Academic literature on the topic 'Lone wolf personality'

The aim of this article is to present the characteristics of Anders Behring Breivik, including the influence of his childhood and early youth on the development of his personality, and to describe his activities and preparations for the attacks carried out on 22 July 2011 in Oslo and on the island of Utoya, as well as their course. The author has sought to answer the questions of whether it was possible to prevent the attacks and what impact they had on social mood, the nature of changes in the shaping of internal security policy in Norway and the improvement in the efficiency of security services in this country. He also attempted to e what level of threat of a similar attack exists in Poland at present. Conclusions from this es have been enriched by reflections on the consequences of Russia’s aggression against Ukraine.

Finding the right book of primary and secondary source readings for a history course is never an easy task. The selections might be too long or too short, overly focused on politics and personality, the right material pitched to the wrong grade level, good in one time period but weaker in another, useful but not interesting, etc. Teachers of world history have the additional problem of breadth vs. depth.

This paper means to address Virginia Woolf's own substitute her answer to "ladies can't paint, ladies can't compose", a reflection on the Victorian bias of the part of ladies in the family and society shared by both her people, Leslie and Julia Stephen. By connecting a nearby literary investigation with the latest mental basic examination, I contend that aside from the political, social and imaginative ramifications, Woolf's disposition to the Victorian generalizations identified with sexual orientation jobs convey a profoundly close to home message, being obviously affected and controlled by the relationship with her folks and her need to deceive rest some unsure issues concerning her status as a woman skilled worker. This paper further means to investigate Woolf's 1926 novel, To the Beacon, which is, without a doubt, her most self-portraying novel. Lily Briscoe, the unmarried painter who at long last figures out how to conceptualize Woolf's vision toward the finish of the novel has a twofold mission in this novel. In the first place, she needs to determine her own weaknesses and come to harmony with the memory of the expired Mrs Ramsay, an image of the Victorian lady what's more, Julia Stephen's creative change personality. Second, she needs to associate with Mr Ramsay and demonstrate to herself that ladies can, in fact, paint. As she develops as a painter Virginia Woolf is defeating her resentment and dissatisfaction caused by the way that she didn't not find a way into the by and large acknowledged example of the lady's part in the public eye and in the everyday life, and particularly of the situation with ladies as specialists. By making quite possibly the most difficult books of the English Literature, Virginia Woolf likewise demonstrates to herself and to the perusers that ladies can, to be sure compose.

Introduction Such symptoms as hard, complex, bodily or mental feelings, that turn our everyday life into a hell, at first, lead us to a doctor, and then - to a psychotherapist. A sick man is keen to get rid of a symptom. A doctor prescribes medication, that is ought to eliminate a symptom. A psychotherapist searches for a reason of the problem that needs to be removed. There is such an idea that a neurotic symptom, in particular, an anxiety - is a pathological (spare or extra) response of a body. It is generally believed that such anxiety doesn’t have some real, objective reasons and that it is the result of a nervous system disorder, or some disruption of a cognitive sphere etc. Meanwhile, it is known that in the majority of cases, medical examinations of anxious people show that they don’t have any organic damages, including nervous system. It often happens that patients even wish doctors have found at least any pathology and have begun its treatment. And yet - there is no pathology. All examinations indicate a high level of functionality of a body and great performance of the brain's work. Doctors throw their hands up, as they can't cure healthy people. One of my clients told me her story of such medical examinations (which I’ll tell you with her permission). She said that it was more than 10 years ago. So, when she told her doctor all of her symptoms - he seemed very interested in it. He placed a helmet with electrodes on her head and wore some special glasses, when, according to her words, he created some kind of stressful situation for her brain, as she was seeing some flashings of bright pictures in her eyes. She said that he had been bothered with her for quite a long time, and at the end of it he had told her that her brain had been performing the best results in all respects. He noted that he’d rarely got patients with such great health indicators. My client asked the doctor how rare that was. And he answered: “one client in two or three months.” At that moment my client didn’t know whether to be relieved, flattered or sad. But since then, when someone told her that anxiety was a certain sign of mental problems, or problems with the nervous system, or with a body in general, she answered that people who had anxiety usually had already got all the required medical examinations sufficiently, and gave them the advice to go through medical screening by themselves before saying something like that. Therefore, we see a paradoxical situation, when some experts point to a neurotic anxiety as if it is a kind of pathology, in other words - some result of a nervous system disorder. Other specialists in the same situation talk about cognitive impairments. And some, after all the examinations, are ready to send such patients into space Main text I don’t agree with the statement that any neurotic anxiety that happens is excessive and unfounded. It often happens that there is objective, specific and real causes for appearance of anxiety conditions. And these causes require solutions. And it’s not about some organic damages of the brain or nervous system. The precondition that may give a rise to anxiety disorder is the development of such a life story that at some stage becomes too toxic - when, on the one hand, a person interacts with the outside world in a way that destroys his or her personality, and, on the other hand, this person uses repression and accepts such situation as common and normal. Repression - is an essential condition for the development of a neurotic symptom. Sigmund Freud was the first who pointed this out. Repression is such a defense mechanism that helps people separate themselves from some unpleasant feelings of discomfort (pain) while having (external or internal) irritations. It is the situation when, despite the presence of irritations and painful feelings, a person, however, doesn't feel any of it and is not aware of them in his or her conscious mind. Repression creates the situation of so-called emotional anesthesia. As a result, a displacement takes place, so a body starts to signal about the existing toxic life situation via a symptom. Anxiety disorder is usually