1470.4 yen and in the service sector by 480.7 yen. For both scenarios, the assessment and verification of calculations of GDP growth and output are carried out by the balance method – output and GDP growth is described within the Leontiev model. The three-sectoral model is useful for educational purposes, scientific research; to reach the method in a specific example. The approach can be extended to models of greater dimension and large size.
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Bala, Maciej. "Tradycja bizantyjska i jej wpływ na kulturę rosyjską w myśli Konstantina Leontjewa." Kultury Wschodniosłowiańskie - Oblicza i Dialog, no. 6 (September 22, 2018): 9–22. http://dx.doi.org/10.14746/kw.2016.6.1.
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The present article amounts to an attempt to analyze the Byzantine tradition in the work Byzantinism and the Slavs by Konstantin Leontiev. The thinker finds the heritage of Eastern Christianity an immanent part of the Russian national identity. Moreover, the philosopher defines Byzantinism as a type of culture with centralized power in the hands of the Romanovs. Consequently, Leontiev depicts particular stages of the evolution of this power model in Russia. The author of the paper concludes that the thinker’s considerations are centered on the emphasis on the role of monarchy in contemporary Russia rather than on its Byzantine roots.
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Kramarov, S. O., N. V. Pelikhov, L. V. Sakharova, and V. V. Khramov. "MODIFICATION OF THE LEONTIEV MODEL FOR DESCRIPTION OF REGIONAL ECONOMIC CLUSTERS." Vestnik Universiteta 1, no. 12 (February 10, 2020): 78–86. http://dx.doi.org/10.26425/1816-4277-2019-12-78-86.
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Maidansky, Andrey D. "Controversy and Growth Points in the Activity Theory in Psychology." Psychology in Russia: State of the Art 14, no. 4 (2021): 3–17. http://dx.doi.org/10.11621/pir.2021.0401.
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Background. Activity theory is the most powerful and influential current of Russian psychology in the world today. It considers the psyche to be a special form or function of object-oriented activity. The level of psychical development of a living being is directly proportional to the variety and freedom of its activities. Objective. The aim of this article is to explore the key growth points in activity psychology through the analysis of arguments among its creators — S.L. Rubinstein, L.S. Vygotsky, A.N. Leontiev, and P.Ja. Galperin. Vygotsky dreamed of building a scientific psychology on the model of Marx’s Das Kapital; his project is resumed in this article. Results. The author traces how, due to Walter Cannon’s experimental research, Vygotsky came to the activity concept of affect, in which he finds the primary “cell” of the psyche. The problem of the relationship between concept and affect became the central problem of his “acmeistic psychology.” While Vygotsky focused on the affective reflection of activity in the subject, Leontiev focused on its cognitive side, directed toward the object. In the objective world, the psyche serves a person’s material life-activity, performing a search-and-orientation function. Leontiev considered consciousness a structural projection of that activity, but Galperin argued that Leontiev never managed to overcome the dualism of consciousness and activity. Conclusion. A new path to the realization of Vygotsky’s dream is outlined. The proposed solution is based on Spinoza’s concept of affect and the idea of freedom, interpreted as “the affect in the concept.” (Vygotsky)
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Maksymenko, Ksenia, and Heorhii Kalmykov. "Psycholinguistic Concept and the Model of Speech Influence by A.A. Leontiev and Its Importance for Actualization of the Modern Communication Problems." PSYCHOLINGUISTICS 24, no. 1 (October 3, 2018): 227–51. http://dx.doi.org/10.31470/2309-1797-2018-24-1-227-251.
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The article reveals the main provisions of the concept of speech influence and describes its theoretical model, which was developed by well-known psycholinguist of the 20th century A.A. Leontiev. The main ideas of this concept are explicated within the scope of the problem of speech communication and conditioned by this verbal act processes of speaking of the communicator (speaker) and listening of the recipient (s). The speech influence is considered by the researcher of this problem at the level of the internal and external stages of the communicative-speech processes generation of the speaker and the recipient. That is why A.A. Leontiev pays great attention in this concept to the analysis of such psycholinguistic phenomena as: «value», «sense», «semantic field of the recipient», «sign», «internal speech», «internal programming», «act of speaking» etc. The article reveals the following aspects: a) established by A.A. Leontiev evolution of the forms of communication and its psychological and semiotic mediation; b) separated by him stages of the historical formation of the activity of communication, in particular its final stage – the speech effect, which becomes a professional activity, motivated «from inside the self»; c) distinguished by the researcher notions of «speech» and «speech activity», d) defined by him the notion of «communication» and its varieties, e) associated with orientation – the criterion of speech communication – speech effect, which is characterized as one of the aspects of psychological content of communication, g) identified by three parameters phenomenon of the sign and applied in its interpretation two methods of scientific analysis important for a deep understanding of speech influence used, through the processes of understanding (the transition from a sign to the thought) and through the objectification of the subjective communicative intention (the transition from a thought to the sign) and other important provisions of the proposed concept. The content of this manuscript also describes the psycholinguistic model of speech effect, which, according to the author, has statuses or psychological actions, or appears as an independent activity with its own motive, has a feedback, acts in various forms of interference with consciousness and subconscious of the personality, etc.; the ways of achieving changes in the recipient’s existing values under the influence of the content of communicator’s speech are represented; the three-layer psycholinguistic structure of the speech influence is substantiated. In the debating section of the article, it is suggested to consider the scientific work of A.A. Leontiev concerning the speech influence as a psycholinguistic theory, by taking into account its theoretical and practical significance for modern science and communicative practice.
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Tarakanov, Anton Veniaminovich. "On the issue of Network Predictors of Viability in University Students." Siberian Pedagogical Journal, no. 6 (December 29, 2020): 110–19. http://dx.doi.org/10.15293/1813-4718.2006.11.
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Problem and goal. The article actualizes the problem of identifying predictors of viability in University students that influence their successful adaptation and self-development. Viability is considered as a network phenomenon, the elements of which are able to form relationships of various strength and significance with the components of other mental phenomena and phenomena. The purpose of the article is to identify and analyze psychological predictors of viability, to prove that creativity and viability can act as such. Methodology. The empirical research was based on the viability model of E. A. Rylskaya, the creativity model of I. Torrens – S. Mednik, and the semantic system model of D. A. Leontiev. Methods corresponding to these models were used: E. A. Rylskaya’s human viability test, I. Torrens nonverbal creativity test, S. Mednik’s verbal creativity test, and D. A. Leontiev’s life-meaning orientations test. Statistical processing of the results was performed using the program Statistica 10.0, using the Spearman correlation analysis method. When interpreting the results of the empirical research, the author relied on the main provisions of the structural and network approaches in psychology. The research sample consisted of 82 students in the areas of “Linguistics” and “Philology” of the faculty of Humanities of Novosibirsk state technical University. The sample was not divided by gender. In conclusion, it is indicated that the results obtained allow us to present viability as a complex psychological phenomenon with a network organization in which creativity and semantic orientations act as the most important predictors.
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Tarakanov, Anton Veniaminovich. "On the issue of Network Predictors of Viability in University Students." Siberian Pedagogical Journal, no. 6 (December 29, 2020): 110–19. http://dx.doi.org/10.15293/1813-4718.2006.11.
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Problem and goal. The article actualizes the problem of identifying predictors of viability in University students that influence their successful adaptation and self-development. Viability is considered as a network phenomenon, the elements of which are able to form relationships of various strength and significance with the components of other mental phenomena and phenomena. The purpose of the article is to identify and analyze psychological predictors of viability, to prove that creativity and viability can act as such. Methodology. The empirical research was based on the viability model of E. A. Rylskaya, the creativity model of I. Torrens – S. Mednik, and the semantic system model of D. A. Leontiev. Methods corresponding to these models were used: E. A. Rylskaya’s human viability test, I. Torrens nonverbal creativity test, S. Mednik’s verbal creativity test, and D. A. Leontiev’s life-meaning orientations test. Statistical processing of the results was performed using the program Statistica 10.0, using the Spearman correlation analysis method. When interpreting the results of the empirical research, the author relied on the main provisions of the structural and network approaches in psychology. The research sample consisted of 82 students in the areas of “Linguistics” and “Philology” of the faculty of Humanities of Novosibirsk state technical University. The sample was not divided by gender. In conclusion, it is indicated that the results obtained allow us to present viability as a complex psychological phenomenon with a network organization in which creativity and semantic orientations act as the most important predictors.
