The Ministry of social policy of Ukraine has extended the deadlines for receiving applications for adoption
of Ukrainian children by foreign citizens, by making changes in the
appropriate Order and conditions of reception of citizens, informs
“Interfax-Ukraine”.
“According to the order of the Ministry of social policy No. 751,
dated 3 December 2012, from now on, the applicants, the Ministry will
carry out in the period from the third Monday of January (before the
first Monday of February) by 31 March, and from the second Monday of
October to 10 December (before November 30)”, – stated in the message.
The rest of the time, according to “Interfax-Ukraine” remain unchanged.
“(Requests are accepted) from the second Monday of April to the 30th
of June and from the second Monday of July to the 30th of September,”
the Agency said.
Recall Ukraine Adoption
following Russia may introduce a ban on adoptions of orphans by
citizens of other countries. This will be possible, if “Freedom” will
begin to implement the promised “Program of protection of Ukrainians”.
The event as a fact of life and a fact of consciousness
In an informal way event within the framework of being identified by the
indication of the crossing of a border, a violation of some established
patterns. That is not all of what happened-happened, but only what goes
beyond the established “order of things” receives the event status.
You could try to give a formal definition of events, with Georg
Henrik von Brighton concept of the situation and call the event a
significant change in the situation (Wright, 1986). Immediately,
however, the question arises, what should be the extent of changes to be
considered “significant”. In addition, it is intuitively clear that the
same incident may be an event in one respect and not in another event,
there is a significant “point and direction reference”, not only the
deviation (the event is rather a vector, not a scalar). It seems that
there is no event at all, and there is an event for something or
someone. Geological disasters (phenomena of inorganic nature) are
important events for the life on the Earth (phenomena of organic
matter), for it contributed to the emergence and development, as well as
to communities, as were the aftershocks of bloom and death of
civilizations.
Things happen in Genesis and same for Genesis. However, although
events can occur (and often occur) independently of the mind,
identification of an event as event and its interpretation (by
introducing the corresponding context) is the prerogative of
consciousness.
Routine of life is consciousness. Only changing the world becomes a fact
of consciousness. The tendency to “make the equation” constants and
retention of variables is, apparently, a fundamental property of a
living consciousness. We tend “not to see” the faces of familiar people
but only to notice and distinguish the expressions of these persons.
Attach on in the institutions entrance signs asking them not to slam
doors gives only temporary effect and then becomes something of a litmus
test to distinguish permanent staff from the visitors (the first clap,
the second not).
Practical reason do not tend to operate with constants. If the result
of a fire at a gas station ended with the conclusion that the cause of
fire were: the presence of a gas station, flammable substances and free
access of oxygen, there would be doubts about the competence of the
investigative bodies, though their conclusion would be theoretically
perfect. Constants can be entered only in the mind specially. Takes a
lot of effort of a psychoanalyst in order to raise awareness for the
patient as the amount of stable and permanent of his inclinations. And
this bring not only itself becomes event and through the event.
The range of existence and range of consciousness can each go their
course, be kept separate and not korrespondiruet with each other. A
passerby walks down the street, lost in her thoughts, without being
distracted by what is happening around. You want something
extraordinary, what would he pay himself for his thoughts. Genesis
breaks into the consciousness of the event. The event is what attracted
the attention, impressed, excited and even shocked. The event raise
questions and focuses on his work of consciousness up until after
conceptualization-description shall not receive the
interpretation-evaluation.
The interpreted event is not retained in consciousness, slipping away
from him, leaving behind memories. ( does this Mean that to capture the
event and after the interpretation of the events of consciousness is
besometimes? Apparently, it is not. Consciousness is not occupied by the
actual event, going through (chews?) the events of the past or
anticipating future events. That’s why consciousness is always excited
(or concerned).
