Building Students’ Personality for Employment Readiness through Soft-skills Training

A winning personality is the physical attribute of a person and is considered as his or her success in personal, academic, and professional careers. However, in the ESL context, most engineering students seem to be unaware of the need for and importance of an appealing personality for achieving success in both personal and professional careers. Although students are given a short-term training in soft-skills by their respective college or institute, engineering students seem to lack aspects of a pleasing personality which helps them in job placements and later in the work environment. Therefore, the main aim of this study is to understand and build engineering students’ personality traits such as enthusiasm, dependability, and teamwork for a successful career. For this purpose, to understand the students’ personality types, 25 engineering students were administered a pre-test based on Carl Jung and Isabel Briggs Myers’ typological approach to personality. Students were helped in building personality through the soft-skills training. The data was analyzed and interpreted both qualitatively and quantitatively. The results indicated that having a pleasing personality and exhibiting soft-skills enables in building students’ individual personality for employment readiness. Implications were offered to students, placement trainers, and teachers. It is concluded that having a charming personality will support students in landing their desired jobs.

Optimization of activities for the education of personnel of the internal affairs bodies of the Russian Federation on the basis of a personality-oriented approach

The article deals with optimization of activities for the education of personnel of the internal affairs bodies of the Russian Federation. In the internal affairs bodies of the Russian Federation, special attention is traditionally paid to the education of employees. At the same time, the process of education is distinguished by its special content, forms and methods, and its main meaning is to improve the performance of personnel in solving professional problems. The purpose of this work is to consider the features of the implementation of a personality-oriented approach in the process of educating employees of the RF Internal Affairs Department. Subject of the research: features of the application of an individual, personality-oriented approach in the education of employees of the RF Internal Affairs Directorate. The object of the research is the directions of optimization of activities for the education of the personnel of the internal affairs bodies. The article discusses the results of an expert survey of managers and employees of various levels of educational work units (Moscow region, Smolensk region, Lipetsk region, Republic of Sakha). 36 people were respondents. It should be emphasized that a personality-oriented educational impact should have the ultimate goal of a comprehensive and holistic personal development of employees of internal affairs bodies, preparing them for better and more efficient performance of official and official duties.

Comparison between the U.S. and Another Country’s Law of Privacy: Taking China and Britain for Example

The right of privacy is a basic personal right, which refers to the right that the interests of individual personality are not infringed, private affairs unrelated to the public interest are not allowed to be released to the public, and private territory belonging to individuals is not illegally invaded. The protection of the right to privacy stems from a basic belief: everyone has the right not to be disturbed, and has the right to decide how to appear in front of the public, unless they have taken the initiative to put themselves in the public view, or their privacy involves the public interest[1].

THE STYLES OF JAVANESE POLITICAL LEADERSHIP IN PRAMOEDYA ANANTA TOER’S NOVEL AROK DEDES

The research is focused on the styles of Javanese political leadership revealed in the novel Arok Dedes written by Pramoedya Ananta Toer. The Javanese leadership style is a cultural heritage and deserves to be maintained and revitalized and to be adjusted to the changing of times. Javanese people live side by side in harmony with cultural norms and values and lifestyle becomes an ethnic identity. The objectives are to find styles and how the styles of Javanese political leadership are revealed in Pramoedya Ananta Toer’s novel Arok Dedes. A theory of Javanese leadership style, with its slogan of 5Ms is used a base and the whole research is conducted by means of descriptive qualitative method revealing the individual personality. The results show that the 5Ms of style are found in the novel: 1) melek/awas (awareness), 2) melik (sense of ownership), 3) muluk (poverty solution, 4) melok (aspiration realization), and 5) meluk (accomodation), all of which are performed by a leader of Tumapel district, named Ken Arok.

RELATIONSHIP OF ACCEPTABILITY OF MISLEADING METHODS WITH PERSONAL FEATURES AND SOCIAL BEHAVIOR STRATEGIES

The article presents the results of an empirical study of personality traits, strategies of social behavior and the acceptability of information manipulation on a sample of youth, mainly female students (n=195). Based on the theory of communicative implicatures by P. Grice and the theory of information manipulation by S. McCornack, a case test with educational and interpersonal situations of communication was created, aimed at studying the choice of admissibility of information manipulation. Correlation analysis revealed that the acceptability of all four forms of information manipulation (lies, deception, inappropriateness, and obscurity) is most closely related to deficiencies in conscientiousness (lack of productivity, organization, and responsibility) and goodwill (lack of trust and empathy). We can observe the connections with individual personality aspects that are unique for different methods of information manipulation. In addition, information manipulation is associated with destructive social strategies of behavior, especially in the intersubjective sphere and in combination with a tendency to devalue the interlocutor.

