Cognitive Criteria Research Articles

Criteria, Indexes And Levels of Formed of Readiness of Future Junior Specialists of Physical Culture and Sport to Communicative Cooperation in Professional Activity

In the article certainly and criteria, indexes and levels of formed of readiness of future junior specialists of physical culture and sport, are reasonable to communicative cooperation in professional activity. With the purpose of determination of criteria of formed of the investigated quality correlation of concepts is set "criterion" and "index". A criterion is certain as more stable, and index dynamic.
 Such criteria of readiness of future junior specialists of physical culture and sport are certain to communicative cooperation: motivational, cognitive, communicative-active and emotionally-evaluation, that is directly correlated with the components of the investigated quality. A motivational criterion includes for itself such indexes: communicative values; communicative interests; communicative necessities .
 Indicators of the cognitive criterion are: knowledge of the basics of communication; knowledge of the basics of professional communication. The indicators of the communicative criterion are: communicative thinking; communicative behavior. The indicators of the emotional-evaluative criterion are: self-control and self-regulation (establishing emotional contact during the conversation, assessing the interlocutor’s mood, managing their own emotional state during the conversation, assessing the emotional state of the partners during communication, assessing their own communicative competence).
 A low, satisfactory, sufficient and high level of formation of readiness of junior specialists in physical education and sports for communicative interaction in professional activities is established.

Критерії, показники та рівні розвитку комунікативної компетентності офіцерів-прикордонників в умовах магістратури

Проблема розвитку комунікативної компетентності як основи взаєморозуміння і взаємодії сьогодні набуває все більшої актуальності. Особливі вимоги до володіння означено юкомпетентністю висуваються до офіцерів-прикордонників. У статті висвітлено та обґрунтовано наукові підходи у з’ясуванні критеріїв, показників і рівнів розвитку досліджуваного феномена. Визначено такі критерії: мотиваційний, когнітивний, діяльнісний, які безпосередньо співвідносяться зі структурними компонентами. Для вказаних критеріїв установлені відповідні показники, що їх характеризують, рівні розвитку (високий, достатній̆, задовільний), а також методи та засоби діагностики, що надасть змогу визначити сучасний̆ стан та передбачити динаміку розвитку комунікативної компетентності. Проаналізовано розвиток комунікативної компетентності офіцерів-прикордонників в умовах сучасної магістерської освіти.

Female sexual dysfunction associated with idiopathic cerebellar ataxia: A case report

BackgroundCerebellar ataxia affects individuals in reproductive age. To date, few clinical cases of cerebellar ataxia and involvement of the cerebellum in sexual response were reported. We report a case of a woman that need to restore skills related for execution of sexual activity and coordination of movements during sexual intercourse.Case presentationWe present a case of idiopathic cerebellar ataxia in a 25-year-old woman who was referred for sexual health consultation. The patient complained of sexual problems as follows: “I forgot the behaviors that I should adopt in a sexual encounter, and I know what to do only after paying attention to my movements.” The history of sexual behavior indicated that this patient presented a “romantic love” model. The Diagnostic and Statistical Manual of Mental Disorders (DSM-5) reports that this condition involves anorgasmia disorder and female sexual arousal disorder. In addition, there was a loss of automatism and coordination of movements in the pelvis and lower extremities. The patient’s condition improved with occupational and physical therapy combined with rehabilitation therapy based on cognitive behavioral criteria for sexual therapy.ConclusionsThe case evolved from the romantic-affective model to a realistic model. The patient reported being comfortable during sexual intercourse and could explain her sexual needs to her partner. She managed to coordinate lower limb and pelvic movements, but did not reach an orgasm. Moreover, vaginal lubrication occurred with a time lag of 15–30 min after the end of sexual intercourse or masturbation.

