Intellectual Limitations Research Articles

Establishing consensus for the assessment of chronic pain in children and young people with cerebral palsy: a Delphi study

Purpose Inconsistent and inadequate pain assessment practices in cerebral palsy (CP) have resulted from a lack of standardisation of pain assessment, limited use of appropriate tools and failure to integrate disability and biopsychosocial models. To assist with improving consistency, this study aimed to establish consensus from key stakeholders regarding domains considered essential for measuring chronic pain in children and young people with CP. Method A modified electronic Delphi study was conducted on 83 stakeholders, including clinicians, researchers, people with CP and parents of children with CP. Participants rated 18 domains sourced from existing literature as either “core”, “recommended”, “exploratory” or “not required”. Results After two rounds of surveys, 12 domains were considered core: pain location, pain frequency, pain intensity, changeable factors, impact on emotional wellbeing, impact on participation, pain communication, influence on quality of life, physical impacts, sleep, pain duration and pain expression. Conclusion These domains reflect the complexity of pain in a heterogeneous population where medical comorbidities are common and communication and intellectual limitations impact significantly on the ability of many to self-report. The domains will be utilised to build a framework of pain assessment specific to children and young people with CP guided by the biopsychosocial model. Implications for rehabilitation Chronic pain is under-identified and poorly assessed in the cerebral palsy (CP) population. The perspectives of clinicians, researchers and consumers are vital for developing a framework for chronic pain assessment in CP. Consensus of key stakeholders found 12 domains considered essential to incorporate into a chronic pain assessment model in CP.

Creativity as a Necessary Component of Entrepreneurial Competencies Development

Aim. To study and design the theoretical and methodological framework for understanding the phenomenon of creativity, creativeness and their role in development of entrepreneurial competencies.Tasks. The key objective of this article is to conceptualize the category of “entrepreneurial creativity” as a necessary component of entrepreneurial competencies development, and its significance for innovation and project activities in the modern economic paradigm.Methods. The basis of this paper is the transdisciplinary approach combining philosophical and ethical provisions of the theory of synergetics, metaethics, and semantic theories that are fundamental for research in the field of entrepreneurship theory. The research is based on the methodological approach that provides synthesis of the methods of individualism and holism, which makes it possible to expand the range of issues of the theory of entrepreneurship development in accordance with the intersubjective nature of economic reality and the irrational component of entrepreneurial behavior.Results. Detachment from practical interest should transform intellectual limits into limitless possibilities of entrepreneurial creativity. Irrationality in logic, which is beyond reason, contradicts logic, is usually opposed to the rational as the reasonable, expedient, justified. Any innovative problem seems to be solved not only exclusively in terms of the rational. The task of the theory of entrepreneurship is to combine the rational and the irrational on the basis of the new methodological principle and in accordance with regularities, if any.Conclusions.In modern Russian, for words “creativity” and “creativeness”, the tendency of interchangeability is increasing, due to merging of their semantic fields. However, the analysis shows that they have different collocability, and form various set phrases. Metalinguistic reflection requires strengthening the “creativity — creativeness” opposition. Creativity is associated with non-standard solutions or deviant behavioral features, while for innovative activities, the primary meaning of creativeness is important: creation of something new, previously non-existent. Creative destruction, which is the consequence of implementing the creative innovative idea, inevitably results in changing the present, and constructing the future. In search of meaningful response to increasing complexity and uncertainty of world development, it is necessary to design such a scientific paradigm that will allow building in entrepreneurs’ worldview structural links connecting ethics, aesthetics and economics in a way that they contribute to development of a positive suprasystem effect in the field of innovation and project activities. This is an important methodological technique for deepening self-consciousness.

