Canadian Scientific Journal. Issue 1. 2015 by Canadian Scientific Journal

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VETERINARY SCIENCE AND ZOOTECHNICS

TESTOSTERONE AND MYOCARDIAL EXTRACT AS A CORRECTION SCHEME IN CASE OF EXPERIMENTAL DOXORUBICIN CARDIOMYOPATHY Authors: Oleynikov Dmitrij, Vasilyeva Svetlana, Jashin Anatolij

TECHNICAL SCIENCE

LINEAR AND NONLINEAR RELATIONSHIP OF WHEAT STORAGE CHARACTERISTICS Authors: Kiurchev Sergey, Verholantseva Valentina

ART HISTORY

PUNK STYLE IN BRITISH GRAPHIC DESIGN OF THE 70-S OF XX CENTURY Author: Danylenko Lesya

SOCIOLOGY

SEX AND PRINT MEDIA: THE LEVEL OF EXPOSURE OF FILIPINO YOUTH TO SENSUAL PRINT MEDIA IN RELATION TO THEIR ATTITUDE TOWARD SEX Author: Bernarte Racidon P., Bartolata Kristine E., Laureta Claudine Marie Angelica O.

CHILDHOOD IN PERIL: THE INTERACTION BETWEEN VULNERABILITY AND RESILIENCY IN THE FRAMEWORK OF THE PROTECTION OF CHILDREN FROM TRAFFICKING IN ARMENIA Author: Antonyan Mira

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GLOBAL WARMING: MYTH OR A FACT? Author: Abrahamyan Paruyr

DEEP STRUCTURE, SEISMIC MODELS, RHEOLOGY AND GEODYNAMICS OF CONSOLIDATED CRUST Authors: Abetov Auez, Zhylkybayeva Gulnaram, Zhylkybayev Tobyl

BIOLOGY

THE PECULIARITIES OF BLOCK-MODULAR APPROACH TO TEACHING BIOLOGY AT SECONDARY SCHOOL Authors: Vardanyan Zaruhi, Gevorgyan Anush, Bayramyan Lilia, Muradyan Armine

PEDAGOGY

PROJECT METHOD IN LANGUAGE LEARNING: METHODOLOGY ASPECTS AND HUMANISTIC APPROACH Author: Lytvyna Iuliia

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CONCEPTUAL FOUNDATIONS OF DIALOGUE IDEA IMPLEMENTATION INTO CULTURAL-EDUCATIONAL SPACE Author: Troitska Olena

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Canadian Scientific Journal 1 (2015)

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Testosterone and myocardial extract as a correction scheme in case of experimental doxorubicin cardiomyopathy Oleynikov Dmitrij*, Vasilyeva Svetlana, Jashin Anatolij St. Petersburg State Academy of Veterinary medicine, St. Petersburg, Russia ARTICLE INFO

Article history: Received 27 April 2015 Received in revised form 18 May 2015 Accepted 21 May 2015

Keywords: Doxorubicin cardiomyopathy Cardiomyocytes Testosterone Myocardial extract

ABSTR AC T

Cardiotoxicity is one of the most common side effects in anthracycline therapy. The clinic manifestation is often masked by myocardial compensatory mechanisms. But its ability soon decreases and the decompensation develops. The appeared changes in myocardium are developing due to anthracycline influence on genetic apparatus, metabolism intermediates and mitochondrial function. While these effects occur, hemodynamic changes are adding. If these processes couldnâ&#x20AC;&#x2122;t be prevented we should medicate them. The most interesting component of treatment for a therapist is influence on energy metabolism. There are many proposed drugs but they are not always effective in doxorubicin cardiomyopathy. In this article we are going to estimate effects of the correction scheme which includes testosterone and experimental myocardium extract. As metabolism markers, we measured activity of total creatine kinase, lactate dehydrogenase, concentration of lactate, pyruvate and macroergic phosphates in tissue homogenates. ÂŠ 2015 Canadian Scientific Journal. All Rights reserved

Rats

1. Introduction Cardiomyopathy is the disease of myocardium which is connected with structure and functional changes leading to heart failure. Nowadays they are divided into primary and secondary ones. Primary ones affect only the heart (dilated, hypertrophic, restrictive cardiomyopathy and arrhythmogenic dysplasia of right ventricle); secondary ones are the result of damaging the other parts of the body (endocrine, toxic, metabolic, inflammatory ones). Recently there has been a great breakthrough in understanding of pathophysiology, genetic predilections and molecular mechanisms of these pathologies due to modernization of scientific and clinic methods. This data gives the great opportunity to medicate this disease. * Corresponding author at: St. Petersburg State Academy of Veterinary medicine 5, Chernigovskaya, St. Petersburg, Russia , 196084 Tel.: +7 812 388-30-51, Fax.: +7 812 388-30-51

E-mail addresses: wolfberg.guard@gmail.com (D. Oleynikov), svvet@mail.ru (S. Vasilyeva), anatoliy-yashin@yandex.ru (A. Jashin) www.csjournal.ca

D. Oleynikov, S. Vasilyeva, A. Jashin / Canadian Scientific Journal 1 (2015)

Testosterone and myocardial extract as a correction scheme in case of experimental doxorubicin cardiomyopathy

One of the most common causes of toxic cardiomyopathy for animals is antitumor therapy. Due to repeated infusions these medications are accumulated until reaching the toxic concentration. The most prevalent antitumor drug in veterinary medicine is doxorubicin and its combinations with vincristine and cyclophosphamide. It has acceptable effectiveness in antitumor therapy, but it has the negative side effect – cardiotoxicity. Doxorubicin cardiomyopathy is hardly cured and prevented. Its pathological influence could be hidden for a long time before its clinical manifestation. Despite medication it often leads to biventricular failure and death. Hence, the correction therapy should be developed.

2. Analysis of recent research Doxorubicin cardiotoxicity can be developed in two ways: acute and chronic ones. The acute manifestation is connected with myocardial edema and can be reversed (Billingham et al. 1978). Chronic course is rare. It can be developed during several years and it requires a cumulate dose of more than 160 mg\ м2 for dogs (Mauldin, 1992). Doxorubicin toxic effects can be described in several theories: oxidative stress; sympathoadrenal and cytokine systems’ excessive activation; mitochondrial damage and disturbance in oxidative phosphorylation; DNA damage; Ca and Fe- associated toxicity. In metabolic aspect the lipid peroxidation is predominating (Takemura, 2007). Accumulation of free radicals damages lipid layer of cardiomyocytes and its mitochondria (Gille, 1997). As for DNA, doxorubicin breaks regeneration, reparation and intercalation of nucleotids’ molecules. Also it leads to intensifying the emergence of free radicals, disturbance in compartment system of the cell and apoptosis (Schimmel, 2004). It is known that the damaged myocardium needs extra energy to compensate the risen load. The doxorubicin-induced energy starvation decreases the work effectiveness of cardiomyocytes. Soon it is manifesting with biventricular failure (Swain, 2003). There are some researches which show that changes in energy metabolism will help to avoid energy starvation switching it from fatty acids oxidation to glycolysis breakdown (Chiu et al., 2001). In addition, there is some good experience of using hormonal medications (insulin, testosterone) (Tsang, 2008). The tissue mediatory systems of myocardium have not been properly studied. We have assumed that myocardial extract of a healthy animal contains some of these mediators which will help myocardium to reorganize its energy metabolism for normal contractile function. In addition, we added testosterone due to its influence on gene expression of some ionic pumps and myosin’s heavy chains synthesis (Golden, 2003). The aim of this study is to estimate effectiveness of suggested correction scheme on some metabolic aspects of myocardial metabolism.

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D. Oleynikov, S. Vasilyeva, A. Jashin / Canadian Scientific Journal 1 (2015)

Testosterone and myocardial extract as a correction scheme in case of experimental doxorubicin cardiomyopathy

3. Statement of research objectives -

determine parameters which reflect energy metabolism in myocardium

study the parameters of energy metabolism in normal rats and ones with doxorubicin-induced

cardiomyopathy -

compare parameters changes caused by testosterone and correction scheme therapy.

4. Material and methods. Animals. Thirty two female adult Wistar rats were taken. Their weight was 150-180 g. The rats were kept in standard vivarium conditions having free access to drinking water and food. After adaptation they were divided into 4 groups (n=8). There is a group of intact rats; a doxorubicin group consists of three subgroups: the control one (only doxorubicin cardiomyopathy induction â&#x20AC;&#x201C; 8mg\kg + physiological solution 0,3 ml\animal), the dox-testosterone one (induced cardiomyopathy 8mg\kg + testosterone propionate 16mg\kg treatment), the dox-teststerone-extract one (induced cardiomyopathy 8mg\kg + testosterone propionate 16mg\kg + pig myocardial extract 0,2 ml\animal). The treatment lasted for 35 days. The myocardium samples were taken at once after euthanasia, then they were rapidly homogenized in cold 0,05 mmol tris-buffer and 2,5% trichloracetic acid solution. Then samples were delivered to the laboratory where they were instantly examined. Drugs. Doxorubicin â&#x20AC;&#x201C; Andriamicin (Pfizer), Testosterone propionate 5% (Pharmak). Determination. Lactate dehydrogenase, Creatine kinase, lactic acid and pyruvate were estimated by commercial kits (Olvex Diagnosticum). Total concentration of macroergic phosphates were estimated by the method of determination of phosphate concentration before and after extracted samples were boiled.

5. Results and discussion Experimental data is shown in table 1. Metabolites and myocardial enzymes activity level in the intact group showed the intensity and energy metabolism pathway in normal conditions and without external disturbance. However, the specific changes were seen in the three experimental groups.

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D. Oleynikov, S. Vasilyeva, A. Jashin / Canadian Scientific Journal 1 (2015)

Testosterone and myocardial extract as a correction scheme in case of experimental doxorubicin cardiomyopathy

Table 1. Some aspects of myocardial energy metabolism during the experiment.

Group

Creatine kinase, U\mg wet weight

Lactate mkmol\g wet weight

Pyruvate, mkmol\g wet weight

Lactate ehydrogenase, U\g т wet weight

Macroergic phosphates, mkmol\g wet weight

NAD\NADH ratio

Intact

8,67±0,53

22,32±4,08

0,27±0,06

445,5±14,8

4,77±0,77

131,7±31,1

Controldoxorubicin

2,56±0,63

9,46±0,96

0,6±0,18

269,96±55,5

2,56±0,63

609,2±182,3

Doxorubicintestosterone (DT)

9,26±0,48

10,03±1,94

0,9±0,23

368,21±46,83

5,39±1,48

1688,18±756,7

Doxorubicintestosterone –extract (DTE)

16,5±1,76

15,03±1,67

1,45±+0,17

412,13±37,96

7,28±1,38

905,8±100

The doxorubicin activity on oxidative phosphorylation in myocardium was indicated by lowering of ATP regeneration; it was shown in the control group where availability of macroergic molecules decreased almost twofold (P<0.05). This impaired synthesis in doxorubicin group is based on several mechanisms: inhibition of nucleoids synthesis and DNA intercalation; activation of lipid peroxidation and mitochondria damage; effect on Ca and Fe homeostasis. Hence, the myocardial energy metabolism decreased by inhibition of synthesis of glycolysis protein-clinging enzymes, fatty acids oxidation and tricarboxylic acids cycle as well as biological oxidation. Also in the control group the enzymatic activity of lactate dehydrogenase (by 1,65 times) and creatine kinase (by 3,4 times) decreased; and the decrease twice lower that the level of lactic acid. The high rates of pyruvate could be explained by impaired pyruvate dehydrogenase (PDH) action and slowed pyruvate oxidation. The high NAD\NADH ratio may be caused by decreased NAD- reduction ability of energy metabolism reactions. It leads to oxidative phosphorylation and ATP-regeneration failure. It is known that heart failure there can be switch of the myocardial metabolism from fatty acids oxidation to glycolysis, and its intensity depends on failure severity (Reccia et al., 1998). Next we estimate influence of testosterone (DT group) and its combination with experimental myocardial extract (DTE group) on a rat’s heart with doxorubicin-induced cardiomyopathy. Testosterone infusion

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D. Oleynikov, S. Vasilyeva, A. Jashin / Canadian Scientific Journal 1 (2015)

Testosterone and myocardial extract as a correction scheme in case of experimental doxorubicin cardiomyopathy

prevents depression of lactate dehydrogenase (LDH) and creatine kinase (CK) activity. Moreover, it intensified the synthesis of macroergic molecules (5,39±1,48 mkmol\g), twofold in comparison with the control group. Thus, the reactivation of oxidative phosphorylation in myocardium appeared and it became almost the equal to the intact rats. At the same time, the NAD\NADH ratio dramatically increased in comparison with the intact and control rats (both P<0.05). This situation showed the activation of all reserve myocardium mechanisms in order to provide cardiomyocytes with enough energy and but possibly it can turn into decompensation. It could be caused due to changes in energy metabolism pathways - inhibition of fatty acids oxidation and malate-aspartate shuttle hyper activation. In DTE group, we should admit more significant intensification of metabolism in comparison with all doxorubicin-treated groups. The concentration of macroergic compounds reaches the highest value in all groups (7,28±1,38 mkmol\g). The effectiveness of oxidative phosphorylation is proved by high activity rates of CK- from 1,8-6,5 folds higher (P<0.05 for all groups). The LDH activity almost reached its ratio in the intact group. The concentration of lactate also raised, pyruvateis dramatically increased (1,45±+0,17 mkmol\g). The NAD\NADH ratio decreased by 46,4% in comparison with testosterone treated group, but it is still much higher than in the intact rats. The pyruvate concentration may show high rates of glycolytic processes, which is possible due to compensation mechanisms. Pyruvate isn’t used in oxidative metabolism and it concentrates in cytosol. Similarly, the high NAD\NADH ratio is caused by the increased oxidative phosphorylation activity and high demand in NADH for electron transport chain. It is proved by increased activity of CK and amount of macroergic molecules. However, the ways they are created are still debatable.

6. Conclusions

Nowadays, the data shows that in heart failure the energy is wasting on the cellular level (Saavedra et al., 2002). It leads to impaired contractile function and it is connected with oxygen and substrates’ delivery. In the end, it causes the energy starvation. Thus, in untreated doxorubicin-induced cardiomyopathy group we see the decreased effectiveness of all energy-producing systems. Here we admitted a preventive effect of testosterone and myocardial extract combined administration in the case of doxorubicin-induced cardiomyopathy in rats activating the energy-supplying mechanisms. The measured parameters have showed that this correction scheme has positive influence on pathogenesis and in less severe conditions it could greatly reduce doxorubicin effects.

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D. Oleynikov, S. Vasilyeva, A. Jashin / Canadian Scientific Journal 1 (2015)

Testosterone and myocardial extract as a correction scheme in case of experimental doxorubicin cardiomyopathy

References 1.

Billingham ME, Mason JW, Bristow MR, Daniels JR: Anthracycline cardiomyopathy monitored by morphologic changes. Cancer Treat Rep 1978; 62: 865–872.

Chiu HC, Kovacs A, Ford DA, Hsu FF, Garcia R, Herrero P, Saffitz JE, and Schaffer JE. A novel mouse model of lipotoxic cardiomyopathy. J Clin Invest 107: 813–822, 2001.

Congestive heart failure in patients treated with doxorubicin: a retrospective analysis of three trials. Swain SM, Whaley FS, Ewer MS Cancer. 2003 Jun 1; 97(11):2869-79

Gille L., Nohl H. Analyses of the molecular mechanism of adriamycin-induced cardiotoxicity. // Free Radic Biol Med.– 1997.- Vol. 23 (Suppl. 5).- P. 775-782.

Golden KL, Marsh JD, Jiang Y, Brown T, Moulden J. Gonadectomy of adult male rats reduces contractility of isolated cardiac myocytes. Am J Physiol Endocrinol Metab. 2003;285:E449–E453.

Mauldin GE, Fox PR, Patnaik AK, Bond BR, Mooney SC, Matus RE: Doxorubicin-induced cardiotoxicosis: clinical features in 32 dogs. J Vet Intern Med 6:82–88, 1992.

Recchia FA, McConnell PI, Bernstein RD, Vogel TR, Xu X, and Hintze TH. Reduced nitric oxide production and altered myocardial metabolism during the decompensation of pacing-induced heart failure in the conscious dog. Circ Res.- 1998.- 83.-Р. 969–979.

Saavedra WF, Paolocci N, St John ME, Skaf MW, Stewart GC, Xie JS, Harrison RW, Zeichner J, Mudrick D, Marban E, Kass DA & Hare JM (2002). Imbalance between xanthine oxidase and nitric oxide synthase signaling pathways underlies mechanoenergetic uncoupling in the failing heart. Circ Res 90, 297–304

Schimmel K.J., Richel D.J., van den Brink R.B., Guchelaar H.J. Cardiotoxicity of cytoxic drugs // Cancer Treat. Rev. 2004. Vol. 30 (2). P. 181–191.

10. Takemura G, Fujiwara H: Doxorubicin-induced cardiomyopathy from the cardiotoxic mechanisms to management. Prog Cardiovasc Dis 2007; 49: 330–352 11. Tsang S, Wu S, Liu J, Wong TM. Testosterone protects rat hearts against ischaemic insults by enhancing the effects of alpha(1)-adrenoceptor stimulation. Br J Pharmacol. 2008;153:693–709

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Linear and nonlinear relationship of wheat storage characteristics Kiurchev Sergey*, Verholantseva Valentina Tavria State Agrotechnological University, Melitopol, Ukraine ARTICLE INFO

ABSTR AC T

Article history:

The article deals with the linear and nonlinear dependencies that predict performance of wheat storage at certain temperatures and storage period. Such parameters of wheat quality as gluten and gluten deformation index after cooling in the granary were determined. Indicators at different temperatures during storage of grain were compared. Experimental data have been processed in Math Cad. Experimental and theoretical values have been analyzed. We came to the conclusion that values deviations are minor, so obtained mathematical model is adequate and enables to predict grain yield depending on the storage temperature with sufficient degree of accuracy. Presented linear and curvilinear relationships between gluten and wheat gluten deformation index allow predicting the technological parameters that affect the quality of gluten. The models equations of linear and nonlinear dependence for gluten and gluten deformation index are presented. The obtained results showed that cooling used in a granary makes it possible to improve the technological parameters that define baking properties of wheat grain particularly the quantity and quality of gluten.

Received 20 April 2015 Received in revised form 30 April 2015 Accepted 6 May 2015

Keywords: Gluten Quality Storage parameters The matrix of correlation coefficients Factors Optimization

1. Introduction Presented research shows that wheat grain storage results to a change in the quantity and quality of gluten. It does not depend on the wheat grain class but has influence on the bread-making characteristic of the flour. As it is known gluten is a protein jelly. It remains after starch and water-soluble agent cellulose washing-out of the paste. Wheat grain contains 14 to 50 percent and more of protein. Gluten (its quantity and quality) defines the class of grain. The quality of gluten includes such physical properties as extensibility, firmness, flexibility, viscidity, cohesion and the ability to keep physical properties over time. Mass fraction of protein and raw gluten as well as the quality of gluten are the main technological parameters that define baking properties of wheat grain (Fazlutdinova, Labutina, Spirin 2003). * Corresponding author at: Tavria State Agrotechnological University 18 B. Khmelnistskiy Avenue, Melitopol, Ukraine, 72310. Tel.: +38 0978285043

E-mail addresses: dec.tgatu@mail.ru (S. Kiurchev), milaeva.v@mail.ru (V. Verholantseva) www.csjournal.ca

S. Kiurchev, V. Verholantseva / Canadian Scientific Journal 1 (2015)

Linear and nonlinear relationship of wheat storage characteristics

One of the basic directions of food processing industry growth is the development of high-performance environmentally sound technologies of food production particularly from grain with high-quality nutritional and biological value. The problems connected with the detection of reasons which cause the indicators declining of wheat quality have been under consideration more than once (Tikhonov, Belyakov 2006).

2. Analysis of recent research Analysis of the storage methods developed before including the use of recycling of cereal mixtures with different ratios of dry and wet grain shows rather broad area of the research. However there are not studies related to the cooling of grain and the definition of the influence of selected storage modes on gluten quality ( Dashevskiy, Zakladnoy 1978). Combine harvesting declines the terms of grain gathering and increases the volume of grain, but at the same time it causes the growth of grain humidity. All these require the application of new storage methods in order to ensure grain safety. Among those methods there is the storage of cooled grain. The greatest danger to stored grain is thermal heating. This problem becomes particularly critical when the capacity of the granary is being increased. Even good thermal insulation of the granaries does not prevent grain temperature changes because of respiration (Verkholantseva, Yalpachik, Gvozdev 10.08.2012, Bul. № 15).

3. Statement of research objectives For the experiment we applied cooling in two granaries (#1 and #2). The grain was not cooled in the #3 granary. The grain temperature in the #1 granary was supported at the range of 0°С to 7°С. The temperature in the #2 granary was ranged from 7°С to 14°С (Verkholantseva, Yalpachik, Gvozdev 2012, Bul. № 15; Verkholantseva, Yalpachik, Gvozdev 2012, Bul. № 16). The study was based on the DSTU 3768:2010 Ukrainian Standard of wheat specifications. The norm has defined the factors that influence on the wheat and bread quality under storage conditions. After performed research the retention period (x1 factor) and the average temperature (x2 factor) were considered as main factors. Linear and parabolic dependences have been obtained for wheat gluten (Y) (Rizhikov 2004; Tomashevskiy 2005).

So, it is possible to summarize #1 granary data on the base of correlation matrix according to the numerical characteristics. In conclusion wheat gluten (Y) ranges and makes up 27.62 ± 0.19, that means it is 27.43 to 27.81%. The model equations for linear and non-linear dependence for gluten will be: Y= -12,9+7,25x1+4,76х2

(Linear)

Y = -44,86+26,63х1+1,б9х2-2,42х1 -3,1х1х2-0,99х2 2

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(Curvilinear)

S. Kiurchev, V. Verholantseva / Canadian Scientific Journal 1 (2015)

Linear and nonlinear relationship of wheat storage characteristics

where Y - is the gluten in units of %; x1 - is the storage periods in units of month; x2 - is the average temperature of grain in the granary, which is 0°С. Mathematical model of linear and curvilinear dependence gives the opportunity to obtain theoretical values for the specific conditions of grain storage. Comparing theoretical and experimental values we can conclude that value deviation is negligible, so, the mathematical model is adequate and allows, with sufficient degree of accuracy, to predict the output of first class grain depending on the storage temperature (Yalpachik, Verkholantseva 2014). Surfaces graphs are presented (fig. 1). The received dependences make it possible to forecast the results of grain storage under cooling. When the temperature drops to 0°С gluten indicator increases to 0.5% comparing with the value at the allocation moment.

Figure 1. The surfaces of linear and curvilinear dependence of wheat gluten for the #1 granary (0°С to 7°С): x1 is the storage period, x2 is the average grain temperature in granary, Y is wheat gluten.

Thermal behavior in #2 granary was kept at 7°С to 14°С. Taking into account the #2 granary data one can conclude, according to the obtained numerical characteristics, that wheat gluten (Y) ranges and makes up 27.53 ± 0.40, which means it is 27.13 - 27.93 %. There is a strong growing relationship with the storage period (x1 factor), and the tough declining relationship with the average grain temperature in granary (x2 factor).

