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Acme isolation in professional activities

To highlight Acme in the professional activity of the individual, we reviewed the biography of such an outstanding scientist of the 20th century as Albert Einstein (1879 - 1955).

Albert Einstein was born on March 14, 1879 in Ulm (Württemberg, Germany) in a family of a small merchant. He studied at the Catholic folk school, in the gymnasium.

By age 16, Einstein had mastered the basics of mathematics, including differential and integral calculus.

After graduating from school, in 1896, Einstein became a student of the Zurich Polytechnic.

After the final exam in 1900, Einstein did not have a permanent job for two years. For a short time, he taught physics, gave private lessons, and then, on the recommendation of friends, got a job as a technical expert at the Swiss Patent Office in Bern. There he worked from 1902 to 1907.

In 1905, Einstein's works on the theory of relativity and the Brownian movement came out, bringing him worldwide fame. Already here we can observe the rapid professional growth of Einstein, who at that time was only 26 years old.

In the same year, Einstein developed the photon theory of light, without which the famous model of the atom of N. Bohr (1913) and the ingenious hypothesis of the “waves of matter” by Louis de Broglie (early 1920s) could not have appeared.

In the same year of 1905, Einstein’s work “On the Electrodynamics of Moving Bodies” was published. This led to the breakdown of many fundamental concepts (the absoluteness of space and time), the establishment of new space-time representations (relativity of length, time, simultaneity of events).

On the basis of the special theory of relativity, in the same 1905, Einstein discovered the law of the relationship between mass and energy. This Einstein law underlies all nuclear physics.

In 1907, Einstein extended the ideas of quantum theory to physical processes not related to radiation, and developed the first quantum theory of heat capacity. This work gave the third beginning of thermodynamics.

Based on his principle of relativity, in 1911, in the article “On the Effect of Gravity on the Propagation of Light,” Einstein laid the foundation for a relativistic theory of stress.

In the summer of 1912, Einstein returned to Zurich, where the Department of Mathematical Physics was established at the Higher Technical School. Here he was engaged in the development of the mathematical apparatus necessary for the further development of the theory of relativity. In this he was helped by his fellow practitioner Marcel Grosman. The fruit of their joint efforts was the work of the “Project of the Generalized Theory of Relativity and the Theory of Angry”.

In Berlin, Einstein arrived in April 1914, when he was already a member of the Academy of Sciences, and began to work at the university established by Humboldt, the largest higher education institution in Germany. Here he spent 19 years - he lectured, conducted seminars, and regularly participated in a colloquium, which was held once a week at the Physics Institute during the school year.

In 1915
Einstein completed the creation of the general theory of relativity.

Just a year after the publication of the work on the general theory of relativity, Einstein presented another work of revolutionary importance - the idea of ​​a closed universe.

In 1916–1917 Einstein's papers on the quantum theory of radiation were published. This concept has become the theoretical basis of modern laser technology.

Beginning in the second half of the 1920s, Einstein devoted much time and energy to developing a unified field theory. However, the few works that he published on this issue did not satisfy him. From this point on, one can speak of a gradual decline in Einstein's creative activity, when he was mainly engaged in acquainting people with the results of his research by giving lectures.

So, in March 1922, Einstein left Germany due to the formation of an anti-Semitic campaign and went to Paris with lectures, and in the fall again embarked on a large foreign trip - to China and Japan. On the way back, he visited Palestine for the first time. At the University of Jerusalem, Einstein talked about his research on the theory of relativity, and talked with the first Jewish settlers.

After 1925, Einstein did not make long journeys and lived in Berlin, making only trips to Leiden to give lectures, and in the summer to Switzerland, on the coast of the North or Baltic Sea.

Since 1930, Einstein spent the winter months in California. At the Pasaden Institute of Technology, a scientist lectured about the results of his research.

Since October 1933, Einstein began work at Princeton University. The scientist continued his work on the theory of relativity; He paid great attention to attempts to create a unified field theory.

Einstein died in Princeton (USA) on April 18, 1955.

Thus, after analyzing the creative way of Albert Einstein, we can single out the most productive period in it: from 1902 (when he began working on the theory of relativity) to 1917 (when he made his last discovery - quantum theory of radiation). The pinnacle of Einstein’s professional activity (acme) can be considered a short period from 1905 to 1907, when his main discoveries were made that served as the basis for modern science: the theory of relativity, the theory of Brownian motion, the photon theory of light, the law of the relationship between mass and energy, and quantum theory heat capacity.