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Liu, Qijian, Yuxiang Tian, and Fangjun Deng. "Dynamic analysis of flexible cantilever wall retaining elastic soil by a modified Vlasov–Leontiev model." Soil Dynamics and Earthquake Engineering 63 (August 2014): 217–25. http://dx.doi.org/10.1016/j.soildyn.2014.03.019.
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Sprenger, Terezinha Maria. "How do we know whether there has been progress in teacher autonomy?" DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 24, spe (2008): 577–99. http://dx.doi.org/10.1590/s0102-44502008000300010.
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This paper presents a case study to illustrate how activity theory (Leontiev 1978; Engeström 1987, 1999) and the expansive learning framework (Engeström 1987, 1999) were used to evaluate the development of teacher autonomy in an online course on preparing EFL classroom materials. It is assumed that the learning by expansion model is similar to conscientização (Freire 1980, 1982), a key element in the development of teacher autonomy, according to the perspective in the study.
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Shevchenko, Nataliya. "Development of a psychologist’s professional consciousness: from the concept of A.M. Leontiev to the author’s model." PSIHOLOGÌÂ Ì SUSPÌLʹSTVO 73-74, no. 3-4 (September 1, 2018): 103–11. http://dx.doi.org/10.35774/pis2018.03.103.
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Ataman, Magdalena. "Vibrations of a Timoshenko beam on an inertial foundation under a moving load." MATEC Web of Conferences 196 (2018): 01056. http://dx.doi.org/10.1051/matecconf/201819601056.
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In the paper vibrations of the Timoshenko beam on an inertial foundation subjected to a moving force are discussed. Considered model of the inertial foundation is described by three parameters. They take into account elasticity, shear and inertia of the subgrade. In the literature such model of the subgrade is called Vlasov or Vlasov-Leontiev model. The Timoshenko beam is traversed by a concentrated load, moving with uniform speed. Response of the beam is found from the governing equations of motion of the problem. Problem of forced vibrations and problem of free vibrations of the beam are solved. Damping of the system is taken into consideration. Solution of the problem is illustrated by numerical example.
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Blinova, V. L. "Theoretical Model of Personality’s Readiness for Self-development Formation." Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology 2, no. 1 (2013): 16–20. http://dx.doi.org/10.18500/2304-9790-2013-2-1-16-20.
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In this work the author discusses results of theoretical and empirical research on readiness for self-development, and on viability in connection with coping-strategies characteristics and protective behavior strategies. The author’s model of personality’s readiness for self-development is presented. The research was made on the student community sample collected from the students of Pedagogical Institute of Kazan Federal University (n = 188). Complex of methods was applied: «Readiness for self-development» test by V. L. Pavlov, «Coping with difficult life situations» questionnaire by D. A. Leontiev and E. I. Rasskazova, «Ego-protection» questionnaire by Plutchik, Kellerman, Conte, «WCQ questionnaire», «Dominant strategy of psychological protection» test by A. Mehrabian, methods of comparative and correlative analysis allowed pointing out structural organization of readiness to self-development: productive strategies of coping behavior, personal characteristics and resources. Applied aspect of the problem under study can by actualized in counseling practice of psychological services, and also in development of programs for overcoming self-development barriers in the students with low intensity of readiness for this process.
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Ustyantseva, E. V. "WORD-IMAGE INTEGRATIVE DESCRIPTION MODEL." Siberian Philological Forum 9, no. 1 (January 30, 2020): 32–40. http://dx.doi.org/10.25146/2587-7844-2020-9-1-35.
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Modern linguistics is increasingly striving to become explanatory, i.e. explaining the functioning of the language as a means of “externalization” of thinking and access to human consciousness, considering speech activity as a specific cognitive process. Agreeing with E. S. Kubryakova’s point of view, who admits that through the word one can go “to various structures of knowledge, both verbalized and nonverbalized” [Kubryakova, 2004, p. 389], we propose in this article a model of an integrative description of a word-image based on an integral approach to the meaning of the word (among supporters of this concept are A. I. Smirnitsky, D. P. Gorsky, L. Ya. Reznikov, T. P. Lomtev, A. A. Leontiev, A. A. Zalevskaya, O. S. Akhmanova, L. S. Vygotsky, M. Ya. Rosenfeld, I. A. Sternin, etc.), the methodology for lexicographic description of stereotypical images (V. V. Krasnykh ), as well as practice in the field of lexicographic portraiture (Yu. D. Apresyan). The word-image in this article refers to a conditional unit that reflects national and cultural ideas about an object or phenomenon by the unity of a sound plus graphic expression and a semantic universal that exists in the minds of native speakers in the form of an image of a reality fragment. The model of an integrative description of a word-image represents a comprehensive description of each lexical-semantic variant (LSV) of a word in a fairly wide range of linguistic rules, including etymological, semantic, morphological, compatibility, phraseological, in conjunction with linguistic and cultural information about stereotypical images denoted by the LSV of a word.
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Núñez, Isauro Beltrán, Edenia Maria Ribeiro do Amaral, Marcus Vinícius de Faria Oliveira, and Luiz Fernando Pereira. "ACTIVITY THEORY PROPOSED BY A.N. LEONTIEV APPLIED TO SIGNIFY AND STRUCTURE PROBLEM-SOLVING EXPERIMENTAL ACTIVITY IN CHEMISTRY TEACHING." Moscow University Psychology Bulletin, no. 4 (2021): 192–233. http://dx.doi.org/10.11621/vsp.2021.04.06.
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Background. Traditional ways of developing practical work in chemistry classes mainly focus on providing narrow relations between theory and practice, following scripts without refl ections on meanings for proposed actions, among other features. To improve chemistry learning, we propose a new model based on Activity Th eory (AT), considering a Scheme for a Complete Orienting Basis of an Action (SCOBA) to guide experimental activities towards developing the students’ chemical thinking and creativity. Aims. To propose a model based on the Activity Th eory proposed by A.N. Leontiev to guide experimental activities directed to problem-solving situations and promote structured and creative learning in chemistry teaching and learning. Methods. A formative experiment involved 23 fi rst-year undergraduates (median age 19 years) in a General Chemistry discipline of a mechanical engineering course at a Cuban university. Th e formative experiment consisted of an initial diagnosis to guide the elaboration of models (SCOBA) to develop fi ve experimental activities during the classes. Data were collected from classroom observations focused on using the proposed model by the undergraduates and written text elaborated by them as they were executing actions in the experimental activities. Data analysis considered three levels of performance by the undergraduates, which suggested the quality of learning for them: correctly (I), partially (II), and incorrectly (III) supported by SCOBA. Results. We found an increasing percentage of undergraduates who correctly perform the experimental activity (EA) based on the established model for the activity (SCOBA), from EA2 to EA6. Considering that the SCOBA is elaborated to facilitate learning from the integral actions, this result suggests most undergraduates gradually reached a good appropriation of the chemistry contents related to the experimental activities (86.9% in Level I at EA6). Progressively, the undergraduates showed greater awareness, motivation, and independence for the experimental activities, improving productive social interactions, between pairs and with the instructor, during the classes. Conclusions. Th e fi ndings showed the potential of the organization of experimental activities based on the Activity Th eory as an innovative proposal for more effi cient teaching in professional training. Bringing together the problem-solving strategy as an experimental activity, developed under a basis of orientation for action, the students are given the possibility to engage consciously and creatively of solving problems, exploring, and deciding, being motivated protagonists of their learning.
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Kovyazina, M., K. Fomina, N. Varako, O. Dobrushina, Y. Zinchenko, and S. Martynov. "The Neuropsychological Approach to the Consciousness in L.S. Vygotsky – A.N. Leontiev – A.R. Luria school." European Psychiatry 41, S1 (April 2017): s788. http://dx.doi.org/10.1016/j.eurpsy.2017.01.1507.