The model equations for linear and non-linear dependence for gluten will be: Y = 27,5+0,15х1-0,04х2

(Linear)

Y = 60,54-4,7x1-4,3х2+0,15х1 +0,34х1х2+0,13х2 2

Surfaces graphs are given below (fig. 2). www.csjournal.ca

(Curvilinear)

S. Kiurchev, V. Verholantseva / Canadian Scientific Journal 1 (2015)

Linear and nonlinear relationship of wheat storage characteristics

Figure 2. The surfaces of linear and curvilinear dependence of wheat gluten for the #2 granary (7°С to 14°С): x1 is the storage period, x2 is the average grain temperature in granary, Y is wheat gluten.

Gluten quality is controlled by means of IDK-1 device (‘IDK’ stands for Russian ‘gluten deformation index’). According to the instrument readings gluten quality may be divided into three groups: good quality (I), satisfactory (II) and unsatisfactory (III). Wheat with gluten of the ІІІ group is not suitable for baking. Several factors influence on the gluten quantity and quality. They are varietal characteristics, technology of wheat cultivation (forbear, sowing terms, nitrogen nutrition), weather conditions during grain ageing and harvesting, unfavourable effect on the grain while it is growing (harmful corn-bug affection), being stored (germination and spontaneous heating) and processed (overheating when drying). Wheat can be divided into three groups according to the baking properties: strong, medium, and soft (weak) (Baum 1977). High quality protein has a light grey or pale yellow color. Dark colors appear because of unfavourable effects on the grain during germination, processing (overheating when drying) or storage. Experimental data from #2 granary show, that wheat gluten deformation index (Y) ranges and makes 63.83% ± 3.71 i.e. 65.66 - 66.0%. There is a strong declining relationship with the storage period (x1 factor) and increasing relationship with the average grain temperature (x2 factor) (Yalpachik, Verkholantseva 2014). The model equations for linear and non-linear dependence may be presented as: Y = 68,79-1,61x1 -0,04х2 Y = -45+38,5х1+33,5х2-3,5x12-5,86x1х2-2,36x22

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(Linear) (Curvilinear)

S. Kiurchev, V. Verholantseva / Canadian Scientific Journal 1 (2015)

Linear and nonlinear relationship of wheat storage characteristics

Figure 3. The surfaces of linear and curvilinear dependence of wheat gluten deformation index for the #1 granary: x1 is the storage period, x2 is the average grain temperature in granary, Y is wheat gluten deformation index.

The range of wheat gluten deformation index (Y) in the #2 granary is 71.0% ± 2.76. It makes up 68.24 73.76%. There is a tough declining relationship with the storage period (x1 factor) and strong increasing relationship with the average grain temperature in granary (x2 factor).

The mathematical model equations of linear and non-linear dependence will be: Y = 64,83-0,72x1+0,79х2

(Linear)

Y = 57,32+1,61х1+0,55х2+0,0235х1 -0,18x1х2+0,067 x2 2

(Curvilinear)

Dependency graphs for the #2 granary wheat gluten deformation index are presented.

Figure 4. The surfaces of linear and curvilinear dependence of wheat gluten deformation index for the #2 granary: x1 is the storage period, x2 is the average grain temperature in granary, Y is wheat gluten deformation index. www.csjournal.ca

S. Kiurchev, V. Verholantseva / Canadian Scientific Journal 1 (2015)

Linear and nonlinear relationship of wheat storage characteristics

4. Results

Obtained relationships allow predicting the gluten quantitative and qualitative performances, as well as recommending optimal storage options to obtain satisfactory wheat characteristics.

References 1.

Fazlutdinova A., Labutina N., Spirin R. (2003) Cryogenic technologies in bread production from the whole wheat grain Journal Agricultural primary products storage and processing, №2. р. 30-32.

Dashevskiy V., Zakladnoy G. (1978) Grain and grain products storage Translated from English. Preface L.A. Trisvyatskiy. Kolos, 462 p. il.

Tikhonov N., Belyakov A. (2006) Grain Storage; Innovative Technologies Department. Volgograd,108 p.

Verkholantseva V., Yalpachik V., Gvozdev O. (10.08.2012) The device for the cooling and drying of the agricultural production by active ventilation method. Patent Specification № 72178 Ukraine. Bul. № 15.

Verkholantseva V., Yalpachik V., Gvozdev O. (27.08.2012) The storage for agricultural production storing. Patent Specification № 72541 Ukraine. Bul. №16.

Verkholantseva V., Yalpachik V., Gvozdev O. (10.08.2012) The method of ventilation of agricultural production in the storages. Patent Specification №72101 Ukraine. Bul. №15.

Rizhikov Yu. (2004) Simulation modeling. Theory and technology. 384 p.

Tomashevskiy V.(2005) Systems modeling. 349 p.

Baum A. (1977)Use of artificially cooled air during grain storage abroad. E. Series ‘Elevator industry’.28 p.

10. Yalpachik V., Verkholantseva V. (2014) Chenges in wheat humidity during storage at a granary under cooling Science and practice journal ‘Grain storage and processing’ №7(184) p. 43-45. 11. Yalpachik V., Verkholantseva V. (2014) Research of the influence of storage conditions on the changes of the wheat gluten Works of Tavria State Agrotechnological University. Edition 14. V. 4. p. 128 – 131

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Punk style in British graphic design of the 70-s of XX century Danylenko Lesya* Kharkiv State Academy of Design and Arts, Kharkiv, Ukraine ARTICLE INFO

ABSTR AC T

Article history:

In this article the phenomenon of punk style has been reviewed. The task is to consider the punk style as a cultural phenomenon in art and design, its roots and characteristic visual features and its value for worldwide graphic design language. Punk style was an alternative response to the modernist approach in graphic design in the UK, style that originated in the 1970s in London and quickly spread throughout the country and reached other European countries and the USA. The basis of its ideology was a youth protest against the established rules and regulations both in design, art and behaviour. Proponents of punk were both professional designers, frustrated by modernism and amateurs who wanted to express their creativity through disagreement with the existing regime or approach to art. Punk style opposed itself to complex and costly technology implementation, and this led to a graphical language of punk, it became a source of creative energy for artists and designers. The practical realization of the idea of general creative availability was based on the use of rough collage, black and white photo, letters messy cut out with scissors and sometimes slightly tinted, screen printing without sophisticated printing process, scribble amateur fonts written by a thick marker. Denying technical virtuosity in music and design, punk removed gulf between bands and fans. Punk movement in graphic design is most clearly evident in the design of flyers, posters, flyers for musical bands, fan music magazines called fanzines. In addition, despite the fact that this style did not have a clear political program, and mostly remained politically neutral, punk graphic language was the basis for striking posters of political orientation. Punk has enormously influenced worldwide graphic language â&#x20AC;&#x201D; thanks to punk in the 1970s the foundation of graphic language of postmodernism was laid. Nevertheless, punkâ&#x20AC;&#x2122;s short (this style existed for only several years) spontaneous explosion of punk anti-government creativity continues to inspire designers and musicians till today.

Received 24 November 2014 Received in revised form 17 March 2015 Accepted 21 March 2015

Keywords: Punk Style British graphic design Anti-design Do-it-yourself

1. Introduction In the 1970s, Punk style was a reflection of the new outlook of young people in design that originated in the late 1960s in the UK and the USA and reached its peak in the second half of 1970s. It started its development as young London street style. * Corresponding author at: Kharkiv State Academy of Design and Arts 8 Krasnoznamennaya Str, Kharkiv , Ukraine, 61002. Tel.: +38 096 598 39 87

E-mail addresses: lesyadanilenko@ukr.net (L. Danylenko) www.csjournal.ca

L. Danylenko / Canadian Scientific Journal 1 (2015)

Punk style in British graphic design of the 70-s of XX century

development as young London street style. During few years Punk has spread all over the UK, spread on clothing, hairstyles, music, environment and objects of graphic design, that has become a way of life. Punk was also a popular youth movement of the 1970s in Europe and significantly influenced the graphic design of other leading design countries.

2. Analysis of recent research B. Hillier in the book ‘The Style of the XX Century’ (Hiller B., 2004), while considering style development of different design areas in the world, also touched the British graphic design of the post-war period. The researcher analyzed the socioeconomic and cultural conditions in which the Punk movement arose in the UK, discovered its features. The history of origin, development and characteristics of the Punk style in Britain were also investigated by S. Greeves and S. Ford (Flash L., 2010) in the articles to the exhibition catalog of posters, record sleeves, flyers, collected by the artist and erstwhile punk, Toby Mott (London, 24 September - 30 November 2010). Features and ideology of Punk style were considered by E. Booth – Clibborn and D. Baroni in the book ‘The Language of Graphics’ (Booth-Clibborn E., Baroni D. 1980). Thus, despite the fact that Punk style was often considered in articles and books by foreign authors, at the moment there is no study that would consider it in complex, that would find its genesis, characteristics and its influence on the subsequent stylistic development of graphic design of United Kingdom.

3. Statement of research objectives — is to identify the origins, characteristics of the punk style and its impact on the further development of stylistic graphic design of the UK.

4. Results Punk (from spoken engl. ‘punk’ — poor, nasty, scum) — anarchic style of behavior, clothes, music and design. The phenomenon of Punk emerged in the 1970s on the streets of London. Rebellious and shocking, Punk was a political and cultural phenomenon — a global youth movement, which relied on music, behavior, language and youth protest as the main way of expression. This movement was an act break with the past conformist, passive adoption of the existing order, a manifestation of bad taste, even vulgarity, often accompanied by alcohol, drugs and violence 1970s were a period when Britain seemed weak and backward country. The lack of a coherent government policy, continuous confrontation of Labour government and the Conservative Party of Margaret Thatcher prevented recovery and sustainable development of the economy of the state in which the social and economic stress caused by regular displays of the strike movement, power cuts, unemployment and inflation against the backdrop of optimism of ‘swinging sixties’ caused a destructive mass dysthymia. This has contributed to the destruction of what was taken in the youth culture and activation of the punk movement as a result of the desire of young people to express themselves through their bodies, behavior, clothing, www.csjournal.ca

L. Danylenko / Canadian Scientific Journal 1 (2015)

Punk style in British graphic design of the 70-s of XX century

music and art. At that time, mass publication of punk magazines about music, culture, and style begun in the UK. Graphic language of these journals determined use of torn-out letters and ready-made images, cut out from popular newspapers, printed and handwritten inscriptions (mostly written by an ordinary marker), modeled and stuck together to produce an original for reproduction by lithography and photocopying (Pic. 1). Thanks to British magazine ‘Fanzine’ (from eng. ‘fan magazine’) all punk fan magazines of youth culture and rock bands in different directions received the title ‘fanzines’. In design of these magazines the punk ideology was shown by means of visual anarchy. Just like in the clothes, Punk style first emerged as ‘anti-fashion’ that had characteristic features of uncertainty and formlessness, in graphic design it was an alternative response to the Modernist approach. Punk expressed protest against the established rules and regulations and found a ready response among designers disenchanted with Modernism. The visual aesthetics of Punk was as provocative and emotional, as well as music of this movement. The real revolution in graphic design was the use of contrasting images shot on city streets, with camera flash in dark clubs or being brightened by neon. Further, their quality had been deteriorated due to poor printing in one color (usually black) on cheap paper on top of colored spots. In ‘over-roasted’ punk pictures preference was given to messy handwritten inscriptions similar to graffiti. ‘In general, graphic solutions created the impression of speed of execution, as if there is no time to lose and bustle’ (Flash L., 2010).

Picture 1. Unknown author. Cover of Fanzine № 10. London, 1977

Picture 2. Barney Bubbles. Cover of Oz magazine. London, 1971.

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L. Danylenko / Canadian Scientific Journal 1 (2015)

Punk style in British graphic design of the 70-s of XX century

Representatives of Dada, the anti-art movement declared that art could be made out of anything. Punk, the anti-rock movement was based on the conviction that anyone who could plunk bass guitar could be a member of the musical group or make music. Similarly, the objects of graphic design: flyers, posters, record sleeves could be created by anyone who had several newspapers, scissors, glue, markers and access to copy machines. ‘Punk was anti-design’, have confirmed researchers of graphic design language Edward Booth-Clibborn and Danielle Baroni (Booth-Clibborn E., Baroni D., 1980). ‘Torn’ graphics answered the ‘do it yourself’ principle and amateurism was not an obstacle. Collage didn’t demand professional skills and was aimed to express shock and black humor that were also quite characteristic to punk. It is no coincidence, that many of the examples of punk posters, covers and flyers that showed amateur graphic art remained anonymous. In England, among the most original punk graphic designers was Colin Fulcher, who adopted the name Barney Bubbles. After apprenticeship as a design assistant, B. Bubbles began a successful independent professional activity (Pic. 2-4). The result of his collaboration with the record company ‘Chiswick Records’ and ‘Stiff Records’’ is an impressively huge amount of posters for rock musicians, record sleeves and advertisements in music magazines. Unlike his earlier works, when the master used a wide palette of graphical tools, combining elements of collage with drawn images and fonts, as is it was often done by designers of Modernism, later projects of B. Bubbles for record companies are the result of conscious selection of design tools and techniques. His symbol for the ‘Blockhead’ band (1977), the ideogram that perfectly reflected the aggressive musical style of the group ( Pic. 3). Graphic works of Barney Bubbles were always based on the active use of letters, inscriptions, text blocks, creating an original design exclusively from the design elements.

Picture 3. Barney Bubbles. Symbol for the Blockhead rock band. London, 1977.

Picture 4. Barney Bubbles. Cover of Ian Dury songbook. London, 1979.

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L. Danylenko / Canadian Scientific Journal 1 (2015)

Punk style in British graphic design of the 70-s of XX century

In 1977 year book «Not Another Punk Book» was published by designer Terry Jones, which was ironic and highly professional parody on punk publications. There have been used graphic techniques and methods of Punk style in the book — torn pieces of newspaper and cut out pictures, inversions of fonts on colour dies and stamped inscriptions taken with marking machines (Pic. 5, 6). While the aesthetics of Punk was largely formed spontaneously during attempts of amateurs to express themselves, T. Jones’ book was a bold design experiment based on original and conscious reading of the punk graphic language. This publication, along with some underground magazines was a striking example of British graphic design of the 1970s. Another magazine among such magazines was a London weekly ‘Time Out’ (Pic. 7-8). Inside pages of this magazine were more disciplined versions of scandalous known magazine ‘OZ’ (Pic. 2), and covers were demonstrating all the technical possibilities of the time — computer arrangement; extremely enlarged photo and photocopies, distorted by displacement of paper; instant polaroid photo, underexposed or overexposed, scratched or painted etc.

Picture 5. Terry Jones. Book cover «Not another punk book». London, 1977.

Picture 6. Terry Jones. Spread of «Not another punk book» book. London, 1977.

Extremely varied in technique and artistic-imaginative means, they were based on drawn graphics, solely on means of font graphics (Pic. 7); on photo opportunities combined with collage and drawn images (Pic. 8). The magazine ‘Time Out’, as most publications of punk direction, was not related to politics and had an entertainment focus.

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L. Danylenko / Canadian Scientific Journal 1 (2015)

Punk style in British graphic design of the 70-s of XX century

Picture 7. Pearce Marchbank. Cover of Time Out magazine. London, 1971.

Picture 8. Carol Jackson, Pearce Marchbank. Cover of Time Out magazine. London, 1974.

Despite the fact that Punk had not a clear political program and the vast majority of punks and punk bands were politically neutral, party representatives tried to increase its influence on the masses by attracting to their side the Punk movement. Both the right and successful left-wing parties joined and attracted punks to their affairs, focusing on issues such as unemployment and racial discrimination. From the right-wing parties, the National Front (NF) inspired a growing social tension turned towards racial issues. The most famous was the action ‘Rock Against Racism’, a powerful graphic ad which showed musicians’ mobilization against fascism. From the left — Pseudo-Marxism combined with a few supporters of radicalism of 1960s to follow progressive politics, unlike the failed Labour reformism. Movement ‘Rock Against Racism’ wanted union of explosive energy of radical (left) politicians and musicians to create ‘emotional alternative’ to far-right nationalism. Graphic artists and graphic designers were the driving force behind this movement, one of which was the designer of the ‘Sunday Times’ magazine, David King. During the 1970-1980s years he created a series of posters of political description (Pic. 9, 10). Being limited by tiny budget and concise deadlines, D. King mastered rapid technology of implementation of posters. He often created parts of his works printed twice — ‘point-to-point’ to give an intense, hard impact. The choice of colors was not accidental — black and red flag was a symbol of anarchists who in many positions supported punks. Designer arranged and increased sans serif font in rough photo prints, with strips of black paper, sloppy cut out with a scalpel.

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L. Danylenko / Canadian Scientific Journal 1 (2015)

Punk style in British graphic design of the 70-s of XX century

Picture 9. David King. Poster of «Apartheid in Practice» series. London, 1977.

Picture 10. David King. Poster «National Front». London, 1978.

Policy played some role in the development of the Punk movement, but for punk political direction was not the main affair, more numerous achievements in graphic design Punk reflected into the printed output of musical direction. As a subculture built on rock music, Punk reflected itself in graphic solution of badges, stickers, posters and banners for bands, flyers, record sleeves etc. (Pic. 11). More than any other movement that have ever existed before or after, Punk was presented by a poster: music groups that were banned on daily television and radio, were fighting for the right to be heard.

Picture 11. Jamie Reid. Concert tour flyer of Anarchy group travelling UK. London, 1977.

Picture 12. Jamie Reid. Poster for Sex Pistols group «God save the Queen». London, 1977.

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L. Danylenko / Canadian Scientific Journal 1 (2015)

Punk style in British graphic design of the 70-s of XX century

Printed posters, instead became an effective and virtually free way to appeal to the public. Punk opposed to complex and costly production, and this was an additional source of creative energy for punk posters. It was peculiar for Punk to disown any ancestry and grossly violate the convention by its antisocial behavior. In the movement, which connected art school graduates and working youth were people who were aware of the place of Punk in the history of avant-garde, such as «Sex Pistols» designer, Jamie Reid. He created a poster based on portraits of Queen Elizabeth signed for the track of Sex Pistols group ‘God Save the Queen’ (Pic. 12). As antisocial, nihilistic movement Punk lasted only for a few years. Groups that had not been selfdestructed achieved commercial success, disregarding the real punks. But despite the nihilistic message «No Future», this short, spontaneous explosion of anti-government creation continues to inspire creative artists and musicians till today.

5. Conclusions Punk style emerged in the 1970s on the streets of London and quickly spread throughout the country and reached other European countries and USA. This style reflected a new youth outlook in street style, clothing, hairstyles, environment facilities, approach to art and design. Punk style was an alternative response to the Modernist approach in graphic design. Like Dada, punk rejected any succession, positioning itself as a starting point, but these two currents shared desire for grossly violate their convention of antisocial behavior, aggressiveness and incompatible combination. Representatives of punk were both professional designers, that were frustrated by Modernism and amateurs (punk musicians) who wanted to express their creativity through disagreement with the existing political regime or to approach to the art. Anti-design approach of Punk manifested itself in the belief that anyone could create any object of graphic design, so called do-it-yourself direction. Representatives of Punk opposed to complex and costly technologies by using newspaper cut outs, thick cheap Xerox paper, scissors, ordinary markers and photocopy machines. They created their works by making rough collages with the use of black and white photo of low resolution, messy cut out letters by scissors that were sometimes slightly tinted, raw screen printing, amateur fonts by hand with the help of ordinary marker. This led to a graphical language of Punk and was a further source of creative energy for artists and designers. As a subculture built on rock music, punk reflected in graphic solution of badges, stickers, posters and banners for bands, flyers, packing for record sleeves and punk fan magazines — fanzines. More than any other movement that ever existed before or after, Punk was presented by a poster, music groups, banned of television and radio, fighting for the right to be heard, printed posters, which became an effective and virtually free way to appeal to the public. Punk didn’t have a clear political program, and most punks were politically neutral, but punk graphic style became the basis for striking posters of political orientation. A society that first demonstrated rejection of the punk movement rapidly absorbed it, mixing punk with other youth subcultures, removing inconsistencies and turning them into a source of profit. Punk did not www.csjournal.ca

L. Danylenko / Canadian Scientific Journal 1 (2015)

Punk style in British graphic design of the 70-s of XX century

last for long — less than for two years it had exhausted itself, becoming a profitable venture for record companies, and becoming part of the system against which the representatives of this movement has fought. Nevertheless, short, spontaneous explosion of punk anti-government creativity made a huge impact on the further development of graphic design of United Kingdom and other leading design countries and continues to inspire designers and musicians to this day.

References 1.

Booth-Clibborn E., Baroni D. (1980) The Language of Graphics. Publisher: H.N. Abrams, 90.

Flash L. (2010) British Punk on Paper — themottcollection, published by Haunch of Vension on the occasion of the exhibition. London: Haunch Vension, 3–14.

Flood С. (2012) British Posters Advertising, art and activism. London: V&A Publishing, Victoria and Albert Museum, 12.

Hillier B. (2004) Stil ХХ veka. Мoskva: Slovo.

Hollis R. (2001) Graphic Design. A Concise History. London: Thames & Hudson.

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Canadian Scientific Journal 1 (2015)

Contents lists available at Canadian Scientific Journal

Canadian Scientific Journal journal homepage: www.csjournal.ca

Sex and print media: the level of exposure of Filipino youth to sensual print media in relation to their attitude toward sex Bernarte Racidon P.*, Bartolata Kristine E., Laureta Claudine Marie Angelica O. Polytechnic University of the Philippines, Manila, Philippines ARTICLE INFO

Article history: Received 18 March 2015 Received in revised form 9 April 2015 Accepted 15 May 2015

Keywords: Exposure Sensual Print Media Attitude Sex Filipino Youth

ABSTR AC T

This study aims to determine the correlation between the level of exposure of Filipino youth to sensual print media and their attitude toward sex. The Filipino youth participated in this study were male college students randomly selected from the Polytechnic University of the Philippines with the age range of 15 years old and above. The researchers applied the Uses and Gratifications Approach by Blumler et. al. for the theoretical framework and a survey of data-gathering in aid for the objectives of this study. Result shows that as the level of exposure of Filipino youth to sensual print media increases, their attitude toward sex also increases. Based on the findings of this study researchers conclude that single PUP male college students read sensual print media in order to gain knowledge about sex. They also resort to it for the gratification of their sexual needs given that they do not have a sexual partner. In addition to this, sensual print media, specifically books, magazines, and tabloids are chiefly available in urban areas compared to rural ones. Additionally, the researchers conclude that PUP male college students are less exposed to sensual print media because of the existence of modern media like the internet that offers easier access and more convenient viewership of sensual materials. The researchers also conclude that, aside from being entertaining, the contents of sensual print media nowadays are also informative that is why readers resort to it in order to gain awareness and convene their curiosity about sex. Furthermore, it has been concluded with the support of a review by World Health Organization, that Filipino youth are still conservative about sex as compared to the developed countries around the world and other regions in Asia. Lastly, the researchers conclude that as the level of exposure of PUP male college students to sensual print media increases, their attitude towards sex also increases. ÂŠ 2015 Canadian Scientific Journal. All Rights reserved

1. Introduction One of the many things that media can provide us is entertainment because; it gives people an alternative setting to release their emotion, to escape boredom and divert their attention away from their problems. * Corresponding author at: Polytechnic University of the Philippines, Manila, Philippines Tel.+63027164033, +639178619551

E-mail addresses: rpbernarte@pup.edu.ph (R. Bernarte) www.csjournal.ca

R. Bernarte, K. Bartolata, C. Laureta / Canadian Scientific Journal 1 (2015)

Sex and print media: the level of exposure of Filipino youth to sensual print media in relation to their attitude toward sex

At the present generation, people most especially the youth; get constant exposure to media, making them aware of the things that need elders’ consent. The best example of this is “sex,” a topic that youth get curious about. According to Huston, et. al. (1998), “Sex is a biologically given facet of human nature. Sexual sensations and behavior are normal throughout life, and they have the potential for both positive and negative psychological and physical consequences. (p.5)” This study focuses on print media because it is the most traditional form and some types of it like books, magazines and tabloids frequently contain sensual stories or anything that directly or indirectly depicts sex. The researchers chose male respondents for this study because according to Harris and Barlett (2009), frequently, the materials that contain explicit sexual content like sensual stories are made by men for men. The male respondents were college students from PUP because according to Chia (2009), “the youth of the present generation continuously learn about sex throughout their adolescence through media. (p. 1)” Furthermore, books, magazines, and tabloids are the types of print media that are mostly available for people across all socio-economic classes. These types can attend to the needs of PUP male college students considering its availability, affordability, and portability.

