vol 2, no 7 (7) (2016)

No 7 (7) (2016)

.2 The scientific heritage

(Budapest, Hungary)

ISSN 9215 0365

The journal is registered and published in Hungary.

The journal publishes scientific studies, reports and reports about achievements in different scientific

fields. Journal is published in English, Hungarian, Polish, Russian, Ukrainian, German and French.

Articles are accepted each month. Frequency: 12 issues per year.

Format - A4

All articles are reviewed

Free access to the electronic version of journal

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possible consequences for breaking copyright laws

Chief editor: Biro Krisztian

Managing editor: Khavash Bernat

Gridchina Olga - Ph.D., Head of the Department of Industrial Management and Logistics (Moscow, Russian Federation)

Singula Aleksandra - Professor, Department of Organization and Management at the University of Zagreb (Zagreb, Croatia)

Bogdanov Dmitrij - Ph.D., candidate of pedagogical sciences, managing the laboratory (Kiev, Ukraine)

Chukurov Valeriy - Doctor of Biological Sciences, Head of the Department of Biochemistry of the Faculty of Physics, Mathematics and Natural Sciences (Minsk, Republic of Belarus)

Torok Dezso - Doctor of Chemistry, professor, Head of the Department of Organic Chemistry (Budapest, Hungary)

Filipiak Pawel - doctor of political sciences, pro-rector on a management by a property complex and to the public relations (Gdansk, Poland)

Flater Karl - Doctor of legal sciences, managing the department of theory and history of the state and legal (Koln, Germany)

Yakushev Vasiliy - Candidate of engineering sciences, associate professor of department of higher mathematics (Moscow, Russian Federation)

Bence Orban - Doctor of sociological sciences, professor of department of philosophy of religion and religious studies (Miskolc, Hungary)

Feld Ella - Doctor of historical sciences, managing the department of historical informatics, scientific leader of Center of economic history historical faculty (Dresden, Germany)

Owczarek Zbigniew - Doctor of philological sciences (Warsaw, Poland)

Shashkov Oleg - andidate of economic sciences, associate professor of department (St. Peters-burg, Russian Federation)

The scientific heritage

Editorial board address: Budapest, Kossuth Lajos utca 84,1204

E-mail: [email protected]

CONTENT

ARCHITECTURE

Kamensky V.I. ORIGINS OF FORMATION OF PLANNING

STRUCTURE OF "INDUSTRIAL CITY" T.