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IntroductionExisting polysemy in definitions of human consciousness creates the major difficulty in its understanding. With the development of intensive care modern methods, the number of patients survived after coma and dwelling in disorders consciousness conditions rises.AimsAmong, the most important practical questions of neuropsychology is estimation of the patient's consciousness current condition. The solvation of these problems requires precise denotation of consciousness neuropsychological criteria.MethodsAll of definitions of consciousness in Russian psychological school, have the binarity as a common feature: in one hand, in view of the world, yourself, and another hand–extraction and differentiation of yourself from the ambient world (self-consciousness).ResultsNeuropsychological model of consciousness (in particular, self-consciousness) includes all higher psychological functions (HPF). However, condition of none of them cannot be sufficient criterion of consciousness estimation. In Russian psychology it is suggested to study the consciousness through its own characteristic, among which one can designate reflexivity, which includes cognitions and personal meanings.ConclusionsIt is possible to determine the quality of consciousness at a specific instant of time, through the system of human relations, as activity is motivated the knowledge is acquired, the affective side of the activity is determined, the self-consciousness is formed exactly through the personal meaning. Personal meaning can act as that quantity of consciousness (self-consciousness) analyses where the external reality and human attitude to this reality are differentiated. One can judge about a degree of contact between a human and a real world by indirect difference between them.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Губина, Елена Владимировна, Оксана Николаевна Комарова, Алла Львовна Рассказова, and Елена Владимировна Темнова. "PSYCHOLOGICAL PREDICTORS OF SUCCESS UNDER THREAT AND PRESSURE FROM THE ENVIRONMENT." Вестник Тверского государственного университета. Серия: Педагогика и психология, no. 4(53) (December 21, 2020): 17–27. http://dx.doi.org/10.26456/vtpsyped/2020.4.017.
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Рассматриваются проблемные аспекты поиска смыслообразующих ресурсов личности в трудных жизненных ситуациях, анализируется феномен жизнестойкости в философско-психологическом аспекте, начиная с экзистенциальной модели личностного функционирования (М. Хайдеггер, А. Камю, Э. Фромм, В. Франкл) и заканчивая современной трактовкой феномена «жизнестойкости» (С. Мадди, А. Антоновский). Представлены результаты эмпирического исследования: дан анализ показателей жизнестойкости и ее компонентов, а также характеристик переживания одиночества; выявлены взаимосвязи между ними. В исследовании приняли участие 147 студентов московских вузов. Сбор данных производился методом опроса с использованием теста жизнестойкости Д.А. Леонтьева, Е.И. Рассказовой; опросника переживания одиночества Е.Н. Осина, Д.А. Леонтьева. Обработка результатов проводилась с помощью программы SPSS Version. Отмечается возможность использования полученных результатов преподавателями, работниками психологических служб в работе со студентами, молодежью. The paper dwells upon searching for meaningful resources of the personality in difficult life situations and analyses the notion of hardiness in the philosophical and psychological aspect regarding the existential model of personal fulfillment (M. Heidegger, A. Camus, E. Fromm, V. Frankl) and focusing on the modern interpretation of «hardiness» (S. Maddy, A. Antonovsky). The paper presents the results of the empirical research that scope the analysis of hardiness and its components, and also the characteristics of loneliness experience, with a particular focus on the relationship between them. 147 students of Moscow universities took part in the study. The data collection was carried out using a survey method based on Hardiness Test by D. Leontiev & E. Rasskazova, and Multidimensional Inventory of Loneliness Experience by E. Osin & D. Leontiev. The results were processed using the SPSS Version program. The results obtained can be used in teaching and in psychological support for students and representatives of the youth.
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Borzova, Tatyana Vladimirovna, and Elena Sergeevna Plotnikova. "Manifestation of self-determination in personal, activity and social self-realization of students." Психолог, no. 4 (April 2020): 12–21. http://dx.doi.org/10.25136/2409-8701.2020.4.33082.
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The subject of this research is the manifestation of self-determination in personal, activity and social self-realization of students. The goal consists in examination of correlation of the parameters of self-determination with personal, activity and social self-realization of students. The research methodology contains the concepts and theories of the following sholars: E. Deci and R. Ryan (people are able to become self-determined when their need for autonomy is fulfilled); D. A. Leontiev (self-determination as the superior form of self-regulation); S. L. Rubinstein (self-determination as an internal condition of activity for self-determination); A. Maslow and K. Rogers (self-realization as a process of personal growth); S. I. Kudinov (polysystemic model of self-realization). The empirical methods of research included: “Test for Self-Determination” of E. N. Osin – modification of the scale of self-determination of K. Sheldon; “Test for Life Meaningful Orientation” of D. A. Leontiev; “Ability to Self-governance” of N. M. Peysakhov; “Questionnaire on Self-Realization” of S. I. Kudinov; “Test for Self-Actualization” of L. Y. Gozman and M. V. Kroz. The result of the conducted research consists in determination of a positive correlation of the meaningfulness of life and self-expression with all types of self-realization. However, in consideration of the link between self-expression and personality, activity and social self-realization following pattern was established: self-expression on high and low levels has a tendency towards decline of the indicators of self-realization; while the average level of self-expression demonstrates higher indicators of personal and activity self-realization of the respondents.
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Nepopalov, V. N. "The role of personal factors in the decision-making process." Current Issues of Sports Psychology and Pedagogy 1, no. 1-2 (2021): 60–64. http://dx.doi.org/10.15826/spp.2021.1-2.5.
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In the article, based on the analysis of the works of Rubinstein S. L., Leontiev A. N., Davydov V. V. and Petrovsky A. V., a three-dimensional model of the personality of an athlete who is constantly in a decision-making situation is considered. The article focuses on the fact that during studying the personality of an athlete it is necessary to take into account the social environment of an athlete and the process of his relationship with the world, since only this approach allows revealing the process of human development more completely and determining his formation as a person. The article substantiates a 3-layer unified whole in which the personality as a subject of activity reveals itself. The presented holistic model of the personality is relevant from the point of view of the organization of an individual and personal approach to the athlete by the coach. Further investigation of the problem consists in the consideration of conditions that will contribute to the awareness and acceptance of the tasks that a coach puts forward for the athletes.
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Chaika, G. V. "PERSONAL TRAITS SUPPORTING POSITIVE RELATIONS WITH OTHERS." Ukrainian Psychological Journal, no. 1 (13) (2020): 223–37. http://dx.doi.org/10.17721/upj.2020.1(13).14.
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The article examines the psychological qualities and characteristics that support positive relations with others as they are understood in C. Ryff 's model of psychological well-being and compares them with those personal qualities that usually understood as supporting an individual 's personal autonomy. To solve this task, we used the corresponding scale from the Ryff 's Scales of Psychological Well-being; the Test of Meaningful Life Orientation of D. A. Leontiev; Test-Questionnaire of Self-Attitude of V. V. Stolyn, S.R. Panteleyev; Self-Efficacy Scale proposed by R. Schwarzer and M. Jerusalem (adapted by V. G. Romek), S. Maddi 's Hardiness Scale (adaptated of D. A. Leontiev et al.), the Self-Actualization Test (CAT), the self-expression scale from the self-determination test of Osin E. et al. In total, 150 respondents - students of Kyiv universities participated in the research. The study data show that there are strong correlations between positive relations with others and such personal traits as life process and life results and other indicators of meaningfulness of life; self-expression, which reveals whether life is experienced as consistent with one 's own desires, needs and values; self-respect and expected attitudes of others and several other indicators of self-attitude and general scale of self-attitudes; self-actualizing value and psychological hardiness. The predictors of successful positive relations are commitment, expected attitudes of others, self-expression and self-respect, existing life goals and positive life results. High locus of control on self and control as a factor of psychological hardiness can prevent from development of warm, good and deep relations. The obtained results show that there is a line of personal characteristic that support personal autonomy and positive relations with others, namely, self-expression, self-respect, life-goals. That is why we cannot argue the idea that personal autonomy and positive relations with others are totally opposite personal traits and that need in autonomy can is fulfilled by neglecting relationships with others.