2. Framework This study aimed to determine the relationship between Polytechnic University of the Philippines male college students’ exposure to sensual print media and their attitude about sex. A theory concerned with the identification of how individuals use the media to satisfy their needs is the Uses and Gratifications founded by Jay G. Blumler, Elihu Katz, and Michael Gurevitch. This study took into account the utilization of Uses and Gratifications Approach among male college students who are exposed to sensual print media. Thus, the researchers hypothesize that there is no significant relationship between PUP male college students’ level of exposure to sensual print media and their attitude toward sex. Katz, E.et. al. (1974) observed that the media partially address gratification to individual needs. The Uses and Gratifications approach shifts the emphasis of communication research from answering the question, “What do the media do to people?” to, “What active audience members do to media?” Therefore, this study aimed to postulate the intention of male college students in reading sensual print media in relation to their attitude toward sex and identifying the needs that they tend to gratify whenever they resort to reading sensual print media.

3. Objectives This study focused on Polytechnic University of the Philippines male college students’ exposure to sensual print media in relation to their attitude toward sex with the following objectives: (1) to determine the demographic profile of male college students in terms of name, which is optional, age, nationality, civil status, sexual orientation, department/year/section, residential address. (2) To measure the level of exposure of PUP male college students to sensual print media. (3) To know the reasons for PUP male www.csjournal.ca

R. Bernarte, K. Bartolata, C. Laureta / Canadian Scientific Journal 1 (2015)

Sex and print media: the level of exposure of Filipino youth to sensual print media in relation to their attitude toward sex

college students in reading sensual print media. (4) To determine the attitude of PUP male college students toward sex and, (5) to identify the relation of PUP male college students’ level of exposure to sensual print media and their attitude toward sex.

4. Results and discussion Table 1. PUP male college students’ readership standing to sensual print media

Respondents’ readership standing to sensual print media

Frequency

Percentage (%)

Yes

303

75.8

24.3

Overall:

400

100.0

Table 1 shows the frequency and percentage distribution of PUP male college students as to whether they do read sensual print media or not. This is the most critical part of the study as the researchers will be able to determine if there is still a sturdy exposure to sensual print media among PUP male college students despite the boom in new technologies. The data shows that out of 400 PUP male college students, 303 or 75.8% answered that they do read sensual print media while 97 or 24% said that they do not. According to Lubove (2005), the youth becomes subjected to search for something sexually exciting. Despite the fast approach of technological development, six out of eight PUP male college students are still reading sensual print media, which contain sensual stories or anything that directly or indirectly, depicts sex while. Table 2. Level of exposure of PUP male college students to sensual print media

Level of exposure to sensual print media

Weighted mean

Verbal interpretation

Sensual Books

2.09

Less Exposed

Sensual Magazines

2.32

Less Exposed

Sensual Tabloids

1.85

Less Exposed

Overall:

2.09

Less Exposed

Legend: WM-Weighted Mean; VI-Verbal Interpretation; NE-Not Exposed (1.00-1.50), LE-Less Exposed (1.51-2.50), ME-Moderately Exposed (2.51-3.50), HE-Highly Exposed (3.51-4.00) www.csjournal.ca

R. Bernarte, K. Bartolata, C. Laureta / Canadian Scientific Journal 1 (2015)

Sex and print media: the level of exposure of Filipino youth to sensual print media in relation to their attitude toward sex

Table 2 shows the measures of the level of exposure of PUP male college students to sensual print media, particularly sensual books, magazines, and tabloids. The data shows that PUP male college students have a Less Exposure to sensual books, with the total weighted mean score 2.09; Less Exposure to sensual magazines, with the total weighted mean score 2.32; and also Less Exposure to sensual tabloids, with the total weighted mean score 1.85. Overall, the result shows that PUP male college students are less exposed to sensual print media, with the grand weighted mean score of 2.09. Table 3. PUP male college studentsâ&#x20AC;&#x2122; primary source of knowledge on sensual print media

Primary source of knowledge on sensual print media

Frequency

Percentage (%)

TV advertisements

7.3

Radio advertisements

1.3

Print advertisements (billboards, posters or brochures)

6.6

Online advertisements

18.5

Book stores

6.6

Convenience stores

3.6

Street vendors

6.6

Shared by friends

134

44.2

Shared by siblings

1.3

Others

4.0

Overall:

303

100.0

Table 3 shows the frequency and percentage distribution on how PUP male college students first knew about sensual print media. The result shows that the greatest number of PUP male college students acquired their primary source of knowledge about sensual print media through their friends. Their knowledge about it was shared and introduced by their friends.Thus, they were able to resort to reading it. Table 4. Frequency of reading sensual print media (Books)

Frequency of reading sensual books

Frequency

Percentage (%)

Everyday

5.9

Twice or thrice a week

7.6

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R. Bernarte, K. Bartolata, C. Laureta / Canadian Scientific Journal 1 (2015)

Sex and print media: the level of exposure of Filipino youth to sensual print media in relation to their attitude toward sex

Once a week

12.5

Once a month

112

Others

112

Overall:

303

100

Table 4 shows the frequency and percentage distribution of PUP male college studentsâ&#x20AC;&#x2122; rate of reading sensual books. It pertains to their chosen manner of time upon reading sensual book. The result shows that the greatest number of PUP male college students read sensual books once a month. As shown above, they even gave specific answers as to when they can read books containing sensual stories. Table 5. Frequency of reading sensual print media (Magazines)

Frequency of reading sensual magazines

Frequency

Percentage (%)

Everyday

3.3

Twice or thrice a week

6.3

Once a week

11.9

Once a month

126

41.6

Others

112

Overall:

303

100

Table 5 shows the frequency and percentage distribution of PUP male college studentsâ&#x20AC;&#x2122; rate of reading sensual magazines. It concerns their chosen manner of time upon reading sensual magazines. According to Maderazo (2010), the youth are flooded with pre-marital sex through television, movies, billboards with nude models, filthy magazines, etc. every day. As shown above, the greatest number of PUP male college students read sensual magazine once a month. Table 6. Frequency of reading sensual print media (Tabloids)

Frequency of reading sensual tabloids

Frequency

Percentage (%)

Everyday

3.3

Twice or thrice a week

3.0

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R. Bernarte, K. Bartolata, C. Laureta / Canadian Scientific Journal 1 (2015)

Sex and print media: the level of exposure of Filipino youth to sensual print media in relation to their attitude toward sex

Once a week

8.3

Once a month

115

38.0

Others

144

47.5

Overall:

303

100

Table 6 shows the frequency and percentage distribution of PUP male college students’ rate of reading sensual tabloids. It is about their chosen manner of time upon reading sensual tabloid. Research also shows that on several days, a teenager is introduced to over 200 cable television networks, 5,500 magazines, 10,500 radio stations, over 30 million websites, and over 122,000 recently published books. Table 7. Reasons for PUP male college students in reading sensual print media

Reasons for reading sensual print media

Frequency

Percentage (%)

Curiosity about sex

163

53.8

To gain awareness on sex

172

56.8

For leisure, fun or entertainment

138

45.5

To explore and get new ideas about sex

112

37.0

To trigger pleasure or sexual excitement upon fulfilling one’s sexual fantasy

30.0

Others

5.3

Overall:

303

100.0

Table 7 shows the frequency and percentage distribution on the reasons for the PUP male college students for reading sensual print media. The result shows one-half of PUP male college students’ population is reading books, magazines, and tabloids because they want to be aware of sex. Lubove (2005), concluded in a survey that the youth begin looking for pornographic materials to a certain age where curiosity about sex occurs. According to Harris and Barlett (2009), individuals learn about sex from various sources such as parents, schools, friends, siblings and media outlets throughout childhood and adolescence (p. 1).

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R. Bernarte, K. Bartolata, C. Laureta / Canadian Scientific Journal 1 (2015)

Sex and print media: the level of exposure of Filipino youth to sensual print media in relation to their attitude toward sex

Table 8. PUP male college studentsâ&#x20AC;&#x2122; attitude toward sex Attitudinal statements

Weighted mean

Verbal interpretations

1. I become more knowledgeable about sex as I read sensual print media.

3.14

AGREE

2. I understand how sex is beneficial as I read sensual print media.

2.93

AGREE

3. I get familiarized with different sexual practices when reading sensual print media.

2.92

AGREE

2.51

DISAGREE

5. I get to fulfill my sexual fantasies when reading sensual print media.

2.40

DISAGREE

6. I feel a strong desire of having sex as I read sensual print media.

2.22

DISAGREE

7. I imagine myself as the one acting out the sexual scenes contained in the sensual print media.

2.21

DISAGREE

8. I become more aggressive to my sexual partner as I read sensual print media.

1.99

DISAGREE

9. I tend to imitate the physical features of the characters for me to be more sexually attractive upon reading sensual print media.

2.22

DISAGREE

10. I feel sexually experienced when reading sensual print media even though I have no sexual encounter yet.

2.27

DISAGREE

11. I make up the characteristics of my ideal sexual partner as I read sensual print media.

2.34

DISAGREE

1.96

DISAGREE

13. I want to explore and have sexual experience with another man upon reading sensual print media.

1.57

DISAGREE

14. I become addicted to sex and want to practice it casually with anybody as I read sensual print media.

1.73

DISAGREE

15. I become more liberated about sex when reading sensual print media and openly discuss it with peers.

2.52

AGREE

2.33

DISAGREE

4. I get easily aroused when I read sensual print media.

12. I reach orgasm just by reading sensual print media.

Overall:

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Sex and print media: the level of exposure of Filipino youth to sensual print media in relation to their attitude toward sex

Table 8 presents the attitudes of PUP male college students toward sex. The attitudinal statements shown in the table are together with its computed weighted mean and verbal interpretation. The first statement demonstrates that the PUP male college students AGREE that they tend to become more knowledgeable about sex as they read sensual print media, with the total weighted mean score of 3.14. The data reveals that PUP male college students acquire more knowledge about sex when they read sensual print media. It is agreeable to the statement of Chia (2006) that the youth of the present generation learns about sex during their adolescence and early adulthood through media being the primary source of information. The knowledge of PUP male college students toward sex gradually grows as they expose themselves to different books, magazines and tabloids with sensual stories. The second statement shows that PUP male college students AGREE that they understand how sex is beneficial as they read sensual print media, with the total weighted mean score of 2.93. In an article, Chua (2014) said that sex has benefits on every human being. Uncommon to the knowledge of many, sex promotes various health benefits for humans in terms of physical and emotional matters. Likewise, PUP male college students tend to understand the advantages of sex when they read sensual books, magazines, and tabloids. The third statement reveals that PUP male college students AGREE in majority as they get familiarized with different sexual practices when reading sensual print media, with the total weighted mean score of 2.92. The data supports the idea of Ross (2012) that the early exposure of children to different sexual content has a significant impact on their values and attitudes toward sex and relationships. The fourth statement shows that PUP male college students DISAGREE that they get easily aroused when they read sensual print media, with the total weighted mean score of 2.51. According to Struthers (2011), the male brain appears to be developed in a way that visual cues that have sexual significance (e.g., the naked female form, solicitous facial expressions) have a hypnotic result. It discusses the usual response of humans, mainly male when involving sex, which we call the arousal. However, PUP male college students disagree that they get easily aroused when they read sensual books, magazines, and tabloids. The fifth statement shows that PUP male college students DISAGREE that they get to fulfill their sexual fantasies when reading sensual print media, with the total weighted mean score of 2.40. Struthers (2011) deemed that the uncomplicated right to use, assortment of picture, and the strong sensory foundation of media leave beyond the power of mental imagery and fantasy. However, the result reveals that the PUP male college students disagree that they can fulfill their sexual fantasies whenever they read sensual print media. The sixth statement shows that PUP male college students DISAGREE that they feel a strong desire of having sex as they read sensual print media, with the total weighted mean score of 2.22. According to Baumaester, et.al., (2001) Sex drive can be conceived as a natural desire that motivate individuals to search for and become interested in sexual practice and satisfaction. The result shows that PUP male college students disagree that they feel a strong desire or the drive of having sex just by reading www.csjournal.ca

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Sex and print media: the level of exposure of Filipino youth to sensual print media in relation to their attitude toward sex

sensual print media. The seventh statement shows that PUP male college students DISAGREE that they imagine themselves as the one acting out the sexual scenes contained in the sensual print media, with the total weighted mean score of 2.21. DiZazzo (2004) stated that, “Telling-oriented concepts, then, are based on precise word choices intended to stimulate the reader’s imagination. However, the result shows that PUP male college students do not imagine themselves as the one acting out the sensual scenes contained in books, magazines and tabloids with sensual stories. The eight statement shows that PUP male college students DISAGREE that they become more aggressive to their sexual partner as they read sensual print media, with the total weighted mean score of 1.99. Anderson (2002) said that aggression includes individual’s intention to harm another person. In reality, there are people who become aggressive when it comes to sex, but PUP male college students disagree that they tend to become more aggressive with their sexual partner when they read sensual print media. The ninth statement shows that PUP male college students DISAGREE that they tend to imitate the physical features of the characters to be more sexually attractive upon reading sensual print media, with the total weighted mean score of 2.22. According to Villareal, Many young people would like to have a particular “image” and will obtain extreme measures to gain it (pg. 2). At this point of teens’ life, they become very conscious of how they appear and how others perceive them, and they tend to idolize and even imitate popular people especially those who are indeed attractive. However, the result shows that PUP male college students disagree that they tend to imitate the physical features of the characters for them to be more sexually attractive as reading sensual print media. The tenth statement shows that PUP male college students DISAGREE that they feel sexually experienced when reading sensual print media even though they have no sexual encounter yet, with the total weighted mean score of 2.27. Merriam-Webster (2014) defined sex as a physical activity in which people touch each other’s bodies, kiss each other: physical activity that is related to and often includes sexual intercourse. On the other hand, the result shows that PUP male college students disagree that they feel sexually experienced when reading sensual print especially if they do not have any sexual encounter yet. The eleventh statement shows that PUP male college students DISAGREE that they make up the characteristics of their ideal sexual partner as they read sensual print media, with the total weighted mean score of 2.34. According to Struthers (2011), people can create, provide and gratify their sensual nature by seeing whatever they want, whenever they want, and however they want. However, the table shows that PUP male college students disagree that they can make up the characteristics of their ideal sexual partners as they read sensual print media. The twelfth statement shows that PUP male college students DISAGREE that they reach orgasm just by reading sensual print media, with the total weighted mean score of 1.96. Orgasm is a phase that feels like animated suspension, where people’s mind and body both go off-grid. www.csjournal.ca

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Sex and print media: the level of exposure of Filipino youth to sensual print media in relation to their attitude toward sex

It is sexual activity per se that has a magical quality of bringing into that moment (Voo, 2013). Similarly to what PUP male college students deemed about, they do not reach their orgasm just by reading sensual print media. The thirteenth statement shows that PUP male college students DISAGREE that they want to explore and have sexual experience with another man upon reading sensual print media, with the total weighted mean score of 1.57. Better Health Channel presented that young people can experience many new feelings, which can sometimes be puzzling. Some young people find they are fascinated by someone of the same sex.” On the other hand, the table shows that PUP male college students disagree about wanting to explore and have sexual experience with another man as they reading sensual print media. The fourteenth statement shows that PUP male college students DISAGREE that they become addicted to sex and want to practice it casually with anybody as they read sensual print media, with the total weighted mean score of 1.73. Malenka, et. al. (2009) deemed that sexual addiction also known as sexual dependence is habitual contribution or engagement in sexual doings, despite adverse outcome. Furthermore, some people become addicted to sex, and they tend to involve themselves in casual sexual encounters. On the other hand, the result shows that PUP male college students disagree about becoming addicted to sex and want to practice it casually with anybody as they read sensual print media. The fifteenth statement shows that PUP male college students AGREE that they become more liberated about sex when reading sensual print media and openly discuss it with peers, with the total weighted mean score of 2.57. According to McFarlane (2010), our existence would perhaps be worthless without the capability to communicate since it is through communication that we comprehend self and others and can explain our purpose, feelings, and view of the world. In connection with this, the table shows that PUP male college students agree about becoming more liberated regarding sex when reading sensual print media. Admittedly, they tend to discuss sexual topics with peers openly. Overall, the verbal interpretation of Table 17 is DISAGREE, with the grand weighted mean of 2.33. This shows that, in general, PUP male college students do not agree with the attitudes mentioned above toward sex. In a literary review of World Health Organization Western Pacific Region withing 1995-2003, Raymundo (2002) reported a UPPI (University of the Philippines Population Institute) press statement recognizing that Filipinos are still conservative when it comes to sex as compared to the developed countries around the globe and some regions in Asia. This remark is parallel to the overall result of PUP male college students about their attitude toward sex with the verbal interpretation falling under the “Disagree” category of the four graded Likert scale. It means that, generally, PUP male college students agreed that they read sensual print media in order to gain knowledge about sex.However, they disagreed on exploring more of sex to the extent of having sexual experience with another man.

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Sex and print media: the level of exposure of Filipino youth to sensual print media in relation to their attitude toward sex

Table 9. Spearman rho Correlation: Test for a significant relationship between PUP male college students’ level of exposure to sensual print media and their attitude toward sex

Attitude Toward Sex Level of Exposure to Sensual Print Media

Spearman rho Correlation

P-value (Sig.)

Decision

Conclusion

Level of Exposure to Books

0.219

.000

Reject Ho

Significant: Positively Weak Correlation

Level of Exposure to Magazines

0.382

.000

Reject Ho

Significant: Positively Moderate Correlation

Level of Exposure to Tabloids

0.376

.000

Reject Ho

Significant: Positively Moderate Correlation

Null Hypothesis (Ho): There is no significant relationship between PUP male college students' level of exposure to sensual print media and their attitude toward sex. *Significant at 0.05 level

Table 9 presents the Spearman rho Correlation, which determines whether the significant relationship exists between PUP male college students’ level of exposure to sensual print media and their attitude toward sex. If the computed P-value is less than or equal to the degree of significance (α = 0.05), the null hypothesis (Ho) that there is no significant relationship between the variables will be rejected. It can be observed from the table that P-values for all the variables “Level of Exposure to Books, Magazines and Tabloids” = 0.000 are less than the standard of significance (0.05). Thus, the researchers reject the null hypothesis (Ho) and conclude that there is a significant relationship between the PUP male college students’ level of exposure to sensual print media and their attitude toward sex. According to Katz, E. et. al. (1974) the option which people make are stimulated by a yearning to satisfy (or gratify) a range of needs. This denotes that the consumption of media by the people influences their decision making in many ways. Furthermore, Struthers (2011) stated that people can see whatever they want, whenever they want, and however they want. By doing so, they can generate, serve and satisfy their sensual nature. Therefore, the result of this study shows that as the level of exposure of PUP male college students to sensual print media increases their attitude towards sex also increases. (See Appendices for diagrams) The researchers recommend having further study and evaluation in other types of sensual print media given focused on this study. Specifically, they can establish deeper research on sexual books alone or sensual magazines and sensual tabloids.

5. Conclusions Based on the findings of this study researchers conclude that single PUP male college students read www.csjournal.ca

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Sex and print media: the level of exposure of Filipino youth to sensual print media in relation to their attitude toward sex

sensual print media in order to gain knowledge about sex. They also resort to it for the gratification of their sexual needs given that they do not have a sexual partner. In addition to this, sensual print media, specifically books, magazines, and tabloids are chiefly available in urban areas compared to rural ones. Additionally, the researchers conclude that PUP male college students are less exposed to sensual print media because of the existence of modern media like the internet that offers easier access and more convenient viewership of sensual materials. The researchers also conclude that, aside from being entertaining, the contents of sensual print media nowadays are also informative that is why readers resort to it in order to gain awareness and convene their curiosity about sex. Furthermore, it has been concluded with the support of a review by World Health Organization, that Filipino youth are still conservative about sex as compared to the developed countries around the world and other regions in Asia. Lastly, the researchers conclude that as the level of exposure of PUP male college students to sensual print media increases, their attitude towards sex also increases.

References 1.

Aiken, L. (1998). Human Development in Adulthood. Plenum Press, New York.

American Psychological Association. (2008). Answers to your questions: For a better Understanding of sexual orientation and homosexuality.Washington, DC: Author

Anderson, et. al., (2002). Human aggression. Annual Review of Psychology. 53 (1) 27-51

Baumeister, R. F., et. al. (2001). “Is there a Gender Difference in Strength of Sex Drive?“ Theoretical Views, Conceptual Distinctions and a Review of Relevant Evidence.” Personality and Social Psychology Review 5 (3): 242

Better Health Channel. (2014, June). Sex -- are you ready. Retrieved from: http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Sex_are_you_ready?open

Bryant, J. and Oliver, M.B. (Eds.), (2009). Media effects: Advances in theory and research. (3rded.). Erlbaum/Psychology Press

Chia, (2006); Dorr & Kunkel, (1990); Sutton, Brown, Wilson, & Klein. (2002). Effects of Sex in the Media. Erlbaum Psychology Press.

Chrisler, J., McCreary, D. (Eds.). (2010). GenderResearch in Social and Applied Psychology, (Vol. 2). London: Springer New York Dordrecht Heidelberg

Chua, P. (2014). Myths, facts about the human heart. Retrieved from: http://www.filipinoreporter.us/editorials/focus-health/2313-myths-facts-about-the-human-heart.html

10. Collins (2003). Pretesting Survey Instruments: An Overview of Cognitive Methods. Netherlands: Springer. p. 231. 11. Cross, E. & Morgan, R. (2003). Sexual attitudes and behaviors of college students. [e Book] p. 22. Retrieved from: http:// digitool.library.colostate.edu/exlibris/dtl/d3_1/apache_media/L2V4bGlicmlzL2R0bC9kM18xL2FwYWNoZV9tZWRpYS8zMTcxMQ==.pdf [Accessed: 18 Jan 2014]. 12. DiZazzo, R., (2004). Corporate Media Production. 2nd Edition.

