Knowledge Of Situation Research Articles

The problem of knowing future phenomena

The paper is devoted to the problem of epistemic conditions of cognition of future phenomena.The problem is that the cognizable aspects of information are based on the evolutionary mechanisms of adaptation of the body, which are reduced in humans, and on the rational principles of human cognition, which are mixed with irrational prophecies. The solution is to separate the heuristic possibilities of theory from empirical guesses and consider the structures of theoretical knowledge that process information about possible and impossible facts.The aim of the paper is to discover a mental act directed at the future, which cannot be reduced to extrapolating the past and varying alternatives. The conditions of the possibility of knowing about the reality of the future as a mode of time, and the idea of a specific event in the future are split.The following hypothesis is considered: cognition of the future is based on thinking about the possible and necessary relations of an object to an integral system including a subject.The attitude of the mind towards the future is not a cognitive act like receiving information, the source of which is problematic. This is not animal foresight, not divination, not planning. Cognition is understood not as a perception of the objective properties of a phenomenon, but as its construction according to the rules of the organization of consciousness. In general, the future is not knowable, but there are types of phenomena other than the causal concept of cognition that justify information about the future. Theoretical knowledge of the predispositions of a situation involving an object is proactive. The subject of prediction is not only the truth about the future, but also a judgment about what exactly will not happen. This limitation narrows the scope of possible alternatives. The elementary acts of realizing that an event is not yet happening have been investigated by the phenomenology of Buddhism. They are directed at the stages of the same process. The conclusion from content of one temporal interval to content of another interval is based on theoretical constructions that do not have spatiotemporal characteristics. Information about the future is limited by theoretical knowledge of the holistic situation and the properties of the object that arise as a result of its inclusion in this situation.

Co-Creating Tailored Solutions to Combat Sedentary Behaviour: Insights from Scottish SMEs

Abstract Background Prolonged sedentary behaviour (SB) poses health risks for office workers, especially in small-to-medium-sized enterprises (SMEs) often overlooked by current interventions. This abstract aims to report and examine solutions developed through co-creation for SB in SMEs. Methods Three Scottish SMEs, a construction company (n = 150) and two charities (n = 100; n = 30), participated in a co-creation process to create SME-specific actions on SB. Each formed an action group of employees (n = 9-12) as co-creators. The process consisted of between 6-8 workshops (each 1.5h) depending on the company, with workshops improved during the process based on formative reflection from co-creators. The co-creation workshops, facilitated by two researchers, initially involved jointly mapping the company’s current situation and building knowledge and awareness of SB. Further workshops focused on action planning, including brainstorming, feasibility, piloting, and final action(s) development. Following the co-creation of actions, researchers identified the Behaviour Change Techniques (BCTs) underlying the developed actions. Results Each company created a set of actions unique to them, e.g. standing desk promotion, a games room, and innovative meeting strategies. Regarding the BCTs, all companies included adding objects to the environment, physical restructuring, prompts or cues, and addressing health or social and environmental consequences. Additionally, they all incorporated ‘step challenges’ with behaviour self-monitoring and feedback techniques. Two companies offered incentives or rewards; one emphasized role modelling, and another included social support. Conclusions The three companies created tailored actions through the co-creation process. While there were some commonalities, the differences in actions and BCTs among companies underscore the necessity for solutions tailored to the organizational context and the importance of involving employees in creating solutions. Key messages • Co-created actions to combat SB used diverse strategies, emphasising a multifaceted approach to address workplace SB. • Variability among SMEs’ co-created actions underscores the importance of stakeholder involvement to tailor solutions to organisational contexts.

Evaluation of the Implementation of Project-Based-Learning in Engineering Programs: A Review of the Literature

Project-Based Learning (PBL), as an experiential methodology, improves learning outcomes and competencies (technical and non-technical) in engineering students. The Conceive–Design–Implement–Operate (CDIO) approach, adopted globally in engineering education, is based on PBL but expands the curriculum framework. Developed by MIT and the Royal Institute of Technology (KTH) in Sweden, CDIO focuses on the entire life cycle of engineering projects to train engineers so that they are capable of applying knowledge in real-life situations. Integrating CDIO and PBL into engineering curricula requires changes in teaching methodologies, teacher training and workspaces. The literature has explored their combination, highlighting shared values and mutual reinforcements. An assessment model is crucial for implementing PBL and evidencing improvement in student and course skills. Only through assessment and the cycle of continuous improvement will the adoption of PBL in engineering programs be advanced. A systematic review of the literature is proposed to identify effective methods in the evaluation of educational programs based on PBL, analyzing related research areas and evaluations according to the CDIO approach.

