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"This pamphlet supersedes DA Pam l6-23, 26 June 1968." ; DA pamphlet no. 165-10. ; Cover title. ; 1. The military woman.--2. Adjustments to the military service.--3. Marriage and the military woman.--4. Maturity and the military woman.--5. Women's service to the nation.--6. Our heritage. ; Mode of access: Internet. ; 2

В статье осуществлен реферативный обзор психолого-педагогической литературы, рассмотрены научные представления известных ученых о категории «саморазвитие». Актуальность проблемы исследования определена включенностью понятия «саморазвитие» в требования федерального государственного образовательного стандарта к планируемым образовательным результатам. В качестве методов исследования выбраны теоретический анализ, систематизация и обобщение. Их выбор в основном обусловлен теоретическими задачами работы. Новизна проведенного исследования состоит в обозначении «саморазвития» личности в качестве ценностной составляющей педагогического процесса, определяющей средства для преодоления разнонаправленности процессов воспитания, обучения, развития, социализации обучающихся. Обращается внимание на тот факт, что формирование готовности и способности к саморазвитию личности возможно в рамках не только парадигмы саморазвития, но и теории воспитания. В процессе воспитания показана необходимость акцентировать внимание педагогов на развитие самостоятельности обучающегося, включение сложных педагогических ситуаций в воспитательную деятельность, повышение уровня увлеченности творчеством и развитие рефлексивной оценки возможностей личности. Полученные результаты позволяют сделать вывод о том, что саморазвитие является процессом внутренней и внешней деятельности человека, направленной на формирование «самости» в условиях его контакта с окружающим миром и на основе самоуправляющих механизмов.
The article provides an abstract review of psychological and pedagogical literature, considers scientific ideas of famous scientists about the category "self-development". The relevance of the research problem is determined by the inclusion of the concept "self-development" in the requirements of the federal state educational standard to the planned educational results. Theoretical analysis, systematization and generalization were chosen as methods of research. The choice is mainly determined by the theoretical objectives of the study. The novelty of the study consists in the designation of "self-development" of personality as a value component of the pedagogical process determining the means for overcoming the multidirectional processes of education, training, development, socialization of students. The article stresses that the formation of readiness and ability to personal self-development is possible not only within the paradigm of self-development, but also within the theory of education. In the process of upbringing the necessity of drawing teachers' attention to the development of student's independence, inclusion of difficult pedagogical situations into the educational activity, increase of creativity enthusiasm level and development of reflexive evaluation of persons abilities is shown. The received results allow us to draw a conclusion that the selfdevelopment is a process of internal and external activity of the person directed on formation of "self' in the conditions of his contact with the surrounding world and on the basis of self-governing mechanisms.

Without a coordinated, limited control risk resources cannot be effectively used, and significant risks cannot be identified and properly managed. Internal control is clearly structured and has a vertical hierarchy. The system of internal control consists of three levels and each of them inherent function of improvement of the previous one. The lowest level of control is the control of managers departments as well as primary control during operations with production department. The second level of internal control is the specialized control departments, such as: financial control, security, compliance, risk management, quality management of service or manufactured products, and so on. The functions of these divisions are the development of activities methods in their working area and control implementation of this methods, or compliance with external / legal regulations. Within the limits of their authority, the subjects of control at this level of internal control also develop / propose changes to the control methods (within their competences) which are applied to the first level. The third level is the level of internal audit. The function of internal audit is directed at two main lines: control of operations and settlements; assessment and improvement of the internal control system. Therefore, internal audit, has one of the main tasks, it is the improvement and control of the subjects of the first and second levels of the internal control system. Improvement and development of internal audit is carried out through self-assessment and external evaluation of internal audit (commissioned by the Supervisory Board).

International debates surrounding the management of universities in Western states have focused heavily upon the implications of neo-liberalism and the economisation of knowledge at national and international levels. However, investigations at the institutional level reveal that programmes for the development of human capital, organisational reputation and service quality in education and research are encouraged through regimes of self-development, directed towards organisational objectives. This article utilises governmentality theory to explore the relationship between governance and subjectivity within the Australian higher education system. The governance of higher education, it will be argued, is enabled by mentalities of government which are dependent upon contemporary technologies, techniques for self-evaluation and career-planning, expertise about university labour, and—importantly—practices which engender an enterprising academic identity. To explore the utility of this analysis in contemporary Western liberal states, this study explores the construction of subjectivity implicit within Monash University's Performance Development Online (PDO) technology. Embedded with "technologies of the self," this performance management platform is positioned within Monash as a gateway which requires academics to reflect upon their careers and selves, encouraging the genesis of marketable identities. This article points to the utility of further research into the development of career in a changing academic environment.

"DA pamphlet no. 165-12." ; Mode of access: Internet. ; 2

"John Dewey's classical pragmatism, Daniel M. Savage asserts, can be used to provide a self-development-based justification of liberal democracy that shows the current debate between liberal individualism and republican communitarianism to be based largely on a set of pseudoproblems."--Jacket

"John Dewey's classical pragmatism, Daniel M. Savage asserts, can be used to provide a self-development-based justification of liberal democracy that shows the current debate between liberal individualism and republican communitarianism to be based largely on a set of pseudoproblems."--Jacket

Actuality: the phenomenon of hardiness of the modern man in particular in different age groups has been reviewed in the article; the problem of the problem of connection of the general level of hardiness and level of actualization of self-development personality resources has been analyzed. The relevance of the study has been caused by the need to determine the adaptive capacity of people to rapidly changing conditions of modern reality. It has been indicated that the results of the study will determine the correlation between the indicators of hardiness and self-development. Aim: check the hypothesis of different levels of hardiness at the representatives of different generations and professional direction. Materials: 137 respondents aged 18 to 55 have been taken part in the study; they are future specialists in practical psychology, international relations, civil protection, health system specialists. Results: a difference in the indicators of hardiness and its structural components in the following groups of respondents using statistical data processing methods, using the computer program SPSS Statistics 17.0 have been found. It has been shown that the severity of hardiness on average does not depend on education and age, but the difference between the manifestations of its components has been revealed. It has been shown that the level of hardiness of young people has its own peculiarities: the components have dynamic manifestations both higher and lower than standard ones.