Components Of Reflex Research Articles

Learning to say ‘no’: privilege, entitlement and refusal in peace, (post)conflict and security research

In this forum, we focus on the possibility and necessity for active refusal in research, and the complexities of refusal. We offer four different perspectives, based on our shared concerns and understanding of the harms caused by some field research, and driven by our engagement with and membership in some of the communities experiencing this harmful fieldwork in peace, (post)conflict and security settings.Drawing on feminist, queer, indigenous, anti-racist and decolonial literatures and interventions, we seek to further a practice of refusal as an essential component of researcher reflexivity Our various positionalities and privileges, and the research entitlement they can bring, necessitate grappling with refusal: we must do better at saying ‘no’. We must also be careful about the ethics of refusal itself: Who gets to say ‘no’ to whom? What comes after the refusal? We hope our interventions encourage more of these conversations and (more importantly) practices.Refusals can be an important ‘full stop’ that interrupt exploitative relationships, and that challenge neoliberal and neocolonial conditions of knowledge production. But they can also be generative of different ways of sharing knowledge, leading to new partners and locations, new conversations that cross the boundaries between the imperialist categories of the researcher and the researched, and new relationships outside of research and outside of work.

ПРАКТИЧНІ РЕКОМЕНДАЦІЇ ЩОДО ПІДГОТОВКИ МАЙБУТНІХ МАГІСТРІВ МЕДИЦИНИ ДО ПРОФЕСІЙНОЇ ВЗАЄМОДІЇ

The readiness for professional interaction of future masters of medicine is an integrative characteristic of a personality, based on a set of knowledge, skills, abilities and professionally significant qualities, which together reflect the formed ability of future masters of medicine to conduct effective professional interaction and solve professional problems in the medical field. In the structure of readiness for professional interaction of future masters of medicine, four interrelated components are identified and substantiated - motivational, cognitive, activity and reflective, which complement each other and function in a certain sequence. The motivational component relates to the doctor's motivation, determines his/her internal motivation to interact with patients, the desire to explain, convince the patient, argue his/her position, build a communication strategy, dialogue, etc. The essence of the cognitive component is the acquisition of knowledge - general, professional, moral, including knowledge of the basics of professional communication of a doctor, ethical and deontological knowledge that is necessary for establishing contact and partnership - knowledge of medical terminology, norms and standards of medical records, psychological knowledge, ethical and deontological knowledge, knowledge of intercultural communication, etc. The activity component consists in the ability and skills to implement the acquired knowledge in practice on the basis of the formed knowledge. It is manifested in the conscious creation and use of methods and techniques necessary to establish interpersonal relationships between doctor and patient, doctor and colleagues in order to ensure the proper level of professional interaction, including in a foreign language. The reflexive component is related to the level of formation of reflexive skills in the organization of professional interaction and communication, the ability of the future doctor to self-analysis, self-regulation, self-knowledge, self-improvement and is determined by the awareness of their reflective position, in the development of creative, logical, critical, analytical thinking. Therefore, these criteria are very important for the perception of not only the language, but also for further work in this structure. It is necessary to follow all the norms for further work. Keywords: master of medicine, professional training, professional development, practical recommendations.