The Effect of Intellectual Humility on Professional Knowledge in Preschool Teachers: The Dual Mediating Effects of Self-Development Needs and Teacher’s Teamwork

Objectives Intellectual humility refers to a tendency to recognize and accept that one’s personal beliefs or knowledge may be fallible and limited. The purpose of this study is to examine whether preschool teachers’ intellectual humility predicts self-development needs and teamwork, which in turn, predict professional knowledge. In other words, the current study investigates the dual mediating effects of self-development needs and teamwork in the relationship between intellectual humility and professional knowledge in preschool teachers. Methods A total of 206 teachers across 32 preschools participated in this study. The participating teachers completed questionnaires on intellectual humility, self-development needs, teamwork, and professional knowledge. SPSS 25.0 was used to test the mediating effect of self-development needs and teamwork on the relationship between intellectual humility and professional knowledge in teachers. In addition, PROCESS macro version 3.4 (Hayes, 2017) was used to confirm the indirect effect. Results The teachers’ intellectual humility predicts professional knowledge via self-development needs and teamwork. In other words, teachers who acknowledge their own intellectual limits and are open to new experiences and learning opportunities have a higher level of professional knowledge in teaching, and this relation is mediated by both self-development needs and teamwork. The bootstrapping results also suggest that the indirect effect is statistically significant. Conclusion This study is the first to introduce and apply a new concept of intellectual humility in a Korean sample. By showing the relationship between intellectual humility, self-development needs, teacher teamwork, and professional knowledge, the study highlights the importance of intellectual virtue in preschool teachers. Keywords: intellectual humility, self-development needs, teacher teamwork, professional knowledge

Robotification & ethical cleansing

Robotics is currently not only a cutting-edge research area, but is potentially disruptive to all domains of our lives—for better and worse. While legislation is struggling to keep pace with the development of these new artifacts, our intellectual limitations and physical laws seem to present the only hard demarcation lines, when it comes to state-of-the-art R&D. To better understand the possible implications, the paper at hand critically investigates underlying processes and structures of robotics in the context of Heidegger’s and Nishitani’s accounts of science and technology. Furthermore, the analysis draws on Bauman’s theory of modernity in an attempt to assess the potential risk of large-scale robot integration. The paper will highlight undergirding mechanisms and severe challenges imposed upon our socio-cultural lifeworlds by massive robotic integration. Admittedly, presenting a mainly melancholic account, it will, however, also explore the possibility of robotics forcing us to reassess our position and to solve problems, which we seem unable to tackle without facing existential crises.

THE ASPECTS OF UNIVERSAL DESIGN IN INTERIOR DESIGNING

Many studies show the findings of public facilities' cases still inaccessible to people with disabilities and see the importance of a design, especially in the interior sector, that can produce a built environment that is user-friendly and barrier-free. Accessibility rights for persons with disabilities have been regulated in various regulations ranging from regulations in the central government to laws, government regulations to the minister of public works and regional regulations. There is a regulation of the minister of public works and public housing of the Republic of Indonesia No.14 2017, which regulates the provision of facilities in buildings and environments according to the needs of all age groups and conditions of physical, mental, and intellectual limitations, or sensory-based on the function of the building to make it easier for users and visitors in their activities in public buildings. However, this guideline has not been discussed in detail. This research is intended to review universal design standards in the interior design process, especially in public buildings.

Improving a Child with Down’s Syndrome Using Therapeutic Methods (Including Shantala Special Care Massage, Sensory Integration). A Case Study

<span>W artykule wskazano najczęstsze genetyczne przyczyny występowania zespołu Downa, a także typowe różnice w budowie fizycznej oraz ograniczenia motoryczne, intelektualne i komunikacyjne występujące u osób z zespołem Downa w porównaniu z osobami (dziećmi) pełnosprawnymi. Na przykładzie dziewczynki ze wspomnianym syndromem, po uprzednim przedstawieniu epikryzy, opisano podjęte działania terapeutyczne z zakresu fizjoterapii, integracji sensorycznej i logopedii, które doprowadziły do poprawy jej funkcjonowania i jakości jej życia. Zwrócono uwagę na konieczność włączenia rodziców dziewczynki do działań terapeutycznych poprzez angażowanie dziecka do wykonywania czynności samoobsługowych i domowych w celu podniesienia skuteczności terapii i nadania jej praktycznego wymiaru.</span>