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Egorova, P. A. "Dream as a subject of psychological research." Psychological-Educational Studies 6, no. 1 (2014): 19–27. http://dx.doi.org/10.17759/psyedu.2014060104.
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We discuss the main theoretical concepts of a dream: dream definitions, ideas about its genesis, functions, dream location in the structure of activity. We analyze the similarities and differences between the approaches. The results of empirical studies of adolescent and adult dreams are generalized, dream functions in adolescence are analyzed. Based on the analysis of different approaches, we chose theoretical basis of our own research – A. Leontiev activity theory, L.S. Vygotsky concept, K. Lewin's model. We formulated and substantiated the definition of dream as emotionally colored image of the desired future, having a subjective significance. We show the significance and hypotheses of our research: 1) the content of dreams is connected not only with a situation of frustration, but also with the teenager abilities, 2) the dream is involved in regulating of values choice; 3) restoration and development of the ability to dream can be used in the practice of counseling and psychotherapy as an effective tool to help adolescents and adults.
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Bespalov, B. I. "Exploring Psychological Systems with the 'Method of Units'." Cultural-Historical Psychology 11, no. 2 (2015): 4–15. http://dx.doi.org/10.17759/chp.2015110201.
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The paper considers the units of psychological systems proposed in the works of the founders of activity theory (L.S. Vygotsky, A.N. Leontiev, S.L. Rubinstein and others) from the perspective of a fuzzy logic model of the unity of opposite sides of the units developed by the author. A clear distinction is drawn between the concepts of 'unit', 'basic unit' and 'cell' of a psychological system. The paper also reviews some goals, outcomes and means of exploring psychological systems with the 'method of units'. This method is aimed at finding com¬ponents in a system that have significant features in common with this system, features which can turn into each other through the 'moments of their equality' or unity. Describing such transitions (for example, of con¬scious actions into unconscious operations) helps to reveal the mechanisms of the corresponding psychological processes. The paper draws a comparison between the 'chunks of information' in cognitive psychology and the 'units of psychological interaction' in activity theory.
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Ivanov, Sergei G., and Sergei N. Pozdnyakov. "Understanding the Problem by Modeling the Subject Area (with the Goal of Creating a Task Generator)." Computer tools in education, no. 2 (June 27, 2020): 94–114. http://dx.doi.org/10.32603/2071-2340-2020-2-94-114.
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This article presents a theoretical analysis of the problem of comprehending educational material in mathematics on the example of a problem that was proposed by NN Pangina as a “touchstone” for studying the interaction of a teacher and a student in organizing the latter’s independent work (from ed.: Pangina’s article is published in this issue of the journal). The article discusses a methodological approach based on changing the pedagogical goal in relation to the task. Instead of starting with a search for a solution to the problem with specific data and focusing the student’s attention on “building a route” from the conditions of the problem to what needs to be found, it is proposed to build models that allow generating new problems similar to the one given. This formulation of the problem changes the psychological attitude of the student, relieves him of responsibility for the success of solving a specific problem. At the same time, prompted pushed by the teacher, the student builds various simulation models that can be easily programmed and turned into problem generators, thereby forming a mathematical model of the problem area in which the problem was set. The proposed approach is based on the activity approach proposed in the works of AN Leontiev in the 70s of the last century [1], the idea of bringing out difficult-to-understand intellectual actions outside in order to use the mechanism of internalization [1, 2] and the works of Simour Papert related to the use of computer artifacts as intermediaries for comprehending new mathematical ideas [3, 4].
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Kashapov, Mergalyas M., and Anastasiya A. Volchenkova. "Theory of mind of adolescents in the context of inclusive education." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 27, no. 2 (July 30, 2021): 118–27. http://dx.doi.org/10.34216/2073-1426-2021-27-2-118-127.
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Topicality of the study is due to the need for practice in understanding and substantiating the psychological foundations of the formation of such a personality trait of adolescents as tolerance, as well as in identifying other personal characteristics of adolescents as predictors of the formation of tolerance. The purpose of the article is a generalised theoretical presentation of the empirical results of a pilot study of the personality traits of adolescents in the context of inclusive education. Achieving this goal makes it possible to reveal the psychological mechanisms of the adolescent's social behaviour. The study of the problem of the mental model as a predictor of the formation of tolerance in adolescents in the context of inclusive education was carried out within the framework of the methodological principles developed by Simon Baron-Cohen, as well as in the framework of the system-subject approach of Yelena Sergiyenko, in which the traditions of the systemic (Boris Lomov, Alexei Leontiev, Vladimir Shadrikov) and the subject-activity (Sergei Rubinstein, Kseniya Abul'khanova, Andrey Brushlinskiy, Viktor Znakov) approaches in psychology are creatively integrated. The article presents and substantiates the results of an empirical study of the mental model as a predictor of the formation of tolerance in adolescents in the context of inclusive education. In the course of applying the procedure of regression analysis, on the basis of the mental model, the basic personality predictors of the formation of tolerance in adolescents – “self-control in communication”, “self-attitude” and “situational anxiety” were identified. The resulting regression model explains the possibility of influencing the general index of tolerance through the indicated personal characteristics. The mental model makes it possible to conceptualise the inner world of a teenager. The article substantiates new research opportunities for studying the ability of adolescents to understand their own mental world and the mental world of another. The conclusion is made about the high productivity of using the mental model, its research capabilities in the study of individual personality traits, and, in particular, in the formation of adolescent tolerance in the context of inclusive education.
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Pomeshkina, S. A., A. V. Solodukhin, A. A. Bezzubova, M. S. Yanitsky, and O. L. Barbarash. "The relationship between adherence to therapy and the style of communicative interaction of the attending physician and patients undergoing coronary artery bypass graft." Russian Journal of Cardiology, no. 11 (December 6, 2018): 58–64. http://dx.doi.org/10.15829/1560-4071-2018-11-58-64.
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Aim. To study the communicative characteristics of the attending physician, assessed by the patient, and analyze their connection with adherence to the treatment of patients with coronary artery disease (CAD) undergoing coronary artery bypass graft (CABG).Material and methods. The study included 366 patients — men aged 41 to 77 years old (mean age 59,9±6,9 years) with a stable form of CAD. The patients included in the study were examined 57 days before the CABG and 6 months after it. The clinical condition of the patient, the presence of cardiovascular risk factors and the therapy taken before and within 6 months after were assessed. Before being discharged from the clinic, A. А. Leontiev communication card was used to determine the model of communicative interaction.Results. The higher the patient assessed the communicative competence of the doctor according to the several parameters (“benevolence”, “encouragement of initiative”, “openness”, “activity” and “flexibility”), the higher his adherence to treatment was. Patients who gave a low rating to the attending physician by the communicative parameters (“openness”, “flexibility” and “interest” in communication), had the lowest adherence to treatment.Conclusion. The adherence to treatment of CAD patients is influenced by such communicative characteristics of the attending physician as “benevolence”, “encouragement of initiative”, “openness”, “activity” and “flexibility” qualify as democratic style of communication between a doctor and a patient.
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Danylchenko, Tetiana. "Correlation between the individual’s experience of well-being and social evaluation." Journal of Education Culture and Society 12, no. 2 (September 25, 2021): 179–89. http://dx.doi.org/10.15503/jecs2021.2.179.189.
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Aim. The aim of this paper is to define the correlation between social evaluation and personal well-being. Methods. The study involved the citizens of Chernihiv (average age – 31.5 years old): 91 people in total, 37 men and 54 women. The following methods were used: the scale of satisfaction with life scale by Diener, as adapted by Leontiev and Osin (2008); questionnaire of parameters of subjective social well-being by Danylchenko (2015); subjective life satisfaction scale by Lybyna (2008), questionnaire on the peculiarities of evaluation by other people by Danylchenko (2019). Results and conclusion. In Ukrainian society, the most important reference groups are parents and a spouse, while friends and colleagues play a comparatively smaller role. All these groups are more likely to give positive and neutral social evaluations. However, negative evaluations are more likely to come from colleagues and friends, and positive – from family. There are differences in indicators of subjective well-being, social acceptance (as a measure of social well-being) and competence between people who are assessed predominantly positively and predominantly negatively. Subjective well-being is reduced reproaches from reference groups. Praise contributes to the enhancement of subjective social well-being Comparison with other people and the existence of a role model reduces psychological well-being. The filter for the perception of positive and negative evaluations from the social environment is a person’s self-acceptance.