On the stage of consciousness appears to an event dressed in
clothing verbal (i.e. name) and having its place in space and time. The
acts of naming and assigning spatial coordinates seem to be produced
simultaneously, while ensuring their processes are likely to have
different nature. and, accordingly, their time scales. A direct analogy
with the processes of identification of the object in view here,
apparently, is not quite correct, but that it gives an example that
spatial localization can in principle precede categorization. However,
for our purposes, no need to go into the problem of temporary breeding
acts of nomination and localization, and further we will, for lack of a
better word, to label them as identification. And we use this word in
search of answers to the question What-Where-When. Usually this search
is performed on dosnateli levels of processing what is happening is
happening, and the consciousness brought to the event already named and
localized in space and in time.
Spatial-temporal localization is not exhaustive of the process of
“coordinating” the events, even if to mean not only physical space and
time, but also “psychological time” and “psychological space” (K.
Levin): events have their own socio-psychological Parallels and
meridians, and their name — meaning and importance (A. N. Leont’ev).
Many events, such as birth, death, marriage, change of job, natural
disaster, etc. — not pose any difficulties in their identification.
However, other identification is often difficult, and sometimes
insoluble task.
The indicator of an event is the emotion (“emotion consciousness”),
otherwise is the cause of emotions and there is an event. Not always
easy to understand the reason of occurrence of certain emotional States.
Sometimes we feel that the situation (“situation”) has changed, but
what exactly has changed remains unclear. This creates a feeling of
anxiety, forcing to continue to try to identify (to conceptualize,
describe, designate) the event.
Interpretation is the search for the causes of the event (i.e.,
causes the causes of emotions) and possibly effects. If identification
is a “delineation of events” that interpretation — the premise of this
“loop” in the appropriate context.
Buedem, using terminological differentiation of Jean piaget, to name a
mechanism that provides identification as a perceptual structure, and
interpretation — a cognitive structure. It gives some terminological
convenience: for example, the mechanism of perceptual defense seems
natural to attribute to perceptual structures, and the mechanism of
rationalization — to cognitive.
In favorable circumstances, identification and interpretation are the
phases of situational orientations and precede the formation of the
action plan. In adverse — unfolding process of experience and is the
delay of action (form settings). And then the mind does not operate in
the mode of orientation of action, and in the mode damping, interference
and masking of events. If existence comes into consciousness event, the
conscious believes it is in Genesis effect. The action is not identical
with the event, many of the actions are aimed at preventing the event
or mitigating their consequences, while others prepare events, or unfold
to them the plan (“come on a wave of events”). However, identification
and interpretation of events in any case is essential in the orientation
of the action. Most, if not all, is for events and events.
But the consciousness may work not only in the orientation mode event
action. An interesting case is the damping of events in the process of
its interpretation. Schemas causal attribution are arranged so that most
of the sources (causes) of events localize on factors inaccessible to
control by the entity that takes responsibility for the latter fact. The
use of such schemes dampens the interpretation of events creates the
illusion of understanding and eliminates any further reflections. This
“hanging on uncontrolled terminals” coupled with the relief event is
another phase identification (“perceptual defense”) are the main ways to
protect the mind from unwanted emotions.
Different “works” consciousness in the modes of interference and
masking. Constructed (invented or provoked), or found
events-competitors, preemptive or salamlama events-problems. The
displacing event, as a rule, more vivid and at the same time easier to
interpret.
Education as learning to interpret the events
The notorious gap between theory and practice as well as the creep of
the practice, not with theory, the individual is described as “inability
to apply their knowledge in practice”, which forces the learning
theorists to discuss the problem of “cold” and “hot” knowledge, where
the latter refers to those that are “ready to use”.
Life is filled with events and traditional system of education is
characterized by event-free content and little substance events, or more
precisely, it has only one type of events — exam, both in the macro and
in microform (call to the Board, reference work, etc.).
The history of science is rich in events, often very dramatic, but
her “fruit” is knowledge — not bear any traces of these vicissitudes. In
some kind of event content can be presented with stories about these
historic events. However, this does introduce an element of happening
only in the context of presentation-memorization of knowledge that has
very little to do with the context of remembering-usage.