Behavior Change Therapy Model for Improving Tooth Brushing Behavior among Children with Mental Retardation

Dental health problems occur in many communities, including mental retardation in children with all of their intellectual limitations, social behavior, and sometimes the weakness in motor coordination. The study aimed to develop and to examine the effectiveness of the behavior change therapy model as an alternative to improving the tooth brushing behavior among children with mental retardation. The Research and Development (R&D) approach was applied in this study. The quasi-Experimental, Pre-test, and Post-test with the non-equivalent control group for examining the effect of the model on health outcome. The research subjects of mental retardation children were divided into the intervention group and the control group. Experts tested by the intervention group validated the model development. Expert validation of the behavior change therapy model gets an average of 86.67 (very decent) as an alternative to improving tooth brushing behavior among children with mental retardation with p-value<0.05. Other results found that the model effectively enhanced the knowledge, gesture, and tooth brushing skills in mental retardation children with p-value <0.05. The therapy model as an alternative strategy was useful and recommended improving tooth brushing behavior among mental retardation children

The person with intellectual disability and the understanding of their existence

Often people with intellectual disabilities (ID) are not recognised as capable of attributing meanings to their existence because they have an intellectual limitation. However, they can understand various psychological issues in their lives. Based on the Sartrian existential psychology, the objective of this study is to investigate how the person with ID understands his/her existence, from the meanings they attribute to themselves and their relationships. The phenomenological method was chosen for data collection and analysis. Ten adults with ID participated, students of a Special School in Curitiba. The results showed feelings of loneliness and abandonment on the part of the participants, resulting from absence of affect and dialogue with others; the anguish before their freedom, in a context where they are not allowed to make authentic choices; the difficulty of understanding their feelings, and the desire to value their emotions; the school as the place where they find greatest opportunities for relationships, but where reflection on the everyday situations they experience is limited. It is argued that these existential aspects must be considered in the studies and services directed to people with ID, so that their freedom is recognized, enabling the construction of their existential project. Palavras-chave : Intellectual disability; Existential psychology; Interpersonal relations.

Компаративный анализ представлений Джалаладдина Руми, Анри Бергсона и Шри Ауробиндо Гхоша об интуиции и духовной любви

The article analyzes the ideas of the Sufi thinker, poet Jalaladdin Rumi, the prominent Indian philosopher Sri Aurobindo Ghosh, and Henri Bergson about intuition and spiritual love. These thinkers, who lived in different historical eras, who were not familiar with each other’s creativity, expressed a number of similar ideas. These are ideas of spiritual love and intuition. According to Rumi, the idea of a person as God’s slave or servant is significantly lower than the idea of a person as a beloved of God, since it prevents one from seeing the im­age of God in the inner world of a person; the enlightened human soul strives to merge with the world soul. The highest goal of the integral yoga of Aurobindo is the unity of body, soul and spirit, thanks to which a latent spiritual force with a divine nature manifests itself in a person, a person turns into an instrument of action of divine will – Shakti. Rumi sees the meaning of human life in the dis­closure of creative abilities. Bergson defines intuition as the energy of benevo­lence, with the help of which the intellectual limitations of people are over­come. A person, according to Bergson, is a creative being, in whose activity a creative impulse is manifested; in turn, this impulse gives rise to intuition. Comparing the views of three thinkers, we find a pantheistic attitude that makes different worldviews comparable and provides a basis for their comparative study, which was pointed out in the 11th century. outstanding Central Asian en­cyclopedist Abu Rayhan al-Biruni. In our opinion, the ideas of spiritual love and intuition are the bridge that connects Western and Eastern cultures, which are very different from each other.