ОСОБЛИВОСТІ ВИЗНАЧЕННЯ ПОКАЗНИКІВ СФОРМОВАНОСТІ ГОТОВНОСТІ МАЙБУТНІХ СУДНОВОДІЇВ ДО ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ

The article describes the characteristics of indicators of the criteria for the formation of readiness of future navigators for professional activities. It has been found out that the readiness of future navigators for professional activity can be determined by means of need-to-motivational, value-based, cognitive, professional-personal and practical criteria. The readiness of future navigators for professional activity can be formed at four levels: zero (critical), first (reproductive), second (productive) and third (creative). To solve the scientific problem of determining the indicators of each of the criteria for the formation of readiness of future navigators to professional activity, an expert survey method has been used. The article presents the indicators of each of the identified criteria. The indicators of the formation of the value sphere of future navigators are the idea of social and public importance of the profession, the attitude to a healthy lifestyle and sports, the attitude to other cultures and peoples etc. The indicators of the cognitive criterion are the knowledge of legal acts regarding the safety of human life at sea, of navigation and technical condition of ships, of the organization of service on the ship and the protection of the marine environment; the knowledge of the operation principles of modern electronic radar facilities and the like. The indicators of the practical criterion are the ability to maneuver and control the vessel in any conditions using appropriate positioning methods, the ability to plan voyages and to navigate in any conditions using appropriate plotting aid for sea and ocean routes and other methods. The indicators of professional and personal criterion are the ability to work in a team; goodwill, tactfulness; clarity and expressiveness of speech, sociability; emotional stability, self-control, endurance and others. To obtain quantitative data on the indicators of the criteria for the formation of readiness of future navigators for professional activities, it is advisable to use the results of written and oral questionnaire assessment, tests, written solutions to situational tasks, control and practical work, methods of psychological diagnosis and psychological tests.

Discourse of the British press as the main factor of the formation of conceptual vision of the world

Discourse is one of the basic notions in linguistics due to its specificity which lies in representation, interpretation and conceptualization of any activity including professional one. In the host of institutional discourse types media discourse is quite prominent as it provides a communicative and cognitive representation of professional or other activities and reflects a combination of conceptual, linguistic, extralinguistic, sociocultural, pragmatic, psychological and cognitive features of the media product author and the consumer (both individual and society as a whole). The research shows that the main functional component of the media discourse is actualized in the informative and impact function, with impact tending to prevail. From this perspective the involvement of the British press discourse in building up the recipient’s conceptual vision of the world is analyzed; the article exemplifies linguistic means of explicit or implicit instilling in readers’ minds of the addresser’s subjective interpretation of information instead of presentation of pure facts. This leads to the inference about an inextricable connection between the conceptual and the discursive world pictures. The article contains the press discourse typology based on cognitive and sociocultural criteria. The most interesting representatives of the binary opposition of the press discourse types are the discourse of the British quality press and the discourse of the British popular press. The author discloses three aspects (stylistic, structure- and content-related, pragmatic) of the British press specificity exemplifying them by the analysis of sample texts of both types. The revealed features of the said discourse types are compared, and certain findings are presented on the identity and difference in their use of tools of the author’s intention verbalization. The main tools of verbalization are linguistic means of expression, recurrent constructions, modal constructions, introductory words, contracted negative forms and others.

Informing Adults With HIV of Cognitive Performance Deficits Indicative of HIV-Associated Neurocognitive Disorder: A Content Analysis.

Approximately 50% of persons with HIV (PWH) meet the cognitive criteria for HIV-associated neurocognitive disorder (HAND). Informing PWH they may have HAND raises concerns given the lack of consensus-derived treatment options and overall knowledge about HAND. Thus, the current qualitative descriptive study aimed to describe PWHs' reactions to a possible diagnosis of HAND. Cognitive tests were administered to 135 PWH to determine whether they met the criteria for HAND. From 135 PWH, 109 (80.7%) participants met the cognitive criteria and were informed about their probable HAND diagnosis. Approximately 2 months later, the remaining 85 participants (24 were lost to attrition) were asked about their reactions and concerns to receiving a probable diagnosis of HAND. Their responses were thematically coded. Themes that emerged were Desire to Improve, Confirmation, Not Concerned/No Reaction, Concerned, Unexpected, Anxiety, Knowledge Seeking, and Sadness. Most themes were positive or neutral, whereas fewer negative themes were observed. Thematic/content analysis appeared to show that most PWH reacted well to their probable diagnosis and were open to ways to improve their brain health. Such openness represents a window to provide health education to patients. Implications for practice and research are provided. [Journal of Psychosocial Nursing and Mental Health Services, 57(12), 48-55.].