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13. Effects of Sex in the Media. Unpublished manuscript. Kansas State University and Iowa State University. Retrieved from:http://www.k-state.edu/psych/research/documents/seximpact3rev.doc.(n.d.) 14. Harris, R. J. and Barlett, C.P. (2009) Effects of Sex in the Media. Erlbaum Psychology Press. 15. Hershock, P. (2012). Valuing diversity: Buddhist reflection on realizing a more equitable global future (Google ebook). [e-book] New York: State University of New York Press. p. 125. Retrieved from: http://books.google.com.ph/books?id=rZeuJhkSwa0C&pg=PA125&dq=Sensual+content+on+print+media&hl=en&sa=X&ei=TdLZUtW_IYQiAfRm4CYCQ&ved=0CDkQ6AEwAQ#v=onepage&q=Sensual%20content%20on%20print%20media&f=false [Accessed: 18 Jan 2014]. 16. Huston, et. al. (1998), Measuring the Effects of Sexual Content in the Media. Kaiser Family Foundation. p. 5. 17. Katz, E. et. al. (Winter, 1973-1974).The Public Opinion Quarterly, Vol. 37, No. 4. Oxford University Press. 18. Lapena, C. (2012, August 24). Pinoy TV watchers are wider readers, NBDB readership Survey says. Retrieved from:http:// www.gmanetwork.com/news/story/270886/lifestyle/literature/pinoy-tv-watchers-are-wider-readers-nbdb-readership-survey-says 19. Lucas, K. and Sherry, J. L. (2004). “Sex differences in the video game play: a communication-based explanation,” Communication Research, vol. 31, no. 5, pp. 499–523. 20. Lubove, S. (2005), “Sex, Lies, And Statistics”, Forbes.com.Retrieved from: http://www.forbes-global.com/2005/11/22/internet-pornography-children-cz_sl_1123internet.html > 21. Maderazo, S. (2010, 12). Detrimental Effects of Teenage in the Philippines.StudyMode.com. Retrieved 12, 2010, from: http:// www.studymode.com/essays/Detrimental-Effects-Of-Teenage-In-The-502962.html 22. Marx, E. (2009). 101 Things You Don’t Know About Sex. U.S.A : Adams Media, Inc. 23. McFarlane, D. (2010). Social Communication in a Technology-Driven Society: A Philosophical Exploration of Factor-Impacts and Consequences. Frederick Taylor University. American Communication Journal. Winter 2010, Volume 12, p. 1. 24. http://www.studymode.com/essays/Communication-47146119.html 25. Melenka, RC.et. al., (2009). “Chapter 15: Reinforcement and Addictive Disorders.” In Sydor A, Brown RY. Molecular Neuropharmacology: A Foundation for Clinical Neuroscience (2nded.) New York: McGraw-Hill Medical. Pp/ 364-365, 375.. 26. Nicolosi J. 1991. Reparative Therapy of Male Homosexuality. Northvale, New Jersey: Jason Aronson, Inc. 27. Psychological Association of the Philippines Scientific and Professional Ethics Committee. (2010). Code of Ethics for Philippine Psychologists. PhilippineJournal of Psychology, 43; 195-217. 28. Raymundo (2002). Sexual and reproductive health of adolescents and youths in Philippines: a review of literature and projects 1995-2002. World Health Organization Western Pacific region. Retrieved from:http://www.wpro.who.int/publications/docs/ASRHphilippines.pdf 29. Resnik, D. B. (2011). What is Ethics in Research & Why is it important? Retrieved from: http://www.niehs.nih.gov/research/ resources/bioethics/whatis/ 30. Ricci, F. (2001) Painting with Words, Writing with Pictures: Word and Image in the Work ofItalo Calvino. University of Toronto Press Inc. Canada. 31. Ross, Michael W.et. al. (2003). “Concordance Between Sexual Behavior and Sexual Identity in Street Outreach Samples of Four Racial/Ethnic Groups.” Sexually Transmitted Diseases (American Sexually Transmitted Diseases Association) 30 (2): 110–3 32. Sex (2014). Merriam-Webster, Incorporated. United States of America. Retrieved from: http://www.merriam-webster.com/dictionary/sex 33. Sheuren, F. (1948). What is a Survey? Retrieved from: http://www.amstat.org/sections/srms/pamphlet.pdf www.csjournal.ca

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34. Struthers, W. M., (2011), Christian Research Journal. Christian Research Institute vol.34 35. Villareal, A. Sexual Activity Among Adolescents. Retrieved from: ttp://www.cedu.niu.edu/~shumow/itt/doc/SexualActivityAmongAdolescents.pdf 36. Voo, J. (2013). 10 Health Benefits of Having Sex. P. 4 37. West DJ. 1977. Homosexuality is Reexamined. London: Duckworth.

APPENDICES

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Contents lists available at Canadian Scientific Journal

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Childhood in peril: the interaction between vulnerability and resiliency in the framework of the protection of children from trafficking in Armenia Antonyan Mira* Yerevan State University, Faculty of Sociology, Yerevan, Armenia ARTICLE INFO

ABSTR AC T

Article history:

This article discusses participatory research conducted among children and specialists working in the child trafficking field in Armenia by the Armenian Association of Social Workers. This article examines the interaction of childrenâ&#x20AC;&#x2122;s vulnerability and their level resiliency to child trafficking. In doing so, the article identifies major gaps in the prevention and identification of child trafficking and major failures of rehabilitation services for children who have been trafficked. The author presents general and specific recommendations that will enable Armenia to create implementation mechanisms in accordance with the legislation it has adopted for the effective prevention, identification, and rehabilitation of victims of child trafficking. In particular, the author argues that changes must occur not only within the scope of trafficking, but also in intersecting areas, with particular attention to juvenile justice and sexual education. However, since marginalized children are the most vulnerable to trafficking, the author argues that the implementation of comprehensive reforms in the area of child and family protection will be necessary to end on-the ground concerns about child trafficking in Armenia.

Received 7 March 2015 Received in revised form 14 March 2015 Accepted 6 May 2015

Keywords: Child trafficking Prevention Resiliency Vulnerability Comprehensive reform

1. Introduction Despite the harmonization of Armeniaâ&#x20AC;&#x2122;s legislation on human trafficking with European Union and international standards, the prevention of child trafficking in Armenia will only truly be accomplished if policies are accompanied by comprehensive implementation plans and actions. Thus, a comprehensive program to combat child trafficking and exploitation and its consequences for vulnerable children in Armenia must be created, including a focus on prevention of child trafficking, identification of cases of child trafficking, and rehabilitation of children who have been trafficked.1 * Corresponding author at: Yerevan State University, Faculty of Sociology. Alek Manukyan 1, Yerevan, Armenia. Tel.: +37460 540150; Fax: + 37410 240121

E-mail addresses: antonyan.mira@gmail.com (M. Antonyan) 1

For the purposes of this article, internationally accepted definitions will be used. Child trafficking is therefore defined as the illegal movement of children and child

exploitation is defined as the unfair treatment of a child by one or more person who benefit from their work. www.csjournal.ca

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2. Analysis of recent research A considerable issue in Armenia’s social sector is the current lack of appropriate, effective research, and the field of child trafficking is no exception. Most research on child trafficking examines the issue at the macro level, attempting to describe general trends. One of the most valued reports on child trafficking in Armenia, and indeed trafficking worldwide, comes from the US Country Reports on Child Trafficking, which provides a brief analysis and general recommendations for each country. The report also categorizes each country into one of four possible levels of response to trafficking. According to the Trafficking in Persons Report 2014 from the Office to Monitor and Combat Trafficking in Persons, USA (2014), Armenia is considered Tier 1, a status given to countries whose governments fully comply with the Trafficking Victims Protection Act’s minimum standards. The US report claims that Armenia’s government has improved “antitrafficking coordination and collaboration in an effort to narrow gaps in policies, legislation, and practices” (p. 78). It is a great accomplishment for Armenia to be recognized by the international community for growing compliance with International Trafficking laws. However, although Tier 1 status is the highest status a country may attain, as The Embassy of the United States to Armenia (2013) cautioned when Armenia first received Tier 1 status in 2013, such a ranking “does not mean that a country has no human trafficking problem”. This reminder that “a country is never finished with the job of fighting trafficking” conveys the difficulty of presenting a realistic picture of Armenian’s situation by examining only policy level standards and official records (Embassy of the United States to Armenia, 2013). Makaryan and Chobanyan (2014) note that “the adoption, albeit only symbolically, of [anti-trafficking] policies…gives global legitimacy to nation-states” (p. 62). Consequently, Makaryan and Chobanyan (2014) would argue that Armenia’s Tier 1 Status is a legitimizing experience and such legitimization is part of the reason the government of Armenia has readily complied with international standards on a policy level. Another major report on trafficking is the Organization for Security and Co-operation in Europe’s (OSCE’s) “Assessment of Current Responses” in the Trafficking of Human Beings (2007). This report provides an analysis of policies, but also goes one step further to include the views and opinions of Armenia’s key stakeholders in the trafficking field. However, this report falls short on the issue of child trafficking since it describes the factors that surround trafficking in general, rather than providing specific information on the experiences of children. The OSCE report (2007) recognizes this shortfall, with the authors noting in its recommendations the need for “special provisions for protection of trafficked children” (p. 31). However, the report mentions only registered cases of child trafficking and does not include an analysis of children’s vulnerability or the views of children in its examination. In general, research on the phenomenon of child trafficking does not see an understanding of the on-theground reality as necessary requisite. In fact, a review of research and reports in the field of child trafficking show that precise statistics on victims of child trafficking are non-existent (International Organization for Migration 2001; Grigorian 2005; Armenian Relief Society 2006; Child Protection Strategic Programme 2005; United Methodist Committee on Relief 2007; Dashevskiy 2007; Dottridge 2008; etc.). These reports instead examine general trends and forms of trafficking. Research and analysis of child protection issues in general also often touch upon the issue of child www.csjournal.ca

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trafficking. However, in most cases, such research again refers only to statistics provided by the police and governmental ministries and, therefore, does not provide an accurate picture of trafficking in Armenia. For example, the Child Protection Strategic Programme (2013-2016) states that Armenia does not have problems of sexual exploitation and child sale, while specialists with experience working with children directly contradict this official claim. For instance, Hilda Grigorian (2005) of the Armenian International Policy Research Group contested that, in fact, young girls from orphanages were often sold across borders and forced to conduct sexual acts. These obviously differing views on one form of child trafficking and exploitation prove that research relying solely on official records provide not a representation of reality, but a representation of a referral and identification system which sometimes fails. Based on this analysis of research in the field of child trafficking, it is apparent that appropriate, reliable research that takes into account the vulnerability of children is not available in Armenia. This is a frightening prospect, as the creation of implementation plans on the issue of child trafficking depends upon an accurate understanding of the issue.

3. Statement of research objectives

As National President of The Armenian Association of Social Workers (AASW), the author conducted participatory research with children from both public schools and institutions and with specialists working in the child trafficking field in Armenia.2 The overall goal of the research is to justify the need for further reform to the country’s approach to combatting child trafficking and exploitation. Under the scope of this goal, the research objectives are to (1) examine child trafficking issues in Armenia through a rights-based, participatory approach; (2) fill in the gaps in prior research on the vulnerability of children to child trafficking; and (3) identify the major gaps in legislation protecting children from trafficking and exploitation in Armenia. This research examines the children’s understanding of trafficking, attitudes towards trafficking, and resiliency to trafficking. It also examines specialist’s opinions on the systems gaps in the identification and rehabilitation of children who have been trafficked.

4. Results & Recommendations The analysis of children’s opinions and understanding of child trafficking provides a needed platform for the voices of children themselves to comment on the issue of child trafficking in Armenia. The issues uncovered through this research should be addressed by the government of Armenia. In addition, several of the issues identified are actually outside the specific scope of child trafficking, affecting children in other situations as well. Therefore, the research leads to recommendations for changes both in the implementation of existing legislation on child trafficking and via changes to other means and structures, such as the establishment of 2

Examples of institutions in Armenia include orphanages, short-term care facilities, a special school, etc.

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an effective juvenile justice system for children and youth. In particular, three intersecting issues are revealed by the research. First, vulnerable children have a low level of understanding of trafficking and its manifestations. Second, a conflict of values exists amongst children who do have an awareness of trafficking and exploitation. Finally, there is a serious risk of double traumatization for children who have been trafficked when they come into contact with Armenia’s current child trafficking support system.

4.1 Low Awareness of Trafficking and its Forms While international and local NGOs, with the support of the government of Armenia, have spent considerable effort on raising awareness of the issue of child trafficking in Armenia, the author’s study shows that a substantial amount of confusion exists as to what exactly trafficking is. For instance, children are more likely to identify and understand types of child trafficking, than the phenomenon of trafficking itself.

Fig 1. Awareness of forms of trafficking versus the phenomenon of trafficking

While an understanding of the term trafficking may be less important than an understanding of its forms, serious concern can be raised from the fact that certain forms of child trafficking were not identified or acknowledged by the interviewed children. In particular, trafficking forms that are sexual in nature are the least likely to be identified, with only 20% of children identifying cases of child pornography, even when the cases are described using simple words, such as “taking pictures naked”. These gaps in children’s knowledge and understanding indicate that an awareness of trafficking itself is not enough to ensure that

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children are adequately prepared to avoid being trafficked and to support other children to avoid being trafficked. Therefore, it is this author’s suggestion that sexual education be instituted in Armenia, in order for serious forms of child trafficking and exploitation to be understood and, consequently, avoided. Currently, in both the home and public schools (and most private schools), true sexual education does not exist; the discussion of sex is considered shameful. The true consequences of teachers’ decisions to avoid sexual education in schools, despite its formal place in the educational program, are illuminated by the cases of six trafficked, sexually exploited children interviewed. All six children view the trafficker and the sexual exploitation as a fundamentally positive experience; the children felt appreciated and even had feelings of love towards their traffickers. In two cases, the children eagerly agreed to marry their traffickers. Without an understanding of sexual exploitation, children in Armenia continue to be at great risk of trafficking and exploitation specifically in the form of sexual exploitation.3

4.2 Attitudes and Resiliency: Conflict of Values While NGOs have implemented a campaign and used its resources to raise awareness of the phenomenon of child trafficking amongst children and families, the author’s research has shown that this is certainly not enough to prevent trafficking and exploitation. Higher levels of awareness of child trafficking, especially only of its non-sexual manifestations, is not a solution by itself. To the contrary, the research indicates that a child’s level of awareness of trafficking does not directly impact the child’s resilience to trafficking and exploitation. Instead, children identified as vulnerable to trafficking are the most likely to have a high level of awareness of trafficking and/or its various forms. Children at high risk of being trafficked are children who are already vulnerable due to other issues in their lives.4 The research identifies the most vulnerable children to be youth from impoverished families. The youth are most commonly between the ages of 14 to 17 and have a low level of education. The research shows, for example, that awareness of trafficking is higher amongst extremely poor children than children who are not poor, and higher amongst children who have been in an institution than children who have not been in an institution.

This issue also intersects with the issue of double traumatization, as these children all found it extremely difficult to see their trafficker (who was not a bad person

in their eyes) be put on trial and, in some cases, go to prison. 4

Vulnerable children include all marginalized children. Examples include a child from a very poor family, a child who has been abused, a child who comes from a

refugee family, a child with only one parent, a child from a rural area, a child who is not in school, etc.

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Childhood in Peril: The Interaction between Vulnerability and Resiliency in the Framework of the Protection of Children from Trafficking in Armenia

Fig 2. Awareness of Children per Type of Institution

Fig 3. Awareness of Trafficking According to Family Well-Being

The research reveals that a major reason that a higher level of awareness did not make these children less vulnerable to trafficking is that children from vulnerable families experience a conflict of values in situations of trafficking and exploitation. That is to say, children who understand what trafficking is, or at least its specific manifestations, and agree that it is wrong, still state without reservation that they will knowingly and intentionally partake in such actions in order to protect or support their family. For instance, the majority of children state that if their family is in need, they are ready to work under any conditions, including relocating

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Childhood in Peril: The Interaction between Vulnerability and Resiliency in the Framework of the Protection of Children from Trafficking in Armenia

away from the family. In fact, in most cases of unfair and unfavorable conditions, children are likely to agree to work to support their family.

Fig 4. Children’s Readiness to Work in Unfavorable Conditions to Support their Family

This means that more vulnerable children (those whose families need support) are more likely to become victims of child trafficking than less vulnerable children, regardless of their level of awareness of child trafficking. Interpretation of this situation may be that children from extremely poor, socially vulnerable families are more aware of difficulties, more empathetic to their parents’ problems, and more involved in the families’ circumstances than children in poor or not poor families. This also means that children’s devotion to their families may easily be exploited by traffickers, who use manipulation to assure the child that he or she must work in order to save his or her family. For the legislation that the Armenian government has signed to have a true impact on the lives of Armenian children, it is necessary for children to experience life in a way that does not cause them to enter into exploitation or trafficking of their own free will. Consequently, the strategic approaches taken in Armenia must ensure not only that trafficking, including its so-called ‘shameful’ forms, are openly discussed and understood, but also that the widespread issue of extreme poverty among children and families in Armenia is addressed.5

4.3 Risk of double traumatization While prevention of trafficking and exploitation is the best possible solution, the protection system must 5

38.1% of children live below the poverty line in Armenia and poverty in children between the ages of 0-9 is higher than poverty in all other groups (National

Statistical Service of the Republic of Armenia, 2010).

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Childhood in Peril: The Interaction between Vulnerability and Resiliency in the Framework of the Protection of Children from Trafficking in Armenia

also be prepared to adequately address issues of child trafficking when it does occur. Unfortunately, children who have been trafficked are currently at high risk of experiencing double traumatization at the hands of the very adults who are supposed to help them. The author’s research reveals that children involved in the post-exploitation rehabilitation are at risk both during the identification phase, when a child approaches or is brought to authorities, and the rehabilitation phase, during which children are, in theory, provided with supports and services to reintegrate into society. Issues in the identification phase stem from the fact that the country does not currently have the institutional capacity to adequately identify cases of trafficking as trafficking. For instance, a specialist shares that the current system is simply “too complicated”, so children who have been trafficked or exploited are often considered in another way, simply to avoid an overly convoluted, confusing process for both the child and the specialist In other cases, different pieces of legislation may contradict each other. These issues are commonly recognized within the field, with one focus group participant noting that while “the law exists on paper…mechanisms of application are missing”. Perhaps most worryingly, legislation does not refer specifically to children and, consequently, procedures are not modified to be in the best interest of the child. This includes legislation outside of the trafficking field specifically. For instance, common practices and procedures within Armenia’s justice system in general may have a major impact on children. In the justice system, children who have been trafficked may go through the process of being interviewed multiple times, revisiting the traumatic experience over and over again, when one recorded interview could have sufficed. These problems are seen across the board in the area of juvenile justice, as the country does not currently have a justice system specifically for juveniles. While legislation and appropriate structural mechanisms are being harmonized in line with international standards, children who have been trafficked face unique challenges and their needs are not met at the service provision level. First, there is a lack of specialists and a lack of appropriate services. For instance, children who have been trafficked do not currently have the option to stay or even visit a center specific to their psychological and sociological needs. Second, specialists are often not professionally trained and/or lack experience in the field. Cases of child trafficking are often misunderstood by officials and specialists, including representatives of the police, psychologists, and sociologists. An expert interviewed shares that “our [police] investigators treat everybody the same way. A trafficked victim is referred to as a prostitute”. Consequently, these specialists are often unable to provide effective support. The source of these issues is usually traceable to the lack of policy implementation in line with the standards adopted on trafficking and exploitation. Adequate training and collaboration amongst institutions must be insured for service providers to offer appropriate services children who have been trafficked or exploited. Taken together, these issues led one focus group participant to aptly liken the child trafficking situation to the experience of “soldiers without arms”. This means that children who have been trafficked are at risk of double-traumatization due to the failures of the system to adequately implement policies and procedures that will support children. Children are victims of a system that lacks resources, lacks effective communication across and within sectors, lacks specialists with training and experience, and lacks general mechanisms necessary for a functioning system to serve identified children who are victims of trafficking. Solutions that provide protection to vulnerable children and support to those who have been exploited or trafficked must www.csjournal.ca

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be identified and implemented.

5. Conclusions

The participatory research with children and service providers in Armenia reveals the need for decision makers to effect serious changes in order to effectively uphold its policy level promises to the country’s children; policies and legislation in line with international standards should be translated into practice. Vulnerable children in Armenia must be supported through preventative measures, including comprehensive education on trafficking and macro-level policies that will strengthen and support vulnerable children and families. Only with such policies and practical support to vulnerable children and families will children not see their own trafficking and exploitation as a viable option, despite their awareness of the phenomenon. In addition, the government must make major changes to its identification and rehabilitation services for children who have been trafficked. Furthermore, these issues must be addressed outside of the sphere of trafficking; major changes must occur throughout the child protection field, including the development of a juvenile justice system. If these recommendations are implemented, Armenia’s children will genuinely benefit from the international standards against trafficking that the government has sworn to uphold.

Acknowledgments The author would like to acknowledge the European Union’s funding of AASW’s (headed by Mira Antonyan) “Child Trafficking Phenomenon in Armenia: Study in the Scope of Awareness of Targeted Children and Public” (2010), within the scope of the implementation partner “People in Need” project, “Mobilized and empowered system of prevention of child trafficking in Armenia through awareness raising, capacity building and networking”. The contents of this publication and the author’s respective research are the sole responsibility of Mira Antonyan and the Armenian Association of Social Workers and can in no way be taken to reflect the views of the European Union.

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References 1.

Antonyan, Mira (2010). Child Trafficking Phenomenon in Armenia: Study in the Scope of Awareness of Targeted Children and Public. Yerevan: Armenian Association of Social Workers.

Armenian Relief Society. Children in Orphanages and Special Schools in Armenia: Potential Victims of Trafficking and Exploitation. Organization for Security and Co-operation in Europe. Retrieved from http://www.osce.org/documents/oy/2006/09/ 20415_en.pdf. Accessed on 10 January 2015.

N.A. (2013). Child Protection Strategic Programme. Yerevan: Government of Armenia.

Dashevskiy, Igor (2007). Child Protection. Yerevan: UNICEF

Dottridge, Mike (2008). Young Peopleâ&#x20AC;&#x2122;s Voices on Child Trafficking: Experiences from South Eastern Europe. Yerevan: UNICEF.

Grigorian, Hilda (2005). Human Trafficking in the Republic of Armenia, Armenian International Policy Research Group. Working paper N. 05/05.

Embassy of the United States to Armenia (2013). Trafficking in Persons (TIP) Report. Retrieved from http://armenia. usembassy.gov/ news062013.html. Accessed 10 January 2015.