an appropriate response (symptom) of a healthy body to an unhealthy life situation, which is seen by a person as normal. And it’s common when such a person is surrounded by others (close people), who tend to benefit from such situation, and so they actively maintain this state of affairs, whether it is conscious for them or not. At the beginning of a psychotherapy almost all clients insist that everything is good in their lives, even great, as it is like in everyone else’s life. They say that they have only one problem, which is that goddamn symptom. So they focus all of their attention on that symptom. They are not interested in all the other aspects of their life, and they show their irritation when it comes to talking about it. People want to get rid of it, whatever it takes, but they often tend to keep their lives the way that it was. In such cases a psychotherapist is dealing with the resistance of clients, trying to turn their attention from a symptom to their everyday situation that includes their way of thinking, interactions with themselves and with others and with the external world in order to have the opportunity to see the real problem, to live it through, to rethink and to change the story of their lives. For better understanding about how it works I want to tell you three allegorical tales. The name of the first tale is “A frog in boiling water”. There is one scientific anecdote and an assumption (however, it is noted that such experiments were held in 19 century), that if we put a frog in a pot with warm water and start to slowly heat the water, then this frog get used to the temperature rise and stays in a hot water, the frog doesn’t fight the situation, slowly begins to lose its energy and at the last moment it couldn’t find enough strength and energy to get out of that pot. But if we throw a frog abruptly in hot water - it jumps out very quickly. It is likely that a frog, that is seating in boiling water, will have some responses of the body (symptoms). For example, the temperature of its body will rise, the same as the color of it, etc., that is an absolutely normal body response to the existing situation. But let us keep fantasizing further. Imagine a cartoon where such a frog is the magical cartoon hero, that comes to some magical cartoon doctor, shows its skin, that has changed the color, to the doctor, and asks to change the situation by removing this unpleasant symptom. So the doctor prescribes some medication to return the natural green color of the frog’s skin back. The frog gets back in its hot water. For some period of time this medication helps. But then, after a while, the frog’s body gets over the situation, and the redness of the frog's skin gets back. And the magical cartoon doctor states that the resistance of the body to this medication has increased, and each time prescribes some more and more strong drugs. In this example with the frog it is perfectly clear that the true solution of the problem requires the reduction of the water temperature in that pot. We could propose that magical cartoon frog to think and try to realize that: 1) the water in that pot is hot, and that is the reason why the skin is red; 2) the frog got used to this situation and that is why it is so unnoticeably for this frog; 3) if the temperature of the water in the pot still stay so hot, without any temperature drop, then all the medication works only temporarily; 4) if we lower the temperature in that pot - the redness disappears on its own, automatically and without any medication. Also this cartoon frog, that will go after the doctor to some cartoon physiotherapist, will face the necessity to give itself some answers for such questions as: 1) What is going on? Who has put this frog in that pot? Who is raising the temperature progressively? Who needs it? And what is the purpose or benefit for this person in that? Who benefits? 2) Why did the frog get into the pot? What are the benefits in it for the frog? Or why did the frog agree to that? 3) What does the frog lose when it gets out of this pot? What are the consequences of it for the frog? What does the frog have to face? What are the possible difficulties on the way? Who would be against the changes? With whom the frog may confront? 4) Is the frog ready to take control over its own pot in its own hands and start to regulate the temperature of the water by itself, so to make this temperature comfortable for itself? Is this frog ready to influence by itself on its own living space, to take the responsibility for it to itself? The example “A frog in boiling water” is often used as a metaphorical portrayal of the inability of people to respond (or fight back) to significant changes that slowly happen in their lives. Also this tale shows that a body, while trying to adjust to unfavorable living conditions, will react with a symptom. And it is very important to understand this symptom. Symptom - is the response of a body, it’s a way a body adjusts to some unfriendly environment. Symptom, on the one hand, informs about the existence of a problem, and from the other hand - tries to regulate this problem, at least in some way (like, to remove or reduce), at the level on which it can do it. The process is similar to those when, for example, in a body, while it suffers from some infectious disease, the temperature rises. Thus, on the one hand, the temperature informs about the existence of some infection. On the other hand, the temperature increase creates in a body the situation that is damaging for the infection. So, it would be good to think about in what way does an anxiety symptom help a body that is surrounded by some toxic life situation. And this is a good topic for another article. Here I want to emphasize that all the attempts to remove a symptom without a removal of a problem, without changing the everyday life story, may lead to strengthening of the symptom in the body. Even though the removal of a symptom without elimination of its cause has shown success, it only means that the situation was changed into the condition of asymptomatic existence of a problem. And it is, in its essence, a worse situation. For example, it can cause an occurrence of cancer. The tale “A frog in boiling water” is about the tendency of people to treat a symptom, instead of seeing their real problems, as its cause, and trying to solve it. People don’t want to see their problems, but it doesn’t mean that the problem doesn’t exist. The problem does exist and it continues to destroy a person, unnoticeably for him or her. A person with panic disorder could show us anxiety that is out of control (fear, panic), which, by its essence, seems to exist without any logical reason. Meanwhile the body of such a person could be in such processes that are similar to those that occur in the conditions of some real dangers, when the instinct for self-preservation is triggered and an automatic response of a body to fight or flight implements for its full potential. We can see or feel signs of this response, for example, in cases when some person tries to avoid some real or imaginary danger via attempts to escape (the feeling of fear), or tries to handle the situation by some attempts to fight (the feeling of anger). As I mentioned before, many doctors