Phronesis and Ethical Nursing Practice: Insights From Nursing Ontology.

Статья посвящена анализу современных процессов интегрирования терминологических моделей смежных дисциплин уголовно-правового блока, прежде всего криминалистики, судебной экспертологии, в единую терминологическую систему. В настоящее время в методологии науки достаточно серьезное внимание уделяется такой философской категории, как интеграция знаний. Процессы интеграции и дифференциации научных знаний постоянно протекают в научной области знания. Не является исключением и правовая система, которая в структуре социального управления выступает в качестве одной из наиболее сложных, высокоорганизованных и информационно нагруженных систем. Особенно активно процесс интеграции осуществляется на уровне институтов и отраслей права, обеспечивая межотраслевую интеграцию, что позволяет решать проблемы, комплексное рассмотрение которых невозможно в рамках предмета одной науки. Автором проводится краткий ретроспективный анализ теоретических исследований, посвященных вопросам интеграции научных знаний в науках, предметы которых направлены на противодействие преступной деятельности. Данное исследование показывает, что в процессе формирования и развития уголовно-правовых наук процессы интеграции и дифференциации протекали, зачастую сменяя друг друга. Однако, как показывала практика, стремление к излишней дифференциации научного знания со временем все равно приводило к необходимости интеграции структурных элементов из-за искусственно созданных несоответствий между ними, что явственно подтверждается недавними изменениями в номенклатуре научных специальностей. Автор обосновывает свою точку зрения о том, что интеграция научных знаний неизбежно приводит к необходимости формирования единого терминологического пространства, которое предполагает использование всеми науками уголовно-правового блока определенного количества общих терминов, терминологических моделей, которые, в свою очередь, должны иметь единое понимание и восприятие всеми субъектами. The article is devoted to the analysis of modern processes of integrating terminological models of related disciplines of the criminal law block, primarily forensic science, forensic expertology, into a single terminological system. At present, in the methodology of science, quite serious attention is paid to such a philosophical category as the “integration” of knowledge. The processes of integration and differentiation of scientific knowledge are constantly taking place in the scientific field of knowledge. The legal system is no exception, which in the structure of social management acts as one of the most complex, highly organized and information-loaded systems. The integration process is especially active at the level of institutions and branches of law, providing intersectoral integration, which allows solving problems that cannot be considered comprehensively within the framework of a single science. The author conducts a brief retrospective analysis of theoretical studies on the integration of scientific knowledge in the sciences, the subjects of which are aimed at counteracting criminal activity. This study shows that in the process of formation and development of the criminal law sciences, the processes of integration and differentiation often proceeded replacing each other. However, as practice has shown, the desire for excessive differentiation of scientific knowledge over time still led to the need to integrate structural elements due to artificially created inconsistencies between them, which is clearly confirmed by recent changes in the nomenclature of scientific specialties. The author substantiates his point of view that the integration of scientific knowledge inevitably leads to the need to form a single terminological space, which involves the use by all the sciences of the criminal law block of a certain number of common terms, terminological models, which, in turn, must have a common understanding and perception by all entities.

This study examines the integration of Islamic values and scientific knowledge through a love based curriculum approach in the development of learning materials for elementary school students. A curriculum grounded in the principle of love emphasizes compassion, empathy, and holistic character formation as fundamental elements in the learning process. The purpose of this study is to analyze how a curriculum inspired by love can support the spiritual, emotional, and intellectual development of learners, and how Islamic principles such as compassion, justice, and wisdom can be incorporated in a structured way into instructional content. This research uses a qualitative descriptive method by reviewing various literature sources, curriculum models, and practical applications in elementary school settings. The findings show that an Islamic curriculum based on love can strengthen student engagement, enhance moral awareness, and create a positive classroom environment that makes learning more meaningful and humanistic. The integration of scientific knowledge with Islamic perspectives also helps students understand knowledge in a complete and valuable way. This approach enriches academic comprehension and nurtures learners into empathetic individuals with strong ethical awareness. Overall, the study highlights the importance of curriculum innovation that unifies Islamic teachings, scientific literacy, and affective development to support comprehensive learning outcomes.

