http://repository.enu.kz/handle/enu/17951 2026-04-03T19:30:43Z http://repository.enu.kz/handle/enu/29595 Work-related stress among financial professionals: The impact of age, work experience and education Kutebayev, Talgat; Utaliyeva, Zhanna; Sautenkova, Marina; Aizhanova, Gulnara Objective The aim of this study was to investigate the differences in the level and sources of workrelated stress among financial professionals regarding age, work experience, and educational level. Methods A cross-sectional research design was employed among 702 financial professionals in Kazakhstan who worked in different corporate and government organizations. Data on work-related stress were collected via online questionnaires using the Job Stress Survey (JSS). Results The results showed that young financial professionals experienced higher stress than older professionals due to the lack of opportunity for advancement. Moreover, the study findings revealed that less experienced financial professionals reported higher levels of stress than more experienced professionals due to the meeting deadlines and conflicts with other departments. The study also found that financial professionals with a postgraduate degree stressed more than professionals with an undergraduate degree on major JSS scales. Furthermore, financial professionals with a postgraduate degree experienced higher stress due to the assignment of disagreeable duties, working overtime, lack of opportunity for advancement, inadequate support by supervisor, dealing with crisis situations, lack of recognition for good work, difficulty getting along with supervisor, insufficient personnel to adequately handle an assignment, lack of participation in policy-making decisions, inadequate salary, excessive paperwork, and covering work for another employee than professionals with undergraduate and vocational degrees. Conclusion The findings of this study provide valuable insights for organizations to eliminate and alleviate work-related stress. 2024-01-01T00:00:00Z http://repository.enu.kz/handle/enu/29594 Visualizing cause-and-effect relationships in utilitarian educational processing in the course of "natural science" Kalelova, Gulfat; Abdimanapov, Bakhadurkhan; Damenova, Aigul; Demeuov, Arman; Sadirbekova, Dinara This paper examines the pedagogical possibilities of using illustrative material to activate students' practice-oriented activities when studying complex relationships in nature. Theoretical analysis has shown that visual illustrative means, including graphs, diagrams, infographics, and interactive models, significantly reduce cognitive load, increase the level of material assimilation, and contribute to a deeper understanding of the processes being studied. For the first time, in this work, a model of receptive illustrative aesthetics (RIE) is postulated. This represents an innovative approach to the use of illustrative material. Within the framework of this model, illustrations cease to be static objects of information transfer and become dynamic means of meaning formation, in which the student acts as an active constructor of knowledge. The main mechanisms of the RIE model include semantic construction, modification of illustrations, and practical interpretation. The theoretical results of the study confirm that the use of RIE in the educational process contributes to the development of critical thinking, analytical skills, and cognitive flexibility of students. Particular attention is given to the prospects for introducing the model into natural science education, as well as to the issues of creating interactive educational platforms and digital tools that support visual modeling of complex processes. This work is a theoretical study based on the analysis of modern pedagogical, cognitive, and multimedia literature. In the future, empirically testing the RIE model and developing methodological recommendations for its implementation in the educational process are proposed. 2025-01-01T00:00:00Z http://repository.enu.kz/handle/enu/29593 The role of sports diplomacy in the sociology of international relations: A case study of the BRICS countries Ramazan, Ainur; Salikzhanov, Rinat; Aktayev, Serik; Baitassov, Yesset; Shoqparov, Alibek This study examines the role of sports diplomacy in enhancing international relations and promoting social integration, focusing on how mega-sporting events strengthen diplomatic ties. It explores sports as a “soft power” tool, with particular attention to its social, cultural, and economic impacts in BRICS countries (Brazil, Russia, India, China, and South Africa). The research employs a combination of data collection and correlational analysis, using data from major sporting events such as the Olympics, FIFA World Cups, and BRICS Games. It investigates the social, cultural, and political effects of these events, with a special focus on BRICS nations. The analysis reveals significant correlations: a positive correlation (r = 0.76) between public participation and sports involvement, a strong correlation (r = 0.85) between Olympic participation and infrastructure development, and a high correlation (r = 0.88) between social inclusion and government policies. These findings highlight the role of sports diplomacy in promoting public engagement, social equity, and infrastructure development. Sports diplomacy, as a form of soft power, plays a key role in advancing international relations, fostering social inclusion, and driving economic growth. The findings offer practical insights for policymakers, particularly in BRICS countries, on strategically utilizing sports diplomacy to enhance foreign policy and build global partnerships. 2025-01-01T00:00:00Z http://repository.enu.kz/handle/enu/29592 Theory and methodology in vocational education Rakhmetova, Nurziya; Sakenova, Saya; Derbissova, Mariya; Kanapyanov, Serik; Suleimenova, Kymbat Vocational schools focus on bridging the gap between theory and practice. The concepts of theory and practice are often discussed in debates about how to address them in the classroom, particularly as they pertain to vocational and technological learning. This research adds empirical evidence to the ongoing debate over vocational education philosophy and methodology. Starting from the heterogeneous phenomenology of the lived world, this study seeks to answer questions about the theoretical and practical experiences of supervisors, instructors, and students in vocational education concerning the teaching and learning process. Thematic analysis has been applied to the narratives of students, instructors, and supervisors gathered via qualitative interviews, with an emphasis on information pertaining to theory and practice. The findings point to both theoretical and practical experiences with a more interconnected perspective and a more typical dualistic one. A more nuanced and thorough comprehension of the concepts allows for their handling in a more integrated fashion. 2025-01-01T00:00:00Z