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Introduction. The paper is devoted to the discussion of issues and unforeseen risks facing media leaders during their staffing decisions, above all the motivation of journalists' professional work and the encouraging style of journalists to perform editorial assignments. Methodology and sources. Based on the methodological resources of structural and functional analysis and structuralist constructivism, various – often opposite – editorial attitudes are identified, each of which contains resources and risks for both the professional implementation of journalists and the corporate climate of media publications. The sociological data for the problematization of the context of managerial communication was the content analysis of interviews with experts and media leaders published on Mediajobs.ru in the Media and Career portal. The measurement was carried out in the following categories: requirements for the work of a journalist by the editor-inchief or the head of a media holding; features of professional communication in the journalistic community; communication features when working with storage media; professional self-characterization of interviewed respondents. Results and discussion. The paper shows that the value preferences of media managers regarding acceptable methods of obtaining information, namely the requirements for verifying the reliability of the data collected or the use of emotional provocation, turned out to be approximately equal in the analyzed sample. Reflecting and at the same time defining the professional practice of the interaction of journalists with their sources, these professional attitudes contain the conditions for shifting the risk towards conflict interprofessional interaction.Conclusion. The sociological analysis of managerial strategies in the journalistic community makes it possible to predict with a high degree of probability the nature of professional failures and stresses that arise when journalists carry out their professional duties.

"In this book, Maskivker argues that there ought to be a right not to participate in the paid economy in a new way; not by appealing to notions of fairness to competing conceptions of the good, but rather to a contentious (but defensible) normative ideal, namely, self-realization. In so doing, she joins a venerable tradition in ethical thought, initiated by Aristotle and developed in the work of important eighteenth and nineteenth century thinkers including Smith, Hume, and Marx. The book engages on-going debates (in both philosophical and real world political and social policy circles) about the provision of basic income grants, necessary to make the possibility of self-realization real for all. Traditional defenses of unconditional welfare benefits emphasize ideals of state neutrality when they claim that society should not discriminate against preferences for leisure in favor of preferences for work. According to these views, the state ought not to interfere with people's choices about what constitutes the "good life." In contradistinction, Maskivker offers an innovative argument in defense of a particular ideal of the "good life," namely, life-goals directed at the pursuit of self-realization. However, her understanding of self-realization appeals to modern and contemporary values of freedom and pluralism. In a refreshingly new light, the book strikes a balance between fascinating debates on the conditions of human flourishing on the one hand, and heated discussions about the Welfare State on the other."--Publisher's website.

Education for self realization is one of the cardinal point through wish our national philosophy and educational goals can be realized. Self realization is aimed at self confidence, self actualization, self reliance, independence, free and responsible citizenry who are capable of contributing meaningfully to the development of humanity. In realizing this goal, the schooling system largely depends on the instructional approach which makes both educators and learners to rely on classroom instructions to realize the self. It is true that much has been realized through this approach, yet it is not every learner that can benefit from the instructional approach. Using Plato's human psychology to construct education for self realization, the Nigerian learner will realize himself more because it will enable him to discover his potentials. But to what extent therefore can Plato's human psychology help in the construction of education for self realization in Nigeria education? The importance of this paper is that every being has desires and if such desires are matched with potentials and possibilities it may lead to the authentic self. The philosophical analysis method was employed in examining Plato's human psychology, education for self realization and how Plato's human psychology can be used to construct education for self realization in the schooling system.

In the context of the COVID-19 pandemic, the issues of social capital and mutual aid networks become particularly relevant for the student volunteer in Russia, who independently and, at their own discretion, provides assistance, support and mutual aid. To people in need, as a vital incentive for self-realization. This research aimed to identify the motivating aspects of the need for self-realization of a student volunteer in practical activities to overcome COVID-19. The study method was the test, which allows to identify the characteristics of the content of the value aspects of the self-realization of the volunteer student, determined by the global context of crisis. By way of conclusion, the characteristics of the coronavirus pandemic are revealed as an extraordinary condition for the activity of a student volunteer. Based on the results of the study, a self-realization value model of a volunteer student is confirmed in the extraordinary conditions of the coronavirus pandemic. The practical importance of the model is demonstrated with the help of cognitive criteria typical of activity-based social psychology for the formation of value aspects of the self-realization of a volunteer student.

THE WORLD OF POLITICS, SOCIETY, GEOGRAPHY Year I, Issye 1, August 2016 ; In the beginning of the XXI century it became obvious that the process of development of a human being as a bearer of professional functions accumulated by generations throughout the history of civilization hides the colossal profession genetic potential that is not used completely in a number of its aspects. The professional genetic analysis of the historical facts can open the infinite amount of information about the special area of knowledge the essence of which is the history of professional development of the mankind as a continuum of educational processes, tendencies, systems, ideas, concepts, the history of establishments of education, individual experiences etc. The evolution of a person's sustained movement in the direction of professional development discovers much interesting in individual professional genetic experience of famous people. Their roads to professional success, cause-and-effect relation of major achievements should be scrutinize thoroughly to find out the innovative ideas and peculiar features of effective self-management. The phenomenon of A. S. Makarenko, as the fundamentally pedagogical one, naturally gives rise to the numerous attempts of categorising it, of finding and describing in details, contents, and manifestations of the professionalism, pedagogical skills, and peculiarities of self-management of an outstanding teacher. Such pragmatism is justified by the necessity of use Makarenko's ideas for solution of urgent pedagogical tasks.

The subject of the article is value attitude to the health of students. The aim of the article is a theoretical analysis of existing practices of preserving and strengthening students' health in higher education institutions. On the basis of the empirical scientific method, a model for the effective formation of a value attitude to health was created, criteria for the formation of students' readiness for a value attitude to health were determined; the experimentally tested pedagogical conditions are grounded: among them, priority use of active methods in training based on a democratic style of interaction and contributing to the development of critical thinking, initiative and creativity; the active use of mass media and other sources for the dissemination of new theoretical developments and achievements of doctors and experimental teachers. The results of the work on the problem can be used in the educational process of higher educational institutions engaged in the training of future doctors.Key words: health, value, value attitude to the culture of health, students of higher educational institutions, vocational-value orientation of future doctors.Асланов Галандар Асдан оглы Ценностное отношение к здоровью студентов как основа для самореализации будущих врачей/ Межрегиональная Академия управления персоналом, Украина, Киев Предметом статьи является ценностное отношение к здоровью студентов. Целью статьи является теоретический анализ существующих практик сохранения и укрепления здоровья студентов в высших учебных заведениях. На основе эмпирического научного метода создана модель эффективного формирования ценностного отношения к здоровью, определены критерии формирования готовности студентов к ценностному отношению к здоровью; обоснованы и экспериментально протестированные педагогические условия: приоритетное использование в профессиональной подготовке активных методов, основанных на демократическом стиле взаимодействия и способствующих развитию критического мышления, инициативы и творчества; активное использование средств массовой информации и других источников для распространения новых теоретических разработок и достижений врачей и учителей-экспериментаторов. Результаты работы по данной проблеме могут быть использованы в учебном процессе высших учебных заведений, занимающихся подготовкой будущих врачей. Ключевые слова: здоровье, ценность, ценностное отношение к культуре здоровья, учащиеся высших учебных заведений, профессионально-ценностная ориентация будущих врачей.