International Organization for Migration (2001). Trafficking in Women and Children from the Republic of Armenia: A Study. Yerevan: International Organization for Migration. Retrieved from http://www.un.am/up/library/ Trafficking_Women_Children_ eng.pdf. Accessed 10 January 2015.

National Statistical Service of the Republic of Armenia (2010). Social Snapshot and Poverty in Armenia: Statistical Analytical Report. Yerevan: National Statistical Service of the Republic of Armenia. Retrieved from http://www.armstat.am/ en/?nid=80&id=1202. Accessed 10 January 2015.

10. Snajdrova, Hana & Hancilova, Blanka (2007). Trafficking in Human Beings in the Republic of Armenia: Assessment of Current Responses. Organization for Security and Co-operation in Europe. 11. The Office to Monitor and Combat Trafficking in Persons, USA (2014). Country Narratives, Trafficking in Persons Report 2014. Retrieved from http://www.state.gov/documents/organization/ 226845.pdf 12. United Methodist Committee on Relief (2007). Vulnerability towards Trafficking amongst Inmates of Childrenâ&#x20AC;&#x2122;s Homes and Special Schools. Yerevan: UMCOR

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Canadian Scientific Journal 1 (2015)

Contents lists available at Canadian Scientific Journal

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Global warming: myth or a fact? Abrahamyan Paruyr* Universite de Paris 1 Sorbonne, Paris, France

ARTICLE INFO

Article history: Received 6 March 2015 Received in revised form 15 March 2015 Accepted 15 May 2015

Keywords: Global warming Anthropogenic cause Global fraud IPCC reports “Skeptics” Global Control Limit of development

ABSTR AC T

The global warming issue is considered to be one of the most important challenges in global agenda. However, the concerns regarding this topic are not certain. Therefore, the paper shows two categorically opposite understandings and points of views of experts and scholars on this issue; where one group believes that the phenomenon of global warming is a result of human activities which has had dramatic impact on Planet’s ecologic, social and physical systems, mostly based on the IPCC (Intergovernmental Panel on Climate Change) reports. The second group of experts, so called “skeptics”, is totally sure that the term of “Global Warming” is a Global hoax and has nothing to do with the reality and the statements that it is a result of evolution of human conscience. According to them the temperature has been always varying during different epochs. Moreover, they insist that the “global fraud” of global warming has been created by politicians and media of industrialized countries as another instrument of total political and economic control over emerging countries. Their statements are based on various observations and studies, as well as on inconveniences of IPCC reports. Nevertheless, the paper indicates certain the fundamental differences, both sides accept the current increase of global temperature whether it is caused by the humanity or not. © 2015 Canadian Scientific Journal. All Rights reserved

1. Introduction How many times in the last two-three decades we heard about the melting glaciers, increasing level of World Ocean, increasing cases of natural cataclysms and that all of this is caused by Global Warming which is the consequence of OUR FAULTS as humans. Thus, the majority of scientists, academics, scholars and climatologists assume that the global warming has anthropogenic origins, which means it has been provoked by direct or indirect human activities and

* Corresponding author at: Pantheon-Sorbonne University, Paris, France Centre Panthéon, 12, place du Panthéon, 75231 - Paris, France

E-mail addresses: pro.abrahamyan@gmail.com (P. Abrahamyan) www.csjournal.ca

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Global warming: myth or a fact?

that because of greenhouse gases emission over last past 100 years the global average temperature of land and water surfaces has increased about 0.85°C and it is going to climb up with another 1.7°C in the best case, or till 4.8°C at the worse (Stocker, 2013), which significantly affected and changed natural and ecological systems in the planet, as well as considerably influenced the social systems for a long-term and larger scales and will continue to do so. Nevertheless, there is another group of respected scientists, academics, experts and also politicians that have extremely skeptical views concerning Global Warming issues, insisting that climate has always changed and the temperature changes are not linear and could not be forecasted correctly since it depends on various factors, mostly from the Sun’s activity’s variations. Besides, we already have had the Ice Ages and Global warming periods before, refusing the statements that the rapid change of climate started since the Industrial Revolution. So, it is time to get to the TRUTH. Thus, this paper will help us to dig up the answers on the issue of Global Warming looking from different point of views and perspectives. Therefore, it will try to find out the origins, of the notion of the “Global Warming”? From where it comes? Is it a fact proved by the scientists or just propaganda to make business and an instrument of political manipulation? Or maybe it is a result of a change of human consciousness and the progress of social development, which supposes more responsibility toward the environment and the nature.

2. How the global warming panic started?

Every day from the TV screen, on radio, on Internet we have been seeing horrific scenes of volcano eruptions, earthquakes, hurricanes, tsunamis, floods and other natural disasters that cause of lives of millions of innocent people. BUT ARE WE THAT INNOCENT? More and more scientists, scholars and experts claim about the incontrovertibility of the evidence of global warming which, according to them, will gradually destroy the Planet’s ecological, physical and social systems if appropriate measures are not taken right now. Thus, environmentalists state that high concentration of CO2 in the atmosphere and the further ocean acidification will cause of disappearance of many species of flora and fauna, damaging the diversity ecosystems and natural values (NCADAC, 2013).As a consequence, the reduction of biodiversity and the increase of global temperature cause the emerging challenge of food security, especially among the poor communities and indigenous populations that have been surviving due to hunting, fishing and crop production for decades. Moreover, according to IPCC (Intergovernmental Panel on Climate Change) specialists and reports, Arctic sea ice and glaciers declines will undoubtedly bring up the gradual increase of the world sea level about 59cm until the end of the 21th century comparing to 1992 (until 2m according to other forecasts) (Pachauri and Reisinger, 2007). Thus, a Slovakian amateur graphic designer, Martin Vargic, has created a future map of the World in which he describes the scenario where the world sea level increases around 79cm. Hence, h e declares that to the end of this century the current coastlines in all continents will be www.csjournal.ca

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considerable changed. Big mega cities such as London, Amsterdam, Venice and Berlin (In Europe), New York, Washington, New Orleans, Miami, Houston (in North America), even entire countries like Netherlands and Denmark will go underwater. Besides, Amazon River will enlarge its banks covering the Northern part of Brazil and in Australia we will see the appearance of an Artesian Sea. In his interview to MailOnline journal, Mr. Vargic said that he created the map basing on data of NASA, and that “there is enough ice in Earth’s polar caps to cause about 80–100m rise of the sea level’’ (ELLIE ZOLFAGHARIFARD, 2014).

So when the World started to think and to talk about Global Warming? First time the term global warming has been used by a NASA climate scientist James Hansen on June 1988, while reporting to the US Congress on Global Warming, after which this notion started to be largely used and discussed by public and mass media (Erik Conway, 2008).

“The temperature changes are sufficiently large to have major impacts on people and other parts of the biosphere, as shown by computed changes in the frequency of extreme events and comparison with previous climate trends.” – claimed Mr. Hansen (Committee on Energy and Natural Resources, 1988). Nevertheless, the debates and discussions in scientific level on climate change had started about 80 years earlier of Mr. Hansen’s declaration. Hence, Svante Arrhenius, a Swedish scientist, was the first who claimed about the influence of emitted carbon dioxide on the atmosphere and on the global climate change, which is provoked by humans due to industrialization (Svante Arrhenius). Since then several studies, publications and initiatives had been carried out (such as Roger Revelle’s article in 1982, in SCIENTIFIC AMERICA Journal which hadstrong influence on public opinion (Roger Revelle)), however, the topic became largely actual and came into the political and public agenda since 80s, when the Green Party succeed to enter into the Parliament in Germany. Then, on 1987 the Brundtland Commission (the World Commission on Environment and Development (WCED)) report, named after the former prime-minister of Norway, straightened the public and political importance of the issue. The above mentioned document gave birth to the notion of “Sustainable Development”(Our Common Future), which stressed the extreme importance of environmental protection and social equity within the economic development and growth. Afterwards, the Brundtland report became a basis on which the following international initiatives and discourses were developed. Thus, on 1992 International environment treaty of the United Nation Framework Convention on Climate Change (UNFCCC) had been signed (valid since 21 March1994) that had a clear goal to “stabilize greenhouse gas concentrations in the atmosphere at a level that would prevent dangerous anthropogenic interference with the climate system”(UNFCCC, 2005). Later on, a month later, the Earth Summit (United Nations Conference on Environment and Development (UNCED)) was held in Rio de Janeiro. In 1997, during the COP 3, the countries decided to bind their commitment of reducing the greenhouse gaze emissions under the international law. This convention got the name “Kyoto protocols”, which has had two targeted phases for the Parties (mostly developed countries) to follow: 2005-2012 and 2012-2020. Thus, for the first period a bunch of countries, including EU members, signed the Protocols, while the www.csjournal.ca

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Global warming: myth or a fact?

most pollutant country, US, did not ratified it. For the second phase most of the countries left the Protocols bringing different reasons (Canada, Russia, New Zealand, Japan) (UNFCCC, 2012). In the following years as well the Parties met several times, during various conferences and meetings (Bali 2007, Copenhagen 2009, Cancun 2010, Durban 2012, Lima 2014 etc.) where they have been trying to take further commitments mostly on the target of keeping the global warming below the limit of 2 째C (1.5 째C in comparison to pre- industrial level). However, the numerous conferences and gatherings of the world leaders, the sharp raise of public awareness and transformation of public consciousness about climate change did not bring the Parties (countries, organizations, businesses) into a consensus. Moreover, the emerging countries blame the western industrialized ones for the current situation, stating that those countries had already taken advantages and benefits from the nature before, unsparingly abusing its resources, and now the developing countries have right and it is their turn to develop. Thus, due to raising demand of cheap energy in those countries, especially in Asia, boosted the slight increase of fossil fuels (Oil, coal, natural gas) production and exportation toward Asian countries. Thus, the data of Total Energy Consumption for the period 2000-2014 has increased from around 9,797 Mtoe to around 13,217 Mtoe including (Global Energy Statistical Yearbook, 2014): Global Oil consumption: From 3235 to 3677 Global Coal consumption: From 4829 to 7649 Thousand Short Tones Global Natural Gas consumption: 2508 to 3529 bcm So, although the share of renewable energy sources is increasing year by year and already got to 19 % of Global Energy Consumption in 2013 (Global Status Report, 2013), and the public awareness and responsibility on global warming and environment is sharply progressing as well, however, there are no common approaches and decisions in order to reduce greenhouse emissions faster. Moreover, the recent studies show that not everything is slight with regards to public opinion on warming climate, even if so many billions of dollars are spent in the form of different grants, foundations, so many organizations are involved, including educational and information.

2. Shift in human consciousness? The scholars assume that the level of awareness and perception of global warming as a threat depends on various factors. For example, Education: more you are educated more you are aware and understand of the issue. Whereas, the studies in China and in India showed up that even the educated Chinese people do not really give an importance to global warming, while the Indians with the same education concern more and consider it as challenge to the humanity (Pugliese et al, 2009). Thus, the cultural and

value differences are another crucial indicator to learn on public opinion. Hence, the studies showed that in the Latin American countries, European countries and in the developed countries in Asia, the population

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Global warming: myth or a fact?

strongly believes in global warming and consider it as one of the main threats that humanity faces, also presuming its anthropogenic origin. Meanwhile, in most of the emerging countries, in Middle East, in Africa or in Post-Soviet countries, people have more skeptical views towards the topic of global warming (Pelham, 2009). As a consequence, in the countries where the quality of life is worse and people have to think more about economic and social problems, the environment and global warming are in the second plan. Another factor of public opinion’s formation is the demographic distribution of the population into urban and rural areas, assuming that the firsts have better access to information and education thus are more aware. However, all those environmental and climate change campaigns, psychological “attacks”and efforts that have been realized by GREENS, environmental organizations, other NGOs, public and local, regional structures and Mass Media, were not enough to convince vast majority of population about global warming threat even in most developed countries. As a result, according to the studies carried on September 2011 by Angus Reid Public Opinion poll, it was noted, that only around 43 % of Britans, 49% of Americans and 52% of Canadians believe that global warming is a direct consequence of human impact and it is a proved fact. While, the other 20 % of Britans and Americans do not consider global warming as an evidence and a fact (Angus Reid Public Opinion poll, 2011). This phenomenon is explained by generally growing skepticism towards the media and increasing access of alternative information. Moreover, in 2013, another study has shown that around 37% of Americans follow the so called “conspiracy theory” and assume that global warming is just a history and a tool for political manipulation and the business opportunities (Williams, 2013) And while environmentalists are accusing those people, the skeptic scholars and academics, of being funded by oil and other industry giants, the latters bring the same argues blaming “greens”of serving the politicians and non fossil energy businesses and that there are no undeniable facts of global warming to be caused by human activities.

So, who is right and who is wrong?

4. Global warming = global fraud?

“We will leave to our children a planet, where even we wouldn’t like to live”, “The next year will be the warmest in our Planet”, “We should stop global warming”, and “Global Warming is the cause of all natural disasters”: Those are a few of thousand claims we hear every single day on TV, Radio and in other mass media, from ecological and environmental activists and from politicians. We hear about the horrors we will face in the future if we don’t stop warming the Planet, but we do not hear any undeniable fact or prove. So, the paper will bring another view on global warming issue. A view of point of skeptics, explaining who and for which purpose invented the great hoax about anthropogenic global warming, and how benefited from it. Every day the newspapers bring new dates and versions apocalypses instilling us that the factories and cars are increasing the temperature around us by emitting carbon dioxide to the atmosphere.

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Professor of physics at Hebrew University of Jerusalem Nir Shaviv during one of his interviews said that if they asked him a few years ago he would answer yes, it is CO2. Why? Because just like anyone else he believed in what media had been saying (Durkin, 2017). According to him, in the history there have been times, where the concentration of CO2 was 10 times more than now. Moreover, he insists that it is the increasing temperature which causes the raise of CO2 and not the contrary and even if we continue polluting the Earth twice worse, the temperature will increase just with one degree of Celsius by 2100. “In fact, there is no substantial evidence which proves that CO2 and other GHGs are the primary cause for the warming, and not some other mechanism. You may have seen articles which point to the contrary, that there is clear evidence, but if you dig deeply into them, you will realize that these are merely suggestions for a CO2 climate link and not evidence.”- claimed Prof. Shaviv (Shaviv, 2006). Several prominent academics and scientists like Ian Clark from the department of Earth science at University of Ottawa, famous climatologist Piers Corbin and the owner of WeatherAction Company, Professor John Christy from the UN Commission on Climate Change have been stating that if we have a deep look of the chronology and the history of climate variations we would see that the reason of global warming is not CO2. Even in the 4th assessment of IPCC it was clearly declared that the scientists were more than 90 % certain that global warming is a result of human activities and greenhouse gas concentration (IPCC AR4 SYR, 2007). Thus, they confessed that the statements that global warming is a scientifically proved fact are a lie. Nevertheless, the fear of people from the notion of global warming has become a efficient instrument in the hands of politicians. Thus, according to the co- founder of worldwide known “Greenpeace”, environmentalist Patrick Moore, the eco movements do not have their primary purpose to protect the environment but the movements of political activists who have tremendous influence on our consciousness. During his interviews he assumed that by praising the peasant life under the cover of anti- industrial campaigns, environmentalists try disturb the developing countries (Penn Jillette Radio Show, 2006). The experts are bringing also other facts to defend their skeptical views. They believe that even if the environment is important but in any global problem there will be people who will try to earn on it. Thus, Dr. Roy Spencer from the University of Alabama on his interview to New York Post on 2007 declared: ―Contrary to popular accounts, very few scientists in the world – possibly none – have a sufficiently thorough, “big picture” understanding of the climate system to be relied upon for a prediction of the magnitude of global warming. To the public, we all might seem like experts, but the vast majority of us work on only a small portion of the problem (Spencer, 2007) And he continued that to get the funds and financing, the climatologists need a problem, better a global one. So, they create a panic that after they could get funds. Nevertheless, the skeptics also agree that nowadays the climate is warming, but during whole the history we have had both the Warm Times and Ice Ages and that there have been times being way warmer than we have now. The climate had been changing, and it did so without our help. On the graph showed below the skeptics demonstrate the extreme differences between the reports of IPCC from 1990 and 2001, thus, trying to prove the uncertain position and hidden motivation of the International organization. www.csjournal.ca

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Fig. 1. Climate change over the past 1000 years as shown by the IPCC.

According to the previous observations of IPCC only close to 19th century has stopped the coldest period of our modern history, which was named as Little Ice Age. There have been historical testimonies that starting from 14th century the temperature slightly decreased, so that on the river of Themes in London got frozen and people had been skating on it. In Moscow as well, there have been evidences according to historians, that in 1601 it had snowed even on July and the Moscow River was completely frozen. If we go a little further in history we could see that the temperature was much higher than it is now. The climatologists call that period Medieval Warm Period which lasted several decades. So, why we are so scared of warming or cooling? Who is promoting its actuality so hard and giving the catastrophic forecasts for the future? According to skeptics the first answer will be IPCC: The Intergovernmental Panel on Climate Change which was founded by UN World Meteorological organization and UN Environmental Program, and which consists of a group of international officials who hire scientists to get findings and conclusions that are in their interests. The critics such as professor of biography Philip Scot from the University of London or Paul Writer from the Pasteur Institute of Paris insist that IPCC is not a scientific organization but a political one, where all the decisions are taken by the politicians. Moreover, they ensure to have a look through the biographies of scientists involved in IPCC that will show up the absence of expertise in the area. Even part of them does not have any links with science. Thus, the main editors of IPCC reports that have their names on the first pages next to titles are not known as expert in the sphere of climatology. However, they continue claiming about the coming global catastrophes ignoring the wide differences of forecasts. www.csjournal.ca

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The main idea IPCCans have been always insisting was that the current climate changes and the processes of global warming are provoked by human activities, mainly by CO2 emissions from factories. Nevertheless, they forget to mention that the increase of the temperature has started way before the mass industrialization when the level of production was in small quantities. The highest raise of temperature was captured before Second World War, in the 20s and 30s when we did not pollute the Planet that much. In addition, the temperature started to decrease just after the war when logically it had to be increased because of the economic and industrial boom we had. Thus, the decline continued till the end of 70ths, exactly till the time when the new economic crises started (NOAA, 2009). Hence, the skeptics try to prove that there is not a direct link between global warming theory and economic activities.

Fig. 2. Global temperature change decade average.

Besides, the theory of greenhouse gas says that firstly it is the atmosphere, where all those gases accumulate, should be warmed up. Thus, if the warming is provoked by greenhouse effects then in 10-12 km up in the atmosphere its impact has to be much higher than on the surface of the Planet. Nevertheless, the scientific experiments with metrological balloons and satellites have shown that it is not the case. The temperature in the majority of regions in the Planet the atmosphere is not warming as much as the surface which directly denies the theory of global warming, assuming that if the surface is warming up then the atmosphere has to be warmed up stronger. According to the professor of Meteorology at MIT Richard Lindzen, the findings of ICCP are uncertain since they are based on computer models and â&#x20AC;&#x153;whose relations with the real world are questionableâ&#x20AC;?(Lindzen, 1992). Besides, he also insisted that the problem of global warming is completely political and â&#x20AC;&#x153;that policy

makers and the media not only manipulate science but also force scientists to produce work that supports www.csjournal.ca

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a particular agenda” (Lindzen, 2006). Another prominent scientist, owner of the award of NASA’s Exceptional Scientific Achievement Medal, Professor and one of the lead authors on global warming issue at IPCC John Christy during his interview to the National Public Radio on 2003 claimed that he criticizes the scientists who declare of catastrophic and horrific predictions about the increasing temperature and rising of the sea level”(Perlman, 2003).

Fig. 3. The global carbon cycle.

Thus, the skeptical group of scientists agree that it is not because of increasing level of CO2 that the temperature is going up as a consequence of human activities, since the human emission of carbon dioxide to the atmosphere is only about 29 Gigatonnes when the emissions with regard to the nature is around 800 Gigatonnes. So, the real reason is the SUN. The total amount of energy produced and consumed by mankind is nothing compared to the energy of sun and it is because of the solar activities, particularly because of the activities of spots on the surface of the sun that the level of CO2 and the temperature in the Planet change. By the way, famous meteorologist and the owner of business WeatherAction Piers Corbyn’s technique of long term weather forecast is based on the studies of solar activities and solar spots. Therefore, he got a nickname ― “supper meteorologist” by mass media, due to his very much precise results and predictions. Besides, he claimed that the climate change and global warming have been never leaded by CO2 and will never be so. Moreover, he stated that currently the world is going toward global cooling and not warming according to his researches and studies of solar spots’ activities (Corbyn).

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Global warming: myth or a fact?

Fig. 4. Solar activity events in 14C.

During history the scientists have been counting the number of spots on the sun and have been thinking about its direct relation to the Earth temperature. Thus, on 1893, British Astronomer Edward Maunder remarked that in the period of Little Ice Age there were no spots on the sun which the scientists named after his name Maunder Minimum. As a result, the scientists showed that there is a direct correlation of global temperature with the solar activity and that their curves on the graph for the last decades are almost identical.

Fig. 5. Temperature and solar activity. 120 years.

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Global warming: myth or a fact?

So, the skeptical group of experts has demonstrated that the solar activity and the tensions of magnetic fields have increased twice over 20th century and that it is the solar activity that provokes the climate changes including global warming the melting glaciers in Arctic. Fred Singer, the head of State Service of Meteorological Satellites of US, argues about the anthropogenic origins of global warming, stating that thousands years ago it was warmer than today and that even if we put much more carbon dioxide nowadays, nevertheless it will never be enough to cause global warming while the environmentalists extremely exaggerate the risks. “The atmosphere is very complicated and one

cannot simply argue that just because CO2 is a greenhouse gas it causes warming” – claimed Professor Singer (Gray, 2009).