Мыслимость как квазивозможность

Modal logic determines a lot in modern metaphysics and ontology, which delve deeper and deeper into the realm of the possible, not limited to the analysis of reality. This makes it relevant to study the problems of philosophical argumentation, built on the basis of modal logic. The aim of the work is to prove that thinkability does not necessarily entail a logical possibility. Because of this, many kinds of modal arguments that involve inference from conceivability to possibility can be flawed. Methodology: the author considers the question of the existence of objects impossible from the point of view of classical logical omniscience as a parallel to the idea of the existence of impossible possible worlds by J. Hintikka. The main idea of this article is the assertion that the gap between conceivability and possibility is generated by the intellectual limitations of the epistemic agent. The agent consistently — within the framework of the information available to him, and not in the absolute sense - considers logically possible that which is logically impossible from the point of view of logical omniscience. It turns out that we are able to think not only of something non-existent (to have empty intentions), but even quite capable of thinking the logically impossible. The conceivability of the impossible is somewhat analogous to the conceivability of impossible objects that are constructed by contemporary artists. The paper draws a parallel between the tautological thinkability of such an equation that is not tautological and the thinkability as a theorem of something that is not a theorem (S. Kripke’s modal arguments). As a particular example, the author criticizes the argument of the zombie by D. Chalmers, which is popular in modern philosophy of consciousness. It is shown that the conceivability of a zombie does not exclude the possible inconsistency of a zombie from an absolute point of view. In the second part, various types of the a priori are also considered, the opposition is built between the classical idea of logical omniscience and the agent-based approach using the categories of semantics of possible worlds. The main result of the proposed work is to prove that both formally contradictory and conceptually contradictory can be outside the framework of the epistemic attainability of the final agent. The author introduces a new philosophical category of the quasi-possible.

Captivated by Marxism: to Dmytro Dontsov’s Intellectual Portrait (1883–1914)

The article traces the evolution of Dmуtro Dontsov’s views before the First World War. The author’s main focus is on the factors (such as origin, education, intercultural experience, practical experience, and intellectual ideas) that influenced the thinker. Dontsov himself acknowledged the influence of classical Ukrainian literature as well as of the ideas of Mykola Mikhnovsky, but his most cited authors were Karl Marx, Friedrich Engels, and some representatives of European Social Democracy. Dontsov’s views before World War I can be described as anti-colonial Marxism. The author argues that Austromarxism had a powerful impact on Dontsov. The impact is traced in his attempts to solve the Ukrainian national question within the theoretical constructs of Marxism. The article highlights Dontsov’s conflict with some prominent representatives of the Ukrainian Social Democratic Labor Party. This conflict began with fundamental issues, and primarily different understandings of the intellectual limits of Marxism and the future of Ukrainian-Russian relations, but gradually they became very personal. The study of Dontsov’s works allows us to make some generalizations about important features of Eastern European nationalism. Unlike in Western Europe, where modern nationalism emerged before Marxism, Marxism was ahead of nationalism in Eastern Europе. Marxism therefore became a powerful intellectual source for many East European nationalists of that period.Manuscript received 09.03.2020

Old-Earth or Evolutionary Creation? Discussing Origins with Reasons to Believe and BioLogos

Old-Earth or Evolutionary Creation? Discussing Origins with Reasons to Believe and BioLogos

Development and validation of a typology of criminal defendants admitted for inpatient competency restoration: A latent class analysis.

To develop a typology of criminal defendants found incompetent to stand trial using data-driven classification techniques and validate it against forensically relevant outcomes. We hypothesized that discrete groups of defendants determined to be incompetent exist that can be identified in the structure of observed clinical, demographic, and criminological data. We also expected that class membership would be differentially associated with competency restoration. We coded hospital records for 492 consecutive male criminal defendants committed to a secure hospital for competency restoration between 2013 and 2017 (mean [M] age = 38.7 years, standard deviation [SD] = 14.2; 61.0% White, 34.2% Black, 2.6% Hispanic, 2.2% "Other"). Clinical, demographic, and criminological data were analyzed using latent class analysis. Validation analyses modeled competency restoration outcomes as a function of class membership. An 8-class solution best fit the data and included 3 discrete classes of patients with psychotic disorders (Class 2, n = 74; Class 3, n = 78; Class 6, n = 68), as well as classes characterized by intellectual limitations without comorbid psychosis (Class 4, n = 54), comorbid psychosis and intellectual limitations (Class 1, n = 41), mood disorders (Class 5, n = 80), older adults with neurocognitive disorders (Class 8, n = 59), and chronic instability (Class 7, n = 38). The restoration rate in the overall sample was 87.8%, and Classes 1-7 showed restoration rates similar to the overall sample, ranging from 82.9% to 100%. The restoration rate of Class 8 was 66.1%, and this was the only class to show significantly lower odds (odds ratio [OR] = 0.181, 95% confidence interval [CI: 0.093, 0.353], p < .001) and hazards (hazard ratio [HR] = 0.511, 95% CI [0.361, 0.724], p < .001) of restoration. Older adults with neurocognitive disorders admitted for competency restoration are at increased risk of failed restoration. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