The Role of Reflexive Identity in the Age of Civilizational Transformations

Purpose. The article highlights, on the one hand, the impact of the potential of a developed reflective identity on the processes of civilizational transformations, and on the other hand, the role of the transformational processes of a civilizational scale in the formation of a new type of reflective identity. Acute crisis processes in social development, which humanity has faced so far, in particular after 24.02.2022, indicate the beginning of a radical civilizational transformation. Therefore, in the article, it is necessary to find out with the help of which mental, organizational and personal resources humanity can move to a more developed level of civilization without much loss. It is also necessary to show the importance of the philosophical understanding of reality in the formation of reflective identity because reflection has been the basic method of philosophy since its appearance. Theoretical basis. There is an understanding of the inextricable connection between the level of development of civilization and the level of reflective development of the individual fixed in a certain type of identity: a more historically developed stage of civilization corresponds to a more complex type of identity with multi-level reflection. At the same time, achieving a higher level of civilizational development is possible only under the condition of constructing a more complex and multi-level reflexive identity. Originality. It consists in establishing that the mental-cognitive mechanisms of reflection during the development of civilization passed through the stages of 1) reflexive forms of "the Axial Age", fixed in the corresponding forms of moral, logical, theological, political, etc. culture since the era of Ancient society; 2) reflexive forms of the Modern era with an emphasis on the inner world of man, the emergence of the reflective division into subject and object of knowledge as an essential feature of epistemology, as well as the formation of a modern type of identity; 3) the dual reflection of the post-industrial society and the Second Modern era, the mechanisms of which contribute to the formation of an active and self-sufficient network society and network crowdfunding economy. In this regard, at various stages of the development of civilization, in accordance with certain reflexive mechanisms, the corresponding types of identity are formed: 1) the basic identity of a person determined by his primary socialization; 2) reflective identity which is associated with the acquired cultural potential of a person and the opportunity to consciously choose special features of one’s own identity, and 3) identity which is associated with the existence in a given social culture of a mechanism of double reflection, which allows not only to make a valuable choice of the trajectory of development own identity but also to construct it. Conclusions. The aggravation of the identity problem in the modern world is the result of a civilizational crisis associated with the transformation of modern civilization, the technological basis of which is the introduction of renewable energy and artificial intelligence, as well as the development of network relationships in society. The hierarchical structure of modern identity is conditioned by the gradual historical and civilizational layering of the process of evolution of the reflexive component of identity. In each specific modern society, progressive civilizational transformations take place when an innovative type of identity coexisting with basic and modern types is activated and takes a leadership position. The growing role of network relations in society overcomes the identity crisis due to the reduction of social opposition and the harmonization of different aspects of the identity itself. Perceptible climatic changes and the destruction of the established security system in the world after 24.02.2022 made it obvious to the global thinking public that the world community is at the bifurcation point of a radical civilizational transformation.

Pedagogical conditions for the formation of the reflexive component of the professional and pedagogical culture of students-teachers

Introduction. This article presents reflection as a personal resource that allows a teacher to determine their own professional development pathway, taking into account the dynamic conditions of professional reality. Purpose setting. The aim of the study is to identify pedagogical conditions for the formation of the reflexive component of the professional and pedagogical culture of the students-teachers.Methodology and methods of the study. The article presents the results of the analysis of scientific literature on the problem of development of professional and pedagogical culture of a teacher, and the reflexive component of this culture; and also, the results of modeling the educational process and experimental work to identify the effectiveness of the model.Results. The article reveals the pedagogical conditions for the formation of the reflexive component of the culture at issue among student-teachers. A set of methodological, methodical, personal conditions presupposes to organize educational process on the basis of activity-based, axiological and personal approaches in pedagogy. The implementation of these approaches should be carried out taking into account: a systemically differentiated approach to the interpretation of the term «reflectionˮ; activation of students’ reflexive activity, and creation of emotionally safe conditions for its implementation; application of heuristic teaching methods; actualization of the personal significance of the subject matter for students. The article presents a model for implementation of the considered pedagogical conditions in the educational process of a pedagogical university. The model includes conceptual, target, organizational, reflexive-effective components and an assessment instrument for diagnosing the level of formation of the reflexive component of the student-teachers’ professional and pedagogical culture. The article provides a description of the experimental work to verify the effectiveness of this model and the productivity of the considered pedagogical conditions.Conclusions. The research materials open up new sides in the study of problems related to the development of a teacher’s professional and pedagogical culture and offer a systematic solution to the problem of forming a reflexive component of the culture at issue of pedagogical university students.