Traditional learning is the answers to the questions that students
are not set. In the best case — it’s brilliant answers to the questions
of the teacher. At worst the answers to the questions that do not care
about anyone. This is not surprising because questions are asked only
about events.
Active forms (methods) of teaching is, among other things, an attempt
to build event content of the learning process. External events (drawn
or otherwise simulated the event) is a dummy recreating the context of
remembering-usage, however, there can be found internal the events
associated primarily with possible successes and failures, wins and
losses. It is events of this kind create the spring razvarivaya process
activity. Success, apparently, decides the success of the method of
pairing of external and internal events. The so-called business games,
as a rule, do not go. The analysis of the game is reduced to the
invocation of the updated and advanced knowledge to inform a number of
events during the game events. Here is there interpretation, but there
is no identification.
In the word event there is one undercurrent values. The event is
co-existence, we have a joint existence. The joint experience of what is
happening is happening creates an opportunity to compare different
identification and interpretation in a joint debate occurred. One thing
that contributes to the expansion of the zone as perceived through the
detection of an event (improvement of observation), and the
explanation-understanding (the growth of resource interpretation). If
you experience to understand memories of interpreted events, active
forms of learning may be called a way of shaping experience. The event,
of course, can be “closed” monologic interpretation (now she’s
closedness to experience!). The variety of subject positions to the
participants of the discussion, facilitates the clearance of
interpersonal perspectives, creating an alternative ego-centric point of
view, contributes to a more multilateral vision of the world.
Apparently, this is what is called openness to experience.
There is another possibility of opening up the consciousness to
experience the development of new languages for describing the
events-taking place. A different structuring (which is guaranteed by the
new language) allows to detect transitions, i.e. events, in the other,
leading to increase resources for identification of events. There is
something similar to that perceived when translating from one modality
to another — the expansion of conscious. For example, mastering the
ABC’s transactional analysis — ego States (Child-Adult-Parent), allows
participants of the training group to detect a switch from one ego-state
to another (identification), and then to find the causes of these
transitions (interpretation of events).
The implementation of the principle of the event in socio-psychological technologies
For situations of conflict and reconciliation in communicating with
parents significant differences in the content of schemes of causality
observed between boys and girls. So in a situation of conflict with
parents such personal characteristics as sociable, funny, beautiful,
opinionated act as associated with the internal localization of the
causes of the conflict. Feature responsible is related to the external
localization of the causes of the conflict. In other words, beautiful,
cheerful, sociable and self-confident the girl already by itself acts as
a potential source of conflict with parents, while responsible girl and
if conflicts with parents, for reasons beyond her control. Boys only
characteristics of opinionated refers to the internal localization of
the causes of the conflict. And characteristics responsible, smart, and
beautiful as are associated with external localization of the causes of
the conflict. In the situation of reconciliation after conflict with
parents in girls responsiveness is related to the internal localization
of the causes, and the friendliness with stability attributed to reasons
of reconciliation. With the variability attributed to reasons connected
with the characteristic self-confident. Young men, in situations where
reconciliation with parents, the personal characteristics communicative,
responsible and intelligent act as related to external causes
attributed to localization, and feature beautiful associated with both
external and changeable localization of the causes of reconciliation.
That is, for boys, in the circuits of causality are mainly personal
characteristics, like conflict with parents, and reconciliation,
initiated more than a teenager, and external, casual circumstances. It
should be noted that the analysis of the qualitative data revealed
significant differences in the nature of the causes which, in the
opinion of boys, or girls as the most likely cause of conflict with
parents. So, in most cases, the cause of conflict is the independent
behavior of late returns home, and other activities associated with
separation from family and the possibility of entering into an intimate
relationship. In boys, the cause of conflict with parents is almost
always associated with lower school performance, and other factors that
may affect social career. On the other hand, no significant differences
in the content of schemes of causality between groups of subjects from
different educational institutions have been identified.