GARNIER ........................................................... 4

HISTORICAL SCIENCES

Azizkhanova A.N. LORD PALMERSTON AND CRASH THE

SYSTEM OF EUROPEAN CONCERT ....... 11

Muldiyarov P. ONOMASTIC ASPECTS OF

HUNGARIAN HISTORY .................................14

PEDAGOGICAL SCIENCES

Nemchenko S. STORYTELLING AS A METHOD OF

PREPARATION OF FUTURE HEADS OF

GENERAL EDUCATIONAL INSTITUTIONS

TO REFLEXIVE MANAGEMENT ................. 22

Putrov S., Bazylchuk O., Sushchenko L., ACMEOLOGICAL ASPECTS OF

PROFESSIONAL MOBILITY SPECIALISTS

IN PHYSICAL REHABILITATION ................ 25

Pustolyakova L. THE COORDINATING ABILITIES OF THE

STUDENTS. THE METHOD OF THEIR

DEVELOPMENT IN THE CLASSROOM FOR

PHYSICAL EDUCATION IN HIGH

SCHOOL ........................................................... 29

Bunkova A.D., Sgonnikov V.O. THE TEXTBOOK ABLETON LIVE SUITE 9

FOR MUSICIANS IN THE PROCESS OF

PREPARATION OF BACHELORS PROFILE

MUSICALLY-COMPUTER TECHNOLOGY

IN EDUCATION ............................................ 33

Larioshin A. S., Lesnikova N. A., TEACHING ENGLISH LANGUAGE BASING

ON FEDERAL STATE EDUCATIONAL

STANDARDS OF HIGHER EDUCATION .....36

Lashchykhina V., Lashchykhina I. TENDENCIES OF DEVELOPMENT OF LIFE-

LONG EDUCATION IN MULTICULTURAL

DIMENSION .....................................................39

Lin Huaqin. THE PIANO PLAYING CULTURE

PEDAGOGIC PRINCIPLES FOR THE MUSIC

TEACHER TRAINING ....................................44

Matvienko M.I. FORMATION OF SKILLS OF STUDENTS TO

INDEPENDENT EMPLOYMENT BY

PHYSICAL EXERCISES AS A CONDITION

OF FORMATION OF INDEPENDENCE ........48

Slobozhaninov P.A., THEORETICAL AND PRACTICAL ASPECTS

OF MODERN COMPUTER PROGRAMS IN

HEALTH AND FITNESS .................................52

PHARMACEUTICAL SCIENCES

Minaieva A. BOTANICAL CHARACTERISTICS AND USE

OF ZINGIBER OFFICINALE AS A PLANT

RAW MATERIAL FOR PRODUCTION OF

HERBAL MEDICATIONS .............................. 55

PHILOLOGICAL SCIENCES

Glushkova S.U. CATEGORY OF POLITENESS AS AN

IMPORTANT ASPECT OF INTERCULTURAL

COMMUNICATION (ENGLISH AND

CHINESE) ......................................................... 59

Borys D.P. BACK-FORMATION IN THE ENGLISH

SLANG NEOLOGISMS OF THE EARLY 21ST

CENTURY ........................................................62

Kugan E.I. CONTRASTS OF LANGUAGE PERCEPTION

OF WRITERS B.PASTERNAK AND

M.PROUST .......................................................65

Sheyanova S.V. REMINISCENCES RITUAL CULTURE

ERZYA AS A REFLECTION OF THE

NATIONAL PICTURE OF THE WORLD IN

THE MODERN NOVEL MORDOVIA ........... 69

PHILOSOPHICAL SCIENCES

Korban I.V. TOTAL COMPUTERIZATION: THE RISKS

OF DEHUMANIZATION ................................ 73

Prepotenska .P. AN EXPANSION OF MEGAPOLIS AND THE

SURVIVAL STRATEGIES OF HOMO

URBANUS (AN EXISTENTIAL ASPECT) .... 75

Sahuichenko V. SYNERGISTIC MODELS OF INTERACTION

EDUCATIONAL INSTITUTIONS IN

CULTURE .........................................................86

PHYSICS AND MATHEMATICS

Yakunin Ye.A. A MATHEMATICAL DESIGN OF PROCESS

OF CRYSTALLIZATION IS IN

APPLICATION TO PROGNOSTICATION OF

STRUCTURE OF HARD-TEMPERED FROM

THE LIQUID STATE METALS ...................... 90

POLITICAL SCIENCES

Zhiznevskiy A.N.,

FACTORS OF POWER A CHANNEL OF A

COMPLEX STRENGTH OF A STATE ........... 96

PSYCHOLOGICAL SCIENCES

Barysheva E.I. RESEARCH OF THE PHENOMENON OF

HARDINESS OF YOUNG PEOPLE,

EXPERIENCING DEPRESSIVE STATES.... 102

Mozheyko A.V., Krotova T.B., Minina O.A.,

Ivanova E.S., Shmeleva Y.N., PSYCHOLOGICAL, MEDICAL AND

EDUCATIONAL SUPPORT CHILDREN

WITH DISABILITIES ....................................107

SOCIAL SCIENCES

Slavina A.S., Kazachihina M.V. VEYPING AS CULTURE PHENOMENON OF

YOUTH ........................................................... 110

VETERINARY SCIENCES

Mikhailova, I.I., Leshchenko T.R.,

Mikhailova O N., Evglevskaya T. A.,

Ilchenko,V.D., Finageiv E.Yu., TO THE QUESTION ABOUT PREVENTION

OF THE DISEASE OF CATTLE WITH

ACTINOMYCOSIS ........................................ 113

4 The scientific heritage No 7 (7),2016

ARCHITECTURE

..

,

.

ORIGINS OF FORMATION OF PLANNING STRUCTURE OF "INDUSTRIAL CITY" T. GARNIER Kamensky V.I.,

Kharkiv National University of Construction and Architecture, Assoc

, -

. ,

.

.

.

(, )

ABSTRACT

Research planning structure of ideal cities that influenced the features of formation of master plans for actual

industrial cities is relevant for now time in period of common civilizational crisis. The paper concludes that the

main feature of the project planning structure of ideal industrial town T. Garnier is to fixation of process of con-

version of single space of traditional city into space that is divided on functional areas. The project complements

the compact planning structure of traditional city the linear structures of housing and industrial area. Linear plan-

ning structure of residential areas of the city and of industrial district formed under the influence of development

of rail transport inside the city (trolley, tram) and outside in the second half of the nineteenth century.

: , , .

Keywords: planning structure, the perfect city, industrial city.

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3- . .: , 1984.- 455 .

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. . .-.: , 1986. - 264 .

3. . . -

XVII-XIX .

/ .. ;

.: , 1987, - 191 .

4. .. -

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: / . . .

: , 1984. 376 .,

5. . : -

/. .

.. ; . . . .- .: -

, 1990.- 535 .

6. Grabowski John J. leveland: economics, im-

ages, and expectations [ ]. -

: http://www.teachingcleveland.org/in-

dex.php?option=com_content&view=article&id=659

7. Smith Michael E. The archaeological study of

neighborhoods and districts in ancient cities / Michael

E Smith // Journal of Anthropological Archaeology.

2010. 18 . [ ], -

: http:// www.public.asu.edu/~mesmith9/1-Com-

pleteSet/MES-10-ArchyNeighborhoods.pdf.


HISTORICAL SCIENCES

.. ,

, (--)

- .. ., ..

LORD PALMERSTON AND CRASH THE SYSTEM OF EUROPEAN CONCERT Azizkhanova A.N.

post-graduate student of IIMO, SFU (Rostov-on-don), applicant degree of candidate of historical sciences

scientific supervisor - Yegorov A. A., professor, doctor of historical sciences, professor

.

ABSTRACT

The article is devoted to the study of the influence of Lord Palmerston on the system of the "European concert"

and the degree of researching this issue in domestic and foreign historiography.

: , , -

, , .

Keywords: Palmerston, the system of the "European concert", the foreign policy of Great Britain, the unifi-

cation of Germany, unification of Italy.

, -

,

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, -

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- 1855 1865 .

, -

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[4. 182].

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[2. 332], -

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[ 2. 332].

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XIX [4.184].

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[8.32].

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[1].

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[9.148].

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.

1. Jarrett Mark. The Congress of Vienna and its

Legacy: War and Great Power Diplomacy after Napo-

leon. London: I. B. Tauris & Company, Ltd., 2013

2. Pemberton W.B. Lord Palmerston. London, 1954.

3. , . , 1863, . 87, . 524. 4. .. . -

. // -

. 5, 2006.

5. .. -. , , 1991.

6. .. .. - (1830-1841). . -

. . . . ., 2002.

.

7. .. 60- . XIX . ., 1960.


8. .. - . ., , 2004.

9. . . -- 1864 . , 1866.

.. - . , ., .,

ONOMASTIC ASPECTS OF HUNGARIAN HISTORY Muldiyarov P.

Doctor of Medicine, Professor, Moscow, Russia

,

. IX-XI -

. - ,

. ,

.

ABSTRACT Using the morphemes of the ossetic and conventional scythic languages, the main onymes of the Hungarian

history are etymologized. In IX-X centuries, the Magyars were a symbiosis of Sarmatians with the Ugrish substra-

tum. Their ethnic components were in the dual exogamous relations of the Scythian type, that is composed of

phratries As and Ar. Hungary should be seen as a state that has evolved from symbiosis of Sarmatians and Ugrians.

: , -, , ,

Keywords: Hungarians, Sarmatians-Cheremissians, phratries, dual exogamy, Sabartoi asfaloi

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Gesta Hunga-

rorum. ,

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[16, c.159].

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*s(),*r(),*pr(),*g(),*n(),*am(). -

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[29,

c.111].

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(-

-k/-g/-x, -ar/-r, -

-t-/-t, /

-s/-/-, /

-n, /-

-p/-b)

[ 29, . 3-6; 30, .31].

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[30, 31-38].

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*r/ (cp.

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l n

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.

.,

, ,

[35, c. 94].

*ag() *g/r;

an() *n/g/r

(

-tar -lar).