CHARACTERISTICS OF SPATIAL CAPABILITY OF GEOGRAPHIC STUDENTS OF PGRI PALEMBANG UNIVERSITY

<p class="BodytextIndented"><em>Spatial ability is an important spatial intelligence possessed by geography education students. with this ability, students' thinking can develop while learning geography. The characters of spatial ability of students differ from one another. In this research the researcher will discuss the character of the spatial ability of geography education students, amounting to 27 students. The method used in this research is descriptive qualitative method. Characteristics of students' spatial ability are seen from the results of tests on basic cartography courses. The test was made with 12 essay questions with criterion questions from the cognitive domain according to Taxonomy Bloom. Of the six cognitive criteria, three criteria were taken, namely remember, understand, and apply. The results on the criteria remember all students can answer correctly, then on the criteria to understand the average value has decreased by 17, and the criteria to apply the average value to 13.</em></p>

JUSTIFICATION OF CRITERIA AND INDICATORS OF FORMATION OF THE DEONTOLOGICAL COMPETENCE OF FUTURE EDUCATION MANAGERS

The article presents the results of theoretical analysis of scientific works on the problems of deontological training of future specialists in higher education institutions. The result of this training is deontological competence as a complex subjective feature that determines the ability for the proper professional behavior and making effective decisions in deontologically determined situations of managerial interaction. The purpose of the research is to theoretically substantiate the criteria and indicators of the formation of the deontological competence of future specialists. To achieve this goal, the following research methods were used: terminological analysis, concretization and generalization of theoretical concepts in the philosophical, psychological and pedagogical works of domestic and foreign scientists. The article describes the results of the research. The criteria and indicators of forming education managers’ deontological competence at university master’s level are proved for the first in pedagogical science. The content of motivation, cognitive, activity-based criteria is revealed. The motivation criterion indicates the motivation for normative behavior, developed values that determine the proper performance of professional duties by education managers, their aims and needs as bearers of professional and moral values; cognitive criterion defines the degree of acquisition of deontological knowledge; technological criterion shows the degree of forming deontological abilities and skills.

Contribution of Sensory Encoding to Measured Bias.

Signal detection theory (SDT) is a widely used theoretical framework that describes how variable sensory signals are integrated with a decision criterion to support perceptual decision-making. SDT provides two key measurements: sensitivity (d') and bias (c), which reflect the separability of decision variable distributions (signal and noise) and the position of the decision criterion relative to optimal, respectively. Although changes in the subject's decision criterion can be reflected in changes in bias, decision criterion placement is not the sole contributor to measured bias. Indeed, neuronal representations of bias have been observed in sensory areas, suggesting that some changes in bias are because of effects on sensory encoding. To directly test whether the sensory encoding process can influence bias, we optogenetically manipulated neuronal excitability in primary visual cortex (V1) in mice of both sexes during either an orientation discrimination or a contrast detection task. Increasing excitability in V1 significantly decreased behavioral bias, whereas decreasing excitability had the opposite effect. To determine whether this change in bias is consistent with effects on sensory encoding, we made extracellular recordings from V1 neurons in passively viewing mice. Indeed, we found that optogenetic manipulation of excitability shifted the neuronal bias in the same direction as the behavioral bias. Moreover, manipulating the quality of V1 encoding by changing stimulus contrast or interstimulus interval also resulted in consistent changes in both behavioral and neuronal bias. Thus, changes in sensory encoding are sufficient to drive changes in bias measured using SDT.SIGNIFICANCE STATEMENT Perceptual decision-making involves sensory integration followed by application of a cognitive criterion. Using signal detection theory, one can extract features of the underlying decision variables and rule: sensitivity (d') and bias (c). Because bias is measured as the difference between the optimal and actual criterion, it is sensitive to both the sensory encoding processes and the placement of the decision criterion. Here, we use behavioral and electrophysiological approaches to demonstrate that measures of bias depend on sensory processes. Optogenetic manipulations of V1 in mice bidirectionally affect both behavioral and neuronal measures of bias with little effect on sensitivity. Thus, changes in sensory encoding influence bias, and the absence of changes in sensitivity do not preclude changes in sensory encoding.