In situations of success and failure in intimate and personal
communication significant differences were observed neither between
different schools or between boys and girls. We can assume that in this
case we are dealing with individually different patterns of causality,
although it is not excluded that the social categories, by reference to
its norms and values, the schema of causality for high school students
this type of situations in the study were not identified. However, at
the level of qualitative descriptions were identified significant
differences between boys and girls, expansion and elaboration of
descriptions of the situation of Dating and especially the breakdown of
relationships, which young men is very little developed. But these
differences are rather assessed as less developed schemas of causality,
rather associated with differences in psychological age and degree of
development of this area of social relations.
More and more modern teenagers all over the world join informal
groups. Once in a particular subculture, the teenager becomes one with
it: taking all the orders and laws of the new community, he’s changing
views and values.
As noted by M. V. Osorina, the children’s subculture carries out the
same functions as any culture adults: it helps to solve important
problems of the age of development, due to the knowledge itself,
independent “invention” of the forms of development of the surrounding
space as a result of the opening of the intuitive ways to satisfy their
cognitive needs. Within the traditions of children’s subculture from
generation to generation of children and in finished form are
transferred methods of exploration of the surrounding world based on
formal education and the traditions of folk education. The similarity of
the challenges of development, independently from the era and culture,
generates the similarity solutions encountered by participants in this
process, either alone or in the company of peers. To obtain the
necessary expertise every child needs to live out the same set of
difficult situations collisions with the world and people that will
enable it to achieve the desired degree of confidence. Therefore, in the
children’s subculture there is a desire not to be controlled, to oppose
the adult world, to separate, to keep secret the most important.
Cultural generalization of socio-psychological experiences in the
children’s community, crystallizes in two main forms: in the form of
texts of children’s folklore in the form of sustainable models of
ritualized behavior.
Among the reasons for the creation of special subcultures and
becoming teenagers and young men in various informal group of scholars:
1)psychological: the need for friends and emotional experiences,
“unrequited love”, the desire to learn unusual; interest in modern
Western art, the originality of the impressions received within the
subculture; the indifference to learning; inner freedom among the
members of the informal group on the background of feelings of
loneliness; a protest against the formalism of adults, searching for
meaning of existence, etc.
2)social-pedagogical: conflicts at home or at school, academic
failure, alienation from children; inactivity, neglect, abandonment,
helplessness; the absence in school of an individual approach to these
adolescents, lack of participation of family members, etc.
V. I. Nastin notes that the underlying field cause of the
associations of adolescents in informal groups is leenalee their
personality in crisis, a critical stage of its development. Liminality
(from lat. limen– threshold) is an intermediate, transitional social
situation of personality development in the system of social relations,
characterized by the loss of former social status and gaining a new
status-role position in terms of non-entry into a new social role. V. I.
Nastin believes that for the qualitative development of personality
must be located in Liminality, to be subjected to frustration, to
experience the state of “dying” and “explosion” and the common forms and
processes in liminally States are the initiation, developmental crises
and suicidality. The scientist emphasizes that an adult individual for
the qualitative degeneration has already developed some compensatory
mechanisms to decently survive another “psychological moulting”, as the
teenager need to immerse yourself in the misbehavior, in the
anti-culture, otherwise he will not be able to be born as a person. The
mentality of a teenager against his will must lead him through the
experience of death-and-resurrection, so he easily harmful to him or
her, shall be attached to drugs, commit anti-social offences, is
adjudged to be in an extreme situation. Any immersion in the anti-world
impact on appearance, speech, actions of a teenager that psychoanalysts
consider the manifestation of trickery, role-based forms which are
jesters, buffoons, mummers, fools, parties carnivals and mysteries.
Therefore, the involvement of adolescents towards informal associations
can be seen as an attempt to “be born again in an updated form”.