Development of reflection on the learning activities of hearing-impaired students in inclusive educational environment

Introduction. The article presents the results of a study of educational reflection among students with hearing impairments studying under the programs of secondary vocational education, in the process of classroom studies and in extracurricular activities. For this contingent of students, vocational education is one of the most important factors of social adaptation and professional rehabilitation, providing the opportunity for a full-fledged self-sufficient life. However, due to objective reasons, such students experience significant difficulties in the process of professional training.Purpose setting. There is a need to create a comprehensive system of pedagogical work for the development of the reflexive component of educational activity among this category of citizens.Methods and methodology of the study. The article reasonably proves that the organization of pedagogical work on the development of educational reflection, the ability to evaluate and control their educational and educational and professional activities can not only increase the effectiveness of the educational process, but will also contribute to the professional self-determination of students with hearing impairments. The article describes a system of diagnostic methods that allows to identify the current level of educational reflection in students; the system of pedagogical work is presented, which includes directions, techniques, methods and forms for the development of the reflexive component of educational activity among students with hearing impairment.Results. A diagnostic study showed that more than half of the students have a low level of development of the reflection of educational activity. The conditions necessary for the effective organization of pedagogical work to develop the reflection of educational activity were determined.Conclusions. It was found out that their development is facilitated by the immersion of students in educational activities that are personally significant for them. In turn, the formed skills of educational reflection facilitate the process of learning and professional self-determination of students.

Spatial–temporal contrast sensitivity of the eye alignment reflex

The binocular alignment of the eyes involves both voluntary and reflexive mechanisms, but little is known about the visual input and neurological pathway of the reflex component. Our studies examined the role of spatiotemporal frequency and contrast in the control of reflex eye alignment, and compared the contrast sensitivity of the alignment reflex with psychophysical contrast sensitivity. We measured the contrast sensitivity of vertical disparity-driven vergence eye movements in response to bandwidth filtered static or 6 Hz counterphase flickering noise and measured psychophysical detection sensitivity for the same stimuli. Contrast thresholds for producing a detectable vertical alignment change (measured with nonius lines) were determined using a staircase method for 7 spatial frequencies [0.25–16 cycles per degree] and 3 vertical disparities [5, 10, and 30 arcmin] in 7 adults with normal or corrected to normal vision. The main findings of this study are, (1) the vertical alignment reflex had overall relatively high contrast sensitivity, comparable to but somewhat less than visual detection thresholds, (2) the most effective stimulus spatial frequency scaled in inverse proportion to the disparity being stimulated, and (3) unlike psychophysical contrast sensitivity, the eye alignment reflex contrast sensitivity was not improved by flickering low spatial frequencies.

INFORMATION TECHNOLOGY COMPETENCE AS A STRUCTURE-FORMING COMPONENT OF THE TRAINING OF FORESTRY SPECIALISTS

The article reveals the essence and component composition of informatics-technological competence as a structural component of the training of forestry specialists. The types of professional activity of forestry specialists are established: production-technological, organizational-management, scientific-research, design-construction. The specifics of the forestry engineer's professional activity are revealed. Based on the analysis of scientific sources, definitions of the concepts: "competence", "professional competence", "types of competence", "information", "technology", "information technology activity of a forestry engineer" "information technology competence of a forestry engineer" are given. Basic competencies are distinguished in the structure of professional competence of a forestry engineer: special, project-research, environmental, organizational-communicative, individual, informatics-technological. The specifics of the conditions for the implementation of production processes in the forestry industry are considered. Approaches to the concept of "informatics and technological competence" are revealed. The first of them characterizes the ability to use software and communication means of information processing (in this case, technology means a set of technical and hardware tools (computer equipment, communication lines, telecommunications devices, etc., which provides this process). The second approach is based on the application means of information and communication technologies in the professional activity of a specialist to solve production tasks (technology means a certain sphere of human activity).
 In the structure of informatics-technological competence, motivational-value, cognitive, functional-activity and reflexive components are distinguished. The motivational-value component consists of motives and value attitudes, which are characterized by personal interest in working with information sources, determine the need to study computer technologies from the point of view of their application in professional activities, and determine the motivated focus of the specialist on functioning in the conditions of the information environment. The cognitive component includes a set of such theoretical knowledge that reflects the intellectual development of the individual, such as an understanding of the unity and integrity of the scientific picture of the world, the presence of a system of methodological knowledge and categories, the ability to establish intra- and inter-subject connections regarding various scientific concepts and methods, etc. The functional-activity component, being aimed at the practical use of the acquired knowledge, reflects the active, active nature of competence and is a set of knowledge, abilities and skills necessary for independent implementation of information technology activities. The reflective component allows the individual to consider and adequately evaluate the results of the activity, showing the ability to consciously and independently implement and regulate the level of control of one's own development and personal achievements. Coordination of components with professionally important qualities of a specialist was carried out.