*n -

/ [56: IV, 49], -

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[26, c.134]; -

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c. 64]. . --

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[3, c. 160163]. -

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, Agamatae. e

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c j: *J/z/g();

*J/z/m/t(); m - -

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< *g/r / <

*r/g/ae

,

[59, c.1, 48-49] .

*r.

-

[52, c.173 ].

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[51, .159 ] ,

: *d + . -nt > Dentu, -

(). -

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*d -

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,

*Hr/t/moger . B ,

,

*hrr. kiraly

: *hrr >

*krr > *krl > kiraly.

[16, .158] , -

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[ 4, c. 347].

[25, c. 43-44]. < *k/nd

(-nd = -nt) [45, . IV] <

*k//t [41, .99 ] -

.

[48, .3]. --

*g

*n [38, .174].

-

, -

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r l ,

*Rebed- *Rbd-,

r [12, 34-36 ] *rbd >

. *rvd , -

;

*r() , /b/v/w -

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106]. C ac/ -

*r/m/ (

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) IX .

; ) *r

as/*d -

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*r; ) -

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Salmuy < *Sarmt.

[16, c.159]

*/n/g/r/s /

; -

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c /

.. , -

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*An *Ad .

xa A <

*t/l/k/s/ [16, .160-161] /

*t.

- <

*dl [6, .30].

R-

*n()gr/On(o)gur.

(VII .), -

[57, c. 248]. (IX .,

) -

[60, c. 170].

-

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.. -a: *s/w/r/t

*s. (

< *s) + ( < < *r). spr -

, *s.

-

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V . , -

[37, c. 56-62]. -

< *split

[54, c.154]. -

[16 , c. 392].

Gaspar.

*Hngr *Hngrs, ,

, , , -

. *s/*t

*swart c versus Magyar-

IX-

X . -

.

r/l , , < *rr

.. pr/*br: Bela < *Br(), <

*Brt, Belo < *Br [48, passim] .

/ -

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*H/s/ar/ = *s(w)ar >*Svar.

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8 -

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*r *s;

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> gyula *Hrk(s) > ( ). T

.

-

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- *s.

, /// <

*Sa/b/ar/t, <

s/w/ar/d() ( ) -

[33, c. 134]. -

*s/k/l ; -

Skol/otoi [29, c.2]

. -

,

*s. *s/k-

(). (e) ,

*.

-

IX-X . -

( , -

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) [13, c. 94, 109; 6, .25-26].

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[24, c. 4].

-

[13, c. 109 ] .

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(, ) [53, c.

129],

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[11, c. 289; 20, c. 13-14]. , -

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< *Artn

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1046 1061 .

, -

< *(J)n/. -

*(w)t,

*(j)n.

-

,

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, ) (Jszsg, Jszberny) [32, c.

4-5; 46 , c. 177-180].


-/-b

, :

< *s/p/t/ c

*as. < */p/an.

C - < *s/p -

IX . [50, c. 143 ] ,

, ().

* -/ /

< */b *.

: Kavar < *k/w/r; Nyk < *n/k; Megyer

< *M/d/r; Tarjan


--

,

-

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-

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[26, c. 136 ], -

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[33].

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[27, c. 168-171].

.

. ,

*d + c -k;

.

Ilek, Irnek, Arikan c *r,

Ekam (. < *skamp)

Atakam */*At. -

*/r *r/r; -tu

-du

.. -t.

. -

*lnt- > riant;

[56: IV, 81]. -

*J/t/t.

zeleg /

,

; -

: *s/k/l =

*s/l/k.

, -

. -

.

-

, .

- [33, c.132] ,

- [7, c.336-342 ] ,

- [17, c. 446 ] ,

-

[15, c. 21-36 ] ,

a. -

XIII ., -

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https://yadi.sk/i/CWW8NGp9tJHCphttp://globus_multi_march_2016_part_l.pdf/http://globus_multi_march_2016_part_l.pdf/


PEDAGOGICAL SCIENCES

STORYTELLING AS A METHOD OF PREPARATION OF FUTURE HEADS OF GENERAL EDUCATIONAL INSTITUTIONS TO REFLEXIVE MANAGEMENT

Nemchenko S.

candidate of pedagogical sciences (Ph.D.),

associate professor

Berdyansk State Pedagogical University

ABSTRACT The article deals with the problem of using storytelling as a reflexive method of training future leaders of

educational institution at the Masters Courses of Pedagogical University. We study the structure, functions, and

principles of using storytelling in the process of preparation, special attention is drawn to the fact that when using

this method, there is a directed self-development of subjects of interaction through reflection.

Keywords: storytelling, principles, functions, reflection, reflexive control.

Relevance and formulation of the problem. Re-

forming of secondary school depends on the level of

teachers training, especially of school leaders. Man-

agement of an educational institution is the most wide-

spread and takes into account all the factors that affect

the school and characterizes the direction of modern

transformations in education. This raises the im-

portance of training school leaders, and as a result, their

willingness to exercise management functions based on

social and pedagogical conditions of an educational in-

stitution as well. The analysis of the problem of training

leaders of secondary schools suggests that the problem

is still not developed in the educational science. There-

fore, this problem is actual for study. Changing the ed-

ucational paradigm from cognitive to reflective de-

mands from scientists searching for new methods of the

process of preparing future leaders of secondary

schools that meet modern needs.

Analysis of researches and publications. Theo-

retical and methodological aspects of modern training

of educational institutions leaders in Ukraine are high-

lighted in the works by researchers: L.Vasyl'chenko, D.

Yelnykova, V. Pikelna, E. Khrykova, V. Fedorova and

others.

The analysis of formation of professional compe-

tence of school leaders, is important for our study, and

is considered in the works by T. Volobueva (self-edu-

cational activity of the head), G. Yelnykova, R. Vdo-

vychenko (heads of school management competence),

L.I. Danylenko (preparation of the head of secondary

school), T. Sorochan (guidelines of development of

professional management of heads of secondary

schools in the system of postgraduate pedagogical edu-

cation, of future managers in the professional training),

N.V. Vasylenko (training of a head of secondary

schools to the innovative activity), L. Voznyuk (devel-

opment of management culture of a head of a Second-

ary Educational Institution), O. Kapitanets (develop-

ment of professional and pedagogical creativity of fu-

ture managers), B. Bereka (theoretical and

methodological basis of managers training).