ASPECTS OF TRAINING BACHELORS IN VOCATIONAL EDUCATION (COMPUTER TECHNOLOGIES)

The present multi-aspect research into training future vocational teachers of the first (bachelor) cycle of higher education and the increased status of forming a creative mobile specialist on the labour market is focused on regulatory content aspects to ensure high-quality vocational training at Ukraine’s universities. The number of licensed, state-ordered and enrolled students specializing in vocational education (Speciality 015) for the last three years is compared. The research reveals the essence of integrated vocational and pedagogical training of students pursuing a bachelor’s degree in Speciality 015 “Vocational Education (Computer Technologies)”.
 The educational programme of training contains 240 credits. There are described specialized laboratories for training students pursuing a bachelor’s degree in Speciality 015 “Vocational Education (Computer Technologies)” at Kryvyi Rih National University. There are provided programme results of training students pursuing a bachelor’s degree in Speciality 015 “Vocational Education (Computer Technologies)” and relevant competences. To diagnose maturity levels of each competence (low, medium, high) of future teachers of vocational training (IT specialists), cognitive, operation-technological, axiological and motivational criteria are determined. Special attention is paid to a number of topical problems of updating the content of specialists’ training in the field under study.

Критерії та показники компонентів готовності майбутніх учителів природничо-математичних дисциплін до використання технологій візуалізації у освітньому процесі

The article highlights the components of the future teacher of natural and mathematical subjects' readiness for the use of visualization technologies in the educational process of the secondary school (motivational-value, cognitive, operational-activity, practical-activity, reflexive-evaluation). According to the components outlined, criteria are set and indicators through which the relevant criteria are reflected. Indicators of motivational value criterion include the desire to: realize the importance of using visualization technologies in the educational process; overcoming difficulties and volitional efforts in the process of introducing visualization technologies in the educational process; interest in acquiring knowledge, skills and skills in mastering new tools of visualization technologies and mastering new forms of learning using these technologies; display of creativity in solving professional problems. The cognitive criterion is represented by indicators of knowledge: psychological and age characteristics of pupils' perception of visual materials; didactic potential of imaging technologies; methods and rules of structuring, compaction and principles of distribution of educational material; the basics of design (rules and techniques of composition and color); classification of online visualization tools for use in the learning process; the system of requirements that the visualization used in the educational process must meet. The indicators of the operational-instrumental criterion include the following skills: effective presentation of educational material by creating cognitive visual anchors and visual metaphors; store received and processed visual information in an appropriate form; to transmit information for collective use in a clear visual way and in different visual formats; create your own visuals; apply a system of requirements for the creation of visual content; possess a wide range of tools. The practical-activity criterion is represented by the ability to: use visualization technologies in the process of lesson design, to adapt the ready didactic visual aids to the content and purpose of the lesson, the contingent of students; create objective tasks on ready-made visual materials, etc .; to justify the pedagogical expediency of using visualization technologies in the lesson; organize educational, research, reflexive and other activities of students with their use; to provide students with assistance appropriate to their needs. The last criterion is a reflexive evaluation, which requires a critical assessment of: the feasibility of forms and methods of teaching based on visualization technologies for their use in the educational process; the quality of their own preparation for the use of visualization technologies in the educational process and identifying ways to improve this training; monitoring of new methods and tools for creating visual materials; systematic correction of their own preparation for the use of visualization technologies in subject learning.

