A holistic approach of access to higher education

To describe leisure participation in adolescents with congenital heart defects (CHD) and identify factors associated with intensity of participation. Eighty adolescents with CHD were recruited (39 males, 41 females; mean age [SD] 15y 8mo [1y 8mo] range 11y 5mo-19y 11mo) of whom 78 completed the Children's Assessment of Participation and Enjoyment (CAPE) outcome measure of leisure participation. The measure has five subscales: recreational, active-physical, social, skill-based, and self-improvement. Associations between the CAPE and age, sex, and development were examined. Motor ability (Movement Assessment Battery for Children, Second Edition), cognition (Leiter International Performance Scale-Revised), behavior (Strengths and Difficulties Questionnaire), and motivation (Dimensions of Mastery Questionnaire) were assessed. Participants exhibited impaired motor (43.5%), behavioral (23.7%), and cognitive (29.9%) development. The most intense participation was in social (mean [SD] 3.3 [0.99]) and recreational (2.9 [0.80]) activity types on the CAPE. Male sex (p<0.05) and younger age were associated with greater physical activity (<15y: 1.87; ≥15y: 1.31, p<0.05). Greater engagement in social activities was related to better cognition (r=0.28, p<0.05), higher motor function (r=0.30-0.36, p<0.01), and fewer behavioral difficulties (r=-0.32 to -0.47, p<0.01). Cognitive ability (r=0.27, p<0.05), dexterity and aiming/catching (r=0.27-0.33, p<0.05), and behavior problems (r=0.38-0.49, p=0.001) were correlated with physical activity participation. Persistence in tasks, an aspect of motivation, correlated with physical (r=0.45, p<0.001) and social activity involvement (r=0.28, p<0.05). Ongoing developmental impairments in adolescents with CHD are associated with decreased active-physical and social engagement, putting them at risk of poor physical and mental health. Health promotion strategies should be considered. Adolescents with congenital heart defects (CHD) have limited engagement in active-physical leisure activities. Cognitive, motor, and behavioral impairments are associated with decreased participation in leisure in children with CHD. Female sex and older age are associated with less engagement in leisure. Mastery motivation correlates with participation, suggesting an avenue for intervention.

This study analyzes the relationship between emotional intelligence (EI) profiles and the use of artificial intelligence (AI) among university students, considering its use as an academic, informational, and emotional support resource. It also explores whether there are statistically significant differences between the identified EI profiles and the purposes for which AI is used. Finally, it examines the association between EI and AI use. A total of 352 students from the University of Alicante participated (184 women, 168 men; mean age = 21.4, SD = 2.3). EI was assessed using the TMMS-24 scale (Attention, Clarity, and Emotional Repair). To evaluate AI use, a 12-item ad hoc questionnaire was developed and validated, comprising three dimensions: educational support, informational support, and emotional support. Cluster analysis identified three EI profiles: (1) high and balanced EI, with high scores across all three dimensions; (2) regulatory EI, characterized by moderate attention and high emotional understanding and regulation; (3) repair-deficit EI, showing difficulties in emotional regulation despite moderate perception and understanding. ANCOVA analyses assessed differences between profiles, showing that students with high and balanced EI perceived greater usefulness of AI for educational and informational support, as well as greater emotional support benefits, compared to other profiles. Finally, positive correlations were found between EI and AI use across all three types of support. These findings suggest that EI influences AI use in differentiated ways, highlighting its role as a facilitator of learning, information management, and emotional well-being in higher education.