The subject of research is the experience of integration of scientific knowledge and interdisciplinary cooperation aimed at solving agro-ecological issues for the purpose of increasing economic effectiveness and making appropriate management decisions in the field of the agro-industrial complex. The author considers this problem using the example of Nizhny Novgorod State Agricultural Academy. To analyze the subject, the author studies the results of coordinated use of innovative solutions of different branches of scientific and practical knowledge for solving the vital agro-ecological problems and raising the effectiveness of intellectual resources management for the purpose of sustainable economic development of agricultural territories. The author considers theoretical and practical aspects of synthesis of scientific knowledge for solving the above mentioned problems and the prospects of integration of the contents of scientific and educational processes and field experience in agricultural educational institutions of Russia. The research is based on various types of analysis (typological and comparative) and the method of historical and philosophical reconstruction. The scientific novelty of the study consists in the fact that integration of scientific knowledge and interdisciplinary cooperation in solving topical agro-ecological problems are considered from the viewpoint of organic philosophy (using its methodological basis) and based on the scientific, educational and field experience of Nizhny Novgorod State Agricultural Academy.   

Knowledge integration in sustainability governance through science-based actor networks

The purpose of this study was to investigate the correlations between students' scores on integrating science knowledge and their conceptual knowledge of educational research concepts, methods, and applications. Participants were 124 graduate students enrolled in several sections of a required introductory course in educational research methods. Students' integration of science knowledge was measured via the Test of Integrated Process Skills II, and performance in the educational research methods class was assessed via midterm and final examinations. Analysis indicated that correlations between scores on the Test of Integrated Process Skills II and achievement in the course on midterm and final examinations were .36 and .42, respectively, suggesting that those who were more able to integrate science knowledge also tended to exhibit higher performance on the examinations.

Integration of scientific knowledge into negotiations of the Multilateral Environment Agreements (MEAs) is crucial to effective implementation of those MEAs by ensuring uniformity in their terminology. Recent innovations in the field of biotechnology provoked a discussion over “Digital Sequence Information” (DSI) in fora of several MEAs. In the context of this discussion, the term DSI remains ambiguous and encompasses a wide range of concepts, including, at least, DNA/RNA base sequence data. We focused on how the term “DSI” was regarded in negotiations of the Convention on Biological Diversity and the International Treaty on Plant Genetic Resources for Food and Agriculture, analyzed the changes of terminology for DSI in the opinions or views of the Parties in the supreme decision-making bodies of these agreements from the perspective of the MEAs implementation. Based on these efforts we suggest the ways and means to support challenges regarding integration of scientific knowledge into MEAs.

The article proposes a solution to the problems related to the formation of students’ readiness to implement and integrate scientific knowledge into their pedagogical activity. The authors state that in the motivational environment of teaching practice, along with integration, ‘mental convergence’ takes place. Mental convergence is a mental rapprochement between the members of the educational community, such as students and their parents as well as staff of educational institutions, promoting the development of motivation of future teachers. Perfect conditions for knowledge and skills integration are created by application of modern interactive technologies in the multimedia educational environment of the Internet era. The experimental work, including the teaching practices of the 2016/17 and 2017/18 academic years, has been conducted in three stages. In 2019, in the final (third) stage, a master-class was organized in the form of a methodological seminar. Surveys, interviews, pedagogical observation, and testing of students were conducted in order to define the reasons for the students’ reduced motivation to work as teachers. Pedagogical practice is a complex process presented as a condition for theoretical knowledge integrating in pedagogical activity at substantive and procedural levels. The authors are convinced that in the motivational environment of pedagogical practice, along with scientific knowledge actualization and integration, ‘mental convergence’ (Gershunsky) of subjects of the educational community takes place, which is embodied in future teachers’ skills to work with children.

