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Stress management – the design and implementation of workplace programs and services intended to combat employee stress and improve overall employee morale, effectiveness and productivity. Sublimation – is a mature type of defense mechanism where socially unacceptable impulses or idealizations are consciously transformed into socially acceptable actions or behavior, possibly converting the initial impulse in the long term. Sublimation allows us to act out socially unacceptable impulses by converting them into a more acceptable form. For example, a person experiencing extreme anger might take up kick-boxing as a means of venting frustration. Freud believed that sublimation was a sign of maturity (indeed, of civilization), allowing people to function normally in culturally acceptable ways. Sukhomlinsky Vasily Aleksandrovich (1918–1970) – a school teacher and one of the most influential Soviet educators in the post-war period. His school in the small Ukrainian town of Pavlysh became an educational Mecca visited by thousands of teachers, and his books were read by millions. His idealism and his deep love for children led him to develop a holistic system of education which placed great emphasis on children's health and on their moral and aesthetic development, as well as on intellectual and vocational development. He attracted criticism from some people in the Soviet educational hierarchy for laying too much emphasis on the individual. He was a humanistic educator who saw the aim of education is to be strong and healthy (physically and emotionally), to be a personification of kindness. It meant someone who had a deep appreciation of beauty, who had developed their intellect (and was observant and aware of their environment), and who had developed their talents and used them for the benefit of society. The core of Sukhomlinsky's system of education was his approach to moral education, which involved sensitizing his students to beauty in nature, in art and in human relations, and encouraging students to take responsibility for the living environment which surrounded them. Sukhomlinsky taught his students that the most precious thing in life is a human being, and that there is no greater honour than to bring joy to other people. He taught them that to bring joy to other people, and especially to their families, they should strive to create beauty in themselves and in the environment. There was thus a very close connection between moral and aesthetic education in Sukhomlinsky's 73