Children with intellectual disabilities (ID) encounter several developmental obstacles that require a strong support structure to thrive. This process requires parental involvement, strong social support networks, and community resources, according to research. The study examined parental participation, social support, and community resources for intellectually disabled children in Calamba City. A descriptive-correlational study design was used to evaluate these variables' associations. From 100 parents of children with intellectual disabilities in Calamba City, 80 were randomly selected. A modified survey instrument from earlier studies was validated by experts and tested for reliability using Cronbach's alpha. Average weighted mean parental participation was 3.56, indicating significant involvement. Parental participation in emotional (3.61), decision-making (3.54), and educational (3.53) support was strong. Social assistance for children with intellectual disabilities was "Greatest Extent" for school (3.53), instrumental (3.43), and informational (3.37). The weighted mean of 3.39 indicated strong community resource accessibility. Accessibility and effectiveness ranked first (3.40), followed by availability (3.36). Parental involvement and social support were significantly correlated in several areas: emotional support (r=0.492), instrumental (r=0.346), and school support (r=0.550); decision-making (r=0.474), instrumental (r=0.353), and school support (r=0.477). Parental educational support was associated with community resources in availability (r=0.387), ease of access (r=0.460), and efficacy (r=0.410). Community resource availability (r=0.422), ease of access (r=0.473), and efficacy (r=0.452) were also strongly associated to emotional support. Informational and instrumental social support had significant relationships with community resource availability, ease of access, and effectiveness (r=0.724, r=0.826, r=0.773, r=0.806). In conclusion, parental involvement in emotional support, decision-making, and educational support is strong, showing that parents celebrate their children's successes and provide a loving atmosphere. At the "Greatest Extent," schools provide school, instrumental, and informational social support for children with intellectual disabilities, reflecting their attempts to customize education and provide specific services. Respondents highly agree that community resources are available, accessible, and effective. Parents' educational, emotional, and decision-making participation increases social support and community resource availability. Social assistance also improves community resource access. A comprehensive action plan that increases parental involvement, social support, and resource access for children with intellectual disabilities is needed to sustain these advances.

Background and aimAddiction problems also affect the lives of family members. This study aims to examine: (1) young adult family members’ experiences with informal and professional support in coping with the impact of relatives’ addiction problems and (2) how these experiences evolve over time.MethodA three-year longitudinal qualitative study. Four rounds of in-depth, semi-structured individual interviews were conducted. Thirty students aged 18–30 years, participated in the study at baseline. 93% participated in at least two interviews, and 80% participated three or four times. The Stress-Strain-Information-Coping-Support model was used, and Directed Content Analysis was applied.FindingsFive major themes were extracted from the data: (1) Informal support; (2) Educational support; (3) Healthcare support; (4) Resilience factors; and (5) Developments over time. Informal and educational support were more often described as effective than healthcare support, although the number of participants who sought healthcare support increased over time. Effective elements of support included being able to discuss their experiences with people listening without judgment or unsolicited advice and having long-term relationships of trust with people from the social environment and professionals. Participants were mainly treated with Cognitive Behavioral Therapy (CBT) and Eye Movement Desensitization and Reprocessing (EMDR). Learning how to distinguish between accurate and inaccurate thoughts, especially about themselves, was considered effective. Body-oriented therapy was remarkably absent. Finding effective healthcare support was often a long and winding road through various therapies and therapists. Participants were not attracted to peer group interventions but needed advice on how to deal with their relatives. They also needed recognition by their relatives for harm done. This recognition was seldom given.ConclusionsIt is recommended to train educational and healthcare professionals to recognize the support needs of young people with relatives with addiction problems, to help them cope, or to refer them adequately. We also suggest broadening the scope of professional support offered to AFMs, including body-oriented and cultural interventions.

The article deals with the study of a wide range of problems facing the education system as a result of Russia’s military aggression against Ukraine. The urgency of this study is conditioned by the need to analyze educational problems, including analytical and information support of the educational sector during the martial law; search for science-based state policy in the field of education, using reliable data in wartime and post-war time. An analysis of the processes that occurred during the first three months of the war shows that the Ministry of Education of Ukraine (MES) has taken unprecedented steps to ensure the continuity of the educational process in all segments of the Ukrainian education system. In particular, the efforts of the MES together with educational and research institutions, international and NGOs, have ensured the stability of the education system, the availability and continuity of the educational process almost throughout Ukraine. It was found that, despite the significant scale of destruction and damage, educational managers with the unprecedented support of the international community and Ukrainian citizens, using various forms of education, managed to ensure the continuation of the educational process. Special procedures have been elaborated for the completion of the school year 2021/2022 and the launch of the university admission campaign in 2022. The main characteristics of educational information support in turbulent social conditions are outlined. In such circumstances, specific requirements were set for analytical and information support to the education sector, since effective management of education requires reliable information and analysis of educational processes within a short period of time. Proposals have been prepared for the organization of informational educational support during martial law. Analysis of military risks was carried out, and a number of suggestions for improving the efficiency of the educational system during the period of martial law and post-war development were formulated. The article summarizes the relevance of continuing the scientific search for ways of information and analytical support under conditions of social turbulence, and, consequently, the need to develop appropriate, evidence-based approaches and methods involving a wide range of stakeholders.