believe that such fear is pathological, as there is no real reason for such intense anxiety. They may see the cause of the problem in worrisome temper, so they try to remove specifically anxiety rather than help such patients to understand specific reason of their anxiety, they use special psychotherapeutic methods that are designed to help clients to develop logical thinking, so it must help them to realize the groundlessness of their anxiety. In my point of view, such anxiety often has specific, real reasons, when this response of a body, fight or flight, is absolutely appropriate, but not excessive or pathological. Inadequacy, in fact, is in the unconsciousness, but not in the reactions of a body. For a better understanding of the role of anxiety in some toxic environment, that isn’t realized, I want to tell you another allegorical tale called “The wolf and the hare”. Let us imagine that two cages were brought together in one room. The wolf was inside one cage and the hare was in another. The cages were divided by some kind of curtain that makes it impossible for them to see each other. At this point a question arises whether the animals react to each other in some way in such a situation, or not? I think that yes, they will. Since there are a lot of other receptors that participate in the receiving and processing of the sensory information. As well as sight and hearing, we have of course a range of other senses. For example, animals have a strong sense of smell. It is well known that people, along with verbal methods of communicating information, like language and speaking, also have other means of transmitting information - non-verbal, such as tone of voice, intonation, look, gestures, body language, facial expressions etc., that gives us the opportunity to receive additional information from each other. The lie detector works by using this principle: due to detecting non-verbal signals, it distinguishes the level of the accuracy of information that is transmitted. It is assumed, that about 30% of information, that we receive from the environment, comes through words, vision, hearing, touches etc. This is the information that we are aware of in our consciousness, so we could consciously (logically) use it to be guided by. And approximately 70% of everyday information about the reality around us we receive non-verbally, and this information in the majority of cases could remain in us without any recognition. It is the situation when we’ve already known something, and we even have already started to respond to it via our body, but we still don’t know logically and consciously that we know it. We can observe the responses of our own body without understanding what are the reasons for such responses. We can recognize this unconscious information through certain pictures, associations, dreams, or with the help of psychoanalysis. Psychoanalysis is a great tool that can help to recognize the information from the unconscious mind, so that it can be logically processed further on, in other words, a person then receives the opportunity to indicate the real problems and to make right decisions. But let us return to the tale where the hare and the wolf stay in one room and don’t see each other, and, maybe, don’t hear, though - feel. These feelings (in other words - non-verbal information that the hare receives) activate a certain response in the hare’s body. And it reacts properly and adequately to the situation, for instance, the body starts to produce adrenaline and runs the response “fight or flight”. So the hare starts to behave accordingly and we could see the following symptoms: the hare is running around his cage, fussing, having some tremor and an increased heart rate, etc.. And now let us imagine this tale in some cartoon. The hare stays in its house, and the wolf wanders about this house. But the hare doesn’t see the wolf. Though the body of the hare gives some appropriate responses. And then that cartoon hare goes to a cartoon doctor and asks that doctor to give it some pill from its tremor and the increased heart rate. And in general asks to treat in some way this incomprehensible, confusing, totally unreasonable severe anxiety. If we try to replace the situation from this fairy-tale to a life story, we could see that it fits well to the script of interdependent relationships, where there are a couple “a victim and an aggressor”, and where such common for our traditional families’ occurrences as a domestic family violence, psychological and physical abuse take place. Only in 2019 a law was passed that follows the European norms and gives a legislative definition of such concepts as psychological domestic abuse, sexual abuse, physical abuse, bullying, that criminalizes all of these occurrences, establishes the punishment and directly points to people that could be a potential abuser. Among them are: a husband towards his wife, parents towards their children, a wife towards her husband, a superior towards a subordinate, a teacher towards his or her students, children towards each other etc.. When it comes to recognition of something as unacceptable, it seems more easy to put to that category such occurrences as physical and sexual abuse, as we could see here some obvious events. For example, beating or sexual harassment. Our society is ready to respond to these incidents in more or less adequate way, and to recognize them as a crime. But it is harder to deal with the recognition of psychological abuse as an offence. Psychological abuse in our families is common. Psychological abuse occurs through such situations, when one person, while using different psychological manipulations, such as violation of psychological borders, imposition of feeling of guilty or shame, etc., force another person to give up his or her needs and desires, and so in such a way make this person live another’s life. Such actions have an extremely negative effect on the mental health of these people, just as much as physical abuse. It can destroy a person from the inside, ruin self-esteem and a feeling of self-worth, create the situation of absolute dependence such victim from an abuser, including financial dependence etc.. It often happens that psychological abuse takes place against the backdrop of demonstrations of care and love. So you've got this story about the wolf and the hare, that are right next to each other, and the shield between two of them is a repression - a psychological defense mechanism, when a person turns a blind eye to such offences, that take place in his or her own life and towards him or her. And this person considers this as normal, doesn't realize, doesn't have a resource to realize, that it is a crime. Most importantly - doesn’t feel anything, as a repression takes place. But a body responds in a right way - from a certain point of the existence of such a toxic situation the response “fight or flight” is launched in a body at full, in other words - the fear and anxiety with the associated symptoms. The third allegorical tale I called “Defective suit”, which I read in the book of Clarissa Pinkola Estés with the name “Running With the Wolves". “Once one man came to a tailor and started to try on a suit. When he was standing in front of a mirror, he saw that the costume