DIABETES MELLITUS TIPO 1 E 2 NA INFÂNCIA E SUA RELAÇÃO COM A FAMÍLIA

Type 1 Diabetes Mellitus is a chronic disease characterized by the loss of the body's ability to produce insulin due to the destruction of beta cells in the pancreas. Type 2 occurs when the body does not use the insulin produced, and its main causes are related to excess weight, a sedentary lifestyle, high triglycerides, hypertension and inadequate eating habits. The first discoveries about it were made in 1872 in a papyrus and clinically in 1812. Over the years, research on Diabetes Mellitus has been boosted, which has triggered the search for more effective treatments. This study aims to evaluate the impacts of type 1 and 2 Diabetes Mellitus on both the child's life and the parents' lives, in the emotional, economic and religious spheres, as well as in daily life with family and society. This is a bibliographical research, which used secondary sources of information, such as books, scientific articles and medical journals, such as the Scientific Electronic Library Online (Scielo) and the Public Medical Literature Analysis and Retrieval System Online (PubMed). The research aimed to identify the evidence available in these literatures that address, from the perspective of children and adults, the relevant factors for the elaboration of proposals for appropriate instructions for type 1 and type 2 Diabetes Mellitus. Knowledge of the epidemiological situation of type 1 and type 2 Diabetes Mellitus over the years provides support for directing resources to risk areas and for new strategies for preventing and controlling the disease in children, adolescents and adults.

RELATO DE EXPERIÊNCIA: UM OLHAR HUMANIZADO COM PACIENTES ONCOLÓGICOS PEDIÁTRICOS NO SETOR DA ENFERMARIA

The objective of this work is to report the experience and describe the monitoring of pediatric oncology patients during their hospitalization carried out during the Mandatory Supervised Curricular Internship I. This is a descriptive, qualitative study of the experience report type, about the experience of the student covering the description of the discipline, internship field, activities carried out, challenges and personal and professional impact during the monitoring of pediatric oncology patients during their hospitalization, in the Mandatory Curricular Internship (ECS) l in the ninth period of the Nursing degree. The practice of supervised internship in health is a crucial stage in the academic training and professional development of students. Provides valuable opportunities to develop practical skills and apply theoretical knowledge in real situations. The work experience in the pediatrics sector also contributed to broadening their perspectives for a possible follow-up in the area and improving skills such as critical and reflective reasoning, decision-making and leadership, which are important for success in professional life.

Response to Advertising Delivered by Voice Assistants: The Mediating Role of Persuasion Knowledge, Perceived Control, Social Presence, and Privacy Concerns

More than 40% of Americans used a voice assistant (VA) this year to aid them with a host of tasks, including purchasing nearly $20B in products and services. Voice-assisted advertising is forecasted to grow exponentially over the next decade, but research examining how various promotional messages delivered by a VA impact consumers’ attitudes and purchase behaviors is limited. Guided by the computers are social actors paradigm and integrating tenets from the persuasion knowledge model, social presence theory, and psychological reactance theory, this experimental study examines how VA users’ privacy concerns, situational persuasion knowledge, and perceived control of the interaction along with the social presence of the VA work in concert to influence VA users’ purchase intentions when presented with personalized promotional messaging in response to their requests. Findings across shopping list and search query contexts and between brand-integrated responses and responses that incorporated a traditional commercial indicate that situational persuasion knowledge and a sense of the VA’s social presence combined to positively mediate a promotional message’s ability to incite purchase intentions. However, perceived control and social presence combined to negatively mediate a promotional message’s influence on purchase intentions. Theoretical and practical implications for researchers and advertisers are discussed in detail.

Urogenital schistosomiasis in schoolchildren in the lake zones of Kankossa and Oued Rawdha, southern Mauritania: The first parasitological and malacological survey.