Does informal support influence social participation of fractured elderly people?

Children with chronic kidney disease (CKD) generally have worse educational and psychosocial outcomes compared with their healthy peers. This can impair their ability to manage their treatment, which in turn can have long-term health consequences through to adulthood. We attempted to capture the experiences of children with CKD and to describe the perspectives of their parents and caregivers on access to educational and psychosocial support. Children with CKD (n = 34) and their caregivers (n = 62) were sampled via focus groups from pediatric hospitals in Australia, Canada, and the USA. Sixteen focus groups were convened and the transcripts were analyzed thematically. We identified four themes: disruption to self-esteem and identity (emotional turmoil of adolescence, wrestling with the sick self, powerlessness to alleviate child's suffering, balancing normality and protection); disadvantaged by lack of empathy and acceptance (alienated by ignorance, bearing the burden alone); a hidden and inaccessible support system (excluded from formal psychological support, falling behind due to being denied special considerations); and building resilience (finding partners in the journey, moving towards acceptance of the illness, re-establishing childhood). Children with CKD and their caregivers encountered many barriers in accessing psychosocial and educational support and felt extremely disempowered and isolated as a consequence. Improved availability and access to psychosocial and educational interventions are needed to improve the wellbeing and educational advancement of children with CKD. A higher resolution version of the Graphical abstract is available as Supplementary information.

Ying Yang Bao (YYB), a complementary food supplement, has helped to rapidly improve the nutrition status of infants and young children in poor rural regions in China. The first YYB study was performed in 2001 by the International Life Sciences Institute, the Chinese Centers for Disease Control and Prevention, and Nestlé. In 2008, the establishment of national standards for complementary food supplements stimulated implementation of about 15 nutrition intervention projects in poor rural counties in which YYB was applied to infants and young children as home fortification for complementary feeding. Data were accumulated in different studies and showed that YYB enhanced the growth of infants with respect to both anthropometry and cognition, and decreased anemia prevalence significantly in infants aged 6-24 months. The Chinese government has launched a project named Improving Children's Nutrition in Poor Rural Regions in 2012. The project has covered more than 4 million infants aged 6-24 months in 341 counties in 21 provinces in western and middle regions by the end of 2015. This nutrition intervention in early life is rather an opportunity for a better later life. The YYB program in China might present an example for developing countries aiming to improve nutrition in early life.

In the context of the formation and development of information society in Ukraine, information and communication support for the educational space, which is one of the important factors for preparing a person of modern formation and effective development of the state, becomes of great importance. Modern information and communication technologies (ICT) are forcing society to take a new approach to understanding the role of information in the educational process, especially in the training of specialists in educational institutions. This is evidenced by the adoption of the new version of the Laws of Ukraine «On Education», «On Higher Education» and the processes of informatization of educational activities already carried out.&#x0D; In terms of the current state and prospects of the development of the educational informatization process, there are two main areas of its improvement: instrumental and technological, connected with the use of new opportunities of informatics and information technologies for improving the efficiency of the education system; meaningful, related to the formation of new content in the educational process itself.&#x0D; The success of the reform of the education system in Ukraine depends to a large extent on the effectiveness of public administration in the field. Among the main tasks of public administration in the educational space of Ukraine should be noted: the formation of scientific-theoretical and methodological base of information and communication support, improving the forms and means of implementation of public administration, determining the role and place of public administration in the regulation of modern educational processes.&#x0D; The purpose of the research is scientific-theoretical and theoretical-methodological substantiation and analysis of peculiarities of public administration in the sphere of information and communication support of educational space of Ukraine.&#x0D; Information and telecommunications technology is a generic term that describes the various methods, methods and algorithms for collecting, storing, processing, presenting and transmitting data.&#x0D; Public administration in the field of educational activity is carried out by the adoption of regulatory and individual management acts, the conclusion of administrative contracts and the implementation of appropriate organizational measures aimed at their implementation.&#x0D; The subject of public administration is a system represented by the synthesis of state and non-state institutes of public power, the main structural elements of which are, first, the executive authorities, and second, the executive bodies of local self-government.&#x0D; We formulate the main directions of public administration in the educational sphere of Ukraine. Among them are development of national, sectoral and regional information systems, networks and electronic resources, information-analytical systems of public authorities and local self-government bodies; organizational activities on information support of education; organizational and scientific and methodological support of testing of electronic means of educational process; creation of a bank of perspective pedagogical experience.&#x0D; For the successful implementation of these directions, it is important to effectively combine the components of public administration in the field of information and communication support of the educational sphere: the administrative and managerial component consists in the distribution of functions and powers between the bodies of public administration of education and the public; the choice of style, principles, methods of leadership and management of the education system; pedagogical component is to determine the purpose of functioning of the educational process (use of modern pedagogical concepts, technologies, methods and forms; the legal component provides for the strict adherence to the legal acts regulating the educational sector.