One of the modern means of training of future

leaders at the Masters courses of a Pedagogical Uni-

versity is a method of storytelling that was first used by

David Armstrong, and later it found its study and de-

velopment in the scientific works by A. Simonne, E.

Sheyhal, L. Prusak, S. Denning, R. Harre and others.

The purpose of the article is to disclose the re-

flexive storytelling essence, as a method of training fu-

ture heads of educational institutions at the Masters

courses of a Pedagogical University.

The main material. Storytelling is a means of

transmitting information and knowledge, an impulse to

the necessary activity through educational stories [2]. It

may be called a reflexive management tool, used for

understanding of interpretation and distribution of

rules, norms and cultural values. Storytelling is a

method of training that is focused on Masters degree

students and is a powerful mechanism of formation of

reflective skills. This allows a Masters degree student

having learning skills of problem solving, understand-

ing the need of knowledge and the use of reflection in

professional activities. During storytelling the interac-

tion of subjects of activity takes place, leading to their

development through reflection. It has direction to the

desired future and necessarily determines the future, al-

lows creating a relationship between the past and pre-

sent through reflexive processes.

In the field of management storytelling is always

considered in the aspect of activity, as a specific tool of

communication between people and involving them

into any action. The value of storytelling is in its ap-

plied focus, there is always better consolidation of im-

age of activity, values, norms, rules, etc., if to rebuild

this image narratively (from Latin. Narrare "speech

act") [5, 6, 7]. In this case, undergraduates will learn the

value which is provided externally as a personal one.

The mechanism of "telling stories" is used primarily in

pedagogy, psychology, and management. It is orga-

nized with the effect based on feedback the reflexive

mechanism. Storytelling aims at "capturing" the idea of

an undergraduate, releasing of his emotions. The effec-

tiveness of this method is due to the emergence of the

undergraduate the chain "emotion-conclusion-action".

Telling a story actually serves as a carrier and transmit-

ter of knowledge, it must contain four required ele-

ments, without which there cannot be made any impact

on the listener, namely:


- Message (moral, conclusions that the listener can

make, after listening to the story, it requires a clear and

understandable formulation);

- Conflict (imbalance, problem that needs solving,

fighting of characters with each other and with such

factors as the time, limitations in the means that require

certain actions);

- Characters (characters with whom the listener

can associate himself, there may be one or several char-

acters);

- Plot (e.g. some working situation into which the

listener can get or the situation that characterizes the

institution from the certain side responsibility, taking

care of employees, ability and willingness to changes).

Enrichment of the story occurs through illustra-

tions. There are three basic types of visual content,

which is used in the application of storytelling: illustra-

tions, photos that accompany the text and give it some

additional dynamics; background images creating a

mood, making it coherent; infographics graphic way

to transfer the knowledge.

Storytelling includes the following stories:

Description of both the best and not successful ex-

amples of work. Methods of implementation of most

successful projects a very valuable material that

should be kept. Especially important are the effective

case studies in the training of undergraduates and pro-

ject management. Stories about errors are also very im-

portant because they have a greater value than the sto-

ries of success and stories with distinguishing of strate-

gic moments in the life of Master studies or of an

institution.

Stories that demonstrate the intrinsic values of cul-

ture and principles of Masters studies or of an educa-

tional institution. If the values, norms and rules of the

institution are given in the form of stories, they are bet-

ter remembered, will be processed and they can be con-

sidered as more real. These stories help undergraduates

understand what is expected from them or from the

head of an educational institution, whose behavior is

considered to be the standard.

Stories-personalities the story of the most suc-

cessful school leaders, educators.

Negative stories and stories-antiviruses. Negative

stories is a cynical natural reaction to the official "pos-

itive" version. Its possible to resist such a story through

stories-antiviruses, consisting of the following: So-

cratic dialogue, which aims at putting the question in

such a way as to neutralize the anti-story, reduces it to

absurdity; sharp metaphor that associates negative crit-

icism as a foolish thing; exaggeration-shift of the key

aspect of the story in order to force it to be accepted as

a humorous story. This is a special kind of storytelling,

so it should be used with caution, but in the case of pro-

fessional communication this tool can be the key to suc-

cessful knowledge management.

For efficient use of storytelling one should use the

following principles:

- Credibility (the one, who speaks, has to do so

convincingly. If the story is told in quite an interesting

way, listeners perceive it well);

Details (the use of details in communication al-

lows to convey emotions brighter. With the help of

emotions a narrator directs listeners feelings);

Drama (its necessary to choose topics which

would have a little drama. Dramatic situation is an

event in which the hero finds himself in such conditions

where external forces or circumstances are stronger

than the hero of the story);

Expressiveness one should use gestures, into-

nations during a narration, that demonstrates the

speakers involvement in the process;

Brevity the story does not have to be very long

and to be such that makes the listener tired, because it

leads to the loss of his attention. The story should focus

on the essentials. It is important for the story to end with

morality.

Unobtrusiveness theres no need to tell the

same story for several times, and if such a need arises,

one must supplement it with new facts that were ig-

nored before.

Constant practice it is recommended to use this

method and constantly monitor the reaction of the au-

dience. Constant practice and feedback help to develop

the skills of storytelling and confidence in oneself.

Meeting all the requirements of storytelling leads

to obtaining the reflexive processes by undergraduates.

Lets consider how this occurs.

In storytelling there are three main forms of reflec-

tion: retrospective, prospective and introspective. First

helps in detection and reproduction of schemes and

tools, processes that occurred in the past. Reflexive

work aims at better awareness, understanding and

structuring of the received past experience, establishes

preconditions, motives, conditions, stages and results

of operations or its separate stages. This form helps to

identify possible errors, search the reasons for their

own failures and successes. Prospective reflection in-

cludes a reflection on the future activities, the idea of

time of activity, planning, selection of the most effec-

tive ways constructed for the future, detection and cor-

rection of schemes and means of possible activities. In

the introspective reflection there are: control, correc-

tion or complication of thinking processes during their

implementation" [4].

Thus storytelling is a means of information mod-

eling not only of events, but time and space as well.

Consider how a reflexive process occurs in story-

telling.

The process of reflection has its own algorithm:

stop, fixing, removal, objectification, and rotation.