5. Instrument of politics and business So, why people are still so scared and the scientists and media are calling about the coming danger while there are many proves that show the contrary? The answers are Politics and Business. It was since 1970ts that public debates on global warming came up. Before, all the discussions were about global cooling and upcoming new ice age. But in 70s the scientists have noticed the raise of the temperature. Secondly, the strikes of coal industry miners started in 1984-1985 when the government dismantled the mines and Prime Minister Margaret Thatcher has used the global warming factor to calm down the manifest ants and to convince the population meanwhile advocating the interests of nuclear power businesses. She argued that the nuclear energy is not emitting CO2 and also it will help the country to be energy independent. Therefore, she started to promote the theory of global warming and addressed to the scientists to prove this theory, offering them huge funds. Another perfect example of manipulation with global warming theory for the political reasons was Al Gore, US ex-president and Nobel Prize winner for peace. After losing the presidential elections in USA in 2000 and being forgotten by the media, Gore started a new campaign advocating global climate change issues. His book and documentary An Inconvenient Truth shocked the world and brought him a large popularity. His critics were too skeptical about his “new hobby”since during the last 30 years of his political career he never spoke about climate change and himself having several expensive houses and private jets, he got a nickname “carbon billionaire”. Besides, he was accused for advocating “green”energy businesses and personally being involved in it. Moreover, the experts are bringing another serious reason of expansion of ecological extremism in the world connecting it with the fall of Berlin wall and the collapse of Soviet Union, when there were no more restrictions and barriers, and thousands of political activists and pacifists became unemployed, thus they started to use the “green” language to cover their real motivations that were mostly antiglobalistic and did not

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Global warming: myth or a fact?

have anything to do with ecology. As a consequence, in 90s the theory of global warming transformed from just an ecological problem into a large political campaign being in the center of attention of governments that started to distribute billions of dollars of funds, grants, and research financing just to promote further globalization of the problem. And the huge part of those research funds was given to build computer models. But the problem was that all those models cannot observe the data which are not programmed by its creators. Besides, all the models have been built around one hypothesis that the reason of the global warming is CO2 ignoring the factors of solar activities. In addition, there are many data that are not observed and available yet which make the computer models inefficient for observation weather variations. So, even if computer models are not reliable sources, nevertheless their forecasts are getting more and more terrifying. The scientists even insist that due to the global warming the number of global natural disasters will decrease as the main reason for those catastrophes is the differences of temperature in tropics and poles, while the global warming implies the decline of those differences. Moreover, they state that thousands years ago the arctic ices were melting faster and the temperature in Greenland was much higher than it is now. Also, the melting processes always existed and the arctic ice sizes have been increasing and decreasing. It is just due to the information age we are told about that nowadays. So, it is clear that thousands of jobs depend on the theory of climate change and its billions of dollars funds. It is a huge business that involves actors from all disciplines.

6. Tool of total control of the third world The skeptics affirm that the theory of global reduction of emissions is a very efficient and universal mechanism of global control. This theory is very much anti-development one, and skeptics state that it is working mostly against the developing countries where there are cheap energy sources such as oil and coal, but because of those restrictions in the form of global protocols or conventions, as well as the promotion of green energy, these countries are forced to stay away from their own resources while having so many social problems like poverty, hunger and healthcare. The experts are sure that all the propaganda carried out by media and western politicians about global warming, the upcoming catastrophe is a tool to disturb the developing countries to have industrial success and increase the quality of life of their populations in exactly the same way that the industrialized countries already did.

7. Conclusion This paper showed the two different points of views and believes with regards to global warming. On one hand, a part of scientists, environmentalists and experts insist that the planet is warming and the main reason of it is human impact, predicting terrifying forecasts and claiming to act now to save the future. On www.csjournal.ca

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Global warming: myth or a fact?

the other hand, there is another group of scientists and experts, who are very much skeptical concerning to global warming issue in general, declaring that there are no any undeniable evidences proving its existence and that the notion has been promoted by western industrialized countries, politicians and media in order to limit the development of emerging countries, create another mechanism of global control and advocate the related businesses. However, two sides agree in one thing: the temperature is increasing. Though, for environmentalists it has anthropogenic origins related to human activities, industrialization and greenhouse gases emissions, while for skeptics it is related to historical climate variation conditioned by solar activities and natural reasons. Moreover, the NATURAL causes of global warming have been always IGNORED by the government-fund research, since according to skeptics they serve to special interests and follow a special agenda. Nevertheless, even if there is no consensus among the scientists, anthropogenic cause is not obvious and global warming issue is largely merged with political and business interests, whatsoever it is clear that we are polluting the nature not depending whether it is US who provoke the global warming or not. Hence Prince Charles has been criticizing the both sides: environmentalists and skeptics, comparing the current situation of the Earth with a dying patient.

“A scientific hypothesis is tested to absolute destruction, but medicine can’t wait. If a doctor sees a child with a fever, he can’t wait for [endless] tests. He has to act on what is there.” (Harvey, 2013) - claimed Charles.

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Global warming: myth or a fact?

References 1.

Angus Reid Public Opinion poll conducted 25 August through 2 September 2011

Arrhenius, Svante; Earth Observatory, NASA. http://earthobservatory.nasa.gov/Features/Arrhenius/

Conway, Erik. “What’s in a Name? Global Warming vs. Climate Change”, NASA, 5 December 2008

Corbyn, Piers; Climate Realists, The role of the spotless sun. ://climaterealists.com/index.php?id=1771

Durkin, Martin (director) (March 8, 2007), The Great Global Warming Swindle (Documentary), United Kingdom: WAGtv for Channel 4, event occurs at 2min23–2min31

Global Climate Change, part 2” 100th Cong., 1st sess., 23 June 1988, p. 44.

Global Energy Statistical Yearbook 2014, Total energy consumption. https://yearbook.enerdata.net/energy-consumption-data. html

Gray, Louise. “Fred Singer to speak at climate change sceptics conference”, The Daily Telegraph, November 18, 2009.

Harvey, Fiona (9 May 2013). “Charles: ‘Climate change sceptics are turning Earth into dying patient’”. London: The Guardian

10. Lindzen, Richard S.; “Global Warming: The Origin and Nature of the Alleged Scientific Consensus”, Regulation (CATO Institute), Vol. 15, No. 2 (Spring 1992) 11. Lindzen, Richard S. “Don’t Believe the Hype”, Wall Street Journal (Opinion), July 2, 2006. Archived July 5, 2006. 12. NCADAC, Ocean Acidification, in: Ch. 2. Our Changing Climate, in 2013, pp. 69–70. This article incorporates public domain material from the US Global Change Research Program (USGCRP) document: NCADAC (11 January 2013), Federal Advisory Committee Draft Climate Assessment. A report by the National Climate Assessment Development Advisory Committee (NCADAC), Washington, D.C., USA 13. NOAA, Global temperature change — decadal averages, 1880s-2000s (NOAA), 1 Introduction. p. 5. In State of the Climate in 2009 14. Pachauri, R.K; and Reisinger, A., IPCC AR4 SYR (2007). Core Writing Team; ed. Climate Change 2007: Synthesis Report. Contribution of Working Groups I, II and III to the Fourth Assessment Report of the Intergovernmental Panel on Climate Change. IPCC. ISBN 92-9169-122-4. 15. Pachauri, R.K; and Reisinger, A., IPCC AR4 SYR (2007). Core Writing Team; ed. Climate Change 2007: Synthesis Report. Contribution of Working Groups I, II and III to the Fourth Assessment Report of the Intergovernmental Panel on Climate Change. IPCC. 16. Pelham, Brett (22 April 2009). “Awareness, Opinions About Global Warming Vary Worldwide”. The Gallup Organization. Retrieved 22 December 2009. 17. Penn Jillette Radio Show, 2006-06-08, Free FM: Interview (Recording) 18. Perlman, David (December 18, 2003). “Earth warming at faster pace, say top science group’s leaders”. San Francisco Chronicle. Retrieved April 4, 2007. 19. Pugliese, Anita; Ray, Julie (7 December 2009). “Top-Emitting Countries Differ on Climate Change Threat”. Gallup. Retrieved 22 December 2009. 20. RenewableS 2013, GLOBAL STATUS REPORT, http://www.ren21.net/Portals/0/documents/Resources/GSR/2013/GSR2013_ lowres.pdf

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21. Revelle, Roger ; Earth Observatory, NASA. http://earthobservatory.nasa.gov/Features/Revelle/revelle_3.php 22. Shaviv Nir. ―Carbon Dioxide or Solar Forcing?”ScienceBits, April 17, 2006. Archived with WebCite, February 2, 2012. 23. Spencer, Roy W. (2007-02-26). “NOT THAT SIMPLE / GLOBAL WARMING: WHAT WE DON’T KNOW”. New York Post 24. Stocker, T.F., et al., IPCC AR5 WG1 (2013), ed., Climate Change 2013: The Physical Science Basis. Working Group 1 (WG1) Contribution to the Intergovernmental Panel on Climate Change (IPCC) 5th Assessment Report (AR5), Cambridge University Press. Climate Change 2013 Working Group 1 website. 25. The United Nations Framework Convention on Climate Change. “Article 2”. Retrieved 15 November 2005 26. UNFCCC, Status of Ratification of the Kyoto Protocol: (withdrawal of Canada), 18 January 2012 27. Williams, Jim (2 April 2013; poll conducted 27–30 March 2013). “Conspiracy Theory Poll Results”. Public Policy Polling. Retrieved 28 April 2013 28. ZOLFAGHARIFARD, ELLIE; Would YOU be underwater if the polar caps melted? Map reveals what our planet would look like if sea levels rose by 260ft. PUBLISHED: 10:11 GMT, 21 April 2014 | UPDATED: 07:44 GMT, 22 April 2014 www.dailymail. co.uk/sciencetech/article-2609338/Would-YOU-underwater-polar-caps- melted- Map-reveals-planet-look-like-sea-levels-rose260ft.html

Figures Figure 1: The hockey stick chart, Climate change over the past 1000 years as shown by the IPCC, http://notrickszone. com/2013/10/17/climatology-sees-one-of-the-greatest-scientific-reversals- of- all-time-the-rise-and-fall-of-the-hockey-stick-charts/ Figure 2: Global temperature change - decadal averages, 1880s-2000s (NOAA), By NOAA [Public domain], via Wikimedia Commons, http://commons.wikimedia.org/wiki/File%3AGlobal_temperature_change_-_decadal_averages%2C_1880s-2000s_ (NOAA).png Figure 3: Complete Carbon Cycle, http://www.skepticalscience.com/graphics.php?g=2 , adapted from Figure 7.3 in the IPCC AR4 Figure 4: Solar activity events recorded in radiocarbon, Leland McInnes at the English language Wikipedia [GFDL (www.gnu.org/ copyleft/fdl.html) or CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0/)], from Wikimedia Commons Figure 5: Correlation of global temperature with solar activity, http://hyperphysics.phy- astr.gsu.edu/hbase/thermo/solact.html

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Canadian Scientific Journal 1 (2015)

Contents lists available at Canadian Scientific Journal

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Deep structure, seismic models, rheology and geodynamics of consolidated crust Abetov Auez*, Zhylkybayeva Gulnaram, Zhylkybayev Tobyl Kazakh National Technical University named after K.I. Satpayev, Almaty, Republic of Kazakhstan ARTICLE INFO

ABSTR AC T

Article history: Received 1 March 2015 Received in revised form 14 March 2015 Accepted 15 May 2015

Keywords: Tectonic compression Heat flow fluctuations Macro shear deformations Viscosity and fragility of crustal substrate Listric fault Tectonic and magmatic dislocations

Using the examples of Eastern Ustyurt and Southwest Aral region, it is shown that consolidated crust is distinguished as a stratified and multi-layered stratum with no regionally defined boundaries, which is apparently due to the fluctuations of heat flow and deformation stress fields in time and space, as well as magmatic “stratum inserting” from below. There are three types of consolidated crust distinguished in the mentioned regions based on the degree of tectonic stress and crust reflectivity which demonstrate considerable variation in the levels of geodynamic stress in space and time and varying degrees involved by folded-disjunctive dislocations caused with nesh macro shear deformation and shock metamorphism in the fault zones. Significant concentrations of differentiated tectonic stress fields cause large-scale disruption, shears and crustal substrate displacement on the different levels of depths. In the intermediate structural stage and sedimentary cover, these processes generate the overthrust structure and directly determine particular features of geological evolution, the structural and formation appearance, and oil and gas bearing potential. Consequently, this diagnostic feature can be used as a basis for petroleum zonation, the results of which are recommended for consideration while planning oil and gas exploration. © 2015 Canadian Scientific Journal. All Rights reserved

«…When doing oil & gas geological research, the most important thing is to distance oneself from modern topography and orography totally and at once, and understand that they are not a decisive factor of oil distribution. The key factors are found in deep-lying tectonics». (A.A. Bakirov, 1986) 1. Introduction A great attention should be given to consolidated crust and its structure, composition and tectonic mobility whilst studying the structural dislocations, broken conditions of sedimentary cover and intermediate * Corresponding author at: Kazakh National Technical University named after K.I. Satpayev 22, Satpaev str., Almaty, Republic of Kazakhstan, 050013, Tel: +7(727) 257 71 57

E-mail addresses: abetov.aues@mail.ru (A. Abetov), gulnara1512@gmail.com (G. Zhylkybayeva), tzhylkybatev@centras.kz (T. Zhylkybayev) www.csjournal.ca

A.Abetov, G.Zhylkybayeva, T. Zhylkybayev / Canadian Scientific Journal 1 (2015)

Deep structure, seismic models, rheology and geodynamics of consolidated crust

structural stage (ISS), their genesis and determining their sedimentation characteristic, lithological composition and petroleum potential This component establishes the character and structural dislocation style of the sedimentary cover and ISS, as well as determines the closest and causal, spatial and temporal correlations and interactions between them. Under these conditions, it is quite remarkable that the methodology of the study of these relations practically has never been developed due to lack of attention and remains poorly studied issue. Hence is the purpose of this article: to study geodynamic processes taking place in the consolidated crust, and to evaluate its tectonic stability and the influence these factors on the structural and rock formation properties of ISS sets using the examples of Eastern Ustyurt and South Aral region. Retain the status of weak study of this problem determines the resulting conclusions of this article in the form of forward-looking, high-quality models. Referring to the paradigm of the problem, we should say that in 80-90s of the last century in the periodical press publications appeared, which indicated that the nature of geodynamic processes at various levels in the consolidated crust largely depends on the physical, and more accurate rheological properties making up its individual shells. The most important indicator of these properties is the viscosity of rock, which depends on their petrographic composition and hydration, temperature and pressure (Babadjanov et al. 1996; Leonov M. 1993; Leonov Y. 1993, Podurushin 2010). Direct correlations change in viscosity of rocks from the petrographic composition and hydration with depth contrast does not appear, while the temperature and pressure are critical factors for viscosity changes with depth. Velocity of elastic waves and seismic activity are indirect indicators of rock viscosity: higher seismic activity means more viscous and nesh rocks, while no seismic activity means that the rock pathing from brittle to ductile state.

2. Historical data A small historical excursion shows that until the mid 70-s of the structure of the crust of the Eastern Ustyurt and Southwest Priaralye based solely on the interpretation of geophysical potential field. Since the mid 70â&#x20AC;&#x2122;s and 80â&#x20AC;&#x2122;s the consolidated crust in these regions actively has been studied with DSS (Deep Seismic Sounding) â&#x20AC;&#x201C; ECWM (Earthquake Converted-Wave Method) and RCM (Refraction Correlation Method) - CDP (Common Deep Point Method) seismic survey. The total length of seismic lines exceeded 3000 kilometers. However, despite the relative informativeness these methods, the final model of the consolidated crust in these regions have not gone beyond the flat parallel structures (Babadjanov et al. 1989; Babadjanov et al. 1991). These ideas certainly played a positive role at a certain stage of development of the geological models. However, the solution of current problems of fundamental and applied geology led to the need to identify more subtle structural and physical features of the structure of the consolidated crust or the magma-

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Deep structure, seismic models, rheology and geodynamics of consolidated crust

metamorphic earth crust (MMEC) (Kunin 1975). For those purposes, in 1986-1989 eight DSS – CDP lines with a total length over 800 km, crossed the main tectonic elements of Eastern Ustyurt and Southern Aral region – Central Ustyurt dislocation system, Barsakelmes depression, Kuanysh-Koskalin arch and Sudochiy depression (Figure 1). Results of interpretation of RCM – CDP lines (Babadjanov et al., 1987) were added to the outcomes of interpretation of the seismic lines mentioned above.

Fig. 1. Schematic map showing the location of DSS-CDP lines.

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Deep structure, seismic models, rheology and geodynamics of consolidated crust

3. Research outcomes Results of interpretation and the study carried out on their basis shows that the consolidated crust of Eastern Ustyurt and Southern Aral region is clearly stratified with no regionally determined boundaries (including seismic ones). This situation can be explained by fluctuations of heat flow and geodeformation stress fields in time and space, as well as magmatic “underplating” from below (Hamrabayev 1993; Babadjanov et al. 1996). By analogies with the other regions of the world, we will see that in the zones of high tectonic stress the consolidated crust has increased reflective capacity (Kunin, Sheikh-Zade 1993). Using this diagnostic principle, three consolidated crust types can be distinguished in Eastern Ustyurt and Souther Aral region. First type of consolidated crust stands apart in Barsakelmes, Samskiy, Kosbulakskiy and Central - Aral Sea depressions which were formed upon the rigid massifs of ancient consolidation (Abidov et al. 1994; Babadjanov et al. 1984; Kunin 1975). It is characterized by a clear two-stage structure (Figure 2).

Type I consolidated crust Type II consolidated crust

Fig. 2. Subsurface seismic cross-section 05390488 (type I crust) (symbols are given in Figure 3).

The upper stage (with the thickness 8 - 14 kilometers) is “transparent” in seismic sections. He is expected to slightly affected by folded-disjunctive dislocations caused by brittle macro shear deformation and shock metamorphism in some fault zones. These zones are marked by diffraction points situated at depth to 15 20 kilometers and narrow subvertical zones lack of layering within the consolidated crust as well. It is assumed that these deformations occur under the influence of tectonic compression from the lower www.csjournal.ca

A.Abetov, G.Zhylkybayeva, T. Zhylkybayev / Canadian Scientific Journal 1 (2015)

Deep structure, seismic models, rheology and geodynamics of consolidated crust

stage, which is seismically stratified. There are no significant changes in shape and size of the upper stage and tectonic stress here significantly are relaxed. The upper, seismically “transparent” layer (with V fv – formation velocity = 5.8-6.3 км/с) has a tendency to reduce the thickness in the edge areas of the stable blocks (Vol’vovskiy 1991). The lower stage (Vvif= 6.45-7.12 км/с) is marked by high concentration of reflectors, starting from the depths of 16-24 km. In the interior of the stable blocks its thickness reduced to 7-10km (Vol’vovskiy 1991), preferably the type of bedding is subhorizontal (Figure 2), which indicates the existence of a threshold of tectonic deformation, that has not yet been overcome by tectonic stresses accumulated in it. In stable rock massifs, heat flow density is the lowest (30 to 45 MW/m2). According to various researchers, only 15-25% of it is accumulated in the sedimentary cover (Babadjanov et al. 1984; Volozh et al. 1981). The asthenosphere level here is very deep (up to 400 kilometers) and, according to Zavgorodnyaya (1988), has a low melting grade. Consequently, the isolation properties of the lithosphere these blocks prevent the normal circulation of the heat flows. In the outlying zones of stable massifs, the thickness of the lower stage highly is increased. Here, it is distinguished with high concentration of reflectors which form pockets/swarms/lenses/systems. Their appearance is obliged to significant concentrations of differentiated tectonic stress fields, which cause large-scale stripping, shears and streams of lower crust substrate under the influence of geodynamic pressure from tectonically mobile geological structurals - Central Ustyurt and Aktumsuk dislocation systems and Kuanysh-Koskala swell (Babadjanov et al. 2000). As result - in the marginal areas of the stable blocks extensively developed overthrust tectonic elements , listric faults, faults and cross-crust fault systems (Figure 2, 3). Summarizing the points mentioned above it can be assumed that the upper structural stage within the blocks with I type of consolidated crust until the depth of 15 - 20 km has a high viscosity and friability; and lack of seismic activity tells us about stagnation of active tectonic processes. Lower structural stage from depth of 15-20 km is mostly ductile. Viscosity reduction occurs under the influence of heat flow and falls on the Conrad discontinuity (K) level. Thus, in the blocks with I type МMЕС lowering viscosity determines its tectonic bedding and the different behavior of the lower stage of consolidated crust during movements and deformations of the crustal substrate. Second type of consolidated crust is characterized by layering on all it thickness by ensembles (wave packets) of sub-horizontal, sloping, hummocky, divergent/convergent, deformed and split boundaries (with large polygonal inclusions of seismically “transparent” structure, interpreted as intrusions (Figure 3) consequence of the lateral flow and increased mobility crustal substrate at all levels. This type of MMEC is confined to the blocks have been or are in a state of intra- platform tectogenesis and undergo active stretching or compression in the Phanerozoic era. Heat flow density here is increased (up to 70 MW/m2) according to Y. Zuyev (1986). The stretching process (the northern part of the Central Ustyurt system of dislocations) is identified by the appearance of divergent systems of listric faults and thickness reduction of consolidated crust. Listric faults start to flatten or traceable terminated close to Moho discontinuity (Figure 2). In addition, on Moho discontinuity the viscosity reduction is noted, which creates conditions for stripping of www.csjournal.ca

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Deep structure, seismic models, rheology and geodynamics of consolidated crust

some ophiolite sheets directly along that discontinuity. The intense serpentinization usually is observed at the level of Moho discontinuity (Hawkesworth 2010; Hamrabayev 1993). Compression processes (eastern periphery of Kuanysh - Koskala swell, Aktumsuk system of dislocations) is marked by a thickening of the MMEC up to 45km and by appearance of wedge-shape structures (Figure 3).

Fig. 3. Subsurface seismic cross-section 02890188 (type II crust)

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Deep structure, seismic models, rheology and geodynamics of consolidated crust

Thus, in the blocks with type II of MMEC continuous stratification is observed i.e. it can be assumed for the stripping and flowing of crustal substrate at all levels of the consolidated crust take place. Third type of consolidated crust is allocated in Sudochiy depression and in the southwestern part of Aral Sea depression. A large number of branched, intersecting faults, sloping borders and ACFS (across crust faults system) create a cell-block image for highly fragmented consolidated crust.

Fig. 4. Subsurface seismic cross-section 63880387 (type III crust) 1 - Reflective site. 2 - The reference reflectors. 3 - Intracrustal reflectors. 4 - Contours seismically stratified MMZK. 5 - Conrad discontinuity boundary. 6 - Rhyl discontinuity boundary.