had uneven edges. - Don’t worry, - said the tailor. - If you hold the short edge of the suit by your left hand - nobody notices it. But then the man saw that a lapel of a jacket folded up a little bit. - It's nothing. You only need to turn your head and to nail it by your chin. The customer obeyed, but when he put on trousers, he saw that they were pulling. - All right, so just hold your trousers like this by your right hand - and everything will be fine, - the tailor comforts him. The client agreed with him and took the suit. The next day he put on his new suit and went for a walk, while doing everything exactly in the way that the tailor told him to. He waddled in a park, while holding the lapel by his chin, and holding the short edge of the suit by his left hand, and holding his trousers by his right hand. Two old men, who were playing checkers, left the game and started to watch him. - Oh, God! - said one of them. - Look at that poor cripple. - Oh, yes - the limp - is a disaster. But I'm wondering, where did he get such a nice suit?” Clarissa wrote: “The commentary of the second old man reflects the common response of the society to a woman, who built a great reputation for herself, but turned into a cripple, while trying to save it. “Yes, she is a cripple, but look how great her life is and how lovely she looks.” When the “skin” that we put on ourselves towards society is small, we become cripples, but try to hide it. While fading away, we try to waddle perky, so everyone could see that we are doing really well, everything is great, everything is fine”. As for me, this tale is also about the process of forming a symptom in a situation when one person tries very hard to match to another one, whether it is a husband, a wife or parents. It’s about a situation when such a person always tries to support the other one, while giving up his or her own needs and causing oneself harm in such a way by feeling a tension every day, that becomes an inner normality. And so this person doesn’t give oneself a possibility to relax, to be herself (or himself), to be spontaneous, free. As a result, in this situation the person, who was supported, looks perfect from the outside, but those who tried to match, arises some visible defect, like a limp - a symptom. And so this person lives like a cripple, under everyday stress and tension, trying to handle it, while sacrificing herself (or himself) and trying to maintain this situation, so not to lose the general picture of a beautiful family and to avoid shame. The tailor, who made this defective suit and tells how to wear the suit properly, in order to keep things going as they are going, often is a mother who raised a problematic child and then tells another person how to deal with her child in the right way. It is the situation when a mother-in-law tells her daughter-in-law how to treat her son properly. In other words, how to support him, when to keep silent, to handle, how to fit in, so that her problematic son and this relationship in general looks perfect. Or vice versa, when a mother-in-law tells her son-in-law how to support her problematic daughter, how to fit in etc.. When, for example, a woman acts like this in her marriage and with her husband, with these excessive efforts to fit in - then after a while everybody will talk like: “Look at this lovely man: he lives with his sick wife, and their family seems perfect!”. But when such a woman becomes brave enough to relax and to just let the whole thing go, everybody will see that the relationship in her marriage isn’t perfect, and it is the other one who has problems. Each time when someone tries excessively to match up to another one, while turning oneself in some kind of a cripple, - he or she, on the one hand, supports the comfort of that person, to whom he or she tries to match up, and on the other hand - such a situation always arises in that person such conditions as a continuous tension, anxiety, fear to act spontaneously. A symptom - is like a visible defect, that shows itself through the body (and may look like some kind of injury). It is the result of a hidden inner prison. As a result of evolution, a pain tells us about a problem that is needed to be solved. When we repress our pain we can’t see our needs and our problems at full. And then a body starts to talk to us via a symptom. Psychotherapy aims for providing a movement from a symptom to a resumption of sensitivity to feelings, a resumption of the ability to feel your psychological pain, so you can realize your own toxic story. In this perspective another fairy-tale looks interesting to analyze - it is Andersen's fairytale “Princess and the Pea”. In the tale a prince wanted to find a princess to marry. There was one requirement for women candidates, so the prince could select her among commoner - high level of sensitivity, as the real princess would feel a pea through the mountain of mattresses, and so she could have the ability to feel discomfort, to be in a good contact with her body, to tell about her discomfort without such feeling as shame and guilt, and to refuse that discomfort, so to have the readiness to solve her problems and to demand from others the respect for her needs. It is common for our culture that the expression “a princess on a pea” very often uses for a negative meaning. So people who are in good contact with their body and who can demand comfort for themselves are often called capricious. At the same time the heroes who are ready to suffer and to tolerate their pain, who are able to repress (stop to feel) their pain represents a good example to be followed in our society. So, we may see the next algorithm in cases of various anxiety disorders: the existence of some toxic situation that brings some danger to a person. And we need not to be confused: a danger exists not for a body, but for a personality. A toxic live situation as well as having a panic attack is not a threat for the health of a body (that is what medical examinations show), and vice versa - it’s like every day intensive sport training, that could be good for your health only to some degree. A toxic situation destroys a person as a personality, who longs for one self’s expression; the existence of such a defense mechanism as repression - it’s a life with closed eyes, in pink glasses, when there is inability (or the absence of the desire) to see its own toxic story; 3.the presence of a symptom - a healthy response of a body “fight or flight” to some toxic situation; displacement - it’s replacement of the attention from the situation to a symptom, when a person starts to see and search for the problem in some other place, not where it really is. A symptom takes as some spare, pathological reaction that we need to get rid of. The readiness to fight the symptom arises, and that is the goal of such methods of therapy as pharmacological therapy, CBT and many others; the absence of adequate actions that are directed towards the change of a toxic situation itself. The absence of the readiness to show aggression when it comes to protect its space. All of it is a mechanism of formation of primary anxiety and preparation for launch of secondary anxiety. A complete anxiety disorder is the interaction between a primary and a secondary anxiety.