The article examines the problem of using information technology in the training of future doctors. The expediency of their introduction is substantiated for the integration of natural and professional knowledge. It is demonstrated that the use of these technologies in education increases the motivation of students to the chosen profession and promotes the formation of professional thinking and creativity in practice. The possibility of using information technologies in the medical university for effective distance learning and independent work of students is analyzed. The main tasks of studying the discipline are: formation and development of knowledge, skills and knowledge bases necessary for effective use of modern general-purpose applications in educational and cognitive activities and everyday life; acquainting students with the role of new information technologies in professional activities, with the prospects for the development of computer technology and the importance of continuous self-improvement; development of the ability to independently master various software tools and update and integrate the acquired knowledge. At the present stage of development of higher medical school there is a tendency to use fundamentally new integrated technologies of educational activities, which allow teachers to effectively manage the learning process. Thus, on the example of the considered disciplines it can be argued that the integration of scientific knowledge and professional skills by means of modern IT ensures the development of professionalism of the future doctor and creates favorable conditions for continuous self- development and self-improvement throughout practice.

Climate services have a well-recognised potential for empowering decision makers in taking climate smart decisions; across sectors, public agencies, policy makers, and including citizens. This potential is, however, often not fully realised as the uptake of climate services may be hampered by a range of barriers, including the lack of understanding of the needs of users, and the poor recognition of the knowledge users themselves have. Research shows, however, that the users climate services intend to serve often have a well-developed knowledge of the climate systems around them based on their observation and experience. In a recently initiated H2020 research project, Innovating Climate Services through Integration of local and Scientific Knowledge (I-CISK, https://icisk.eu) we recognise that integrating multiple knowledges through co-creation of climate services with users, can contribute to closing the usability gap, despite the challenges to these knowledges as a result of demographic, climatic and environmental change. Here we present an introductory review of the current state of the art in the integration of local knowledge in climate services. This review does not aim to comprehensively address the very broad and multiple dimensions of local knowledge, but rather gives a perspective of current approaches in science and practice to the integration of local and scientific knowledge. We first explore what we consider as local knowledge within the scope of this review, which will also be used as a reference to inform our further research on local knowledge within the context of its integration in climate services in the I-CISK project. We then review how local knowledge is used in climate services, and introduce a basic typology of how local knowledge and scientific knowledge are considered and/or integrated within climate services. Finally, we provide a reflection on the challenges and directions of local and scientific knowledge integration in climate services, and give a brief outlook on how these challenges will be addressed in the I-CISK project.

Although there is a broad agreement on the importance of scientific knowledge for the implementation of the Sustainable Development Goals, high levels of uncertainty and debate about what counts as knowledge challenge the use of research for political decision-making. Hence, the question arises, which strategies of scientific knowledge integration are adopted by science-based actor-networks that seek to enhance evidence in sustainability governance. In this article, I study the Sustainable Development Solution Network (SDSN) engaged in different institutional settings and policy fields. With a qualitative document analysis, I compare the overall structure, objectives, thematic focus, formal knowledge processes, and outputs of 22 national sub-networks of the global SDSN in order to elucidate how these initiatives integrate contested sustainability knowledge underpinning the implementation of the 2030 Agenda. My findings suggest that most SDSNs adopt solution-oriented knowledge integration strategies but also that networks in countries with better overall SDG performance tend to adopt assessment-oriented and learning-oriented strategies. In reflecting on these results in the context of the current literature on knowledge integration in sustainability governance, I argue that science–policy interfaces are shaped by the intentional and dynamic interactions of actors within their institutional setting and policy environment, and propose pathways for further research.