Urogenital schistosomiasis due to Schistosoma haematobium is a major public health problem in Mauritania, but little is known about its epidemiology in many areas of the country, particularly in the lake zones. The objectives of the present parasitological and malacological study were to assess the prevalence and intensity of urogenital schistosomiasis among school children in Kankossa and Oued Rawdha lakes, southern Mauritania, and determine the species of intermediate host snails and the prevalence of snails with schistosome. A school-based epidemiological survey was conducted in two villages in the lake areas of Kankossa and Oued Rawdha. Urine samples were collected from 450 state primary school children and Koranic school children and examined for the presence of S. haematobium eggs using filtration technique. Water bodies adjacent to human settlement were surveyed for Bulinus and Biomphalaria snails that may potentially be intermediate hosts of S. haematobium. Morphological, molecular, and proteomic (i.e. matrix-assisted laser desorption ionization time-of-flight mass spectrometry [MALDI-TOF MS]) identification of collected snails were conducted, and their infection status was assessed by real-time polymerase chain reaction (RT-PCR) using the highly repetitive DraI gene. The prevalence of urogenital schistosomiasis was 35.6% and 15.8% in Kankossa and Oued Rawdha villages, respectively, corresponding to 'moderate' prevalence (i.e., 10-49% infected schoolchildren). Urogenital schistosomiasis prevalence was higher in boys (30.0%) than in girls (21.2%; P < 0.05), and in Koranic schools pupils (37.1%) than in state schools (20.5%; P < 0.05) pupils. Multiple regression analysis showed that sex (odds ratio [OR]: 1.64; 95% confidence interval [95% CI]: 1.06-2.57; P = 0.03) and Koranic school level (OR: 1.79; 95% CI: 1.06-3.04; P = 0.03) were independently and significantly associated with urogenital schistosomiasis. Based on molecular and proteomic identification, both B. senegalensis and B. umbilicatus colonized the water bodies of Oued Rawdha, whereas both B. forskalii and B. truncatus colonized those of Kankossa. The DraI RT-PCR detected S. haematobium complex DNA in 8 of 66 (12.1%) analysed snails: one B. truncatus and one B. forskalii in Kankossa and five B. senegalensis and one B. umbilicatus in Oued Rawdha. Urogenital schistosomiasis is moderately prevalent in the lake zones of Kankossa and, to a lesser extent, Oued Rawdha, located in southern Mauritania. Mass drug administration campaigns with praziquantel should be conducted to reduce the prevalence of urogenital schistosomiasis among school-aged children in the lake zone of Kankossa and Oued Rawdha village. Further parasitological and malacological studies should be conducted in other villages located in the Mauritanian lakes in the southern Sahelian zones and the northern oasis areas to strengthen our knowledge of the current epidemiological situation and implement appropriate urogenital schistosomiasis control strategies.

Inspecting the role of learning platforms, gamification, and diverse teaching approaches in improving vocabulary acquisition, critical thinking, and student engagement in education

These days, learning through online platforms has become both widespread and popular, particularly among students. For English learners, mastering the language is critical, given its complex vocabulary and grammar. As a result, incorporating gamification in learning platforms could have a significant impact on vocabulary retention, though its effectiveness may vary depending on the student's engagement and the platform's design. Learning through platforms can affect students in different ways; it might diminish their knowledge in certain situations, but it can also be beneficial. For this study, data was gathered from students of different ages and different opinions about this particular case. After gathering and analysing the results, it was apparent that the majority of students use learning platforms to study English and improve their vocabulary. The study also found that students generally enjoy using these platforms, finding them more engaging and fun, and they believe these tools ominously help their learning experience from their perspective. Learning through platforms makes it easier for students to enjoy lessons and put in more effort, as some platforms incorporate competitive elements like awarding a winner, which boosts students’ pride and motivates them to continue working hard.

Training of future ship engineers and electricians by means of competence, communicative and interdisciplinary approaches

The article examines the peculiarities of future ship engineers and electricians education by means of competence, communicative and interdisciplinary approaches; emphasis is placed on the interdisciplinary connections of the disciplines of different cycles of training; it is underlined that the process of future seafarers education should be based on a competent, communicative and interdisciplinary approach, which will provide future specialists with efficiency in acquiring knowledge, skills and abilities. The important competencies are defined in research by the educational goals of the competency-based approach that include knowledge and understanding (theoretical knowledge of an academic discipline, the ability to know and understand); knowledge of how to act (practical or operational application of knowledge in certain situations); knowledge of how to live (values as an integral element of perception and coexistence with others in a social context). The interdisciplinary approach is an interdisciplinary movement of knowledge towards integrity, which involves a systematic study of the object and is a logical result of changes in each of the interacting knowledge systems, and is the source of the emergence of new trends towards their integration. The study notes that the use of competency-based and interdisciplinary approaches contributes to the effective planning of professional training of a specialist; the analysis of the situation with the influence of interdisciplinary and competence approaches on the sequence of presentation of educational material when studying the disciplines of different training cycles allows to say that the use of these approaches contributes both to the in-depth assimilation of knowledge and skills by cadets and enriches their horizons allowing to establish relationships and interdependencies in the process of their education. Attention is drawn to the fact that the communicative approach in studying the disciplines of the cycle of humanitarian and socio-economic education will contribute not only to communicative knowledge and skills (frequency, accuracy in formulating statements, the correct use of existing samples and the construction of one's own), but will also produce such universal skills as teamwork, creativity, flexibility, etc. It has been proven that there is a need to apply the principles of interdisciplinary and competency-based approaches in educational and professional programs, training programs, curricula for more effective mastery of the future profession by ship engineers and electricians

Implementación de la gamificación en el aprendizaje de conceptos de Ciencias Naturales y su influencia en la motivación de los estudiantes