ОСОБЕННОСТИ СФОРМИРОВАННОСТИ КОМПЕТЕНЦИИ «ГОТОВНОСТЬ К ИЗМЕНЕНИЯМ» У РУКОВОДИТЕЛЕЙ

Statement of the problem. The article establishes the relevance of the development of the readiness for change competence, discusses the behavioral and reflexive components of the competence, and gives recommendations for the development of the competence and its individual components in general. The purpose of the article is to discuss the characteristics of the behavioral and reflexive components of the readiness for change competence among managers. The theoretical and methodological basis of the study is the general theory of guideposts (D.N. Uznadze), the subject-activity approach (S.L. Rubinstein, B.G. Ananyev, V.A. Krutetsky, K.K. Platonov et al.), competence approach (Yu.G. Tatur, I.A. Zimnyaya, A.V. Khutorskoy et al.), integrative approach (M.I. Fayerman), competence approach in innovative changes management (T.A. Terekhova), innovative approach (L.A. Zhuravlev), psychological readiness for innovation (S.R. Yagolkovsky, O.V. Sovetova, M.I. Kiloshenko, E.V. Ivanova, V.E. Klochko, O.M. Krasnoryardtseva), and works devoted to psychological problems and mechanisms of formation of readiness for activity (M.I. Dyachenko, L.A. Kandybovich, R.D. Sanzhaeva, O.V. Makhova). One hundred and fifty employees of a group of companies in the sphere of IT/Telecom from Krasnoyarsk took part in the study. The following materials were used for diagnosis: the Californian Personality Inventory (CPI), T.V. Kornilova’s Questionnaire of Tolerance for Uncertainty, and A.V. Karpov’s Reflexivity Questionnaire. Statistical data processing included comparison of samples and analysis of the interdependence of characteristics. Research results. The characteristics of the formation of the readiness for change competence were identified in the following categories: senior-level management, mid-level management, and specialists. It was discovered that senior- and mid-level managers have an average value of reflexivity and high tolerance to uncertainty.The average level of reflexivity indicates the ability to plan and analyze one’s actions, to realize one’s attitude to the current situation, and to analyze the actions of other people; at the same time, reflexive processes can be irregular, and reflexive analysis can be carried out superficially. For the development of the reflexive component, it is necessary to pay attention to the development of skills for regular planning of current activities and plan implementation analysis, and to carry out corrective measures taking into account the changes taking place. Conclusion. The conclusion was made about the formation of the readiness for change competence in different categories of employees and the need to build a corporate training program that promotes the development of the competence.

The monoclonal CGRP-receptor blocking antibody erenumab has different effects on brainstem and cortical sensory-evoked responses.

It is unclear whether the electrophysiological effects of erenumab, a monoclonal antibody against the calcitonin gene-related peptide receptor, occur only at the periphery of the trigeminal system or centrally and at the cortical level. We prospectively enrolled 20 patients with migraine who had failed at least two preventative treatments. We measured the nociceptive blink reflex and non-noxious somatosensory evoked potentials in all participants. The area under the curve and habituation of the second polysynaptic nociceptive blink reflex component (R2) as well as the amplitude and habituation of somatosensory evoked potentials N20-P25 were measured. Electrophysiological data were collected at baseline (T0), 28 days (T1), and 56 days (T2) before each injection of erenumab (70 mg). Erenumab reduced the patients' mean monthly headache days, headache intensity, and acute medication intake considerably at T1 and T2 (all p < 0.05). The nociceptive blink reflex area under the curve was considerably lower at T1 and T2 than at baseline without changing the habituation slope. At T2, there was a significant increase in the delayed somatosensory evoked potentials amplitude reduction (habituation) but not in the initial cortical activation. Our findings showed that erenumab, in addition to its well-known peripheral effects, can induce central effects earlier in the brainstem and later in the cortex. We cannot rule out whether these results are due to a direct effect of erenumab on the central nervous system or an indirect effect secondary to peripheral drug modulation.