Impact of regulatory focus on security technostress and organizational outcomes: the moderating effect of security technostress inhibitors

PurposeOrganizations invest in information security (IS) technology to be more competitive; however, implementing IS measures creates environmental conditions, such as overload uncertainty, and complexity, which can cause employees technostress, eventually resulting in poor security performance. This study seeks to contribute to the intersection of research on regulatory focus (promotion and prevention) as a type of individual personality traits, technostress, and IS.Design/methodology/approachA survey questionnaire was developed, collecting 346 responses from various organizations, which were analyzed using the structural equation model approach with AMOS 22.0 to test the proposed hypotheses.FindingsThe results indicate support for both the direct and moderating effects of security technostress inhibitors. Moreover, a negative relationship exists between promotion-focused employees and facilitators of security technostress, which negatively affects strains (organizational commitment and compliance intention).Practical implicationsOrganizations should develop various programs and establish a highly IS-aware environment to strengthen employees' behavior regarding IS. Furthermore, organizations should consider employees' focus types when engaging in efforts to minimize security technostress, as lowering technostress results in positive outcomes.Originality/valueIS management at the organizational level is directly related to employees' compliance with security rather than being a technical issue. Using the transaction theory perspective, this study seeks to enhance current research on employees' behavior, particularly focusing on the effect of individuals' personality types on IS. Moreover, this study theorizes the role of security technostress inhibitors for understanding employees' IS behaviors.

Association between care burden, depression and personality traits in Alzheimer’s caregiver: A pilot study

Introduction In this study correlations between care burden, depression, and personality at intrapsychic level in caregivers of Alzheimer’s disease patients were evaluated. Materials and methods Caregivers: n.40. Tests: Social-schedule; CBI; BDI; SASB-Structural-Analysis of Social Behaviours- Form-A- intrapsychic behaviours (8 Cluster); ECOG. Patients:MMSE. Statistical analysis: Chi-squared test; Anova one way F test; Pearson’s R coefficient. Results Correlations: CBI-total and NPI(p < .001); CBI-total—ECOG (p = .042); CBI-total—BDI(p< .001); CBI- total-SASB-Cl7(p = .014); SASB-CL8(p<0.000); BDI and SASB-Cl 2 (p = .018), SASB-Cl 3 (p = .004), SASB-Cl7(p < .000), SASB-CL8 (p < .000). High CBI is correlated with high depression, neuropsychiatry symptoms, low cognitive patient’s functions. Caregivers have the following intrapsychic behaviors: poor self-care, poor ability to take care of themselves; they exercise control over themselves and do not consider and/or ignore their basic needs at emotional and physical levels. These intrapsychic behaviours are indicators of depression (SASB Model) and are correlated with high care burden–CBI and high depression-CDQ. Discussion Care burden is closely related to the depression and individual personality (intrapsychic experience) of the caregiver. This may reveal a source of strength and may suggest areas of multidimensional and psychotherapeutic interventions.

Encounters in and with Summer Camps—Happy Childhood, Alternative Bildung, or What?

Although they commonly are associated with recreation, summer camps for children can be seen as educational arenas that both supplement and challenge school education. Summer camps provide education in a broad sense of bildung. The article aims at describing what is experienced in summer camps and proposes various theoretical frames for these bildung processes. The main focus is on summer camps in Russia, and we interviewed Russian informants who participated in summer camps. The findings were that learning in the camps tends to be non-instrumental, allowing room for play and experimentation for both pupils and teachers. Social learning is marked by collective elements such as camp rituals and spontaneous solidarity, both forming an individual personality. Outdoor activities are important because they connect children to nature and develop a sense of place marked by biophilia. Furthermore, nature’s materiality creates a sense of being in the world, which means developing a sense of multiple relational settings, spanning from the materialities of geography, place, and objects to experiencing new social settings in the form of solidarity, ritual, and friendship.