The story has its beginning and end, so it is limited

in time. After the story ends theres a break, but it has

a different meaning for both a narrator and listener. The

narrator in the story actually turns to his experience and

objectifies through narratives. With the undergraduate

student the problematic situation arises as a result of

telling a story when there is something new, unusual,

and the ways and means turn to be ineffective. The nar-

rator transmits to the listener some problematic points

contained in the content of the story. The undergraduate

student faces an obstacle in mind, contradiction; he has

the need to search an algorithm to solve the problem,

find the way out of it. At the same time after the end of


the story the listener perceives it as a whole action, un-

derstands that the process of the story is over and it is

fixed in time. Thus a stop in the activity is made. The

stop of the meaningful activity occurs in a situation as-

sociated with subsequent impossibility of its perfor-

mance, and the previous experience cant contribute to

solving the problem that arose. Attempts to solve the

problem with existing tools are ineffective, so the fol-

lowing activity is pointless and it stops. To reflect any

action or its activities is not possible without stopping.

Reflection always involves comparison, it makes sense

and it occurs where there are the relevant tasks if the

activity of the narrator is worked to the schematics, then

the listener is starting to have problems and accordingly

the reflexive process starts. This point is very simple,

but in terms of technical organization of reflection it is

very important. Its absolutely evident that if in the pro-

cess of thinking or activity theres no stopping, then re-

flection usually does not arise. This stop is the basis for

distinguishing by the subject of himself and his exer-

cised activity. "It is important to understand that the

stop is in a different plane than the activity. In relation

to one another, they are perpendicular. The action of the

stop relates to the plane, which manages specific

schemes of action. Stop is not a reflection, but one of

conditions that causes the reflection exercise" [1, 44].

The action which is stopped must somehow be limited

in order to be able to separate one action from another

one. So after stopping of the activity, the process of fix-

ing that in most cases is intermittent in nature and is

serving as guidance takes place. "Fixation, as well as a

stop of action, has a different nature of management. It

is not included in schematism actions of fixation, and

doesnt belong to it because its aimed at isolating par-

tial landmark of the schematism, and in this sense it

manages this schematism" [1, 45]. In the process of fix-

ing there is the analysis of past performance and its re-

sults, the formation of judgments about its progress. In

this process relations between the elements unknown in

the past that made and created the process of activities

become the main ones. Without fixing the subject does

not arise and it cannot be the necessity in the knowledge

and understanding of processes of activity. Fixing real-

izes the relation of the subject to the object of reflection.

It is fixation that makes split, polarization of the reflex-

ive process and leads to better awareness of the prob-

lem [4, 129]. During storytelling the fixing of the nar-

rator and the audience is different, too, if the narrator

finishes the story according to the schematic plan

worked out earlier, then there is some interest in the au-

dience the product of awareness, understanding and

reflection as well.

Stop and fixing are in the objectification (aware-

ness). It is this level of reflection that usually acts as its

own norms and rules.

Then the process of removal of the narrator takes

place and the listeners process of appropriation of val-

ues, brought outside, begins. If the subject of activity

(the narrator) was a direct participant in this process be-

fore, then after this relative to the past performance he

becomes an independent observer, supposedly in oppo-

sition to himself in the past and in the present. In turn,

another subject of activity (the listener) after having

taken values also begins the process of removing from

them. This is an important point because the subject is

always prejudiced to his activity, and this makes it im-

possible to understand his own actions. It is a psycho-

logically personal point, but this point is needed to

move away from the past performance and objectively

consider the preliminary activities, separate proportion-

ate and outsider ones. Thus there is an access to the re-

flexive position, which aims at solving the problem and

making the transition from past to future. On the base

of the transition into the reflexive position there is the

need, firstly to leave the limit of the usual activities be-

cause their exercise is no longer possible, and secondly

to leave the limits of the idea and understanding of per-

sonal activities. This position is associated with the re-

jection of the usual, natural understanding of himself

and his activities it is impossible to fulfill and imagine

the new situation in the activity, relying on the outdated

views about it.

The analysis of personal actions in the system that

exists, restoring of the past image and design of future

personal image, tracking the causes and possible con-

sequences of their actions, redesigning of the image of

the future start the next phase of the reflexive process

the process of objectification.

"Objectification of a thought when we put it as an

object makes it possible to treat it as an object. That is

to apply all the means, operations, techniques to this

object that we have during the object study" [1].

A typical moment for the objectification is that the

object always appears as something whole. In the pro-

cess of fixing we can fix any moment of action, gener-

ally every important element, and in the process of ob-

jectification the action itself is represented as a whole.

Objectification is a central process in the mechanism of

reflection. Yu. Gromiko characterizes objectification as

a reflexive action (set of procedures and techniques),

allowing transfer of "internal" processes of conscious-

ness, thinking, understanding to the structures of ob-

jects, to their activity content [3, 45].

The next stage is reflexive rotation. The subject re-

turns to the starting situation, but with new views and

understanding of the action from the new position. Re-

flexive process as a complete act of consciousness can

be fixed in any sign form. Reflection allows you to fix

the moment of transition from the semantic structures

of consciousness to the sign ones (schemes, drawings,

designs and so on). Reflection is actually some form of

subjective activity. From this viewpoint, the process of

reflection allows express work in the appearance and

transfer it to another. Reflexive rotation is the process

of transition from the understanding of processes of ac-

tivities (internal aspect) to perform activities (external

aspect). This is the beginning of a new activity in a self-

managed way. So is the self-directed development of a

narrator and listener during the process of interaction

through reflection, and this process is called the reflex-

ive management.

The advantages of using storytelling in the training

of future school leaders in the Masters courses of Ped-

agogical University are: formation of undergraduates

the culture of managerial knowledge, values, rules and

fundamentals of leadership, ability to see and achieve


strategic goals; effective management of motivation

and training of undergraduates; - improving the com-

munication skills of undergraduates; creating a positive

image of the head of the institution: control of problem-

atic, crisis periods in teaching undergraduates, reducing

resistance to changes, improvement of management ef-

ficiency.

Conclusion: Storytelling may be defined as a sci-

ence and an art. It combines psychological, pedagogical

and managerial aspects, is a powerful reflective tool of

a masters personality, a method of reflexive manage-

ment that initiates the directed self-development of in-

teraction subjects through reflection.

Prospects for further study are seen in the fur-

ther work on finding and improvement of new reflec-

tive methods of training future leaders of secondary

schools.

References

1. Alekseyev N.G. Reflection / / Seminarium Hor-

tus Humanitatis / N.G. Alekseyev // Almanac. Riga.