A feature of Einstein's professional acme is that he reached it at a relatively young age - 26 - 28 years old - in which most scientists are just beginning their creative path and reach their tops at a more mature age.
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Acme isolation in professional activities

  1. "Acme" in group professional activities
    Plan 1. The working team as a socio-psychological field of collective acme. 2. The organizational environment of the working team as an external condition for the development of the collective "Acme". 3. Socio-psychological characteristics of the working team as an internal condition for the development of collective acme. Keywords: working team, collective "acme", organizational environment of the working team. -
  2. "Acme" in group professional activities
    Plan 1. Working team as a socio-psychological iole collective acme. 2. The organizational environment of the working team as an external condition for the development of the collective "Acme". 3. Socio-psychological characteristics of the working team as an internal condition for the development of collective acme. Keywords: working team, collective "acme", organizational environment of the working team. -
  3. Acme and professional activities of the doctor
    The problem of searching for the meaning of life has occupied the minds of people since ancient times. It is noteworthy that this problem was not part of the field of study of any particular science. Rather, here you can talk about the personal potential of each person who, regardless of the time of his existence, asked himself the questions: “Why do I live? What is the meaning of my own life? What is the meaning of people's lives
  4. The meaning of life, AKME AND PROFESSIONAL ACTIVITIES
    Zavalishina A.N. (Moscow) Methodological aspect of the meaningful life value of professional work Personal (value, emotional, etc.) “involvement” of a person in his chosen type of professional work is, as you know, the most important factor in the effective implementation of the latter, as well as the achievement of a subject of high professional skill. But by itself, "involvement"
  5. Improving the style of professional activity, optimizing the relationship between individual groups of professional skills, increasing the number of "degrees of freedom" of the subject of professional activity
    This performance criterion is a unique criterion for the acmeological training of the program-target orientation, since it is the actual training that is aimed at fulfilling the task of improving professional skills as a whole and has sufficient methodological potential to solve it. In addition to the growth of the level of knowledge of individual skills and psycho-correction of the cash state
  6. Criteria of professional "acme" in relation to indicators of professionalism and professional competence
    In assessing the presence and nature of the professional "acme" in a particular person, it is important to take into account the psychological indicators of professionalism and competence prevailing in the profession and in the professional community, as well as psychological knowledge of professionalism. The identification and evaluation of professional "acme" depends on how professionalism is understood, what are the indicators
  7. Criteria of professional "acme" in relation to indicators of professionalism and professional competence
    In assessing the presence and nature of the professional "acme" in a particular person, it is important to take into account the psychological indicators of professionalism and competence prevailing in the profession and in the professional community, as well as psychological knowledge of professionalism. The identification and evaluation of professional "acme" depends on how professionalism is understood, what are the indicators
  8. Improving the style of professional activity, increasing the number of "degrees of freedom" of the subject of professional activity.
    We also conducted a repeated study on the construction of the group acme-space of professional management activity after the participation of group members in the acmeological training of the program-target orientation. The study was conducted using the same methodological tools that were necessary to ensure the comparability of results. The hypothesis of the present study was
  9. Value concepts professional orientation, professional self-determination and professional fitness personality
    The formation of professional fitness, the formation of a professional is inextricably linked with the self-determination of the individual, that is, with self-realization, self-assertion, self-improvement, self-knowledge. This process is due to the manifestations of internal resources, forces, attitudes towards the professional development of the personality and its development. Self-determination of personality is a conscious act of identifying and
  10. "Acme" in the professional development of man
    Plan 1. The essence of the "Acme" phenomenon in professional development. 2. Types of professional "Acme". 3. Criteria of professional "acme" in relation to indicators of professionalism and professional competence. 4. Conditions for achieving professional "Acme". Keywords: professional "acme", professionalism, professional competence, professional, professional
  11. DISTRIBUTION AND DESCRIPTION OF THE MAIN TYPES OF ACTIVITY
    Analysis of activities in order to identify professionally important qualities, as indicated by V.A. Bodrov (1985), does not require excessive specification of the description of the entire structure of activity in the various conditions of its manifestations. The most complex, stressful, responsible and dangerous elements from the point of view of content and conditions of implementation are subject to such analysis. The study of specific psychological
  12. "Acme" in the professional development of man
    Plan 1. The essence of the "Acme" phenomenon in professional development. 2. Types of professional "acme1 '. 3. Criteria of professional" acme "in relation to indicators of professionalism and professional competence. 4. Conditions for achieving professional" acme ". Keywords: professional" acme ", professionalism, professional competence, professional, professional
  13. Conditions for achieving professional "Acme"
    Internal conditions for achieving professional acme are: achievement motivation; human activity corresponding to the highest productivity of his labor behavior; "strong" professional goal-setting and the construction of their professional path along its ascending trajectory; the human desire to achieve its maximum level; high level of aspirations, motivation
  14. Conditions for achieving professional "Acme"
    Internal conditions for achieving professional acme are: achievement motivation; human activity corresponding to the highest productivity of his labor behavior; "strong" professional goal-setting and the construction of their professional path along its ascending trajectory; the human desire to achieve its maximum level; high level of aspirations, motivation
  15. The essence of the "acme" phenomenon in professional development
    "Acme" in professional development (professional "Acme") is a mental state, meaning the highest level for a person in his professional development, which falls on a given period of time. Professional "Acme" is a mental state, meaning maximum mobilization, the realization of all professional abilities, capabilities and reserves of a person.
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