This research aims to analyze environmental-based education to increase environmental literacy and naturalistic intelligence. This research uses a qualitative descriptive method with interviews, observation, and document analysis as data collection techniques. Informants were selected using purposive sampling techniques. The criteria for selecting informants are teachers who have a minimum of five years of teaching experience and the ability to make environment-based learning plans. The sampling results were 15 teachers from five kindergartens in the coastal area. The research results show that Environment-Based Education (EBE) can increase children's eco-literacy and naturalistic intelligence which focuses on four main dimensions, such as knowledge, understanding, skills, values ​​, and attitudes. Increasing children's positive attitudes and behavior towards the environment can increase awareness of coastal environmental preservation. Results also show increased acquisition of practical knowledge, skills, and positive attitudes towards the preservation and sustainability of the coastal environment. The findings of the above studies allow recommendations for understanding the long-term impact of such teaching on environmental literacy in children that requires long-term studies. A more organized learning model that other educational institutions may employ, and includes the creation of unique curricula, including outdoor education programs, and efforts in environmental initiatives. Keywords: eco-literacy, naturalistic intelligence, environmental-based education, coastal ECCE References: Alfianto, A. B., Karyanto, P., & Harlita. (2019). Learning management system for eco literacy enhancement: The effectiveness of adopting Lewinshon indicators as an additional standard of competence. AIP Conference Proceedings, 2194. https://doi.org/10.1063/1.5139734 Amalric, M., & Cantlon, J. F. (2023). Entropy, complexity, and maturity in children’s neural responses to naturalistic video lessons. Cortex, 163, 14–25. https://doi.org/10.1016/j.cortex.2023.02.008 Anjari, T. Y., & Purwanta, E. (2019). Effectiveness of the Application of Discovery Learning to the Naturalist Intelligence of Children About the Natural Environment in Children Aged 5-6 Years. 296(Icsie 2018), 356–359. https://doi.org/10.2991/icsie-18.2019.65 Bater, M. L., Gould, J. F., Collins, C. T., Anderson, P. J., & Stark, M. J. (2024). Child development education in the Neonatal Unit: Understanding parent developmental literacy needs, priorities and preferences. Patient Education and Counseling,119(November 2023), 108058. https://doi.org/10.1016/j.pec.2023.108058 Biber, K., Cankorur, H., Güler, R. S., & Demir, E. (2023). Investigation of environmental awareness and attitudes of children attending nature centred private kindergartens and public kindergartens. Australian Journal of Environmental Education, 39(1), 4–16. https://doi.org/10.1017/aee.2022.1 Collado, S., Rosa, C. D., & Corraliza, J. A. (2020). The effect of a nature-based environmental education program on children’s environmental attitudes and behaviors: A randomized experiment with primary schools. Sustainability (Switzerland), 12(17). https://doi.org/10.3390/SU12176817 Ernst, J., & Burcak, F. (2019). Young children’s contributions to sustainability: The influence of nature play on curiosity, executive function skills, creative thinking, and resilience. Sustainability (Switzerland), 11(15). https://doi.org/10.3390/su11154212 Flanagan, R. M., & Symonds, J. E. (2022). Children’s self-talk in naturalistic classroom settings in middle childhood: A systematic literature review. Educational Research Review, 35(December 2021). https://doi.org/10.1016/j.edurev.2022.100432 Gauvain, M. (2020). Vygotsky’s Sociocultural Theory. Encyclopedia of Infant and Early Childhood Development, November 2018, 446–454. https://doi.org/10.1016/B978-0-12-809324-5.23569-4 Giorgi, R., & Mariotti, G. (2019). WebriSC-V: A web-based education-oriented RISC-V pipeline simulation environment. Proceedings of the Workshop on Computer Architecture Education, WCAE 2019. https://doi.org/10.1145/3338698.3338894 Hermawan, I. M. S., Arjaya, I. B. A., & Diarta, I. M. (2022). Be-Raise: a Blended-Learning Model Based on Balinese Local Culture To Enhance Student’S Environmental Literacy. Jurnal Pendidikan IPA Indonesia, 11(4), 552–566. https://doi.org/10.15294/jpii.v11i4.39475 Hilmi, M. I., Lutfiansyach, D. Y., Hufad, A., Kamil, M., & Wahyudin, U. (2020). Eco-Literacy: Fostering Community Behavior Caring for the Environment. The First Transnational Webinar on Adult and Continuing, 548(Traced 2020), 118–121. Hong, S., & Lee, J. Y. (2022). Evaluation of therapeutic communication education for nursing students based on constructivist learning environments: A systematic review. Nurse Education Today, 119(August), 105607. https://doi.org/10.1016/j.nedt.2022.105607 Hutton, J., Children, C., Dewitt, T. G., Children, C., Horowitz-kraus, T., & Children, C. (2021). Development of an Eco-Biodevelopmental Model of Emergent Literacy Before Kindergarten: A Review. May. https://doi.org/10.1001/jamapediatrics.2020.6709 Istiana, R., Rahmayanti, H., & Sumargo, B. (2021). Marine environmental education learning system recommendation model based on student needs analysis in Indonesian coastal areas. Cypriot Journal of Educational Sciences, 16(5), 2236–2247. https://doi.org/10.18844/cjes.v16i5.6305 Juhriati, I., Rachman, I., & Yayoi, K. (2021). The best practice of ecoliteracy based on social culture. IOP Conference Series: Earth and Environmental Science, 802(1). https://doi.org/10.1088/1755-1315/802/1/012012 Kadarisman, I., & Pursitasari, I. D. (2023). Eco-literacy in Science Learning: A Review and Bibliometric Analysis. Jurnal Pendidikan Indonesia Gemilang, 3(2), 134–148. https://doi.org/10.53889/jpig.v3i2.197 Kim, B. J., & Chung, J. B. (2023). Is safety education in the E-learning environment effective? Factors affecting the learning outcomes of online laboratory safety education. Safety Science, 168(May), 106306. https://doi.org/10.1016/j.ssci.2023.106306 Kofi, A., & Asemnor, F. (2024). Play-Based Pedagogy in Ghanaian Basic Schools : A Review of Related Literature. 