A civilized society is deprived of the Institute of adolescent
initiation. Moreover, in modern Russia there is no group of core idea
around which could unite the younger generation. Therefore, in the
transition period, adolescents increasingly find themselves in
subcultures that commonly arise as opposition to the values of wider
cultural trends to which they refer (so-called marginal behaviour). Fans
of the subculture can demonstrate their unity through the use of
specific symbols and different appearance, style of dress, behavior,
moral and/or political beliefs.
More and more modern teenagers all over the world join informal
groups. Once in a particular subculture, the teenager becomes one with
it: taking all the orders and laws of the new community, he’s changing
views and values.
As noted by M. V. Osorina, the children’s subculture carries out the
same functions as any culture adults: it helps to solve important
problems of the age of development, due to the knowledge itself,
independent “invention” of the forms of development of the surrounding
space as a result of the opening of the intuitive ways to satisfy their
cognitive needs. Within the traditions of children’s subculture from
generation to generation of children and in finished form are
transferred methods of exploration of the surrounding world based on
formal education and the traditions of folk education. The similarity of
the challenges of development, independently from the era and culture,
generates the similarity solutions encountered by participants in this
process, either alone or in the company of peers. To obtain the
necessary expertise every child needs to live out the same set of
difficult situations collisions with the world and people that will
enable it to achieve the desired degree of confidence. Therefore, in the
children’s subculture there is a desire not to be controlled, to oppose
the adult world, to separate, to keep secret the most important.
Cultural generalization of socio-psychological experiences in the
children’s community, crystallizes in two main forms: in the form of
texts of children’s folklore in the form of sustainable models of
ritualized behavior.
Among the reasons for the creation of special subcultures and
becoming teenagers and young men in various informal group of scholars:
1)psychological: the need for friends and emotional experiences,
“unrequited love”, the desire to learn unusual; interest in modern
Western art, the originality of the impressions received within the
subculture; the indifference to learning; inner freedom among the
members of the informal group on the background of feelings of
loneliness; a protest against the formalism of adults, searching for
meaning of existence, etc.
2)social-pedagogical: conflicts at home or at school, academic
failure, alienation from children; inactivity, neglect, abandonment,
helplessness; the absence in school of an individual approach to these
adolescents, lack of participation of family members, etc.
V. I. Nastin notes that the underlying field cause of the
associations of adolescents in informal groups is leenalee their
personality in crisis, a critical stage of its development. Liminality
(from lat. limen– threshold) is an intermediate, transitional social
situation of personality development in the system of social relations,
characterized by the loss of former social status and gaining a new
status-role position in terms of non-entry into a new social role. V. I.
Nastin believes that for the qualitative development of personality
must be located in Liminality, to be subjected to frustration, to
experience the state of “dying” and “explosion” and the common forms and
processes in liminally States are the initiation, developmental crises
and suicidality. The scientist emphasizes that an adult individual for
the qualitative degeneration has already developed some compensatory
mechanisms to decently survive another “psychological moulting”, as the
teenager need to immerse yourself in the misbehavior, in the
anti-culture, otherwise he will not be able to be born as a person. The
mentality of a teenager against his will must lead him through the
experience of death-and-resurrection, so he easily harmful to him or
her, shall be attached to drugs, commit anti-social offences, is
adjudged to be in an extreme situation. Any immersion in the anti-world
impact on appearance, speech, actions of a teenager that psychoanalysts
consider the manifestation of trickery, role-based forms which are
jesters, buffoons, mummers, fools, parties carnivals and mysteries.
Therefore, the involvement of adolescents towards informal associations
can be seen as an attempt to “be born again in an updated form”.
A civilized society is deprived of the Institute of adolescent
initiation. Moreover, in modern Russia there is no group of core idea
around which could unite the younger generation. Therefore, in the
transition period, adolescents increasingly find themselves in
subcultures that commonly arise as opposition to the values of wider
cultural trends to which they refer (so-called marginal behaviour). Fans
of the subculture can demonstrate their unity through the use of
specific symbols and different appearance, style of dress, behavior,
moral and/or political beliefs.