ANALYSIS OF THE FEATURES OF DEVIANT BEHAVIOR IN AN EDUCATIONAL ORGANIZATION: DIAGNOSIS AND PSYCHOLOGICAL

In an educational organization, a student is faced with a large number of complexes, ambiguous both educational and life situations that require him to have an adequate and conscious choice. At the same time, many lack an understanding of their social ideas and the ability to separate emotional relationships from rational interaction. The modern youth environment, due to its age, worldview and socio-psychological characteristics, is in dire need of sociocultural identification, therefore, it is more susceptible to transformational processes associated with the assimilation of value systems, norms that form certain forms of behavior. There is a substitution of traditional forms of public morals and value foundations, leveling cultural continuity, the threat of preserving the milestones of Russian history, etc. These aspects lead to an increase in forms of deviant behavior, manifested in deviation from legal and moral norms. There is a desire to participate in informal youth associations, which leads to increased aggressiveness, an increase in extremism in the youth environment. The origin of extremism is considered the intellectual and moral limitations of the individual, which testifies to the problems of education, both in the institution of the family and in the educational process. A socio-psychological study in an educational organization can identify categories of students who require targeted information, education and psychological and pedagogical impact in order to timely prevent deviant behavior, including extremist manifestations. The diagnostic technique «Violent Extremism Attitude Scales – VEAS» allows you to identify dispositions for extremism in the student environment in the early stages, and to introduce preventive measures in the educational process in a timely manner.

CONTEXTUALIZATION: A PARADIGM-SHIFT

Meaning is determined from the context of history and ‘language’. i e understood as the totality of human expression. The latter allegation is in keeping with phenomenological existential anthropology, namely the view of the human person as ‘becoming’ or Dasein. In the absence of timeless language or existence on earth, the human person lives in a continual ‘becoming’ of the present moment, which is partly determined by the past. The future direction can only be determined by the given, namely the past and present. Meaning thus changes from person to person, from generation to generation even within the same linguistic tradition. Communication is a primary factor in the Umwelt (or world) of Dasein, and this can be achieved through the process of understanding, by which one can continuously move from one context of existence to another. Up till recently exegesis confidently operated from a customary presupposition of the existence of immutable truths (or tenets) and (abstract?) universal language which speaks eternally, notwithstanding Dasein’s developmental, cultural and intellectual limitations. In fact, the latter were denied by the view of human person as fixed and static. Now we know that truth is relative to the cumulative progression of knowledge in space and time (i e history), acquired through research. Today we can understand a text by carefully relating it to its context and then translating its message to our context – a movement from one context to another i e contextualization. The latter, as ‘translation’ or ‘re-incarnation’ would go deeper than mere interpretation or application of message which, because of their largely speculative or sometimes arbitrary nature, led to unbridled proliferation of publications precipitating a sad cul-de-sac in many fields of biblical research.