METHODS OF DIAGNOSING THE LEVEL OF CHOREOGRAPHY STUDENTS’ PROJECT SKILLS DEVELOPMENT

The article reveals the specifics of the projects method use in the practice of teaching choreographic art. The authors carried out the analysis of the studies devoted to the problem of using the project method in training future arts, in particular, choreography teachers. The emphasis is placed on the pedagogical orientation of the project activity of choreography students in higher educational institutions. The paper presents the description of the concept “project skills of choreography students”, which is considered in the plane of two interrelated directions. The first one is the ability to independently carry out choreographic projects, and the second one is the ability to apply project skills in pedagogical activity. Taking into consideration the peculiarities of the pedagogical and choreographic activity of the future head of the dance group, appropriate project skills were distinguished, namely: the ability to clearly formulate pedagogical goal, to choose relevant methods and to know diagnostic procedures; to create an integral composition of the project event according to the logic of the choreographic composition, to distribute roles and tasks according to the figurative and drama idea; to select high-quality choreographic material, to be able to evaluate its artistic and aesthetic values and pedagogical potential; to focus on implementing the idea of the project, conducting all organizational procedures for achieving the goal; to select relevant artistic and informational support for the planned project, to understand the essence of key concepts, thesaurus, to use them in accordance with the genre and content of the project event or local mini-project; to work in a team, to carry out communicative actions, to involve others in activity and communication; to independently find original solutions to organizational, creative, compositional tasks; to combine the possibility of creative self-expression with the tasks of creative development of others; to present the project and conduct a critical analysis of the implementation of projective actions and results obtained, the implementation of an adequate self-esteem.The methods of diagnosing choreography students’ project skills are substantiated as an important component of future teacher’s – the head of the choreographic team’s – professional competency. The article describes the elaborated criterial apparatus of research, consisting of such criteria as: cognitive, motivational and communicative, creative and activity-based, results and presentation-based. Each criterion is supplemented by an optimal number of indicators, the degree of their manifestation determines the level of students’ project skills. The empirical research methods were substantiated in regard to each criterion and its indicators. According to the cognitive criterion, the level of projection skills was revealed by the methods of questioning, interrogating, testing, conversation, interviewing; according to the motivational and communicative criterion – by the methods of observation, diagnostics, projects modification, dialogue; according to the creative and activity-based criterion – these were creative tasks, independent development of projects; according to the results and presentation-based criterion, these were methods of presentation, assessment of independent judges, interviews, tasks for reflection. The average arithmetic mean of the points received by each choreography student was determined over all stages of the summative experiment. The authors conducted analysis of the obtained data and described the results of the existing level of developed project skills of choreography students in the experimental group.

CRITERIA, INDICATORS AND LEVELS OF FUTURE GEOGRAPHY TEACHER CAREER GUIDANCE COMPETENCE IN PROFESSIONAL EDUCATION CONDITIONS