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Vitko, J. S., and A. A. Lebedeva. "Practice with Homeless Persons: the Prospect of the “Invisible” Personality Return." Social Psychology and Society 12, no. 4 (2021): 146–69. http://dx.doi.org/10.17759/sps.2021120409.
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Objective. The article analyzes the practices of homeless assistance programs and the possibility of developing a methodological approach, where the restoration of the lost subjectivity of the individual will become one of the methodological foundations of the psychology of homelessness. Background. The problem of homelessness is urgent both for Russia and foreign countries. Improving the effectiveness of the re-socialization practices for people living on the street implies a deeper understanding of the psychology of the homeless by social services. Methodology. This article considers the methodological principles of the historical-evolutionary approach (A.G. Asmolov), the approach to the analysis of cultural and personal development from the viewpoint of the chronotope (N.N. Tolstykh), the principle of supra-situational activity (V.A. Petro¬vsky), the idea of personality development pathways in challenging conditions (D.A. Leontiev), etc. Conclusions. It is concluded that assistance to the homeless is of an ad hoc nature and mostly includes the provision of material and emergency support. The authors propose a comprehensive model based on the idea of the homeless personality returning and upholding the following principles: 1) retention of activity on the side of the person, 2) effort on the part of the person, 3) maintenance of oversituational activity, 4) reliance on the personality, its potential, 5) support and organization of social relations, 6) polysystem.
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Mesnard, Louis de. "The Asynchronous Leontief Model." Economic Systems Research 4, no. 1 (January 1992): 25–34. http://dx.doi.org/10.1080/09535319200000002.
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Ļevina, Jeļena, Kristīne Mārtinsone, Sandra Mihailova, and Marina Sokola-Nazarenko. "STUDENTS’ SOCIAL ACTIVITIES, VALUES, MEANINGFULNESS OF LIFE AND SELF-CONFIDENCE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 7 (May 25, 2018): 115. http://dx.doi.org/10.17770/sie2018vol7.3444.
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The purpose of this study was to develop and test a model that describes the relations between participation of students in social activities oriented toward helping others, their values, namely, discrepancy between importance and attainability of values, meaningfulness of life and self-confidence. The sample consisted of 103 students aged from 18 to 41, 28.2% were males and 71.8% were females. In this research the M.Rokeach technique as modified by E.B. Fantalova, the Meaning-in-Life Orientations test (MOL) developed by D.A. Leontiev, the Self-confidence scale of the “Research of self-attitude” questionnaire (RS) developed by V.V.Stolin and S.R. Pantelejew, and questions from the third European Quality of Life Survey, which measure participation in social activities oriented towards helping others, were used. The first three instruments were translated into Latvian by S. Jirgena (now Mihailova). Validity and reliability of the Latvian versions of the MOL and the RS Self-confidence scale were evaluated, and the Latvian versions of both scales were modified. Correlation analysis and structural equation modeling (SEM) were used in order to test a theoretically developed model of students’ participation in social activities oriented towards helping others/ discrepancy between importance and attainability of values and meaningfulness of life outcome, and meaningfulness of life and self-confidence outcome. Firstly, it was found that discrepancy between importance and attainability of students’ values is not related to meaningfulness of life. In its turn, it was revealed that participation in such social activity as doing unpaid voluntary work in education, cultural and professional associations has a positive impact on meaningfulness of life and, in its turn, meaningfulness of life has a positive impact on self-confidence.
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Rabinovich, Pavel D., Mikhail E. Kushnir, Kirill E. Zavedensky, Lidia V. Kremneva, and Igor S. Tsarkov. "Russian and International Experience of Working with Personality Developing Inquiry." Integration of Education 25, no. 4 (December 30, 2021): 639–45. http://dx.doi.org/10.15507/1991-9468.105.025.202104.629-645.
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Introduction. Response to challenges of actual mass demand for personalisation of education is not feasible without specification of idea, models and mechanisms of usage of “learning inquiry”, which are determined by regional, cultural, social, and historical specifics of society. Relevance of the research is based on the necessity to clarify the term “learning inquiry” to facilitate practical implementation of mechanisms of personal educational logistic realised in digital environment. The article’s objective is to present results of analysis of local and international interpretations of the term “learning inquiry” (or its equivalent) as well as practices of its formation and usage. Materials and Methods. Local and global practices (formalised education, family education, “alternative” education) have been analysed with a searching depth of 5-8 years. Searching requests: educational inquiry, personal(sized) learning inquiry, personalized education, personalized learning, student-initiated learning, selflearning, etc. The following concepts have been reviewed: subjectivity, individualisation, personalization, personification, choice theories by D. Leontiev, intermediate action theory by B. Elkonin, theory of complicated systems and personality by K. Rogers, field theory by K. Levin, concept of deep knowledge by K. Duek, etc.; models and practices of active learning based on subjective position of a student. Results. Specifics of terminology related to personalized education are determined and described. A preterm “learning request” has been introduced via system of basic principles of creation of “learning inquiry” model. It has been shown that “learning inquiry” is realized via various educational institutions. In digital environment “learning inquiry” becomes a trigger for transformation towards educational logistic. Discussion and Conclusion. Research results contribute to development of practices of construction of position by participants of educational activity, to practices of work with learning inquiry, to enable to develop mechanisms of transformation towards personal educational logistic and, therefore, to facilitate readiness of educational systems to realisation of personalized education.
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Hardman, Joanne. "An Activity Theory Approach to surfacing the pedagogical object in a primary school mathematics classroom." Outlines. Critical Practice Studies 9, no. 1 (April 16, 2007): 53–69. http://dx.doi.org/10.7146/ocps.v9i1.2086.
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This paper develops a methodology for using Activity Theory (AT) to investigate pedagogical practices in primary school mathematics classrooms by selecting object-oriented pedagogical activity as the unit of analysis. While an understanding of object-oriented activity is central to Activity Theory (AT), the notion of object is a frequently debated and often misunderstood one. The conceptual confusion surrounding the object arises both from difficulties related to translating the original Russian conceptualisation of object-oriented activity into English as well as from the different interpretations of the object currently in use within two contemporary approaches in activity theory. This paper seeks to clarify understandings of the object by exploring notions of object oriented activity. To this end, the paper traces the historical development of the object through Leontiev (1978; 1981) and Engeström’s (1987; 1999) expansion of Vygotsky’s original triadic understanding of object oriented activity. Drawing on Basil Bernstein’s (1996) notion of evaluative criteria as those rules that transmit the criteria for the production of a legitimate text, the paper goes on to elaborate a methodology for using AT to analyse observational data by developing the notion of “evaluative episodes” as pedagogical moments in which the pedagogical object is made visible. Findings indicate that an evaluative episode can serve as an analytical space in which the dynamism of an activity system is momentarily frozen, enabling one to model human activity in the system under investigation and, hence, in this study, to understand pedagogy in context.
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Sofiko Dzhvarsheishvili, Sofiko Dzhvarsheishvili. "Developing Tendencies of Foreign Direct Investments." New Economist 16, no. 03 (January 28, 2022): 41–47. http://dx.doi.org/10.36962/nec62-6303-042021-41.
