In the model, Bloom attempted to formulate the hierarchy of educational goals covering the field of cognitive operations. According to his view, the educational objectives are interrelated with the thinking processes such as “Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation” (Darcy 294). Each level of the hierarchical cognitive model is based on the previous one. Knowledge of memorizing may be regarded as the cognitive basis while evaluation is the highest peak of the cognitive abilities. In my opinion, Bloom’s model doesn’t have any particular weaknesses because it provides a consistent system of intellectual tasks aimed at the development of higher hierarchical skills – synthesis, evaluation, and critical thinking needed for both investigations of the materials and academic writing. The first two steps of knowledge and comprehension should be followed while reading the articles and papers. It is possible to say that these steps are interrelated because knowledge isn’t possible without comprehension and vice versa. To comprehend the material, it is important to read the papers carefully and note the most important details related to the subject of interest. Then, when the main ideas and concepts are understood, one can easily apply them in writing a review. Knowledge application doesn’t mean the direct quoting of a text, but it implies paraphrasing and the integration of the learned concepts into the personal view of the subject. Therefore, the application includes analysis and the synthesis of information from the reviewed sources. And finally, one needs to evaluate the complete composition by applying the skills of critical thinking. Evaluation helps to identify the potential errors and make the necessary changes if needed. According to Darcy, “comprehensive literature reviews involve more than simply a recitation of information gleaned from other sources” (293). A researcher needs to analyze the material provided by other authors. Literature review implies the cognition and systematization of information through which a student attempts to support his/her own ideas. Overall, the review is meant to assist in the verification of an individual’s conclusions. Therefore, it is useful to follow Bloom’s model because it supports the development of critical aptitude needed for the increase of the scholastic work’s authenticity. Nowadays, there are many different theories explaining the individuals’ motivations in fulfillment of psychological needs. It is possible to say that the theories introduced by David McClelland, Abraham Maslow, and Frederick Herzberg may be regarded as the most comprehensive and well-known. In his Achievement Motivation Theory, McClelland identified three groups of motives: the achievement motive, the power motive, and the affiliative motive (Dinibutun 135). The power motive is acquired during education or obtaining experience, and it is concerned with a person’s desire to control and influence the actions of others. The achievement motive can become fulfilled only in case the work is successfully completed (the goal is achieved). A success-oriented person formulates complex objectives and wants to receive feedback on his/her work. The achievement motive is common for the majority of people, but its intensity varies depending on the individual characteristics. The level of this motive’s development defines the efficiency of t