The article is devoted to the formation of career guidance competence issue of future geography teachers in professional education conditions. The structure of career guidance competence of the future experts is revealed. Based on the structure component analysis of the investigated competence are highlighted the motivational-value, cognitive, operational-active, emotional-volitional and evaluation-reflexive criteria. The indicators of career guidance competence development level of the studied professional category of specialists are revealed. It was established that the motivational- value criterion points to the level of motivation formation for professional and career guidance activities. The cognitive criterion characterizes the level of future geography teacher’s assimilation with psychological and pedagogical, special and methodological career guidance knowledge which is necessary for the effective realization of main career guidance activities aspects. Operational-active criterion demonstrates the ability to solve typical and non-standard situations in career guidance activity through the personal and professional interpretation of professional knowledge (psychological and pedagogical, special and methodological career guidance). It demonstrates the implementation of professional functions (prognostic, diagnostic, organizational, communicative and reflexive) in the process of career guidance work. Emotional-volitional criterion is characterized by the professional-personal qualities formation that influences to the professional activity result and determines the teacher’s individual style. The essence of the evaluative-reflexive criterion is demonstrated in the personal ability to control the results of personal activities and achievements.The levels of professional competence development are defined. They are high, medium, low and initial. Initial level is characterized by the lack of career guidance skills, intuitive implementation of career guidance in the profile education. Pedagogical facts, phenomena, situations are perceived at the emotional level. We believe that low level is characterized by low motivation to professional activity and the lack of individual professional oriented skills (organization, planning, control). It is also characterized by template for the implementation of typical tasks. The medium level is characterized by ability of future geography teachers to demonstrate the sufficient gnostic, design, constructive, communicative and organizational skills and special skills for organizing the career guidance work in professional education. The reflection of personal career guidance work in the profile education conditions is developed. The high level is characterized by the demonstration of perfectly developed gnostic, design, constructive, communicative, androgenic and organizational skills and the skills for organizing career guidance work in professional education.

RESEARCH METHODS OF SOCIAL INTELLIGENCE IN PRESCHOOLERS WITH AUTISTIC SPECTRUM DISORDERS

The article considers the leading tendencies of the modern stage of development of the national education system and analyzes the place in this process for children with autistic spectrum disorders (ASD). The concept of social intelligence is considered and its structural components are presented. For the diagnosis of cognitive criteria we chose seven methods: J. Gilford’s and M. Salivan’s «Diagnosis of Social Intelligence», «Projective Technique of Rene Gill», «Memorizing Professions and Names of People» «Sheshukova O. V., «Sally and Ann», «Own false belief tasks», «Lies», «Stepladder» (In the modification of SG Jacobson, VG Shchur). For the diagnosis of emotional criteria we chose three methods: «Estimation of emotional intelligence N. Holl» (children’s variant in the adaptation of Ya.I. Michaelova), «Diagnosis of social-psychological adaptation of K. Rogers and R. Diamond» (children’s version), «Emotional identification «(E. I. Izotova). Four methods were used to diagnose behavioral criteria: Loneliness and Social Dissatisfaction Questionnaire, The Children’s Communication Checklist, The Child Behavior Checklist, ADOS (Module 3).

Core psychopathology of treatment-seeking patients with binge-eating disorder: a network analysis investigation.

Mental disorders may emerge as the result of interactions between observable symptoms. Such interactions can be analyzed using network analysis. Several recent studies have used network analysis to examine eating disorders, indicating a core role of overvaluation of weight and shape. However, no studies to date have applied network models to binge-eating disorder (BED), the most prevalent eating disorder. We constructed a cross-sectional graphical LASSO network in a sample of 788 individuals with BED. Symptoms were assessed using the Eating Disorders Examination Interview. We identified core symptoms of BED using expected influence centrality. Overvaluation of shape emerged as the symptom with the highest centrality. Dissatisfaction with weight and overvaluation of weight also emerged as highly central symptoms. On the other hand, behavioral symptoms such as binge eating, eating in secret, and dietary restraint/restriction were less central. The network was stable, allowing for reliable interpretations (centrality stability coefficient = 0.74). Overvaluation of shape and weight emerged as core symptoms of BED. This trend is consistent with past network analyses of eating disorders more broadly, as well as literature that suggests a primary role of shape and weight concerns in BED. Although DSM-5 diagnostic criteria for BED does not currently include a cognitive criterion related to body image or shape/weight overvaluation, our results provide support for including shape/weight overvaluation as a diagnostic specifier.

Realidad como antropomorfismo

The author of this article shows that the existence of things is always corroborated with cognitive criteria. Thus, human knowledge implies an anthropomorphical way of approaching reality.