18(3), 17–28. https://doi.org/10.9734/AJARR/2024/v18i3611 Kos, M., Jerman, J., Anžlovar, U., & Torkar, G. (2016). Preschool children’s understanding of pro-environmental behaviours: Is it too hard for them? International Journal of Environmental and Science Education, 11(12), 5554–5571. Kumpulainen, K., Byman, J., Renlund, J., & Wong, C. C. (2020). Children’s augmented storying in, with and for nature. Education Sciences, 10(6). https://doi.org/10.3390/educsci10060149 López-Alcarria, A., Poza-Vilches, M. F., Pozo-Llorente, M. T., & Gutiérrez-Pérez, J. (2021). Water, waste material, and energy as key dimensions of sustainable management of early childhood eco-schools: An environmental literacy model based on teachers action-competencies (ELTAC). Water (Switzerland), 13(2). https://doi.org/10.3390/w13020145 MacQuarrie, S., Nugent, C., & Warden, C. (2015). Learning with nature and learning from others: nature as setting and resource for early childhood education. Journal of Adventure Education and Outdoor Learning, 15(1), 1–23. https://doi.org/10.1080/14729679.2013.841095 Mattiro, S., Nasrullah, N., & P, R. (2021). Potensi Ekowisata Pesisir Berbasis Kearifan Lokal. Jurnal Ilmiah Mandala Education, 7(2), 220–225. https://doi.org/10.58258/jime.v7i2.1996 Melash, V. D., & Varenychenko, A. B. (2020). Theoretical and Methodological Support of Training of Future Teachers of the New Ukrainian Primary School for the Formation of Environmental Culture. Zhytomyr Ivan Franko State University Journal. Рedagogical Sciences, 0(4(103)), 96–108. https://doi.org/10.35433/pedagogy.4(103).2020.96-108 Melis, C., Wold, P. A., Bjørgen, K., & Moe, B. (2020). Norwegian kindergarten children’s knowledge about the environmental component of sustainable development. Sustainability (Switzerland), 12(19), 1–16. https://doi.org/10.3390/su12198037 Mwambeo, H. M., Wambugu, L. N., & Nyonje, R. O. (2022). Community Empowerment, Sustainability of Forest Conservation Projects and the Moderating Influence of Monitoring and Evaluation Practices in Kenya. Interdisciplinary Journal of Rural and Community Studies, 4, 48–59. https://doi.org/10.38140/ijrcs-2022.vol4.05 Nagar, R., Quirk, H. D., & Anderson, P. L. (2023). User experiences of college students using mental health applications to improve self-care: Implications for improving engagement. Internet Interventions, 34(May), 100676. https://doi.org/10.1016/j.invent.2023.100676 Nattel, J., & Akullian, D. (2021). An argument for the naturalistic study of collective intelligence. The Lancet Planetary Health, 5(5), e247–e248. https://doi.org/10.1016/S2542-5196(21)00077-2 Ningtyas, L. D. (2019). Pengaruh Naturalistic Intelligence dan New Environmental Paradigm terhadap Environmental Sensitivity. IJEEM - Indonesian Journal of Environmental Education and Management, 4(2), 82–94. https://doi.org/10.21009/ijeem.042.01 Nurwidodo, N., Amin, M., Ibrohim, I., & Sueb, S. (2020). The role of eco-school program (Adiwiyata) towards environmental literacy of high school students. European Journal of Educational Research, 9(3), 1089–1103. https://doi.org/10.12973/EU-JER.9.3.1089 Park, A. T., Richardson, H., Tooley, U. A., McDermott, C. L., Boroshok, A. L., Ke, A., Leonard, J. A., Tisdall, M. D., Deater-Deckard, K., Edgar, J. C., & Mackey, A. P. (2022). Early stressful experiences are associated with reduced neural responses to naturalistic emotional and social content in children. Developmental Cognitive Neuroscience, 57(February), 101152. https://doi.org/10.1016/j.dcn.2022.101152 Pękala, J. L., & Wichrowska, K. (2022). Play and participation in preschool children’s project activities. Problemy Wczesnej Edukacji, 54(1), 88–96. https://doi.org/10.26881/pwe.2022.54.07 Pursitasari, I. D., Program, S. E., Rubini, B., Program, S. E., & Firdaus, F. Z. (2022). Cypriot Journal of Educational mote critical thinking skills. Cypriot Journal of Educational Sciences, 17(6), 2105–2116. Puspitasari, R., & Khomarudin. (2020). Outdoor Learning as the Development of Eco Literacy Skills in Learning Social Studies in Secondary School. 458(Icssgt 2019), 281–289. https://doi.org/10.2991/assehr.k.200803.035 Putri, K. Y. S., Fathurahman, H., Safitri, D., & Sugiyanta, L. (2019). Journal of Social Studies Education Research Sosyal Bilgiler Eğitimi Araştırmaları Dergisi. Journal of Social Studies Education Research, 10(3), 364–386. Rakhmawati, D., & Kawuryan, S. P. (2023). Development of Ecological Citizenship-Based Character Education Model to Improve Environmental Naturalistic Intelligence of Elementary School Students. 12. https://doi.org/10.30595/pssh.v12i.835 Sadiku, M. N. O., Ashaolu, T. J., & Musa, S. M. (2020). Naturalistic Intelligence. International Journal Of Scientific Advances, 1(1). https://doi.org/10.51542/ijscia.v1i1.1 Sakurai, R., & Uehara, T. (2020). Effectiveness of a marine conservation education program in Okayama, Japan. Conservation Science and Practice, 2(3), 1–13. https://doi.org/10.1111/csp2.167 Srinivasan, R., & Borkar, U. (2021). a Study of Pro-Environmental Behavior As a Component of Naturalistic Intelligence Amongst in-Service School Teachers. International Journal of Scientific Research, 1992, 25–29. https://doi.org/10.36106/ijsr/8324035 Suhirman, S., & Yusuf, Y. (2019). The effect of problem-based learning and naturalist intelligence on students’ understanding of environmental conservation. JPBI (Jurnal Pendidikan Biologi Indonesia), 5(3), 387–396. https://doi.org/10.22219/jpbi.v5i3.9817 Tamblyn, A., Sun, Y., May, T., Evangelou, M., Godsman, N., Blewitt, C., & Skouteris, H. (2023). How do physical or sensory early childhood education and care environment factors affect children’s social and emotional development? A systematic scoping review. Educational Research Review, 41(January 2022), 100555. https://doi.org/10.1016/j.edurev.2023.100555 Wahyuni, N., Maryani, E., & Kastolani, W. (2022). The contribution ecoliteracy in environmental care behavior students of state high school in the city