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The formation process of foreign direct investment theories began in the second half of the twentieth century, it was period that the importance of foreign direct investment (FDI) in international capital movement increased, and this period was characterized by the rapid growth of multinational enterprises, which, in turn, is a major source of FDI. Scientific and technological progress has become the basis for decisions of transnational companies to invest capital in to different parts of the world and to coordinate and control its many branches from one country. During this period scientists actively began to develop theories and mathematical models of foreign direct investments, which meant studying the genesis of FDI, as well as analyzing their impact on the economy of both the host and the issuer countries. The analysis of foreign direct investment theories is closely related to the study of the activities of multinational corporations. Among them are some paradigms containing interesting discoveries that view the foreign direct investment as a contributing factor for the economic growth of the host country and its industrial development. In this article, the author consider the key theories and models of foreign direct investment: 1. The Product Life Cycle Theory, which is developed by Vernon; 2. Transnational companies and monopolistic computation theory, which is developed by Hymer; 3. Generalized theory of economic development, which is developed by Akamatsu; 4.The competitive advantage of nation’s theory, which is developed by Porter; 5.The eclectic paradigm and country's investment development theory, which is developed by Dunning; 6.Differential model of capital distribution between countries by Leontiev. The theories and models provide a basic range of motives of investors' behavior in the world market. It also makes it possible to analyze what impact foreign direct investment has on the economy of the recipient country and what forecast the recipient country's economy will have. Keywords: Globalization, Foreign Direct Investment, Economic Growth, Multinational Corporations, Analysis of Basic Theories and models;
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FlÅm, Sjur D., and Lars Thorlund-Petersen. "Underestimation in the Leontief model." Economics Letters 18, no. 2-3 (January 1985): 171–74. http://dx.doi.org/10.1016/0165-1765(85)90175-2.
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Kuntsevska, Anastasiia. "Сategories of analysis within activity-oriented counseling." Kyiv journal of modern psychology and psychotherapy, no. 1 (September 1, 2020): 46–56. http://dx.doi.org/10.48020/mppj.2020.01.04.
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This paper aims to provide an analysis of the theoretical and methodological grounds of Activity-oriented models of psychological counseling practice, along with an author's model of counseling interaction between a psychologist and a client within the framework of Activity theory.
In contrast to majority of psychological theories, Activity theory has not yet been fully reflected in psychotherapeutic and counseling practice. As a consequence, we can see the gap in the relevant methodology of psychological care, despite of multiple theoretical and empirical research, conducted within Activity framework.
The structure and procedure of Activity-oriented counselling is based on major categories of Activity theory, developed by S. Rubinstein, A. Leontiev, F. Vasilyuk, G. Schedrovitsky, namely: i) unity of consciousness and activity; ii) experiencing as a form of personal activity; iii) categories of activity analysis. Since the subject of counseling is the problem situation experienced by a client, the main purpose of psychological counseling is to convert the problem into achievable tasks, which requires setting a clear logic and sequencing stages of consultative process.
It is shown that the consultant guides the client through a series of stages, which involve consistent changes.
Those stages include following: situation scanning; positional analysis; problematizing and capturing of contradictions, repositioning and designing of new activity schemes.
Activity-oriented counseling offers a comprehensive, context-sensitive method of client`s life story exploration and highly structured procedure, which allows psychologist and the client to retain its overall meaning and logic.
Certainly, an active approach in the psychological practice of counselling requires further methodological developments: in particular, the development of protocols of counseling sessions and non-parametric methods of diagnosis of client advancement.
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Peña, J. M. "Hierarchical open Leontief models." Linear Algebra and its Applications 428, no. 11-12 (June 2008): 2549–59. http://dx.doi.org/10.1016/j.laa.2007.12.003.
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Bazyma, Nataliia, Oksana Koropatova, Yuliia Bondarenko, Olga Forostian, Hanna Sokolova, and Veronika Kovylina. "Characteristics of Language Behavior and Speech Activity in Children with Autistic Disorders: Theoretical Aspect." BRAIN. BROAD RESEARCH IN ARTIFICIAL INTELLIGENCE AND NEUROSCIENCE 12, no. 1 (March 29, 2021): 01–18. http://dx.doi.org/10.18662/brain/12.1/167.
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Speech development of a child with autism does not always take place at the appropriate age and does not always obey the laws of development of speech functions. According to the analysis of literature sources, the direct study of speech activity of children with autistic disorders requires a more detailed study. According to our predictions, a child with autistic disorders of older preschool age due to the peculiarities of communicative and behavioral spheres will show a low level of speech activity, which can be explained directly by the specificity of speech development along with limited language experience and insufficient knowledge of language and its use in communication. Language behavior consists of two complementary and interrelated processes: psychological formation (generation) of speech utterance and perception of the expanded speech of the interlocutor. The model of speech utterance generation includes five consecutive, interconnected stages (phases) identified by O.O. Leontiev (1967): the motive of utterance; the idea of expression; internal programming; lexical and grammatical development of the utterance; implementation of speech expression in external speech. Speech activity is one of the many forms of general activity, a reflection of the needs that arise in accordance with specific communication situations, a prerequisite and an important component of language behavior. The term "speech activity" is considered by us in the sense of the presence of a motive for speech utterance and direct speech utterance, which may occur as a reaction-response to the interlocutor's remark or as a desire to inform the interlocutor of their own thoughts, experiences, emotions, needs.
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Cui, Yong Liang. "The Control of Leontief Model on Industry Manufacturing Process." Advanced Materials Research 187 (February 2011): 287–90. http://dx.doi.org/10.4028/www.scientific.net/amr.187.287.
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The classic Leontief model on industry manufacturing process is investigated. A kind of discrete-time singular dynamic input-output model of industry manufacturing process based on the classic Leontief Model is provided and the stability of this kind of model is researched. By the new mathematic method, the singular dynamic input-output system will not be converted into the general linear system. Finally, a sufficient stability condition under which the discrete-time singular Extended Leontief Model is admissible is proved.
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de Mesnard, Louis. "Price consistency in the Leontief model." Cahiers d Économie Politique 71, no. 2 (2016): 181. http://dx.doi.org/10.3917/cep.071.0181.
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Davar, Ezra. "Supply Quantitative Model à la Leontief." Modern Economy 02, no. 04 (2011): 642–53. http://dx.doi.org/10.4236/me.2011.24072.
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Jackson, Randall W., Moss Madden, and Harry A. Bowman. "CLOSURE IN COLE'S REFORMULATED LEONTIEF MODEL." Papers in Regional Science 76, no. 1 (January 14, 2005): 21–28. http://dx.doi.org/10.1111/j.1435-5597.1997.tb00679.x.
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Chanchikov, Illia. "Self-Attitude and Emotional Experiences as a Factor of Personality Hardiness." Bulletin of Taras Shevchenko National University of Kyiv. Series “Psychology”, no. 2 (12) (2020): 98–103. http://dx.doi.org/10.17721/bsp.2020.2(12).18.
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The article is devoted to the theoretical and empirical research of the relationship between self-attitude and emotional experiences, and the hardiness of the individual. Hardiness is seen as an integral characteristic of personality that has a connection with the individual properties of the individual at every level of the individual. The study involved 147 people of all ages. The following diagnostic methods were used: Stolin-Panteleev self-attitude questionnaire, test "Scale of differential emotions" K. Izard, S. Muddy’s hardiness test (adaptation by D. O. Leontiev, O. I. Raskazova). The analysis of the results of the self-attitude survey showed that the indicator "Global self-attitude" in the subjects is at a high positive level. Components of self-attitude such as "Self-interest" and "Self-understanding" also scored the most points. The research of the emotional sphere showed the presence of different types of emotions, both positive and negative in the emotional life of the subjects. Correlation analysis revealed the existence of a link between self-attitude and emotional experiences. The results of the research of hardiness showed the development of this characteristic within the average values. Correlation analysis (Pearson’s correlation coefficient) showed a high level of correlation between the indicators of self-assessment "Global self-attitude" and "Self-esteem" with hardiness, and also inverse correlations between «Acute negative emotions», «Anxious and depressive emotions» and hardiness. The weakest relationship with hardiness was observed in the scale "Attitude of others". Regression analysis allowed us to build a model that explained the high level of dispersion of hardiness. This model includes components of self-attitude and emotional experiences: "Self-esteem", "Self-interest", «Anxious and depressive emotions», "Attitudes of others", "Self-foam". Among these components, the level of hardiness is most affected by "Self-esteem". Research has shown that there is a link between self-attitude, emotional experiences and hardiness. Also was shown that self-attitude and emotional experiences affects the level of hardiness.