Towards a Sustainable Value Co-Creation Framework: Ethical Cognitive Couture, Cognitive System, and Sustainability

The aim of this paper is to develop a sustainable value co-creation (SVCC) conceptual framework in which ethical cognitive couture (ECC) brand stakeholders cocreate value for sustainability facilitated by cognitive system and ethical criteria compliance. As per most literature on service dominant logic (SDL) perspective, all providers are service providers, and service is the fundamental basis of exchange. Even though SDL paradigm has contributed to the conceptualization of “value co-creation”, so far, no academic research study has investigated the role played by the stakeholders in ECC products and services sustainability. Sustainable value cocreation (SVCC) - a business strategy focused on inscribing economic, socio-cultural and environmental issues by recognizing sustainable competitive advantage that bring about community benefit. The research methodology utilizes literature review, relevant databases analytics, and multiple case studies that facilitates broad keywords search, identify high quality peer reviewed papers to obtain perspective on ECC brands to conceptualize a SVCC framework. The contribution of this study provides valuable insights, for the first-time, bestowing new knowledge to the literature on sustainable value co-creation (SVCC) framework elaborating systematically the five building blocks - Risk, Exchange, Advantage, Communication, and Transparency (REACT) and practices adopted by the stakeholders for the ECC market. This comprehensive framework can serve as an education model and practice guide for academia, industry practitioners, policy makers and non-profit organizations.

Linguocultural and cognitive criteria in study of particles in German and Uzbek languages

Linguocultural and cognitive criteria in study of particles in German and Uzbek languages

TRAINING OF THE EDUCATORS OF PRESCHOOL EDUCATIONAL INSTITUTIONS TO THE AUTHENTICITY FORMATION OF THE PRESCHOOLERS

The development of the personality-oriented model of the Ukrainian education system based on the principle of child-centeredness, maximum consideration of the abilities, needs and interests of each child, its age-specific features of physical, mental and mental development actualizes the problem of the formation and development of authenticity of preschoolers. The essence of the author's technology of authenticity facilitation of the preschooler's personality as a system of scientifically substantiated procedures for the gradual development of the educational process in the unity of content, principles, methods, forms, organizational and pedagogical conditions for the interaction of its subjects, the purpose of which is the ability of the preschooler's personality to live in harmony with its inner world, to act without changing your true "I". The technology is aimed at helping each child to realize itself as a self-worth, knowledge of its capabilities and natural potential in all spheres of life. The totality of the motivational-value, cognitive, operational and reflexive-personal criteria and their corresponding indicators for diagnosing the level of readiness of teachers of pre-school education institutions to form the authenticity of pupils are presented. The results of approbation of the author's elective course for the system of postgraduate pedagogical education "Theoretical and practical bases for the authenticity formation of preschoolers" are presented for the training of teachers of pre-school institutions for the effective implementation of this process.

Insanity findings and evaluation practices: A state-wide review of court-ordered reports.

Evaluations of legal sanity are some of the most complex and consequential mental health evaluations that forensic clinicians perform for the courts. Thus, there is strong reason to monitor the wide-scale process and conclusions of sanity evaluations. In this study, we review 1,111 court-ordered sanity evaluation reports submitted by 74 evaluators in Virginia from the first year after the state initiated an oversight system that allowed for such comprehensive review. Overall, the base rate of insanity findings was 16.9%, although base rates of insanity findings among individual evaluators varied from 0% to 50%. Similarly, most evaluators cited the cognitive (rather than volitional) criteria of the insanity defense as the basis for their insanity findings, although evaluators varied in their patterns of citing these underlying insanity criteria. Our review revealed other trends in practice, such as the rarity of psychological testing (2% of cases) and the frequency of conveying conclusions in "ultimate issue" format (76%). Overall, findings reveal that a majority of reports seem reasonably consistent with practice guidelines, but also reveal some idiosyncratic practices or patterns that suggest there is opportunity for improvement.