Introduction. The article attempts to analyze the dynamics of the number and features of the distribution of the Finno-Ugric peoples on the territory of Kazakhstan at the end of XX – beginning of XXI century. Materials and Methods. The research is based on statistical data from the population censuses of Kazakhstan and the USSR in 1970–2009 and literature on this scientific topic. The study is based on comparative-historical, statistical and systematic approaches, which allowed us to reveal the dynamics of the ethnogeographic development of the Finno-Ugric peoples. Results and Discussion. Thirteen Finno-Ugric peoples currently live on the territory of the Republic of Kazakhstan. Based on the analysis of the data of the last five population censuses, it assumes about the relationship between the number of ethnic groups and the number of peoples similar in language and culture, with the political situation in the country, social and cultural conditions. It considers the topic of settlement of the Finno-Ugric peoples in the regions of Kazakhstan. Conclusion. The Finno-Ugric peoples living on the territory of Kazakhstan since the end of the XIX century, retain their connection with their historical homeland, cultural and ethnic identity. After the collapse of the of the Soviet Union, the majority of the Finno-Ugric peoples began to decline rapidly, due to the active outflow of the population to their ethnic homeland and to other CIS countries.
Abzhanov Arkhat, prof. (Boston, USA), Abelev S.K., prof. (Moscow, Russia), Aitkhozhina N.А., prof., academician (Kazakhstan) Akshulakov S.K., prof., academician (Kazakhstan) Alchinbayev М.K., prof., academician (Kazakhstan) Batpenov N.D., prof., corr. member (Kazakhstan) Berezin V.Ye., prof., corr. member. (Kazakhstan) Bersimbayev R.I., prof., academician (Kazakhstan) Berkinbaev S.F., prof. (Kazakhstan) Bisenbayev А.K., prof., academician (Kazakhstan) Bishimbayeva N.K., prof., academician (Kazakhstan) Botabekova Т.K., prof., corr. member. (Kazakhstan) Bosch Ernesto, prof. (Spain) Davletov Kairat, PhD, associate professor, executive Secretary Dzhansugurova L.B., Cand. biol., prof. (Kazakhstan) Ellenbogen Adrian, prof. (Tel-Aviv, Israel), Zhambakin K.Zh., prof., academician (Kazakhstan), deputy editor-in-chief Ishchenko Alexander, prof. (Villejuif, France) Isayeva R.B., prof. (Kazakhstan) Kaydarova D.R., prof., academician (Kazakhstan) Kokhmetova A., prof., corr. member (Kazakhstan) Kuzdenbayeva R.S., prof., academician (Kazakhstan) Lokshin V.N., prof., corr. member (Kazakhstan) Los D.А., prof. (Moscow, Russia) Lunenfeld Bruno, prof. (Israel) Makashev E.K., prof., corr. member (Kazakhstan) Mitalipov Sh.M. (America) Muminov Т.А., prof., academician (Kazakhstan) Ogar N.P., prof., corr. member (Kazakhstan) Omarov R.T., cand. biol., prof. (Kazakhstan) Prodeus A.P., prof. (Russia) Purton Saul, prof. (London, UK) Rakhypbekov Т.K., prof., corr. member. (Kazakhstan) Saparbayev Мurat, prof. (Paris, France) Sarbassov Dos, prof. (Houston, USA) Turysbekov E.K., cand. biol., assoc. prof. (Kazakhstan) Sharmanov A.T., prof. (USA) News of the National Academy of Sciences of the Republic of Kazakhstan. Series of biology and medicine.
Introduction. Burnout syndrome (BOS) is interpreted as career crisis. However, BOS is no classified as occupational or workplace-related illness, it is considered as phenomenon in the occupational context only. Aim - to assess the influence of professional activity of university teachers on the development of BOS. Materials and methods. Female teachers of three age groups (under 30 years, 30-49 years, and older 49 years) working at the North Kazakhstan University (NKU). This study employed questionnaire, physiological and statistical methods. Results. The most pronounced phase experienced by teachers is “Resistance” phase, followed by “Exhaustion” phase and then “Tension” phase. As for the age range, respondents of the first age group (under 30 years old) have expressed reaction of: “Tension” phase - 21.7%, “Resistance” - 34.7%, “Exhaustion” - 30.4%. “Resistance” response prevailed in two other age groups. A post-symptom analysis of the formed BOS phase showed the prevalence of the following symptoms in the “Resistance” phase: “R1. Inadequate emotional response”, “R4. Reduction of professional duties”, “R2. Emotional and moral disorientation” and “R3. Expansion of emotion saving. “T1.Experiencing traumatic events” symptom dominated in the “Tension” phase, followed by the symptoms of the “Exhaustion” phase - “E1. Emotional deficiency”, “E2. Emotional detachment” and “E3. Personal detachment (depersonalization)”. The dynamics of psychophysiological indicators based on the phases of the formation of BOS showed results similar to obtained from correlation analysis and analysis of variance. A post-symptom analysis of the formed BOS phase showed that the prevailing symptoms negatively affect the professional qualities of teachers. Teachers can be assumed to face increasing traumatic factors of professional activity, they cease to feel the difference between the emotion saving and inappropriate emotional response and, therefore, they try to minimize the responsibilities requiring emotional costs. Limitations. This study is limited to a selection of female teachers of the NKU, who develop BOS during their teaching activities, diagnosed according to the questionnaire of V.V. Boyko. Conclusion. It can be assumed that teachers’ professional activity causes the growth of BOS and can be classified as workplace illness, which entails the inability of an employee to perform his/her duties at a professional level.
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