Integration of expertise or collaborative practice?: Coastal management and climate adaptation at the Wadden Sea

This text represents comments to the article by T.D. Sokolova “Conceptualization of scientific progress. A Case of Historical Epistemology”. Her article combines the concepts of differentiation and integration of scientific knowledge, on the one hand, and the concept of the progress of science interpreted by the historical epistemology of G. Bachelard, on the other, which ultimately is designed to solve the “paradox of interdisciplinarity” and the problem of disciplinary separation of scientific knowledge. The problem posed is highly significant for understanding modern science. At the same time, its formulation can be elaborated and even reformulated, and its premises clarified, since they themselves are the subject of extensive discussions. To do this, it is necessary to revise the widely known definitions of interdisciplinarity and transdisciplinarity in such a way as to detect the value-worldview content relevant to science as a socio-cultural system that includes the idea of progress.

The Long-Term Agroecosystem Research (LTAR) network is a collaborative initiative funded by the U.S. Department of Agriculture, Agricultural Research Service, aimed at advancing sustainable, resilient agriculture through coordinated research conducted on croplands, grazing lands, and integrated crop/livestock systems. Here we provide an overview of the LTAR network, highlighting its vision, mission, initiatives, recent network activities, and future directions. Network-level research is critical for developing contextually relevant solutions to the challenges faced by agricultural producers. Long-term data collection, stakeholder engagement, and the integration of scientific knowledge are needed to enhance agricultural productivity and its resiliency, environmental quality, profitability, and social well-being into the future.

The purpose of this work is to develop methods, technologies and tools for creating and maintaining intelligent scientific and educational internet resources (ISEIR) based on a service-oriented approach and Semantic Web technologies. The main purpose of ISEIR is to provide meaningful access to scientific and educational information resources of a given field of knowledge and integrated information processing services. According to the preliminary concept, an intelligent scientific and educational internet resource will be an information system accessible via the internet which provides ontology-based systematization and integration of scientific knowledge, data and information resources into a single information space together with a meaningful effective access to them as well as supporting their use in solving various scientific and educational tasks. ISEIR is equipped with an ergonomic web-based user interface and special editors designed to manage the knowledge integrated into it. The proposed approach to the construction of intelligent scientific and educational internet resources is the basis for the developed technology in creating and maintaining information environments for distributed learning.

The author examines in detail aspects of the ecological program for the Volga River, the legal and regulatory framework governing its conservation and rehabilitation, as well as the implementation of the federal project "Revitalization of the Volga." The article discusses the historical and economic significance of the Volga, its role for Russia as the main water artery. The author addresses issues related to water pollution caused by anthropogenic impact. Special attention is given to the reasons for the inefficiency of project implementation, including insufficient regional coordination, lack of public involvement, and the need for better integration of scientific knowledge. The author emphasizes on the importance of developing modern monitoring technologies and their application. Additionally, a unified strategy for restoring the Volga basin is proposed, calling for the expansion of federal programs and improvement of inter-agency cooperation to effectively address environmental consequences. The research is based on general scientific and specific scientific methods of cognition, allowing for the analysis of the regulatory framework, federal programs, and historical data. This enabled a rough assessment of the current ecological state of the Volga River. The main conclusions of the study indicate that the Strategy for implementing the measures aimed at the "Revitalization of the Volga" should be based on a comprehensive approach, addressing ecological, economic, and social issues and their solutions. Complexity is also necessary in terms of legal regulation, as the rehabilitation of water bodies involves several sectors. First and foremost, a detailed analysis of the current state of the river must be conducted, a technical base for data collection established, key sources of pollution identified, and priority zones for rehabilitation activities determined. The novelty of the research lies in the proposal to create a single operator overseeing the implementation of such a federal project. The unification of efforts of various ministries and agencies responsible for environmental protection, water resources, and territorial development will create the synergistic effect necessary for the effective execution of the program. The author also considers it advisable to adopt other measures: – eliminate the lack of equipment and modernize wastewater treatment infrastructure; – extend the planning horizon of the new program, allocating part of the time for result analysis and data recording; – implement new water purification and monitoring technologies; – establish analytical centers (think tanks) focused on the comprehensive study of the problems of the Volga.