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A.Abetov, G.Zhylkybayeva, T. Zhylkybayev / Canadian Scientific Journal 1 (2015)

Deep structure, seismic models, rheology and geodynamics of consolidated crust

Within each cell the lamination is arcuate shape or divergent. It is hypothesized that type III MMEC in pre- Jurassic time, and later, in the Neogene -Quaternary epoch of tectonic regime activation was swept by active rifting process, when it widely is appeared dynamical processes of reconsolidation and disintegration the consolidated crust (Aplonov et al. 2000; Babadjanov et al. 1995). Widespread the seismically transparent “windows” because of the heating and the repeated displacement of the mantle mass (ophiolite) (fig. 4). In the cells situated between those “windows” deformation processes at all levels take place under the conditions of increased crustal substrate ductility. Extremely hot heat flows have been detected within blocks with type III of the consolidated crust. Heat flow density exceeds 90 mW / m2 in places, with increased values (60-90 mW / m2) according to Y. Zuyev (1986). This goes to prove a significant heating of the earth’s crust and its possible partial thermal processing. Those zones are situated near the Ural-Oman lineament, which is considered to be a conductor for heat and mass transfer. Thus, convective heat flows stream demonstrate selectiveness and generally determine the tectonic mobility of the MMEC. At the conjunction of large tectonic elements of Eastern Ustyurt and Southwestern Aral region there are systems of dipping reflectors and deep diffraction points, which can be traced from the upper consolidated crust levels to TMZ (Moho Transition Zone) (Figure 3). Those systems are identified with listric faults on planes which the deformation and strength properties of rocks are experience rapid fluctuation. The length of such faults can reach 20-30 kilometers, and its dips varies over a wide range (from several degrees to 40-55 degrees). The mechanism of deformation and movement of large volumes of rock along listric faults is realized under the influence of tectonic and hydro-geodeformation stress. Analogous objects have been well studied in Rhine and Pripyat grabens and in the conjunction zone of Eastern - European platform with Ural Mountains, as well as various other regions (Kunin, Sheikh-Zade 1993). In some parts of the territory under consideration the consolidated crust is broken at full thickness by across crust faults system (ACFS), which are rooted deep in the mantle. ACFS width can exceed 10 kilometers. No correlation between ACFS occurrence and particular structure type has been established. ACFS are interpreted as either mylonitization zones or channels saturated with products of magmatism. For these «overpasses» products of magmatism can invade into the upper crust and sedimentosphere, a kind of geodynamic “asylum”. In this case, a mechanism of viscous inversion takes place; local mélange appears with accompanying hydrothermal and deformation processing of rocks. At the base of the consolidated crust there is specific and complicated construction Moho transition zone (MTZ). Its top (with VRV(refractor velocity)=7,7-7,8 km/s) can be clearly allocated only in stable blocks with type I of consolidated crust, where it occurs at depths of 34-38 kilometers [12]. In blocks with types II and III of consolidated crust it is established along angular displacement and high formation velocities (7.2-7.8 km/s). MTZ behavior is nonconformable to intra-crustal boundaries, and is associated with the genesis of magmatic stratum from below. However, Y.Volozh and Y.Akishev have a different opinion – they believe that MTZ origin is associated www.csjournal.ca

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Deep structure, seismic models, rheology and geodynamics of consolidated crust

with petrographic heterogeneity at the base of the consolidated crust. MTZ thickness significantly varies depending on the type of the consolidated crust. In blocks of type I it is rather stable (4-5 km). In type III of MMEC abnormally large MTZ thickness (10-12 km) was established. Generally, MTZ thickening matches by thinning of the consolidated crust and vice versa. Due to the thinning of MTZ in the consolidated crust there are additional heating and partial recrystallization of rocks under the influence coming from the mantle heated material. This situation can be observed in the northern part of Central Ustyurt dislocation system and in the western part of Kuanysh-Koska swell. Consequently, MTZ can be viewed as a screen blocking deep-lying thermal flows. Thus, the consolidated crust of Eastern Ustyurt and Southwestern Aral region is characterized by a complex combination of three its types, widespread listric faults and ACFS. All of those tell us about significant variation of geodynamic stress over time and space. In the context of the above mentioned quite reasonable looks assumption that the rheological layering of the crust is a prerequisite for its tectonic stratification. In this case, the formation of mass overthrust at different depths with their peeling in the consolidated crust, sedimentary cover and ISS get a logical explanation. Therefore, one can argue about the causal and spatiotemporal relations rheology of the consolidated crust and structural-rock formation composition of the overlying its sedimentary cover and ISS sets. Within geoblocks with MMEC type I the minimal disruption of ISS and the sedimentary cover caused by tectonics-magmatic dislocations is observed; there are weakly differentiated and non-intensive gravitational and geomagnetic anomalies; small amplitude of neotectonics movements, oil and gas shows, and hydrocarbons deposits explored in sedimentary sets of sedimentosphere (Figure 5).

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Deep structure, seismic models, rheology and geodynamics of consolidated crust

Fig. 5. Correlation between a type of consolidated crust and amount of oil and gas shows 1 - Type I consolidated crust. 2 - Type I with decreased thickness of a seismically â&#x20AC;&#x153;transparentâ&#x20AC;? layer 3 Type II consolidated crust. 4 - Type II consolidated crust. 5 - Regions of listric faults concentration. 6 - Oil and gas shows in pre-Jurassic rock complexes. I-VI: Depressions: I. Sam. II. Kosbulak. III. Barsakelmes. IV. Sudochiy. V. Assakeaudan. VI. Aktumsuk. VII. Central Ustyurt dislocation system. VIII. KuanyshKoskalin arch.

In geoblocks with MMEC type II strength of the gravitational and magnetic anomalies reaches anomalously high values. Increased positive neotectonics movements here are accompanied by deformation and reduction of ISS and the sedimentary cover by tectonic - magmatic and fault dislocations. No oil and gas shows have been explored here. The blocks with type III of consolidated crust characterized by minimums in gravitational and magnetic fields (complicated by insignificant maximum), intensive subsidence in the Neogene-Quaternary time and increasing thickness of the Mesozoic sediments. Here are also fixed increase in thickness of all ISS stratons www.csjournal.ca

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Deep structure, seismic models, rheology and geodynamics of consolidated crust

up to 8 km, characterized by sloping bedding [9]. Apparently, in these geoblocks inherited subsidence occurred and they should be treated as historical depocenter. Numerous oil and gas shows, large and medium-sized gas and oil fields have been explored in the Jurassic deposits of those geoblocks. It is hypothesized that MMEC with type III had undergone active rift genesis during the pre-Jurassic, when the processes of dynamic reconsolidation were widespread. Oil bearing potential of ISS sediments remains to be seen.

4. Conclusions 1. Consolidated crust of Eastern Ustyurt and Southwest Aral region stands out as multi-layered stratum, within which there is no stable regional borders. 2. The structure of the consolidated crust in these regions determine and generate by the heat flows and fluctuations of geodeformation stress fields in time and space. 3. There are three types of consolidated crust to varying degrees affected by fold- disjunctive dislocations, which are realized through macro shear deformation and shock metamorphism in the fault zones. 4. Rheological and tectonic layering of the crust cause large-scale disruptions, shears and crustal substrate displacement on the different levels of depths.under the influence of geodynamic stress and convective heat fluxes streams from tectonically mobile geostructures. 5. Deformation-stress state of the consolidated crust defines and controls the characteristics of geological evolution, the structural and formation appearance of the sedimentary cover and the intermediate structural stage, as well as the potential of its oil and gas bearing. 6. Deformation-stress state of the consolidated crust is recommended to be considered as the decisive criterion for petroleum-zonation, the results of which should be regarded when planning oil and gas exploration.

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A.Abetov, G.Zhylkybayeva, T. Zhylkybayev / Canadian Scientific Journal 1 (2015)

Deep structure, seismic models, rheology and geodynamics of consolidated crust

References 1.

Abidov A, Abetov A, Kirshin A. About deep structure of southern Turan platform and adjacent regions –Tashkent, DAN RUz, 1994, №5, 47-40.

Aplonov S, Keller M, Lebedev B. (2000). How much oil is left in the depths of the earth of Russian - Nature, № 7, 39-62.

Babadjanov T, Kunin N, Luck-Zilberman V. (1984). Structure and petroleum potencial of deeply embedded systems of Central Asia from geophysical data - Fan, Tashkent, 185.

Babadjanov T, Rzaeva V, Rzayev M, Sheikh-Zade E. (1991). The method of the deep reflected waves in the study of the earth’s crust of Eastern Ustyurt - M.: Native geology, №3, 56-63.

Babadjanov T, Rzaeva V, Sheikh-Zade E. (1989). Deep geological structure of the crust beneath the Aral Sea - M .: Soviet Geology, №1, 80-85.

Babadjanov T, Abetov A, Rzaeva V. (1994). The main levels of deformation stress in the consolidated crust for platform areas of Western and North-Western Uzbekistan (Bukhara-Khiva region, East Ustyurt) - Abstracts of the 1t int. workshop by stress in the lithosphere. M., IGIRGI, 1-2.

Babadjanov T, Rubo V, Abetov A, Rzaeva V. (1995). Analysis of complex intermediate structural stage of the Eastern Ustyurt (based on seismic data) - Tashkent, FAN, Uzb.Geol.Journ., №1, 59-63.

Babadjanov T, Abetov A, Rubo V, Rzaeva V, (1996). Geodynamics model of consolidated crust of south part of East UstyurtTashkent, FAN, Geol.Journ., №6, 3-9.

Babadjanov T, Abetov A, Kirshin A. (2000). Geodynamics of consolidated crust of Aral-Ustyurt region and associated with it oil and gas potential of the lower stratons of sedimentosphere - Tashkent, Republican Scientific and technical Conference “Geodynamic basis of forecasting oil and gas potential of mineral resources”, 8-11.

10. Volozh Y, Pilifosov V, Sapozhnikov R. (1981). Tectonics of the Turan plate and the Caspian Depression on the results of geophysical research – “The problems of the tectonics of Kazakhstan, 170-178. 11. Hawkesworth C. (2010). The generation and evolution of the continental crust - Journal of the Geological Society, 167 (2):229. 12. Vol’vovskiy V. (1991). Pprobable models of the largest geostructures of Central Asia-M. Science, 200. 13. Kunin N. Intermediate structural stage of Turan platform – M., Nedra, 1975, 272p. 14. Kunin N, Sheikh-Zade E. (1993). Studies of the lithosphere with subcritical reflected waves - Science, Moscow, 224. 15. Leonov M. (1993). Internal mobility foundation and tectogenesis of activated platforms - M, Geotectonics, , №5, 4-15. 16. Leonov Y. (1993). Tectonic criteria for the interpretation of seismic reflectors in the lower crust of continents - M. Getectonics, №5, 16-29. 17. Podurushin V. (2010). About the formation of marginal basins under the influence of geodynamic waves - Gas Sciences News, № 2 (5), 280-287. 18. Hamrabayev I. (1993). The nature of the Moho in Central Asia - Tashkent, DAN RUz, №8, 44-48.

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Canadian Scientific Journal 1 (2015)

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The peculiarities of block-modular approach to teaching biology at secondary school Vardanyan Zaruhi*, Gevorgyan Anush, Bayramyan Lilia, Muradyan Armine Vanadzor State University, Vanadzor, Republic of Armenia ARTICLE INFO

Article history: Received 12 March 2015 Received in revised form 1 April 2015 Accepted 4 May 2015

Keywords: Lesson Block-modular teaching Unassisted work Teaching element Pedagogical technologies

ABSTR AC T

The essence of the modular teaching consists in independent achievement of a specific educational-cognitive goal by a pupil in the course of work. A module is an educational program, individualized by the content, teaching methods, level of independence and rate of the educational-cognitive activity. As one of the productive pedagogymethodological techniques the block/modular teaching, considering individual abilities of pupils, contributes to improvement of the educational process. To use the blockmodular teaching, a teacher should first group the study material into integral, logically bracketed, complete blocks, comprising 3-6 lessons each. The methodology of the block study of the material has its advantages as compared to traditional methods: the key points are clearly defined in the study material and are subject to multiple processing; the material is divided into large blocks, which make it possible to consider the material being studied as a whole entity; new material is discussed at all lessons; pupils come to knowledge solely in the course of the lesson, through unassisted work with a book; a task for self-work can be separated; various types of knowledge testing are combined, providing for a pupilâ&#x20AC;&#x2122;s grade assessment in all topics; homework is minimized; availability of standardized lessons within a block allows improving the methodology of their conduct. ÂŠ 2015 Canadian Scientific Journal. All Rights reserved

1. Introduction The evolution of the block method of education is block-modular teaching. The essence of the modular teaching consists in independent achievement of a specific educational-cognitive goal by a pupil in the course of work. A module is an active unit, combining a goal plan of activity, education content, and skills aimed at perception of this content. A module is an educational program, individualized by the content, teaching methods, level of independence, rate of the educational-cognitive activity (Vartanyan et al. 2014).

* Corresponding author at: Â Vanadzor State University, Tigran Mets 36, Vanadzor, Republic of Armenia.

E-mail addresses: zaruhy.vartanyan@mail.ru (Z. Vardanyan), anrulega@mail.ru (A. Gevorgyan), liliabayramyan@mail.ru (L. Bayramyan), astar@mail.ru (A. Muradyan) www.csjournal.ca

Z. Vardanyan, A. Gevorgyan, L. Bayramyan, A. Muradyan / Canadian Scientific Journal 1 (2015)

The peculiarities of block-modular approach to teaching biology at secondary school

To use the block-modular teaching, a teacher should first group the study material into integral, logically bracketed, complete blocks, comprising 3-6 lessons each. The block-modular teaching, one of the productive pedagogymethodological techniques, which, considering individual abilities of pupils, contributes to improvement of the educational process. Determination of differentiated tasks inside a module enables pupils with different abilities to fully reveal the level of their preparedness. Depending on the logical structure and the lesson volume, it can consist of two or three blocks. It is assumed that three types of lessons are grouped in each block: •

General teaching lesson

•

Self-instruction lesson

•

Systematization and generalization lesson (Konyushko et al. 2004).

The general teaching lesson, depending on age and individual features, can have a form of a school lecture, conversation or narration. During the lesson, the teacher explains the entire volume of the study material, included in the block, in a generalized and brief manner. Such lesson consists of three parts: - introduction, duration of 5-7 minutes, - main part, duration of 30 minutes, - conclusive part - 7 minutes (Konyushko et al. 2004). In the introduction, the teacher presents the estimated plan of the material being studied, laying emphasis on major items of the topic content. Further, the teacher explains the main content (essence) of the material being studied and attempts to establish a connection between the materials being studied and studied earlier. At the end of the lesson, he/she summarizes the material presented and dictates the main and basic issues and concepts to be put down in biology notebooks (Gyulazyan et al. 2009; Krupenin et al. 1995; Konyushko et al. 2004). It turns out that the teacher addresses the main, basic issues of the material being studies three times within one lesson. At the end of the lesson, the teacher dictates a list of required literature to the pupils, including the school textbook (Konyushko et al. 2004). After this lesson, the teacher conducts several lessons of self-instruction, at which pupils, using a tutorial, develop that portion of the material, of which they got general information. The pupil also does several sums, aiding in reinforcement of the knowledge gained. According to the information presented by several authors, a self-instruction lesson, in its turn, can consist of three parts: •

introduction – up to 7 minutes,

•

instruction – up to 25 minutes,

•

testing - 12-15 minutes (Konyushko et al. 2004). In the introduction to self-instruction, the teacher introduces the program of work to schoolchildren and holds consultation in case of need. The introductory part of the lesson is working with a tutorial or a book. The teacher supervises the work in accordance with the pre-developed program, including elements of diverse complexity: ”А”.”B”,”C”. Task ”А” of the program has a reproductive nature. While fulfilling it, pupils get the level of knowledge, which enables them to reproduce the study material. Such task should be available for all pupils in the class, as it allows acquiring knowledge about the main portion of the material content. During this www.csjournal.ca

Z. Vardanyan, A. Gevorgyan, L. Bayramyan, A. Muradyan / Canadian Scientific Journal 1 (2015)

The peculiarities of block-modular approach to teaching biology at secondary school

part of the lesson, pupils answer the questions ”What?”, ”Where?’’, “How many (much)?” Part ”B” of the task is half-search in its nature. It implies a more profound and well-thought development of the material being studies. This art of the task should be available for more than half of pupils in the class. During this part of the lesson, pupils answer the questions “Why?’’, “How?’’. Implementation of the third part ”C” of the task makes it possible to reveal creative capabilities of the pupils, apply the knowledge obtained. In this part of the lesson, the teacher asks questions of different complexity. The pupil chooses a question, an answer to which he is able and wish to give. For group work, he/she can consult the group members, and for individual work, he/she consults the teacher. The tasks should be chosen so that the tutorial had no specific answers to the questions, but, at the same time, the tutorial should contain the materials, which will help to formulate the answer. The block ends with a systematization and generalization lesson. It is deemed a thematic credit, during which all the knowledge acquired in this block is tested. This lesson consists of two parts: - instruction – up to 15 minutes, - testing – up to 30 minutes. During the first part of the lesson, the pupils, assisted by the teacher, review questions of the topic, and during the second part – give written answers to a number of questions, solve biological problems. Unlike the self-instruction lesson, in this case the teacher asks the similar questions to all pupils, which help to implement the topical testing of the knowledge acquired. Below is the system of lessons for Form 5, topic “Flower” (Table 1), and Form 9, topic “Blood and Lymph Circulation” in the subject of biology (Table 2) (Sisakyan et al. 1999; Amiryan et al. 2014) .

Table 1. Lesson system of topic “Flower”

Topic and number of the lesson

Lesson type

Block 1 1. Flower formation 2. Unisexual, bisexual, nonsexual flowers. Monoecious, dioecious plants. Actinomorphic and zygomorphic flowers. 3. Inflorescences. Their biological value.

Lesson of general topic teaching; Self-instruction lesson; Practical work; Self-instruction lesson;

Block 2 4. Pollination 5. Double fertilization of flowering plants

Lesson of general topic teaching; Self-instruction lesson; Practical work; Self-instruction lesson; Systematization and generalization lesson.

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Z. Vardanyan, A. Gevorgyan, L. Bayramyan, A. Muradyan / Canadian Scientific Journal 1 (2015)

The peculiarities of block-modular approach to teaching biology at secondary school

Table 2. Lesson system of topic “Cardiovascular System. Blood and Lymph Circulation”11

Topic and number of the lesson

Lesson type

Block 1 1. Blood and Lymph Circulation 2. Blood flow in vessels 3. Measuring blood flow rate in vessels

Lesson of general topic teaching; Self-instruction lesson; Practical work;

Block 2 4. Blood pressure 5. Cardiovascular system hygiene 6. Assessment of cardiovascular system activity 7. First aid at bleedings and cardiovascular diseases

Lesson of general topic teaching; Self-instruction lesson; Practical work; Systematization and generalization lesson.

In the course of the block-modular teaching, the teacher’s subsequent steps are as follows: 1. First, to single out the main scientific concepts of the subject. For example, the main concepts of biology in Form 9 are: main human tissues, organs-systems, their anatomical organization and specific features of physiological functioning, nerve and humoral regulation, diseases. 2. The content of the study material around these concepts should be divided into logically bracketed blocks. Each block has its inherent complex didactic goal (CDG). 3. 3. One or several modules are formed in each block. Each module has its integrated didactic goal (IDG). The IDG provision leads to the complex didactic goal (CDG). 4. Several study elements (SE) are singled out inside each module, which may correspond to the lesson phases. A specific didactic goal (SDG) corresponds to each study element. Each study element is a step to achievement of the integrated goal of the lesson (Scheme 1). Scheme 1. Block-modular program structure (Konyushko et al. 2004) .

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Z. Vardanyan, A. Gevorgyan, L. Bayramyan, A. Muradyan / Canadian Scientific Journal 1 (2015)

The peculiarities of block-modular approach to teaching biology at secondary school

The module structure includes: 1. a cognitive task, which is the goal of the module study. 2. biological content, selected in accordance with the goal. 3. methodological instructive regulations, which should be observed in order to achieve the goal. 4. information about teaching aids. 5. generalizing element, comprised of a conclusion, key words etc. 6. any testing type. 7. homework content during the lesson. The modules shall be introduced in the academic activity step-by-step. One should start from separate modules, which will show efficiency of their introduction. The transfer to the block-modular teaching is connected with certain conditions: a teacher’s preparedness to teach material in large blocks, pupils’ preparedness for independent educational-cognitive activity, scientific-technical facilities of the school (Vartanyan et al. 2014) . The methodology of the block study of the material has its advantages as compared to traditional methods: - the key points are clearly defined in the study material and are subject to multiple processing, - the material is divided into large blocks, which make it possible to consider the material being studied as a whole entity, - new material is discussed at all lessons, - pupils come to knowledge solely in the course of the lesson, through unassisted work with a book, - a task for self-work can be separated, - various types of knowledge testing are combined, providing for a pupil’s grade assessment in all topics, - homework is minimized, - availability of standardized lessons within a block allows improving the methodology of their conduct.

References 1.

Amiryan S, Gevorgyan E, Danielyan F, Yesayan A, Oganisyan N (2014 )Human. Biology. Form 8, Publishing House “Asthik”, Yerevan.

Krupenin A, Krokhina I (1995) ”Effective Teacher”, Rostov-na-Donu

Gyulazyan V, Arushanyan L, Gasparyan M (2009) ‘’Notebook – Teacher’s Guide. Plan for a day, plan for a lesson“ (in Armenian), Yerevan

Konyushko V, Pavlyuchenko S, Chubaro S (2004) ”Biology Teaching Methods” (in Russian), Minsk

Sisakyan S, Tangamyan T, Gasparyan A (1999) Plants. Biology. Textbook for form 5 of schools of general education, Publishing House “Areresum”- Ani Yerevan

Vartanyan Z, Gevorgyan A, Petrosyan A, Muradyan A (2014) “Modular Approach to Teaching Biology”; III international-scientific conference, Computing/Informatics, Education Sciences, Teacher Education; Book of abstracts, Batumi, Georgia, 17-19 October; 2014

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Canadian Scientific Journal 1 (2015)

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Project method in language learning: Methodology aspects and humanistic approach Lytvyna Iuliia* Zaporizhyzhya National University, Melitopol, Ukraine ARTICLE INFO

Article history: Received 1 March 2015 Received in revised form 14 March 2015 Accepted 15 May 2015

Keywords: Cognitive activity Humanistic approach Project method

ABSTR AC T

The article canvases the methodology aspects of the project method in language learning. It is justified that project technology is one of actual technology encouraging the usage of the gained knowledge and it also ensures the development of studentsâ&#x20AC;&#x2122; cognitive activity, reveals their creative potential and help overcoming communication problems. On the basis of project methodology the system of tasks can be introduced into language learning process and carried out by four stages. Moreover, this method reflects the main principles of humanistic approach in teaching as it transfers from the teacher-centered approach to the student-centered one. The emphasis is made on interaction of participants for goal achievement, taking into account personality needs and peculiarities and experience of students. Some project activities and tasks for language learning are presented.

Project technology

Student-centered approach

1. Introduction New values and orientations of education as well as today achievements of science are determining the choice of teaching methods. Teachers prefer active and interactive pedagogical technologies. Projecting technology encourages the development of creative capabilities of a personality taking into account the individual peculiarities of learning process and communication participants, promotes the search of efficient approaches to foreign language teaching. This technology is problem solving of some problem by a student or a group of students. It demands the usage of various methods, facilities of learning and the integration of knowledge, skills from different branches of science, techniques and creativity.

* Corresponding author at: Zaporizhyzhya National University, Kirova St.160A, Melitopol, Ukraine, 72319. Tel.+380074486015

E-mail addresses: yulitv@mail.ru (Iu. Lytvyna) www.csjournal.ca

Iu. Lytvyna / Canadian Scientific Journal 1 (2015)

Project method in language learning: Methodology aspects and humanistic approach

2. Analysis of recent research

Today the project methodology is being studied by foreign and country’s scholars (I. Bim, I. Zymnya, O. Moisyeyeva, E. Polat, T. Sakharova, I. Chechel, L. Fried-Booth, T. Hutchinson, D. Phillips and others). According to numerous researches it was established that project activity is an important component of efficient teaching system and it is non-standard, non-traditional way of learning process organization via active action means (planning, forecasting, analysis, synthesis) aimed at personality-centered approach fulfillment. As a new pedagogical personality-centered technology the project methodology reflects the main principles of humanistic approach in education (Conole 2005).

3. Statement of research objectives

The objectives of the article are analyzing the theoretical-methodological foundations, practice peculiarities of the project method usage, revealing its humanistic potential and determination of method forms and means in teaching foreign languages.