2007. 10. p. 44-49.

2. Gerasimenko O. Storytelling effective option

of informal learning / O. Gerasimenko / Amplua. -

2006. - [Electronic resource]. Access mode :

http://www.trainings.ru.

3. Gromiko Yu. Thought-activity pedagogy (theo-

retical and practical guide to the development of higher

pedagogical art samples) / Yu. V. Gromiko. Mn.:

Tehnoprint, 2000. 376 p.

4. Ladenko I.S. Intelligent systems and training :

monograph / I.S. Ladenko. Novosibirsk : III and PK,

1993. 151 p.

5. Narrative therapy: from debate to dialogue /

E.S. Zhornyak // Moscow psychotherapeutic journal /

Ed. T.V. Snegiryova, F.E. Vasilyuk. 2001. 3 July-

September 2001. p. 91-124.

6. Skvortsov A. Storytelling [electronic resource].

URL: http : //www.mercator.ru/articles/ article.php?

ArticleID = 58.

7. Haburzaniya E. Storytelling as a tool for PR

[Electronic resource. URL: pr-club.com> 2010_06 /

prlib / 26.doc.

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ACMEOLOGICAL ASPECTS OF PROFESSIONAL MOBILITY SPECIALISTS IN PHYSICAL REHABILITATION

Putrov S.

Professor of the Department of Physical reablitatsii National Pedagogical Dragomanov University, doctor

of Philosophy science, Associate Professor

Bazylchuk O.,

associate professor of the department of human health, andidate of physical education and sports, Associ-

ate Professor,

Sushchenko L.,

Head of the Department of Physical National Pedagogical Dragomanov University, Doctor Pedagogical

Sciences, Professor

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ABSTRACT

The article stated that Acmeology, which is rapidly developing in cooperation with management theory, ped-

agogy, psychology, theory and methods of physical rehabilitation, theory and methodology of sports, significantly

changes the emphasis address the issue of professionalism and professional skills, which in relation are profes-

sional and personal development specialist .


Analysis of the psychological and educational literature and literature in physical rehabilitation highlights the

need for research acmeological aspects of occupational mobility, as one of the main characteristics of professional

of specialists in physical rehabilitation, which contributes to their employability.

Prospects for further research see in the development of guidelines for acmeological aspects of professional

mobility specialists in physical rehabilitation.

: , , .

Keywords: acmeology, the development of professional mobility, specialist in physical rehabilitation.

With hindsight acmeology studies the conditions

and laws to achieve peaks of professional maturity. Ac-

meology, as a new interdisciplinary field of knowledge

in the system of the human sciences, considering the

patterns of development and self-development of a ma-

ture man formation of creative readiness for future pro-

fessional activities. Acmeology examines the maturity

as the ability to self-improvement (physical, moral,

mental, professional) by means of self-education and

self-organization. A mature person has a high responsi-

bility, caring for others, social activity, humanistic ori-

entation, and not only professional achievements and

effective self-realization. As pointed out by O.

Zavyalova, the aim is to improve the human acmeol-

ogy aimed at achieving its vertices in any sphere of ac-

tivity [1, p. 3]. Professionally competent professionals

particularly in demand in industries that are developing

dynamically. These industry concerns and the sphere of

physical rehabilitation, in which the system of

measures to restore or compensate for the physical ca-

pabilities and mental abilities, improving the functional

state of the human body, its physical characteristics,

psychological and emotional resilience and adaptive re-

serves of means of physical training, massage, physical

therapy and natural factors. In the present situation of

development of society characteristic of vocational

education and professional career is a constant

transformation. With hindsight it is difficult to find a

field of activity in which no dynamic changes occur, so

for professional success of specialists is very important

ability to quickly orient themselves in this situation.

Human mobility is determined by personal abilities to

implement it and it turns into a motivated and goal-

directed activity. Education plays a relevant role in the

development of society and the individual, and also acts

as a channel of its mobility, especially its professional

mobility. Initial human potential, which determines the

degree of mobility and the ability to display directly

dependent on the quality of the education received

them. Education should be continuous, related to

continued professional development specialist. Thus,

the Institute of Higher Education is the channel

mobility of the modern professional. The methods of

study include analysis of the psychological and

educational literature and literature in physical

rehabilitation, which allowed to clarify the essence of

the concept of mobile professional person and to

determine the structure of professional mobility

specialists in physical rehabilitation.

The purpose of the article is characteristic

acmeological aspects of professional mobility

specialists in physical rehabilitation.

High professionalism and creative skills of

specialists is one of the most important human resource

that becomes a factor in the optimal solution of the

existing global-crisis problems. In this social and

cultural context of particular importance is the new

integration and complex science Acmeology (greek

Akme Pinnacle, the flowering). It was she who

studies the laws and the professional development of

technology and creativity as Acme-optimal

implementation of various forms of professional

activities.

Key aspects of the development of Occupational,

according to N. Kozlova, O. Berestnova and L.

Syvytska, allow us to consider it in the context of

modern education, based on the following items:

1. From the standpoint of Occupational tasks are

studying psycho-acmeological patterns and determi-

nants of personal and professional development on the

way to acme. It allows proving essential in determin-

ing the position of modern higher education as a psy-

cho-acmeological process.

2. The process of human movement to the heights

of professionalism and maturity is seen as growth of

new specific skills and abilities Acme directed moti-

vation, the ability to build and implement an individual

strategy of its development. Actually he defined as the

acme-oriented process.

3. Ideas integrity, the unity of the personal and

professional development of man is the basis acmeo-

logical approach, which is to identify the conditions of

the mobilization from setup man to their high achieve-

ments in the most complete self-realization of the indi-

vidual.

4. The opening of himself as a distinct reality, sig-

nificant and worthy of study, drawn first and foremost

to his search capabilities of its progressive development

bring together accents acmeological approach and

strategies of modern higher education.

5. Extrapolation on the theory and methodology of

higher education, developed in the framework of Occu-

pational, studying problems of psycho-acmeological

patterns and determinants of personal and professional

development on the way to Acme allows proving es-

sential in determining the position of modern higher ed-

ucation as a psycho-acmeological process [4, p. 5].