of medan. IOP Conference Series: Earth and Environmental Science, 1089(1). https://doi.org/10.1088/1755-1315/1089/1/012058 Wang, X., Young, G. W., Plechatá, A., Mc Guckin, C., & Makransky, G. (2023). Utilizing virtual reality to assist social competence education and social support for children from under-represented backgrounds. Computers and Education, 201(April). https://doi.org/10.1016/j.compedu.2023.104815 Wirdianti, N., Komala, R., & Miarsyah, M. (2019). Naturalist intelligence and personality: An understanding students’ responsible environmental behavior. JPBI (Jurnal Pendidikan Biologi Indonesia), 5(2), 229–236. https://doi.org/10.22219/jpbi.v5i2.7193 Zhuang, J., & Sun, H. (2023). Impact of institutional environment on entrepreneurial intention: The moderating role of entrepreneurship education. International Journal of Management Education, 21(3), 100863. https://doi.org/10.1016/j.ijme.2023.100863

Life satisfaction is one of the essential goals of individuals in life. Today, the effects of increasingly lonely working and acting behaviors on life satisfaction have not been sufficiently studied. This study investigated the mediating role of positivity in the relationship between university students' life satisfaction and the tendency to act and work alone (i.e., lone wolf personality). The participants of the research are 249 people. The age of the participants is between 18-29 (Mean = 22.28, SD = 4.00). The Life Satisfaction with Life Scale, Lone Wolf Scale, and Positivity Scale were used as data collection tools in the study. The data were analyzed with the structural equation modeling method. According to the results, the lone wolf personality affects life satisfaction. In addition, it has been determined that positivity has a fully mediating role in the relationship between life satisfaction and lone wolf personality. The findings were discussed in the context of the literature.

The aim of the study is to test the Career Construction Model of Adaptation (CCMA) in university students (N = 406). 319 of (78.6%) the participants are female and 87 (21.4%) are male. The Lone Wolf Scale, The Turkish Five-Factor Short Form of the Career Adapt-Abilities Scale, The Career Engagement Scale, and The Satisfaction with Life Scale were used as measures. Hayes' models were used for mediation analyzes in the research model. It was tested a mediation model in which adaptive readiness (i.e., lone wolf personality) foster career adapt-abilities, which conditions adapting responses (i.e., proactive career behaviors), which leads to adaptation results (i.e., life satisfaction). The results of the research model indicated that indirect effects of lone wolf personality (i.e., adaptive readiness) on life satisfaction (i.e., adaption results) via career adapt-abilities (adaptability resources) and proactive career behaviors (i.e., adapting responses). Results supported all of the hypotheses which are relations between CCMA.

PurposeUsing career construction theory, the authors empirically examine the mechanism by which career adaptability promotes employee subjective career success (career satisfaction and career commitment) through job crafting.Design/methodology/approachA moderated mediation model is tested using survey data from 324 full-time business professionals in France. Hypotheses are tested using structural equation modeling (SEM).Findingshe authors found that job crafting mediated the relationship between career adaptability and subjective career success (career satisfaction and career commitment). The positive effect of career adaptability on job crafting was greater under higher levels of lone wolf personality and positive perfectionism, as was the indirect effect of career adaptability on subjective career success via job crafting.Research limitations/implicationsdata are cross-sectional in nature. Robust theoretical contentions and affective means of identifying common method variance (CMV) are addressed and evaluated.Practical implicationsHigh levels of career adaptability may be a useful strategy for promoting employee job crafting and subjective career success. In addition, individuals with lone wolf personality and positive perfectionism should be given opportunities to craft their jobs in the workplace.Originality/valueThis research confirms a moderated mediation model positioning job crafting as a mediator of career adaptability's effects on employee subjective career success and lone wolf and positive perfectionism as moderators of such effects. This study suggests that job crafting and career-focused personality traits are important factors that influence the relationship between career adaptability and subjective career success.

Compared with general public, terrorists do not exhibit unusually high rates of clinical psychopathology, irrationality, or personality disorders. The backgrounds of the terrorists are very diverse and there is no one set profile. In fact, barring lone wolf terrorism, there does not seem to be much link with personality or psychopathology.

This study depicts the quensequences of the war in the poetry of Nigerien authors namely Wole Soyinka, Chinua Achebe and Gabriel Okara. From the application of the sociocritical and autobiographical approaches, it appears from the texts that commitment is part of a moral and political awareness that identifies the poet in relation to a community of reprobates, no doubt, but a community fighting for a new morality. These texts are circumscribed in a context of deprivation of freedom by loneliness in prison, the slow and long disintegration that the man undergoes plunged into the abyss of prison isolation, the tortures suffered, the soiled walls, the fetid odors exhaled by the prison, the triumph of truth over the undermining of a system of repression. Prison disorients, disarticulates and fragments the personality of the prisoner who seeks to survive physical and mental attacks. It goes without saying that these texts have an autobiographical dimension. Keywords: Consequence; Death; Mental annihilation; Deprivation of freedom.