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Kulyk, М. M. "Modification of the Ghosh model structure in inter-sectoral analysis." Problems of General Energy 2020, no. 3 (September 24, 2020): 06–21. http://dx.doi.org/10.15407/pge2020.03.006.
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The current Ghosh model is based on the use of value-added forecast data. The forecasts of gross domestic product and value added have long and regularly been developed by different national and international economic and financial structures, including governmental ones. The level of methods and accuracy of such forecasts is quite high as compared with the final demand forecasts on which the Leontief model is based. Therefore, from the econometric point of view, the accuracy of predictions of output made by using the Ghosh model should be at least not worse than that provided by the classical Leontief model. The modified Ghosh model formally differs from its current model by the presence of a new matrix. However, this difference is only a structural feature, and in mathematical terms these models are identical. At the same time, the modified Ghosh model is more attractive and promising than the current one due to the following factors. It uses one matrix instead of two matrices that appear in the current model. The modified model has a structure (unlike the current one) similar to the structure of the classical Leontief model. Due to this, the modified model is more understandable and easy to use. However, the most important feature lies in the fact that the use of a new matrix significantly expands the possibilities of theoretical research within the input-output structures. Due to constructing a new matrix in the modified Ghosh model, new relations between the vectors of final demand and value added were discovered, which can be efficiently used in balancing the system of input-output matrices. It was also established that the corresponding matrices of the classical Leontief model and the modified Ghosh model have identical diagonal elements in pairs, and this is useful in various analytical studies. Keywords: modified Ghosh model, input-output, Leontief model, value added, final demand
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Durigan, Ana Cecília, and Záira Fátima De Rezende Gonzalez Leal. "A RELAÇÃO ENTRE A FAMÍLIA E A ESCOLA COMO ELEMENTO PARA A FORMAÇÃO HUMANA: contribuições da Psicologia Histórico-Cultural." InterEspaço: Revista de Geografia e Interdisciplinaridade 3, no. 10 (January 24, 2018): 133. http://dx.doi.org/10.18764/2446-6549.v3n11p133-148.
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THE RELATIONSHIP BETWEEN THE FAMILY AND THE SCHOOL AS AN ELEMENT FOR HUMAN FORMATION: contributions of Historical-Cultural PsychologyLA RELACIÓN ENTRE LA FAMILIA Y LA ESCUELA COMO ELEMENTO PARA LA FORMACIÓN HUMANA: contribuciones de la Psicología Histórico-CulturalEste artigo apresenta alguns resultados de uma pesquisa teórica e bibliográfica que objetivou compreender e aprofundar os estudos sobre a importância da relação entre família e escola e como tal relação se articula na sociedade contemporânea. Assim, busca refletir acerca dos múltiplos aspectos que influenciam as relações familiares e como isto reflete na formação de crianças e adolescentes e em seu processo educacional na sociedade contemporânea. Este estudo tem como fundamento a Psicologia Histórico-Cultural e buscou, a partir de autores como Vygotsky, Leontiev e continuadores, analisar de que forma a relação entre a família e a escola se articula nesta sociedade, considerando as características de uma sociedade capitalista, como o aspecto individualizante que se contrapõe a um modelo coletivo. Nesta perspectiva, é fundamental refletir sobre o modelo hegemônico de família, construído socialmente, que se constitui em um núcleo formado por pai, mãe e filhos, e a existência, na contemporaneidade, de diversos formatos de família e como isso pode influenciar nas relações estabelecidas no contexto escolar. Deve-se considerar também a importância da educação escolar para a formação humana, uma vez que o indivíduo se torna humano a partir da apropriação da cultura produzida pelo conjunto dos homens, aspecto fundamental destacado pela psicologia histórico-cultural. Ressalta-se que a família é o primeiro ambiente formativo que media a relação entre a criança e o mundo e se constitui como fundamental para a formação do psiquismo da criança, em sua unidade afetivo-cognitiva. Foi possível perceber que frente a concepções individualistas e culpabilizantes propagadas no contexto social contemporâneo, há uma tendência a naturalizar as relações familiares e a conduta de crianças e adolescentes no espaço escolar. Isso evidencia um cenário de estigmas sociais e sofrimento humano para as famílias frente às dificuldades vividas pelos filhos no ambiente escolar e frente às cobranças feitas pelos profissionais da escola. Percebe-se que, com o empobrecimento da educação escolar e dos resultados que ela alcança, a formação humana que daí resulta também se apresenta empobrecida.Palavras-chave: Famílias; Psicologia; Educação; Formação Humana.ABSTRACTThis article presents some results of a theoretical and bibliographical research that aimed to understand and deepen the studies about the importance of the relationship between family and school and how this relationship is articulated in contemporary society. Thus, it seeks to reflect on the multiple aspects that influence family relationships and how this reflects on the formation of children and adolescents and their educational process in contemporary society. This study is based on Historical-Cultural Psychology and sought, from authors such as Vygotsky, Leontiev and followers, to analyze how the relationship between family and school is articulated in this society, considering the characteristics of a capitalist society, such as the individualizing aspect that opposes a collective model. In this perspective, it is fundamental to reflect on the hegemonic model of the socially constructed family, which consists of a nucleus formed by father, mother and children, and the existence, in the contemporaneity, of several family forms and how this can influence established relations in the school context. One should also consider the importance of school education for human formation, since the individual becomes human from the appropriation of the culture produced by all men, a fundamental aspect highlighted by historical-cultural psychology. It is emphasized that the family is the first formative environment that mediates the relation between the child and the world and is constituted as fundamental for the formation of the psyche of the child, in its affective-cognitive unity. It was possible to perceive that in front of individualistic and guilty conceptions propagated in the contemporary social context, there is a tendency to naturalize the family relations and the conduct of children and adolescents in the school space. This shows a scenario of social stigmas and human suffering for families facing the difficulties experienced by their children in the school environment and in front of the charges made by school professionals. It can be seen that, with the impoverishment of school education and the results it achieves, the resulting human education is also impoverished.Keywords: Families; Psychology; Education; Human Formation.RESUMENEste artículo presenta algunos resultados de una investigación teórica y bibliográfica que objetivó comprender y profundizar los estudios sobre la importancia de la relación entre familia y escuela y como tal relación se articula en la sociedad contemporánea. Así, busca reflexionar acerca de los múltiples aspectos que influencian las relaciones familiares y cómo esto refleja en la formación de niños y adolescentes y en su proceso educativo en la sociedad contemporánea. Este estudio tiene como fundamento la Psicología Histórico-Cultural y buscó, a partir de autores como Vygotsky, Leontiev y continuadores, analizar de qué forma la relación entre la familia y la escuela se articula en esta sociedad, considerando las características de una sociedad capitalista, como el aspecto individualizante que se contrapone a un modelo colectivo. En esta perspectiva, es fundamental reflexionar sobre el modelo hegemónico de familia, construido socialmente, que se constituye en un núcleo formado por padre, madre e hijos, y la existencia, en la contemporaneidad, de diversos formatos de familia y cómo esto puede influir en las relaciones establecidas en el contexto escolar. Se debe considerar también la importancia de la educación escolar para la formación humana, una vez que el individuo se vuelve humano a partir de la apropiación de la cultura producida por el conjunto de los hombres, aspecto fundamental destacado por la psicología histórico-cultural. Se resalta que la familia es el primer ambiente formativo que media la relación entre el niño y el mundo y se constituye como fundamental para la formación del psiquismo del niño en su unidad afectivo-cognitiva. Fue posible percibir que frente a concepciones individualistas y culpabilizantes propagadas en el contexto social contemporáneo, hay una tendencia a naturalizar las relaciones familiares y la conducta de niños y adolescentes en el espacio escolar. Esto evidencia un escenario de estigmas sociales y sufrimiento humano para las familias frente a las dificultades vividas por los hijos en el ambiente escolar y frente a las cobranzas hechas por los profesionales de la escuela. Se percibe que, con el empobrecimiento de la educación escolar y de los resultados que ella alcanza, la formación humana que de ello resulta también se presenta empobrecida.Palabras clave: Familias; Psicología; La Educación; Formación Humana.