With hindsight scientists focuses on the formation

of new scientific directions acmeology entitled to an

independent existence and which include military,

educational and Social Acmeology, Management

Acmeology, Acmeology of activity in extreme

conditions, and the like. O. Protsenko believes that the

task of applied research Acmeology must also comply

with the general acmeological, but at the same time

reflect the professional characteristics [11, p. 182]. In

our view, a promising direction is the application of

Occupational Rehabilitation Acmeology, the object of

which is the professional activities of specialists in

physical rehabilitation.


In a broad sense, mobility (from the Latin Mobilis

Mobile, mobile) to understand mobility, readiness for

rapid movement, action tasks. Analysis of reference

literature shows that these concepts are specified with

respect to professional activity, and is defined as the

ability and willingness of a person quickly and

successfully master the new techniques and

technologies, knowledge and skills that ensure the

effectiveness of a new career.

After analyzing the formation of the concept of

mobility in the sociological and scientific-

pedagogical literature, N. M. Manayeva pointed out the

following:

- the term mobility often refers to the concept of

motion, it can movement through the various spheres

social, professional, cultural, educational, and others;.

- one of the main characteristics of the mobility

rate, which is manifested in the ability to quickly react

to the ability to quickly mobilize forces to achieve the

goal of accelerated mobility, which develops

theoretical and practical performance, etc.,

- mobility is seen as both the individual and the

quality of the process: mobile person has certain

personal and professional qualities, but his mobility

may occur only in the activities of [6, p. 110].

Analysis of different kinds of mobility

mechanisms (social, professional, personal), which is

implemented N. M. Manayeva showed that expression

of mobility gives man the awareness of its potential

and, therefore, self-confidence, his future in

professional activity [6, p. 110].

From todays perspective on higher education is

responsible for providing students and faculty

opportunities to improve their academic mobility and

mobility in the labor market. According to V.

Bobrytskoyi, it will provide expansion of

international academic and student community; the

emergence of new perspectives of development of

human resources; improving the career chances of

graduates; Curriculum assimilation, which do not

provide national universities; harmonization of national

and international quality assurance processes; creation

of an open European area of higher school [2, p. 45].

Some authors consider professional mobility the

light of sociological approach. Thus O. Nyedyelko

indicates that in this case we can distinguish two points

of view on mobility [7, p. 8]. According to the first

view, mobility is seen as a change of position due to

external circumstances (such as lack of jobs, low

wages, poor living conditions). In this case, mobility is

dictated by the need to adapt to real-life situations.

According to another point of view, mobility is

considered as an internal self-improvement of the

individual, based on sustainable values and cultivation

requirements.

The mobility allocate vocational qualifications

movement associated with the division of labor based

on various qualifications, act as an employee moving

from one qualification level to another (vertical

mobility). There are also inter-professional movement

or displacement related to the new place of work, but at

the same qualification level (horizontal mobility). In

recent years, due to the uncontrolled migration of

particular importance acquired regional mobility.

Analysis of the literature shows that there is no

universally accepted definition of professional

mobility. Scientists interpret this concept: as an

internal self-improvement of the individual, based on

sustainable values and cultivation requirements; as a set

of dynamic changes in the individual or social group,

associated with the movement of specialists in the

system of social division of labor, in the realization of

human abilities. The labor movement is a form of

recognition of the status of professional employee,

bringing the physical, intellectual and spiritual

potential in accordance with the terms of its dynamic

movement.

Professional mobility is considered by scientists as

a condition and a consequence of the development of

the professional division of labor according to the needs

of society and can be linked to both the change in pro-

fessional self-determination of the individual (volun-

tary change of profession, taking into account the per-

sonal inclinations and abilities), and with the aging of a

number of existing and new professions (involuntary

career changes more demanded) [2, p. 108].

O. Proskura and I. Herasymchuk believe that the

concept of professional mobility can be viewed from

two perspectives: 1) on the one hand, this change in po-

sition caused by external conditions, namely: the lack

of jobs, low wages, poor living conditions of workers,

which makes it necessary to adapt them to the real-life

positions; 2) the other as inner freedom, self-identity,

based on sustainable values and the need for self-organ-

ization, self-determination and self-development, the

ability to quickly respond to changes in society through

education and professional competence [9, p. 95]. We

are impressed by the view of scientists that professional

mobility is a social adaptation mechanism that allows a

person to manage the resources of subjectivity and pro-

fessional conduct.

Professional mobility, according to A. Ko-

valovoyi, acts career lift, which moves as the bottom-

up and top-down, and presents different variations for

self-realization [3, p. 298]. The most intensive profes-

sional moving occupational groups and the individual

by a variety of factors and channels of professional mo-

bility. Factors group of professional mobility social re-

forms, revolutions, wars, scientific and technological

progress, the development of information technology,

structural and institutional changes in the economy and

in the system of vocational education. Thus, the initial

factor group of professional mobility in the early 90-

years of XX century were dramatic political changes

and economic changes in society. The collapse of the

political and economic structures, the appearance of

new types of business organizations have led to the loss

of the previous professional status and became the im-

petus for individuals new skills. The society has greatly

increased the demand for specialists sports and fitness

profile, boosted the prestige of professions specialists

in physical rehabilitation and fitness trainers.

We agree with the opinion of L. Piletskoyi that

professional mobility as a complex construct simulta-

neously characterizes: 1) the quality of the individual,

provides an internal mechanism of human development


through the Maturity of the key, general professional

competence; 2) Human activity is determined by the

events that change the environment, resulting in acts of

personal fulfillment in the profession and the life; 3) the

process of transformation by man himself and the sur-

rounding professional and living environment [8, p.

108]. The scientist focuses on the fact that the trans-

formational changes of modern society involve the for-

mation of professionally-qualified mobile identity,

which is characterized by dynamism, constant search,

the desire for change is not only the environment, but

also to himself [8, p. 108]. Based on the analysis of

different definitions of the concept of professional

mobility (V. Arutyunyan, R. Bendiks, P. Blau, F.

Hato, L. Horyunova, D. Holos, O. Dunkan, T.

Zaslavska, B. Ihoshev, Yu. Kalinovskyy, S. Lipset, O.

Posukhova, M. Rutkevich, P. Sorokin, L. Sushentseva,

F. Filipov et al.) And taking into account the structure

of activity as the primary means of human creative ac-

tivity to transform nature and society define the concept

of professional mobile identity expert in physical re-

habilitation.