Locomotion-induced ocular motor behavior in larval Xenopus is developmentally tuned by visuo-vestibular reflexes

Locomotion in vertebrates is accompanied by retinal image-stabilizing eye movements that derive from sensory-motor transformations and predictive locomotor efference copies. During development, concurrent maturation of locomotor and ocular motor proficiency depends on the structural and neuronal capacity of the motion detection systems, the propulsive elements and the computational capability for signal integration. In developing Xenopus larvae, we demonstrate an interactive plasticity of predictive locomotor efference copies and multi-sensory motion signals to constantly elicit dynamically adequate eye movements during swimming. During ontogeny, the neuronal integration of vestibulo- and spino-ocular reflex components progressively alters as locomotion parameters change. In young larvae, spino-ocular motor coupling attenuates concurrent angular vestibulo-ocular reflexes, while older larvae express eye movements that derive from a combination of the two components. This integrative switch depends on the locomotor pattern generator frequency, represents a stage-independent gating mechanism, and appears during ontogeny when the swim frequency naturally declines with larval age.

STRUCTURAL-FUNCTIONAL FORMATION MODEL OF COMMUNICATIVE ABILITIES BY MEANS OF DRAMATIZATION

The model of using the means of dramatization in teaching languages is a didactic interconnection of three stages - preparatory, aimed primarily at the formation of motivational, emotional components; basic, aimed at the formation of cognitive, communicative foreign language competencies and integration, in which competence components develop, and their integrating basis is the reflexive component. The activity-based approach makes it possible to single out the essential components and reveal the model of the learning system as a synthesis of value-target, cognitive-operational and control-reflexive blocks. The value-target block is a regulator in a methodological system that models its content and focus. In essence, this component determines the meaning of the technology of using the means of dramatization. The cognitive-operational block of the methodological system is a set of knowledge, skills that need to be formed, as well as techniques, means, methods, forms and technologies of teaching, also includes teaching principles, methodological categories and technological characteristics. The reflexive-evaluative block characterizes the comprehension, analysis, assessment of the built system, tracking its results, the degree of realization of the desired and set goals.

Преимущества внедрения электронных тренажеров в процесс обучения иностранному языку в неязыковом вузе

The study aims to substantiate the need for the introduction of electronic simulators into the process of professional foreign-language competence formation among non-linguistic students. The paper analyses the notion of electronic simulators, describes the tasks that can be solved through their use in the field of education, in particular in the process of foreign language teaching at non-linguistic university. Scientific novelty of the work lies in the fact that it determines the indicators for the effectiveness of using electronic simulators in foreign language teaching at non-linguistic university; namely, it identifies the motivational, educational and reflexive components of the process of foreign language teaching at non-linguistic university with the use of electronic simulators. As a result, it has been proved that the introduction of electronic simulators into the process of foreign language teaching at non-linguistic universities significantly enhances the formation of components of students’ professional foreign-language competence.

Novel mechanosensory role for acid sensing ion channel subtype 1a in evoking the exercise pressor reflex in rats with heart failure.