The article provides an overview of leadership within higher education and highlights the significance of understanding students’ perceptions of leadership within educational contexts. It studies different views on leadership and social activity, emphasizing the diversity of interpretations and the influence of factors such as cultural backgrounds and personal experiences on students’ perception of the concept. In the article it is explored similarities and differences in defining leadership and social activity with the use of a comparative analysis. The relationship between these concepts is described, highlighting the role of social activism as a sign of leadership skills. It is important that the results of a survey conducted among higher education institution students are provided. The analysis suggests that students believe that helping others is both a sign for social activity and activism as well as one of the main outcomes of leadership activity. Moreover, organizing different events and engaging others is believed to be a component of leadership. Future research directions are presented in the article, including the development of training programs to enhance social activity and leadership among young people.

BackgroundIn Tanzania, and many sub-Saharan African countries, postpartum health programs have received less attention compared to other maternity care programs and therefore new parents rely on informal support. Knowledge on how informal support is understood by its stakeholders to be able to improve the health in families after childbirth is required. This study aimed to explore discourses on health related informal support to first-time parents after childbirth in low-income suburbs of Dar es Salaam, Tanzania.MethodsThirteen focus group discussions with first-time parents and female and male informal supporters were analysed by discourse analysis.ResultsThe dominant discourse was that after childbirth a first time mother needed and should be provided with support for care of the infant, herself and the household work by the maternal or paternal mother or other close and extended family members. In their absence, neighbours and friends were described as reconstructing informal support. Informal support was provided conditionally, where poor socio-economic status and non-adherence to social norms risked poor support. Support to new fathers was constructed as less prominent, provided mainly by older men and focused on economy and sexual matters. The discourse conveyed stereotypic gender roles with women described as family caretakers and men as final decision-makers and financial providers. The informal supporters regulated the first-time parents' contacts with other sources of support.ConclusionsStrong and authoritative informal support networks appear to persist. However, poverty and non-adherence to social norms was understood as resulting in less support. Family health in this context would be improved by capitalising on existing informal support networks while discouraging norms promoting harmful practices and attending to the poorest. Upholding stereotypic notions of femininity and masculinity implies great burden of care for the women and delimited male involvement. Men's involvement in reproductive and child health programmes has the potential for improving family health after childbirth. The discourses conveyed contradicting messages that may be a source of worry and confusion for the new parents. Recognition, respect and raising awareness for different social actors' competencies and limitations can potentially create a health-promoting environment among families after childbirth.