Professional mobility personality specialists in

physical rehabilitation a person, appropriately act in

accordance with the requirements of official and public

duties, it is able to implement the key, basic and special

competencies, which it captured in a higher education

institution, working with high performance and effi-

ciency, to respond effectively to the variables profes-

sional circumstances and solve non-standard profes-

sional tasks and rehabilitation sector, to take responsi-

bility for the results of their work in order to restore

health with the use of means of physical rehabilitation.

Factors that determine the professional mobility of

the modern specialists, I. Larionova include: rapid

change of socio-cultural and socio-economic situation,

innovation in all spheres of human activity, globaliza-

tion, the most important areas of production, increased

dependence on career education; increase in the rate of

aging of knowledge, enhancing information flows, in-

creasing the dependence of personal success in life to

education and careers; instability in the labor market

dynamics of the professions of the market, constantly

changing status of many professions and others. [5, p.

7]. The problem of professional mobility specialists is

complex and is located at the junction of different di-

rections of socio-humanitarian knowledge. We believe

that the professional mobility of professionals should

be considered from the point of view of the unity of

personality, the activity and system-synergetic ap-

proach. Modern life requires, first, deep skills and in

this sense, mastery of specific activities, secondly, the

willingness to repeatedly change its operations in the

shortest possible time and with the minimum of effort.

Analysis of the psychological and educational lit-

erature suggests that professional mobility problem is

closely related to the consideration of various aspects

of the professional development of the individual stud-

ied in several scientific fields. One of them is linked to

the development of scientific bases of psychology pro-

fessions. Another trend is due to the direct study of in-

dividual psychological characteristics and specific

properties of the individual in a variety of occupations.

From the standpoint of this trend we have developed

the concept of formation and development of profes-

sionally important psychological qualities of the spe-

cialists, which are defined as such quality professionals

who are directly involved in the professional activities

and determine its effectiveness. These may be somatic

(constitutional) neurodynamic property rights, espe-

cially the mental processes and functions, personal

characteristics (ability, focus, interests). The develop-

ment of psychological professionally important quali-

ties enhances the efficiency and reliability of opera-

tions. The third area involves the development of psy-

chological bases of professional skill, is regarded as

one of the areas of occupational psychology. From the

standpoint of the study conditions and directions of pro-

fessional self-improvement, growth factors qualifica-

tion, professional competence, and the development of

professional skills. The fourth direction is connected

with the study acmeology patterns and determinants of

development of professionalism and to identify laws

that determine the development of a mature personality.

Akmeology exploring the professionalism refers to the

conditions and factors that are viewed of the light pro-

fessionalism; they are understood as the stages of for-

mation, development and improvement of professional

skill and transfer it to the future generation of profes-

sionals.

Theoretical analysis of domestic and foreign liter-

ature showed acmeological resources should with-

draw to the development of productive acmeology

professional mobility specialists in physical rehabilita-

tion, which acts as the formation of the optimal level of

preparedness of the subject acmeology development to

self-discovery. Readiness for self-revelation of the per-

son is understood as the realization of the self (self-

knowledge, self-determination, self-esteem, self-rela-

tion), self-feeding of the self: self-expression and self-

presentation. The process of forming the optimal level

of readiness for self-discovery is a long and multi-

stage, and includes the following development pro-

cesses of self-awareness: self-knowledge, self-determi-

nation and self-identification, self-esteem, self-image,

self-attitude, self-feeding, self-expression, self-presen-

tation, self-realization, self-actualization and self-affir-

mation.

The analysis allowed us to determine the structure

of professional mobility specialist in physical rehabili-

tation as a set of interrelated and interdependent com-

ponents: a valuable component, which is characterized

by the level of motivation to implement rehabilitation

activities; cognitive component, which is characterized

by a system of knowledge needed to solve professional

problems associated with the use of therapeutic and

prophylactic exercise and natural factors in the com-

plex process of restoring health, physical condition and

health of patients and the disabled; Procedure compo-

nent that includes a collection of tools and business

practices to restore partially or completely lost func-

tions of the human body non-pharmacological correc-

tion means, the main of which is the impact on motor

function as an ancient, genetically programmed, with

high energy and vegetative potential.


Thus, a successful and popular in the field of phys-

ical rehabilitation specialist should be able to adapt to

new working conditions, be prepared to learn new tech-

nologies professionally significant rehabilitation, pre-

ventive and remedial measures to the use of natural fac-

tors in order to achieve or maintain a certain level of

health of the person. The level of professional mobility

determines the level of adaptability and competitive-

ness of the person of the expert in physical rehabilita-

tion in the market of rehabilitation services.

Prospects for further research see in the develop-

ment of guidelines for acmeological aspects of profes-

sional mobility specialists in physical rehabilitation.

References

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O.B. Krasnojarsk, 2009. 20 . (in Russian)

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THE COORDINATING ABILITIES OF THE STUDENTS. THE METHOD OF THEIR DEVELOPMENT IN THE CLASSROOM FOR PHYSICAL EDUCATION IN HIGH SCHOOL

Pustolyakova L.

candidate of pedagogical sciences, associate Professor of physical education and health National medical

University named after O. O. Bogomolets

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ABSTRACT

In the article the concept of coordination abilities, methods of development and specific characteristics using

physical exercises aimed at developing coordination skills. Within the article are the views of some researchers at

the essence of the concept of "coordination abilities." Within the article outlines the importance of coordination

abilities to maintain normal human life. This article presents arguments in favor of sustainable development coor-

dination skills as a means of effective management of the movements of the body. The article introduces the

research conducted to study ways of improving coordination abilities. Special attention in the article is focused on

the method of coordination abilities of students in particular, and medical schools. The article highlighted and

described characteristics of coordination abilities as state motor capabilities of the human body. Within the article

traces the evolution of the concept of "coordination abilities." As a result of writing outlines some ideas of scientists

studied the concept. The article provides a classification of coordination abilities. Describe some exercise, aimed

at the development of coordination abilities. In the article the distinction of essence concepts of "coordination

abilities" and "agility". We study some aspects of the impact of individual exercise on the development of specific

coordination abilities. The article includes a focus on feasibility of certain classes of regular exercise to develop

coordination skills. Article conclusions on the feasibility enhance coordination abilities of students, despite the

considerable load on the body of adolescents in the study.

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Keywords: youth, student, coordination abilities, sports, health, physical education.

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