Mechanical and metabolic signals associated with skeletal muscle contraction stimulate the sensory endings of thin fibre muscle afferents, which, in turn, generates reflex increases in sympathetic nerve activity (SNA) and blood pressure (the exercise pressor reflex; EPR). EPR activation in patients and animals with heart failure with reduced ejection fraction (HF-rEF) results in exaggerated increases in SNA and promotes exercise intolerance. In the healthy decerebrate rat, a subtype of acid sensing ion channel (ASIC) on the sensory endings of thin fibre muscle afferents, namely ASIC1a, has been shown to contribute to the metabolically sensitive portion of the EPR (i.e. metaboreflex), but not the mechanically sensitive portion of the EPR (i.e. the mechanoreflex). However, the role played by ASIC1a in evoking the EPR in HF-rEF is unknown. We hypothesized that, in decerebrate, unanaesthetized HF-rEF rats, injection of the ASIC1a antagonist psalmotoxin-1 (PcTx-1; 100ng) into the hindlimb arterial supply would reduce the reflex increase in renal SNA (RSNA) evoked via 30s of electrically induced static hindlimb muscle contraction, but not static hindlimb muscle stretch (model of mechanoreflex activation isolated from contraction-induced metabolite-production). We found that PcTx-1 reduced the reflex increase in RSNA evoked in response to muscle contraction (n=8; mean (SD) ∫ΔRSNA pre: 1343 (588) a.u.; post: 816 (573) a.u.; P=0.026) and muscle stretch (n=6; ∫ΔRSNA pre: 688 (583) a.u.; post: 304 (370) a.u.; P=0.025). Our data suggest that, in HF-rEF rats, ASIC1a contributes to activation of the exercise pressor reflex and that contribution includes a novel role for ASIC1a in mechanosensation that is not present in healthy rats. KEY POINTS: Skeletal muscle contraction results in exaggerated reflex increases in sympathetic nerve activity in heart failure patients compared to healthy counterparts, which likely contributes to increased cardiovascular risk and impaired tolerance for even mild exercise (i.e. activities of daily living) for patients suffering with this condition. Activation of acid sensing ion channel subtype 1a (ASIC1a) on the sensory endings of thin fibre muscle afferents during skeletal muscle contraction contributes to reflex increases in sympathetic nerve activity and blood pressure, at least in healthy subjects. In this study, we demonstrate that ASIC1a on the sensory endings of thin fibre muscle afferents plays a role in both the mechanical and metabolic components of the exercise pressor reflex in male rats with heart failure. The present data identify a novel role for ASIC1a in evoking the exercise pressor reflex in heart failure and may have important clinical implications for heart failure patients.

Conceptual provisions of the mechanism of reflexive control of consumer behavior in the marketing activities of enterprises

Methodological approaches are studied and conceptual provisions of the mechanism of reflective management of consumer behavior in marketing activities of enterprises are proposed, which involve identifying reflective components of consumer behavior in the decision-making process on product acquisition, formation and implementation of reflective control influences. The method of identifying reflective components of consumer behavior in marketing activities of enterprises, in particular – the factors influencing the likelihood of consumer inheritance in the decision to purchase products, based on the conclusions of neurobiological researches by V. Klyucharev and improved method of multifactorial researches by R. Cattell. A distinctive feature of the improved R. Cattell’s method is the interpretation of questionnaires to determine the reflective components of consumer behavior in the decision to purchase a product, including the level of emotional instability, conformism, introversion, awareness and evaluation of decision-making time. reflexive control influences to increase product sales. The formalization of key reflexive components is carried out and the sequence of stages of realization of the mechanism of reflexive management of behavior of consumers in marketing activity of the enterprises is resulted. To implement the conceptual provisions of the mechanism of reflective management of consumer behavior in marketing activities of a company proposed to use a modified model "advertising of goods" by A. Chkhartishvili aimed at profit maximization, which, unlike existing, uses reflective components of consumer behavior in the purchase decision products, in particular – the tendency of consumers to imitate. The application of the model will increase the efficiency and validity of management decisions to manage consumer behavior to enhance the competitive advantages of the enterprise.