Human factors analysis of Kaohsiung 8′1 explosion accident based on HFACS-UP

Human factor is one of the main causes of urban gas pipeline explosion accidents. In order to minimize the consequences of such accidents, it is crucial to distinguish the human factors. In the present study, The Human Factors Analysis and Classification System-Urban Pipeline (HFACS-UP) is established according to the characteristics of urban pipeline accidents. Then the HFACS-UP framework is used to identify the human factors of a pipeline explosion accident occurred in Kaohsiung, Taiwan. The results indicate that the routine violations, skill-based errors, intellectual limitations, technological environment, failure to correct problems, insufficient safety culture, organizational process vulnerability and insufficient government supervision are the main factors lead to the explosion accident. Finally, the prevention measures are proposed to ensure the safe operation of urban pipelines based on the analysis results.

Ottoman Attempts to Define the Rebels During the Greek War of Independence

Abstract This article uses tools developed by conceptual history to examine what it might have meant for Ottoman officials in Istanbul to use the term Rum milleti during the Greek War of Independence. The revolution that started in 1821 has been seen as the first successful national uprising in Europe. It has long been ascertained that the Ottomans did not understand the national undertones that was seen in the declarations of the leaders of the Greek Revolution. Moreover, the Ottoman response to the eruption of this revolution has generally been examined in the context of Istanbul, Morea and the Danubian Principalities. The goal of this paper is to broaden our understanding of the intellectual and spatial limits of the Ottoman response to the Greek War of Independence. It starts with an examination of the Ottoman response to the French Revolution and to the Serbian revolt of 1804 to follow the trajectories of the term millet. It points out to the limitations of the Islamic understanding of the revolts of subject populations by testing some intellectual tools that were used to surpass such limitations.

The Sequela of Smartphone Usage in the Learning Environment

This paper is to determine the sequela of smartphone usage in the learning environment among school students in Malaysia. The sample size of the study was 150 (n=150). The result demonstrated that smartphone usage increases sympathetic education, understudy commitment, and the upgrade of the student's intellectual limit as well as an inspired concentration in both formal and casual settings. Also, self-governance and certainty assisted with the advancement of customized learning in helping low-accomplishing students to achieve academic excellence. The suggestions confirmed that smartphone usage in the classroom brings about a compelling and legitimate procedure in the learning environment.

Pedagogy and Enlightenment

This article aims to connect and ground the innovative pedagogies described in this issue by looking at the meaning of 'pedagogy' in a holistic way. Drawing on a strong European tradition which originated in the German Enlightenment, it outlines deep principles such as independent thinking, criticality, freedom and social engagement. In particular, it draws on work by Wolfgang Klafki to update and adapt these principles to the urgent needs of a world in crisis. Klafki, for example, shows how education can be simultaneously challenging and learner-friendly, and how curriculum can be shaped to focus on the major issues of our time. The final part of the article challenges the reductionism of the set of ideas which underpin government policy, and the intellectual limitations of government-sponsored ideologues in their facile use of the concept of a 'knowledge-based curriculum'.

Efforts to Equitable Education for Children with Intellectual Disabilities as an Alternative to Overcoming Social Problems in Children

Children with disabilities have the same rights in terms of getting an education, like normal children in general, children with disabilities also have high aspirations. To achieve these goals, of course, they must get equal and adequate educational facilities regardless of their shortcomings. In order to achieve equal distribution of education for children with disabilities, the government is expected to improve educational facilities and infrastructure for those with disabilities. Because even though children with disabilities have shortcomings, their abilities cannot be doubted. The reason is, there are many children with disabilities who have good intellectual achievements and abilities, therefore the need for government and community awareness to open their eyes more for children with disabilities so that they can be more confident in achieving their goals. Public awareness is also needed because children with disabilities also need to get support from the surrounding environment in order to avoid social problems for themselves caused by being isolated from society or the environment. Because this will have an impact on their own future. For people with intellectual disabilities, it will be very difficult to develop their potential if they do not get adequate and equal education. Education for persons with disabilities is implemented in the national education system through inclusive education and special education. Include children with disabilities in the 12 (twelve) year compulsory education program. In addition to having intellectual limitations, people with disabilities also have limitations in communication, social skills, self-care, health and safety, ability to do something (work), participation in a community, and academic limitations. This factor is the problem with the general public