Les chercheurs de carrière reconnaissent de plus en plus la nécessité d’élargir leur champ d’intérêt pour faire avancer dans leur domaine. Une question doit encore être abordée par les chercheurs sur les carrières est ce qui conduit au succès subjectif de carrière. De plus, les spécialistes de la carrière ont négligé les mécanismes sous-jacents et les conditions qui pourraient influer sur le succès subjectif de la carrière. En conséquence, cette thèse vise à répondre à cette question par une étude quantitative des professionnels travaillant dans différentes industries en France. Pour ce faire, nous avons mené trois études qui examinent les facteurs non abordés et inexplorés qui pourraient améliorer le succès subjectif de la carrière. Dans l’étude 1, nous avons examiné la relation entre les orientations professionnelles protéiformes et sans frontières et le succès subjectif de carrière, avec comme médiation, le job crafting. Dans l’étude 2, nous avons examiné la relation entre les ressources d’adaptabilité de la carrière et le succès subjectif de carrière, modéré par la personnalité dite du loup solitaire et le perfectionnisme positif et médiatisé par le job crafting. Dans l’étude 3, nous avons examiné la relation entre les ressources de carrière motivationnelles et le succès subjectif de carrière, médiatisé par le job crafting. Au cours des trois études, nous avons trouvé des résultats significatifs à nos prédictions théoriques, qui contribuent aux carrières, à la personnalité et au job et qui fournissent des implications pratiques tant pour les managers que pour l’employé
Career researchers are increasingly recognizing the need to expand their focus to advance the field. One question still needs to be addressed by career researchers is what leads to subjective career success ? In addition, organizational career scholars have largely neglected the underlying mechanisms and boundary conditions that might affect one’s subjective career success. Accordingly, this dissertation aims to answer this question with a quantitative study of business professionals working in various industries in France. To do so, we conducted three studies to examine the unaddressed and unexplored factors that might enhance individuals subjective career success. In study 1, we examined the relationship between protean and boundaryless career orientations and subjective career success, as mediated by employee job crafting. In study 2, we examined the relationship between career adaptability resources and subjective career success, as moderated by lone wolf personality and positive perfectionism and mediated by employee job crafting. In study 3, we examined the relationship between motivational career resources and subjective career success, as mediated by employee job crafting. Across three studies, we found general support for our theoretical predictions, which contribute to the careers, personality, and job crafting literatures and provide practical implications for both the manager and the employee

The first book to thoroughly address the topic, this volume examines the ideologies, tactics, and goals of environmental terrorists and offers a security planning methodology to defend against their attacks. To counter eco-terrorism, we must understand why it occurs. Eco-Warriors, Nihilistic Terrorists, and the Environment is a comprehensive examination of the vulnerability of the natural environment, of its nexus with the strategic goals of terrorists, and of a security-planning methodology that can prevent or ameliorate environmentally linked attacks. The first book to comprehensively address the prevention of environmentally focused terrorism, this work looks at the environment and the private and government facilities that impact it as assets to be protected. Focusing on the capability of lone-wolf terrorists and small, self-radicalizing cells to commit effective violent acts, security expert Lawrence E. Likar furnishes personality and operational profiles of both nihilistic and eco-warrior terrorists, showcasing an essential component of the behavioral-science-based, security-planning methodology he promotes. Most critically, the book addresses the gap in current security-planning methodology and literature, and it reveals novel intelligence-gathering techniques, operational procedures, and countermeasures designed to defend against attacks.

Virginia Woolf once remarked that Katherine Mansfield had ‘a kind of childlikeness somewhere which has been much disfigured, but still exists’. This ‘childlikeness’ is indeed a facet of Mansfield’s personality which permeates every aspect of her personal and creative life. It is present in her mature fiction, where some of her most well-known and accomplished stories, such as ‘Prelude’ and ‘At the Bay’, have children as protagonists; it is present in her early poetry, which includes a collection of poems for children intended for publication; it is also present in her juvenilia, where many of the stories she wrote from an early age for school magazines and other publications, feature children. Even as an adult, Mansfield’s love of the miniature, her delight in children in general, her fascination with dolls, all feature in her personal writing. Her relationship with John Middleton Murry was characterised by their mutual descriptions of themselves as little children fighting against a corrupt world. This volume – either directly or indirectly -- engages each of these aspects of the child in Mansfield’s work and life.

A major reconceptualization of the imagination that reinstates its hidden links with the historically neglected sense of smell, this book is the first to examine the role played by scent and perfume in Victorian literary culture. Perfume-associated notions of imaginative influence and identity are central to this study, which explores the unfamiliar scented world of Victorian literature, concentrating on texts associated with aestheticism and decadence, but also noting important anticipations in Romantic poetry and prose, and earlier Victorian poetry and fiction. Throughout, literary analysis is informed by extensive reference to the historical and cultural context of Victorian perfume. A key theme is the emergence of the olfactif, the cultivated individual with a refined sense of smell, influentially represented by the poet and critic Algernon Charles Swinburne, who is emulated by a host of canonical and less well-known aesthetic and decadent successors such as Walter Pater, Edmund Gosse, John Addington Symonds, Lafcadio Hearn, Michael Field, Oscar Wilde, Arthur Symons, Mark André Raffalovich, Theodore Wratislaw, and A. Mary F. Robinson. This book explores how scent and perfume pervade the work of these authors in many different ways, signifying such diverse things such as style, atmosphere, influence, sexuality, sensibility, spirituality, refinement, individuality, the expression of love and poetic creativity, and the aura of personality, dandyism, modernity, and memory. A coda explores the contrasting twentieth-century responses of Virginia Woolf and Compton Mackenzie to the scent of Victorian literature.