Forming intending teachers’ health preserving competence in the educational environment of higher educational institution

Professional training in higher educational institutions is determined not only by the amount of obtained knowledge, but also by solving the problem of preserving and strengthening health, students’ need for healthy lifestyle, the need to find and implement ways to form their health preserving competence. The article deals with the problem of forming health preserving competence of intending teachers in the educational environment of HEI. The current state of research of the specified problem was analyzed in the paper, the maintenance of the concept “health preserving competence of intending teacher”, the structure of the investigated phenomenon, including value-motivational, cognitive, operational-activity and reflexive components was specified. Criteria, indicators and levels of formation of the studied competence were determined. The pedagogical conditions of its forming were revealed and theoretically substantiated: creating and realizing integral educational and methodical support by supplementing the content of disciplines of the professional and practical training cycle and practice with the health preserving component; forming the need for self-education, developing the ability to self-control and professional self-assessment of health preserving competence; creating the healthy educational environment. The model of forming health preserving competence of intending teachers in the process of professional training, suggested in the educational environment of HEI, includes three blocks: target (coverage of the purpose, tasks, principles and approaches), organizational and semantic (pedagogical conditions, pedagogical technologies, concretized by organizational forms, methods and the maintenance of training) and reflective and effective (criteria, indicators and levels of health competence). The results of the experimental verification of the pedagogical conditions of forming health preserving competence of intending teachers were given

Влияние характеристик социального окружения на делинквентное поведение лиц, находящихся под административным надзором

The article considers problem of prevention of return to crime by persons under police probation. It is shown that the social environment plays a significant role in the adaptation of probationers. The work focuses the attention on the importance of social network for adaptation of person to difficult life situations. The author considered socio-psychological theories of social network, distinguished subjective, group and network directions of research and described the model of social network and its components. In the course of research, the author characterized the interactive and reflexive components, have shown the possibilities of their application for studying social relations of the probationers and made assumption about the possibility of revealing the risk of delinquent behavior through studying the characteristics of interaction with the environment. The hypothesis has been tested empirically. The study compares perceptions of the social environment in groups of probationers (89 persons, mean age 37 years, SD=7.4 years, 91.1% male) and law-abiding individuals (91 persons, mean age 35 years, SD=5.5 years, 96.7% male). Data was collected by standardized self-report, as well as with the help of two questionnaires, describing the social network characteristics and a rate of probation offences. The author compared data using Mann–Whitney U test. The results confirmed hypothesis showing differences in interactive and reflexive characteristics of social network. It was found that the risk of delinquent behavior of probationers can be determined by the characteristics of size, heterogeneity and referentiality of social network combined with the assessment of the social network support and a level of social influence. The author concludes that these characteristics should be considered in the process of establishing the measures of social adaptation of inmates and prevention of the risk of violating the restrictions of probation.

A Model of Future Mathematics Teachers' Preparedness to Organize Mobile Learning for Schoolchildren

Born in the digital world, children cannot imagine life without mobile devices and technologies, which contributes to the transformation of the education system. Mobile devices allow getting information on the Internet anywhere and at any time, the methodology of teaching subjects changes accordingly, the educational process becomes interactive. Mobile technologies and devices have an effective didactic and methodological potential, which requires targeted training of future teachers for their use in teaching activities. The purpose of the paper is to theoretically substantiate and develop a model for forming the readiness of a future mathematics teacher to organise mobile learning for schoolchildren. To create a model of future teachers' readiness for mobile education of schoolchildren, system-activity, personality-oriented and analytical approaches were applied. Analysis and generalisation of the research results of domestic and foreign scientists on this problem are the main research methods, as well as conceptual and terminological analysis and pedagogical modelling. The paper substantiates the relevance and necessity of purposeful preparation of future mathematics teachers to organise mobile education of schoolchildren. The concept of mobile learning of schoolchildren is clarified, its main features are determined. The readiness of future mathematics teachers to organise mobile learning of schoolchildren is considered as a set of motivational, personal, theoretical, activity and reflexive components, which allowed us to systematise and model the process of training teachers for this activity. The model presented by the author, the main components of which are conceptual, content, activity and reflexive blocks, reflects the peculiarities of a future mathematics teacher's readiness for mobile learning of schoolchildren. The developed model will allow us to reach a higher level of training of mathematics teachers, providing personal and professional development of students.