4. Results The project method is a system of teaching when pupils gain knowledge and skills during planning and carrying out proper tasks which are getting more difficult gradually. It is a complex of search, research, graphic and other kinds of works carried out for the purpose of practical and theoretical solution of important problem (Podobedova 2004). This method appeared in the 20s of last century in the USA. It was also called “the method of problems” developing within humanistic direction in philosophy and education, in pedagogical thoughts of John Dewey. His follower William Kilpatrick developed “project system of teaching”. But they were too fond of this method, as a result it did a lot of harm to the traditional system of education and teachers were disappointed with this method. Nowadays the method has been reinterpreted and it is having “the revival”. Today the project methodology is being studied by foreign and country’s scholars (I. Bim, I. Zymnya, O. Moisyeyeva, E. Polat, T. Sakharova, I. Chechel, L. Fried-Booth, T. Hutchinson, D. Phillips and others). According to numerous researches it was established that project activity is an important component of efficient teaching system and it is non-standard, non-traditional way of learning process organization via active action means (planning, forecasting, analysis, synthesis) aimed at personality-centered approach fulfillment. As a new pedagogical personality-centered technology the project methodology reflects the main principles of humanistic approach in education (Conole 2005). The main goal of this technology is creating conditions for active joint learning activity of students in different learning situations. There each one is responsible not only for his own work result but for the whole team’s work result. The project method allows transferring lessons into a discussion or research club with www.csjournal.ca

Iu. Lytvyna / Canadian Scientific Journal 1 (2015)

Project method in language learning: Methodology aspects and humanistic approach

solving interesting and practically significant problems. It can be applied both at lessons and long-term activity. It ensures the development of student’s cognitive activity encouraged by problem conflict of the known and unknown (Godovanets 2014). Its aim is the learning and understanding process activization as well as mastering new lexicological units, making learning within all students’ capacities due to their participation in different projects. In its basis there is development of students’ cognitive activity, skills of unassisted knowledge constructing and orientation in the information space, critical thinking development. It is always oriented to student’s self-directed work (individual, group or pair) during a certain time. This method can be combined with group approach to education. It includes the combination of research, search, problem methods that are creative by definition. Project technologies have some advantages: •

simultaneous integrating self-directed and group activity, opportunity for fulfillment, team work;

•

fulfillment of age needs in independent practical activity;

•

result assessment and their social importance;

•

opportunity to see the own activity results;

•

opportunity to use modern technologies by students and teachers during their project work;

•

usage of the world network Internet;

•

usage of various interaction forms for fulfillment of the pedagogy of cooperation on practice;

•

education globalization process aimed at the certain result;

•

opportunity for the real long-term integration;

•

new opportunities for informal control over learner’s achievement level (Kademia 2013).

E. Polat presented the modern typology of project works according to dominating activity kind: research, creative, role-gaming, informative, practice-oriented projects; according to project coordination character: with open, obvious or hidden coordination; by contact character: internal, regional, international; according to project participant number: personal, pair, group; according to duration: short-term and long-term (Polat). We have to mention that the project method is considered to be the technology of activity-oriented approach fulfillment. In its basis there is a system of linguistic communicative tasks which comprises the structure of research activity of students’ projecting. Emphasis transfer in teaching from the teacher-centered approach to the student-centered one as well as awareness of the necessity of student efforts’ support have led to new challenges for a teacher. Awareness rise concerning the self-managed learning will stimulate students to become more independent in their learning. One of the main reasons of this is that “learning can be more efficient when pupils are active during the learning process taking responsibility for their study and making decisions connected with this” (Podobedova 2004). In particular, for mixed-ability groups the students’ independence encouraging in language learning can ensure meeting different needs, expectations and competence gaining by some individual pupils. The need in language learning independence development could be considered as the impulse for long-life learning where each personality makes sensible decisions on their further study direction (Conole 2005). For example, with the purpose of foreign language curriculum mastering the carrying out the project-modules www.csjournal.ca

Iu. Lytvyna / Canadian Scientific Journal 1 (2015)

Project method in language learning: Methodology aspects and humanistic approach

“Country study”, “Business course” requires from students some skills in searching proper information, making a project with conclusions and their personal opinions on the selected topic. This helps to develop communicative competence, independence and activeness of pupils during language communication. On the basis of project methodology the system of exercises for foreign language teaching is implemented by four stages and it has the following groups of exercises. Planning stage is for project planning and forming lexical, grammar, intonation skills of speech. Implementation stage is for developing the skills of listening, reading, writing and speaking, organizing writing data search, filling in application forms, teaching the interview planning and carrying out, arranging the survey making and teaching the report writing. Presentation stage is for teaching the oral presenting projects and arranging the project presenting. Final stage is for control over the formed language skills of speaking, listening, reading and writing and for the project assessment (Godovanets 2014). The examples of project activity can be leaflets designing for new students including articles on various courses or subjects, accommodation description, advice on problem avoidance as well as proposals on entertainment and relaxation. For writing skills development a diary can be proposed; all students have to write at least 400 words per week then submit to a teacher for checking and provide a reviewed and corrected version of a diary at the end of the term. Students may write about anything they want; the majority writes about everyday life, their thoughts, feelings and problems, but some include their own stories and poems. Another option to a diary is an online blog with less volume but more updates. While performing projects, such as scientific questionnaires, two or more students can be involved. After choosing the theme they gather information from various sources via personal interviews or forms. It is necessary to present a written or an oral report including the following information: •

Introduction: reasons for questionnaires (surveys), what they expected to learn.

•

Procedure: Where, when, how, from whom these data were collected.

•

Results: Generalization of the data and information taken from different sources and also questionnaires’ results.

•

Discussion: results’ interpretation and feedback.

These kinds of projects can help students realize their creative abilities and overcome some communication problems. For extra-curricular activity pupils can be proposed a project connected with school TV, website development and Drama clubs. In project methodology student also use illustration means, such drawings, collages, plans, maps, diagrams, grids etc. So the communication skills are supported by a variety of means to transfer one or another kind of information. As this method encourages the learning process individualization, search of optimal combination of theory and practice, students’ knowledge and skills actualization, it applies all the best ideas of traditional and modern methodologies in teaching foreign languages: •

the variety is represented by variety of themes, text and tasks types;

•

the range of reference when foreign language is used for performing the tasks characterized by the novelty;

•

learning with enjoyment which means providing students with opportunities to speak about things interesting for them; www.csjournal.ca

Iu. Lytvyna / Canadian Scientific Journal 1 (2015)

Project method in language learning: Methodology aspects and humanistic approach

•

demonstrating their creative approach in designing and presenting a project.

We believe that project technologies can be easily integrated into any learning situation since topics and types can be changed according to age, interests, input data and competence level of students. It does not matter how stimulating and rich the learning environment and different activities are, most students are unlikely to learn all the necessary things to achieve success in a class having time limits.

Conclusions

Thus, project method makes possible to individualize the learning process, demonstrate student’s independence in planning, organization and control of his activity. The application of project methodology at lessons ensures the support of permanent interest to foreign language learning, deepen and systemize students’ knowledge on studied themes. Teachers have to provide students with more opportunities for their knowledge and skills application while interacting with peers. The emphasis should be made on interaction of participants for goal achievement, taking into account personality needs and peculiarities and experience of students. However, it is important to respect the rights and interests of students as personalities concerning their way of learning. Involving students in project making is one of the ways which will help them gaining some confidence in their ability to manage their own learning and become independent.

References 1.

Conole, G., Littlejohn, A., Falconer, I. and Jeffery, A. (2005) Pedagogical review of learning activities and use cases, LADIE project report, JISC; August 2005.

Godovanets, N. Project method in foreign language learning. Scientific herald of Uzhgorod National University, 2014 (31).

Kademia, Yu. Usage of Teaching Interaction Technologies. Scientific-practical journal ‘Theory and Practice of Social System Management’, 2013 (3).

Podobedova, T., (2004). Projecting as a pedagogical phenomenon: methodology and theory aspects, Humanitarian sciences; 2004 (1).

Polat, E. Project method at foreign language lessons [on-line access]: http://wiki.kspu.kr.ua/index.php/%E2%80%9E%D0%9C% D0%B5%D1%82%D0%BE%D0%B4_%D0%BF%D1%80%D0%BE%D0%B5%D0%BA%D1%82%D0%BE%D0%B2%E2%80% 9D_%D0%A1%D1%82%D0%B0%D1%82%D1%82%D1%8F,_%D0%B0%D0%B2%D1%82%D0%BE%D1%80_%D0%9F%D0 %BE%D0%BB%D0%B0%D1%82_%D0%84.%D0%A1.

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Canadian Scientific Journal 1 (2015)

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Conceptual foundations of dialogue idea implementation into cultural-educational space Troitska Olena* Institute of Philosophy Education and Science, National Pedagogical Dragomanova University, Kyiv, Ukraine ARTICLE INFO

Article history: Received 23 March 2015 Received in revised form 14 May 2015 Accepted 20 May 2015

Keywords: Cultural-educational space Dialogue Philosophical dialogue Polycultural education

ABSTR AC T

In the article the dialogue importance is reinterpreted for the search of people’s uniting ways, in particular the student youth as a representative of the certain culture in the polycultural society. As an adequate condition of the solved tasks we can choose cultural-educational space which consolidates functionally the efforts of cultural development of both learners and cultural-educational institutions. The dialogue is presented as a way of the world comprehension, the basis for its changing, and the philosophical dialogue is a mechanism of sense creativity and axiology. In this meaning the dialogue is able to turn the worldview represented by different languages into the unity of variety and comprehend it conceptually. Dialogueness as a natural quality of a person is not a biological phenomenon. This fact requires the purposeful process of teaching to dialogue and finding consensus in contradictive people’s relations and all the life. The experimental researches have justified the importance of reasonable correlation of internal and external control in people’s life.

Universals

Worldview

1. Introduction The modern interdependent world is representing the unity and entirety in anxiety with problems of survival and development, in manifestations of culture pluralism and different ways of problem solving; it often appears to be unstable and vulnerable. Boundaries, language barriers overcoming, people mobility, especially the student youth, contribute into people rapprochement for unity task solving as well as “nonunderstanding zone” appearance. The peace keeping concern actualizes the theoretical comprehension of opportunities of those who study and actively interact with other value supporters to expand their own cultural-educational space before accepting the slogan “There are lots of languages and cultures but the world is one”. * Corresponding author at: Institute of Philosophy Education and Science, National Pedagogical Dragomanova University. 9, Pirogova St., Kyiv, 01601, Ukraine. Tel.: +38 044 235-45-58

E-mail addresses: troizka@ukr.net (O. Troitska) www.csjournal.ca

O. Troitska / Canadian Scientific Journal 1 (2015)

Conceptual foundations of dialogue idea implementation into cultural-educational space

As many researchers point out, the creation of cultural-educational space in the society provides an opportunity for Homo sapiens to become Homo culturus in conditions where “meeting of an educator and a learner” takes place (V. Slobodchikov). The unique “application” of such universal could be culturaleducational space. Moreover, it is impossible to find more optimal conditions for intercultural dialogue and cultural growth of a man than the approbation of socio-cultural competences, fulfillment of personality ambitions and capabilities in the many-sided pluralistic environment.

2. Objectives Nowadays, there is no sense of speaking about the dialogue necessity which is a way of spiritual enrichment of its participants. Not coincidentally one of the authors of collective monograph “Dialogue sub specie ethicae” V. Malakhov writes as follows: “This century is often said to become the century of dialogue. I add: in order not to become the beginning of the era of great silence” (Darenskyi 2011). The world-known founders of dialogue are M. Buber, M. Bakhtin, P. Freire, H.-G. Gadamer, J. Habermas, L. Vygotsky, L. Wittgenstein and other discovered its great capabilities for helping a man to percept the objective value of “the own one”, comprehend its originality more profoundly (by the way of comparison), discover new features in development functioning and forecasting. They have proved that dialogue increases the volume of comprehended values which are accepted anyhow (even at the level of presumption), change the character of life perception which becomes farsighted and pluralistic. It is able to prevent the culture degradation, its aloofness and isolation as well as discover “the new worlds” of humanity. Education dialogueness found the serious reflexion in the works of V. Bibler, N. Burbules, G. Giro and other researchers. At the same time the dialogue is not fully-scaled included as a way of learning and comprehension of the world and its changing by a human who is studying “right here, right now” into either purposes, content or organization-management technologies of education and upbringing. The theoretical grounding of this problem solution, in particular in the sphere of pedagogy methodology could become the constructive basis of the whole way of man’s living dialogueness. The article aim is to determine the philosophical-educational analysis of conceptual foundations of dialogue idea implementation into culturaleducational space of Homo educandus.

3. Methods The research methods of philosophical analytics, theoretical reconstruction, interdisciplinary synthesis, phenomenological approach, content-analysis and reinterpretation have made the results and conclusions possible.

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O. Troitska / Canadian Scientific Journal 1 (2015)

Conceptual foundations of dialogue idea implementation into cultural-educational space

4. Results The standpoint of E. Bondarevskaya can be accepted as the point of reference in the research. She has determined the complex of tasks being solved in cultural-educational space specifying Homo educandus as its main subject. Among the tasks there are internalization of universal human values; mastering of the man living main spheres by children humanizing a personality and people’s relations; acquisition of material and spiritual values of human and national culture; forming civil behavior experience; accumulating experience of living the emotion-filled situations of human behavior; mastering situations of real responsibility, independency by children; self-education and self-assessment (Bondarevskaya 2010). Undoubtedly, age peculiarities of cultural-educational space subjects influence the process of objective definition, content and forms of approbation of the gained senses, knowledge, skills and behavior existentials in the cultural-educational space. But we think that the system parameters and indicators will differ considerably only by qualitative measurements. So, if we mean a future specialist, a today’s student, then the institualization of educational sphere will be represented by rather different socio-cultural structures (university, institute, academy, college and others). Among professional competences and dialogue strategies of personal growth are of great importance for adults. Thus, the level of solved socialcultural tasks, life competence mastering, will also differ beyond measure by form and volume. Within our scientific interest the last aspect draws the attention at least by several reasons. These reasons are connected with the dialogue functionality. Firstly, it is as a way of the world perception; secondly, it is as a way of its reconstruction and creation “the new” one; thirdly, it is an irreplaceable mechanism of contradiction solution, conflict and violence elimination in the communicative sphere of people; fourthly, it is as fulfillment of his natural quality, the dialogueness, by a man. Filling the cultural-educational space with life senses of a learner transforms it into the cultural-educational space and brings educational institutions to direct participants of cultural-educational process providing them with opportunity to become subjects. The choice of full, many-sided, harmonic perfection of man takes an important place in his life. However, the student youth prefer not to talk about it. Their need in dialogue is discovered as a way of people interaction and comprehension of the world mysteries together with other people. It is known that dialogue reveals the complex of contradictions for the objective world as well as its various perceptions. In this context it has to be so constructive that it could be able to carry out the process of contradiction “removal” including in the harmonizing of young people’s ambitions in life with objectively determined laws and moraleethical principles, norms of the people life activity. In its turn, this allows dialogueness to be implemented as learning the common human interaction rules of representatives of various cultures, subcultures and countercultures. In this context the dialogueness of the man’s cultural development and many other things depend on the levels of a personality development. We refer to these the following: the value-worldview one is accepting the culture pluralism and their meaning; the gnostic one is comprehension of value mechanisms of the own culture making and keeping, respect and learning the other cultures, subcultures, countercultures etc.; the operation-activity one is strategy and tactics determination of man behavior and art of dialogue with other people, informal interlocutors (God, Court of Honor etc.); Analytical-effective one or reflexive-assessing one www.csjournal.ca

O. Troitska / Canadian Scientific Journal 1 (2015)

Conceptual foundations of dialogue idea implementation into cultural-educational space

is analyzing the results of development, working-out the schemes of development, self-development and making programs of spiritual-practical comprehension of the world. In difficult overlapping of axiological moments of “everyday awareness” “everyday philosophy”, terminological systems of scientific language, philosophical categories the capabilities of a man for the world comprehension and himself realization are considered variously and controversially. Thus, it is almost impossible to speak about the unity. Taking into account the importance of a language due to which a man was improving himself and became more Homo sapiens, it should be mentioned that the knowledge of many languages increases numerously the opportunities for full-fledges development for all interlocutors and fulfill the potential of each one. However, a lot of languages create the adherence to pluralism of the worldviews where it is shown ether kind or angry, ether fair or unfair. In fact, it is the one we “open” it in our thinking via the language. The own worldview corresponds to each nation, each personality in one or another context and situation details. Within this framework Martin Heidegger is right having said: “The worldview…means not the view that the world reflects but the world perceived as a view” (Heidegger 1993). The worldview diversity determined by an individual way of the world perception, interpretation and change by a man could be presented in dialogue in a completely different way. It is possible if the dialogue is explicated to those problems which are controversial the most common for representatives of different cultures, ages, countries etc. From all humanitarian sciences, first of all, philosophy and logics, we recognize the culture universals which are becoming the basis for the world comprehension, its change and adaptation to the man’s world. On the one hand, they orientate a man in choosing the life strategies; on the other hand, the intelligence greatly unites language images into the whole worldview. The really fragile and interdependent world could be united due to the dialogue; and universals are most worth the dialogue in this context. They are as follows: universals of the objective range, such as peace, development, cause, entirety etc.; ones of the subjective range, such as a man, happiness, dignity, justice etc.; ones of the subjective-objective range, such as perception, truth, activity, interaction etc. As it comes to all logical operation application, these common human principles, so the quote by Robert Zend: “People have one thing in common; they are all different” will require obligatory supplement. This supplement will be the following: different in people’s life (by form) is so insignificant that it is possible to declare: “By nature all people are equal and united”. In order to present the results of our thoughts to the benefit of the dialogue on eminent senses of people’s existence we are addressing the values, the universal orienting points of the humanity. With the help of express-questionnaire we have developed some model of “value chain” and clarified some stands of students-psychologists (different levels of ambitions). The Psychological Centre of Educational-Scientific Institute of Social-Pedagogical and Fine Art Education of B. Khmelnitskiy Melitopol State Pedagogical University and the student scientific club “Ordo amoris” created at the Department of

Experimental

Psychology took part in this research. To the first group of values we have referred the vital ones (life-biological). Besides, if we transfer the understanding values into area of value orientations, they will be called vital-cultural values (Furman 2004): 1) physiological existence ensured by absence of natural disasters, epidemics etc.; www.csjournal.ca

O. Troitska / Canadian Scientific Journal 1 (2015)

Conceptual foundations of dialogue idea implementation into cultural-educational space

2) harmony of ecological comfort and adequate influence of eco-system; 3) information-space comfort (protection from “stress-presence’); 4) possibility for labor, education, household balance and correlation of physiologic-motorial factors of the life activity; 5) continuation of humankind as biological and morale ambition of a man. In this context the results of our express-questionnaire prove quite obvious coincidence of these problems’ importance assessment. However, the responds of students who had studied the examples of value preferences of the student youth in European countries and learnt about them while studying English, Polish, German, Bulgarian and other languages, demonstrated higher levels of intellectuality and spiritual orientation. The language practice students gave examples which distinguish the vital-cultural orientation of European youth. They pointed out the calm attitude to sexual problems, more information awareness on such problems, tragicalness weakening related to jealousy etc. Ethology-behaviour and ethnical values (psychological ones) directly connected with the man’s entering one or another group for emotional contacts, for optimization of personal growth, pace of life and fulfillment of ethnical identity and inclusion into everyday life, traditions, customs and ecological culture. Comparing with the previous block these values are not expressed so vividly to compare and make conclusions. But there is some indifference concerning their mastering. It means with such inactivity the striving for dialogue, learning European values will not be ensured with the cognitive base; there will be no intellectual exchange of knowledge concerning their own nation; it will be hard to reach the humanity as the universal. The next block of value chain concerns the social-psychological, labour, economical and other ambitions of a personality unfolding in one or other system directions or by all directions of its perfection in complex and entirely (Homo faber, Homo economicus, Homo socialis, Homo femilis etc). Learning the examples of English language texts and stories of European countries’ youth persuade us that the well-rounded man of culture in today understanding is not only personality traits and its functions, not the amount of virtues and etiquette standards but a human able to fulfill his individual capabilities, intellectual and spiritual-creative potential most efficiently and constructively. Philosophical dialogue brings to understanding and accepting the behaviour norms, certain restrictions (for instance, any creativity initiative within naturally determined boundaries and developed morale-ethical norms, principles and rules of life in the society etc.), also at metaphysical level it unites people searching for mutual understanding and responsibility in front of the nature, the people and the God.

5. Conclusions The results of express-questionnaire analysis confirm that within this block there are significant differences in responds of students and youth of European countries and students of our educational institutions. On the one hand, there are active students and, on the other hand, students who are passive determining their life position or at least they do not declare it. There is certain anxiety about some signs of value nihilism, ambiguity in orientations close to the seesaw, the worldview vacuum and others in their responds.

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O. Troitska / Canadian Scientific Journal 1 (2015)

Conceptual foundations of dialogue idea implementation into cultural-educational space

However, there is some data proving that students with proactive approach to life, participating in the dialogue with representatives of various cultures, learning foreign languages demonstrate some differences in usage of rich experience of all cultures in forming their value orientations; in balanced determination of personality growth directions; in significant emphasis on the own initiatives in choosing and making the fateful decisions; in “attraction” to sense-conceptual comprehension of life problems and contradictions unlike consumer-activity approach etc. We would not speak about value preferences and their differences so much if they, precisely their language expression, did not create a mosaic picture of a man’s life instead of the real pluralism worldview creation. This thesis proves the necessity of integrating the internal and external measurement (control) of man’s psychological life into this process. In its turn, this process has to be goal-oriented and organized as study on behaviour culture with the help of cultural-educational institutions (family, educational institutions, work collectives, national and religious organizations, public communities, authority institutions etc.) on the one hand, and self-improvement and self-development, on the other hand. There are a lot of works, especially in sphere of philosophy of education, pedagogy, psychology, devoting to great opportunities and resources of polycultural education (Bakhtin 1979; Burbules 1993). We believe that this will ensure cultural appropriateness, human dimension (continuous, integrative, contextual, consensus-pluralistic) system of personality socializing. This system requires from a man “the tuned personality mechanism” for efficiency measuring the ways of spiritual-practical mastering the world of the nature, society and his own life.

References 1.

Bakhtin M, (1979) Esthetics of verbal creativity. Iskusstvo, Moscow. Access: do.gendocs.ru/docs/index-59934.html

Bondarevskaya E, (2010). Cultural-educational space of higher education institution as the environment for student’s professionalpersonality growth. Bulat, Rostov-na-Donu.

Burbules N., (1993) Dialogue in teaching: theory and practice. Teachers College Press,Columbia University. N.Y.

Darenskyi V, Zulay V, Karachevtseva L. and others (2011). Dialogue sub specie ethice. PARAPA, Kyiv.

Furman A, (2004). Categories of vital-cultural methodology as efficient way of analysis and solution of difficult problems. Journal of Institute of Education Experimental Systems. Vol.4, 41p.

Heidegger M, (1993). Time of worldview /Time and existence (translated). Respublika, Moscow.

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