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Arrous, Jean. "The Leontief Pollution Model: A Systematic Formulation." Economic Systems Research 6, no. 1 (January 1994): 105–4. http://dx.doi.org/10.1080/09535319400000008.
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Johnson, Thomas. "A CONTINUOUS LEONTIEF DYNAMIC INPUT-OUTPUT MODEL." Papers in Regional Science 56, no. 1 (January 14, 2005): 177–88. http://dx.doi.org/10.1111/j.1435-5597.1985.tb00846.x.
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Ábel, István, and Imre Dobos. "Singularity in the Discrete Dynamic Leontief Model." Periodica Polytechnica Social and Management Sciences 25, no. 2 (May 29, 2017): 158. http://dx.doi.org/10.3311/ppso.8432.
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A new wave of applications of the dynamic Leontief model brought into the forefront the singularity problem of the capital matrix. In these applications the singularity of the capital matrix is a common occurrence which complicates the solution of the model. In the singular case the model cannot be transformed in a direct forward recursive form. The method presented in this paper determines the length of a backward system (τ). Several applications stop at observing singularity while referring to the theoretical possibility of the solution. In particular, the singularity of the capital matrix played a prominent role in Bródy’s extensive contributions to the input-output literature but he never ventured into the details of its various solutions. We demonstrate that a number of papers dealing with the Leontief model with singular capital matrix based their solutions on similar regularity assumptions. Our formulation in this paper offers a brief overview of the approaches that can be followed in a wide range of applications confronting with the singularity problem.
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Johnson, Thomas. "A continuous Leontief dynamic input-output model." Papers of the Regional Science Association 56, no. 1 (December 1985): 177–88. http://dx.doi.org/10.1007/bf01887911.
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Emmenegger, J. F., D. Chable, H. A. Nour Eldin, and H. Knolle. "Sraffa and Leontief Revisited. Mathematical Methods and Models of a Circular Economy (Book Presentation)." Mathematical and computer modelling. Series: Physical and mathematical sciences, no. 19 (June 25, 2019): 17–21. http://dx.doi.org/10.32626/2308-5878.2019-19.17-21.
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Simonova, I. A., O. V. Kruzhkova, and I. V. Vorobyeva. "Propensity for social surfing among the Russian youth: Regional specificity." Education and science journal 23, no. 5 (May 23, 2021): 131–63. http://dx.doi.org/10.17853/1994-5639-2021-5-131-163.
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Introduction. The phenomenon of social surfing, as a specific mobility strategy, largely determines the life of Y and Z generations, and creates an ambiguous context in terms of threats and opportunities for the formation of life trajectories of Russian youth. This actualised the search for theoretical and methodological foundations of understanding and practical tools for assessing the state of this problem, which, in turn, made it possible to scale this phenomenon in the context of the modern youth environment in Russia.The aim of the present research was to identify the degree of loyalty and potential tendency to use the “social surfing” strategy by the representatives of young people in Russian regions, taking into account the assessment of the approval of gender models of this behaviour strategy.Research methodology, methods and techniques. The methodological framework for describing the phenomenon of social surfing is based on the social topology of M. Castells, the het-erological concept of the rhizome by J. Deleuze and F. Guattari, the philosophy of mobility by J. Urry, Z. Bauman, U. Beck, the theory of transitivity (E. M. Dubovskaya, T. D. Martsinkovskaya, E. A. Kiselev), the studies of the specifics of youth identity and self-realisation in social space (M. C. Schippers, N. Ziegler, M. Loreto Martmez, P. Cumsille, A. K. Vikulov, T. V. Plotnikova and others) and the modern concepts of happiness (M. Argyll, D. A. Leontiev, A. L. Zhuravlev and others) The study was conducted in different regions of Russia (Novosibirsk, Ekaterinburg, Chelyabinsk, Kazan, Ulyanovsk, Glazov) using psychodiagnostic methodology “Propensity to social surfing of young people” developed by the authors. The study involved young people (N = 510 people aged 18-27 years old, among them female - 68 %, male - 32 %).Results and scientific novelty. It was found that 11.2 % of young men and women approve of social surfing, evaluate its behavioural model as positive and allow similar options for choosing their own life trajectory. Comparative analysis revealed significant differences in loyalty to the social surfing strategy among young people living in different regions of the Russian Federation: the greatest loyalty was manifested by the young residents of Ekaterinburg, Glazov, and Kazan, while the residents of Chelyabinsk predominantly demonstrated a negative attitude to this strategy. The respondents showed an unequal attitude towards male and female social surfing models: with a relatively condescending attitude towards the male model, social surfing of women is frowned upon and is associated with weakness and statement. Meanwhile, the approval of the male model of social surfing creates certain risks of marginalisation and value-semantic anomie among young people.The practical significance of the conducted research is due to the potential possibilities of using the data obtained for choosing approaches to work with young people in the conditions of their high mobility, as well as for creating educational and professional trajectories.
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Sonis, Michael, and Geoffrey J. D. Hewings. "TEMPORAL LEONTIEF INVERSE." Macroeconomic Dynamics 2, no. 1 (March 1998): 89–114. http://dx.doi.org/10.1017/s1365100598006051.
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Interest in structural change over time has created a demand for analytical tools that can assist in exploiting trends and uncover tendencies in individual sectors or parts of sectors within the context of an economywide system of accounts. This paper offers an alternative approach and is designed to be used with annual input-output or social accounting systems. To date, analysts have been faced with the prospect of conducting simple comparative static approaches or the enormity of the task involved in constructing dynamic models with complex lead and lag structures. The temporal Leontief inverse, introduced in this paper, offers a less complex, more tractable method for examining structural change when a time series of input-output tables is available. The method draws upon some earlier work that proposed the notion of a field of influence of change and explored alternative methods of decomposition of change.
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Матвеева, Н. В. "DECODING THE AUTHOR'S IDEA OF A SPEECH UTTERANCE USING THE METHOD OF DENOTATIVE TEXT ANALYSIS." Актуальные вопросы современной филологии и журналистики, no. 2(41) (July 28, 2021): 26–35. http://dx.doi.org/10.36622/aqmpj.2021.35.57.004.
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Данная статья посвящена описанию проведенного исследования, целью которого является изучение замысла или предмета речевой деятельности путем последовательного анализа каждого этапа порождения речевого высказывания от внешней формы текста до замысла автора по модели А.А. Леонтьева. Для проведения данного исследования были поставлены и решены задачи визуализации операции определения основных смысловых единиц предметного содержания речевого высказывания, визуализации операции определения «иерархии» смысловых единиц в «контексте» речевого сообщения и визуализации операции определения последовательности отображения смысловых элементов в речевом высказывании. Для анализа результатов, полученных на каждом этапе исследования, используются различные средства, такие как существующие программы семантического анализа текста и методика построения денотатного графа А.И. Новикова. Данная работа проведена для определения замысла автора на материале текстов англоязычных блогов, так как данные тексты могут быть рассмотрены как речевое высказывание, представленное в письменной форме, имеющее свою интенцию и направленное на адресата. The present paper is devoted to the investigation of the intention of a speaker or decoding the author's idea of a speech utterance. The purpose of this research is to study the idea or subject of speech activity by analyzing each stage of speech utterance generation from the external form of the text to the author's idea according to the model of A.A. Leontiev. To conduct this study some tasks were set and solved such as the task of visualizing of the operation of determining the basic semantic units of the subject content of speech, rendering of the operation of the definition of "hierarchy" semantic units in the "context" of a voice message, and visualizing of the operation of determining the display order of semantic elements in speech utterance. To analyze the results obtained at each stage of the study, various tools are used, such as existing programs for semantic text analysis and the method of constructing a denotative graph by A.I. Novikov. This work is carried out to determine the author's intention based on the material of texts of English-language blogs, since these texts can be considered as speech utterances presented in writing, having its own intention and directed at the addressee.