Education master’s degree students’ creative activity enhancement by means of immersion technology

Introduction. The necessity of master’s degree students’ creative activity enhancement during their future professional activity of a foreign language teacher in a higher school simulating and insufficient development of a technological aspect of the problem highlight the search for perspective pedagogical ways, among them on the basis of immersion technology. The aim of the research is to develop and implement master’s degree students’ creative activity enhancement experimental program which discovers methodological and technological support of the process studied and also identification and scientific justification for pedagogical conditions for its effective implementation. Materials and methods. 68 master’s degree students of the first and second courses of Voronezh state pedagogical university and Bunin Yelets State University (Russian Federation) participated in the pilot study. The level of master’s degree students’ creative activity was diagnosed on the basis of K. Zamfir’s method (A. Rean’s modification) of studying professional activity motivation; V. I. Andreev’s test “Self-development and self-education abilities assessment”, the authors’ questionnaire; the method of expert assessment; the method of self-evaluation and portfolio’s developments. The data processing was carried out on the basis of the χ2-Pearson statistical test. Research results. The first developed program of education master’s degree students’ creative activity enhancement on the basis of system, personal and activity oriented, professionally oriented approaches and identified pedagogical conditions for its implementation using the immersion technology potential allow to develop deliberately and gradually motivational, cognitive, activity oriented and reflexive component of creative activity. Effectiveness and appropriateness of the authors’ program and pedagogical conditions for education master’s degree students’ creative activity enhancement were proved (χ2 = 9.460 &gt; χ20,05). Conclusion. The program predicts a tutorially methodological set development contributing to organization and technique support of education master’s degree students’ creative activity enhancement.

Formation of Teenagers’ Value Orientations through Creolized Texts

The importance of the adolescence in the value orientations formation as a stable personality trait associated with the shaping of worldview has always been a matter of special research attention. This article seeks to investigate the formation of teenagers’ value orientations through creolized texts. The creolized text is a text in which verbal and nonverbal components form a visual, structural, semantic and functional wholeness, aimed at a complex impact on the recipient. The authors cleared out cognitive, emotional, and behavioural criteria for the formation of students’ value orientations. To determine students’ instrumental and terminal values, M. Rokeach’s method of value orientation diagnostics was used. Educational workshops aimed at altering teenagers’ values with the use of creolized texts were arranged. Examples of motivational posters and comics created by students in the process of these extracurricular activities are provided. The reflexive component is presented through students’ impressions of working with creolized texts.

Alterations in blink and masseter reflex latencies in older adults with neurocognitive disorder and/or diabetes mellitus.

BACKGROUNDBlink and masseter reflexes provide reliable, quantifiable data on the function of the central nervous system: Delayed latencies have been found in patients with neurocognitive disorder (ND) and type 2 diabetes mellitus (T2DM), but this has not been studied in patients with both pathologies.AIMTo investigate if older adults with ND plus T2DM have prolonged latencies of blink and masseter-reflex and if they were associated with disease progression.METHODSThis cross-sectional study included 227 older adults (> 60 years) from Colima, Mexico. Neurocognitive disorder was identified by a neuropsychological battery test, and T2DM identified by medical history, fasting glucose, and glycosylated hemoglobin. Latencies in the early reflex (R1), ipsilateral late (R2), and contralateral late (R2c) components of the blink reflex were analyzed for all subjects, and 183 subjects were analyzed for latency of the masseter reflex. RESULTSIn 20.7% of participants, ND was detected. In 37%, T2DM was detected. Latencies in R1, R2, and R2c were significantly prolonged for groups with ND plus T2DM, ND, and T2DM, compared with the control group (P < 0.0001). The masseter reflex was only prolonged in older adults (regardless of T2DM status) with ND vs controls (P = 0.030). In older adults with ND and without T2DM, the more the cognitive impairment progressed, the more prolonged latencies in R2 and R2c presented (P < 0.01).CONCLUSIONThese findings suggest that blink and masseter reflexes could be used to evaluate possible changes in brainstem circuits in older adults with ND and T2DM.