Health information for the millennium and beyond

The collective monograph is devoted to the study of development trends of modern Ukrainian society. The study uses an interdisciplinary approach that allows you to analyze various aspects of the development of social processes in Ukraine and obtain socially significant scientific results. Svitlana Bogatchuk analyzes the processes of formation of applied research centers and attempts to form an educational system to improve the functioning of Ukrainian railways in the late nineteenth century. The study notes that the development of advanced industrial technologies at the time was impossible without adequate technical, scientific and human resources. Igor Mazylo continues to study the history of railway transport. The researcher emphasizes that railway transport during the Soviet-German war played an exclusive role in transporting the needs of the front and the reconstruction process in the economy. The section prepared by Tatiana Pikovskaya is devoted to the solution of the national question in the programs of political parties of national minorities. The history of the First Czechoslovak Republic is part of the political history of Ukraine, because as a result of international treaties concluded after the First World War, Transcarpathian Russia became part of Czechoslovakia under the name "Subcarpathian Russ". This was the impetus for the formation of a democratic multiparty system in the region. The section highlights the peculiarities of Transcarpathian political parties of this period. Among them are multipartyism, the presence of a large number of Hungarian, German, and Jewish parties in addition to the Ukrainian one. In his section, Zorislav Makarov studies the historical-philosophical and methodological preconditions of the current sociological, post-positivist and postmodern critique of scientific rationality and deterministic ideas at the heart of its ontology. The author clarifies the reasons and prospects of significant philosophical and methodological reflection of communicative aspects of scientific rationality on the material of advanced science development of quantum and "nonlinear" samples of ontology and the corresponding improvement of scientific description. In the study of Igor Bielkin research reveals the methodological principles of effective use of the business game algorithm as a leading method of active training of future specialists in the field of management and business in modern institutions of higher education. Emphasis is placed on the modernization of the content of the educational process taking into account the current needs of professional training of modern managers using gaming technologies. Attention is paid to the implementation of communication comfort of students in vocational training in higher education institutions in the game environment, as well as the use of business games as a method of interactive learning of students in the real production process. Volodymir Mangora researches the peculiarities of information and legal support of legal education in modern Ukraine. The analysis of the current legislation regulating information and legal support of legal education is carried out. The main problems of information and legal support of legal education in terms of distance learning are identified. Proposals have been developed to improve the training of future lawyers. Tamila Mangora on the basis of studying the life of A. Yakovliv considered his formation as a lawyer and historian of law, analyzed the process of transformation of his political and legal views. As a result of studying the works of A. Yakovliv, his views on the sources of Ukrainian law, Ukrainian-Moscow treaties, ideas about the formation of the Ukrainian nation and the formation of the state are highlighted. The content of the collective monograph corresponds to the direction of research work of the Department of History of Ukraine and Philosophy of Vinnytsia National Agrarian University "Study of trends in socio-economic development and consolidation of Ukrainian society in modern history of Ukraine." In writing the monograph were used: historical and genetic method, statistical analysis, sociological and pedagogical research.

Special features of information and legal support of legal education at the present stage in Ukraine are provided in the article. The current legislation regulating the information and legal support of legal education has been analyzed. The main problems of information and legal support of legal education are identified and proposals for improving the training of future lawyers are developed

Background: Developing the knowledge base on the impact of aphasia on people's social lives has become increasingly important in recent times to further our understanding of the broad consequences of communication disability and thus provide appropriate services. Past research clearly indicates that relationships and social activities with family members and others undergo change with the onset of aphasia in an individual, however more evidence of a quantitative nature would be beneficial. Aims: The current research furthers our knowledge by quantifying chronically aphasic older people's regular social contacts and social activities, and places them in context by comparing them with healthy older people of similar age and education. Methods & Procedures: A total of 30 aphasic participants aged 57 to 88 years, and 71 non‐aphasic controls aged 62 to 98 years were interviewed by a speech and language therapist using self‐report measures of Social Network Analysis (Antonucci & Akiyama, 1987) and Social Activities Checklist (Cruice, 2001, in Worrall & Hickson, 2003). Demographic information was also collected. Descriptive statistics are presented and independent samples t tests were used to examine differences between the groups. Outcomes & Results: Participants with primarily mild to moderate aphasic impairment reported a considerable range of social contacts (5–51) and social activities (8–18). Many significant differences were evident between the two groups' social contacts and activities. On average, aphasic participants had nine fewer social contacts (mainly “friend” relationships) and three fewer social activities (mainly “leisure” activities) than their non‐aphasic peers. The majority of controls were satisfied with their social activities, whereas the majority of aphasic participants were not and wanted to be doing more. There were some general similarities between the groups, in terms of range of social contacts, overall pattern of social relationships, and core social activities. Conclusions: Older people with chronic aphasia had significantly fewer social contacts and social activities than their peers. People with aphasia expressed a desire to increase the social activity of their lives. Given the importance of leisure activity and relationships with friends as well as family for positive well‐being, speech and language therapists may direct their rehabilitation efforts towards two areas: (1) conversational partner programmes training friends to maintain these relationships; and (2) encouraging and supporting aphasic clients in leisure activities of their choice.