The general objective of the research was to evaluate the impact of gamification on the learning of Natural Sciences concepts and the motivation of ninth-grade students, comparing with a traditional teaching approach. Theoretical methods such as analytical-synthetic and inductive-deductive methods were used to analyze and synthesize information. Empirical methods include student surveys, pedagogical tests and specialist criteria. The research is declared quasi-experimental and descriptive, allowing groups to be compared and educational phenomena to be described. The gamified strategy was designed to address the contents of curricular block 4. The Earth and the Universe in ninth grade, guaranteeing the development of cognitive and scientific skills typical of the educational level. The results revealed that the group where gamification was applied showed better performance in all aspects evaluated. Students demonstrated a stronger understanding of Natural Sciences Curricular Block 4 concepts, an increase in class participation and collaboration, and greater interest in gamified learning activities. In addition, an increase in the ability to apply knowledge in practical situations was observed. These findings suggest that gamification can significantly improve the teaching-learning process in Natural Sciences, fostering a more stimulating and effective educational environment. It is recommended that educators consider integrating gamified strategies into their pedagogical practices to promote more meaningful and motivating learning in this area of ​​knowledge.

Developing a Logistics Ontology for Natural Language Processing

The business area requires the presence of Supply Chain services, to respond to the constantly evolving requirements. Supply chains are dynamic networks that include a continuous flow of processes, starting with the supplier and ending with the customer. For effective supply chain management, a conceptual understanding of the knowledge underlying this field is of utmost importance. On the other hand, ontologies are considered one of the most appropriate ways of representing knowledge and valuable tools for decision-making situations. The purpose of this paper is to present an ontology created to identify the common concepts of supply chain management systems, with the ultimate goal of supporting and promoting Natural Language Processing technologies through the representation of terminological knowledge for this specific field.

Capability as a concept in advanced practice nursing and education: a scoping review.

The objective of this review was to map the literature about the concept of capability in advanced practice nursing education and practice to achieve greater clarity on the concept and its application. Advanced practice nursing roles make up a growing segment of the global nursing workforce. Capability has been proposed as an overarching description of the attributes of advanced practice nursing roles within complex workplace environments. Capability includes knowing how to learn, and the ability to creatively integrate prior knowledge, skills, judgment, and experience in both new and familiar situations. This review looked at the literature about capability applied to advanced practice nursing in any setting globally. We were guided by the International Council of Nurses' definition of advanced practice nursing, which includes nurses with both graduate education and an expanded scope of practice. Drawing from an initial review of the literature, we used a working definition of capability, which was a combination of knowledge, skills, experience, and competencies that enables advanced practice nurses to provide appropriate care for patients in both known and unfamiliar clinical settings. We included literature about individual capability as a concept in any setting related to advanced practice nursing and education. We searched 18 electronic databases and included qualitative, quantitative, and mixed methods study design methodologies, reviews, and reports. The gray literature search included policy and practice documents from the World Health Organization, the International Council of Nurses, and websites of 48 nursing and health organizations. Two reviewers independently completed title and abstract screening prior to full-text review and data extraction. Conflicts were resolved via discussion or with a third reviewer. Extraction was completed by 2 reviewers using a piloted data extraction tool. Articles published in English from 1975 to the present were included. Sources in languages other than English were not included in the review due to the difficulties in accurately translating the concept of capability. Thirty-five sources were included in the review with publication dates from 2000 to 2023. Most sources originated from Australia, the United Kingdom, and the United States. Sources included frameworks and clinical guidelines, peer-reviewed articles, and gray literature. Capability was discussed in a range of settings, including specialized clinical roles. Applications of capability in educational settings included the use of capability frameworks to guide nurse practitioner education, nursing practice doctorates, and postgraduate nurse practitioner training. Definitions of capability, where provided, were relatively consistent. Capability was proposed as a distinguishing characteristic of advanced practice nursing, as a descriptor of clinical proficiency that moved beyond competency, and as a framework that accounted for complexity in health care settings. Capability was used as a concept and framework to describe advanced practice nursing within complex practice environments that necessitate flexible approaches. Capability frameworks were applied holistically and to specific areas of practice or education, including in pregraduate and postgraduate advanced practice nursing education. Strategies for teaching and learning capability focused on flexibility, student-directed learning, and development of flexible learning pathways. A Norwegian-language version of the abstract of this review is available: http://links.lww.com/SRX/A58.

APPLICATION OF LINGUO-THEATRICAL APPROACH IN TEACHING FOREIGN LANGUAGES TO PEDAGOGICAL UNIVERSITY STUDENTS

Background. Professional training of a teacher traditionally includes elements of theater pedagogy as a condition for mastering professional pedagogical skills; it has a special role to play in the preparation of a future foreign language teacher. The ability for language self-education develops in conditions of a deficit of an authentic linguistic and cultural environment, which can only partly be compensated by the visualization of educational material and the use of computer technologies. The authors reveal the didactic potential of linguo-theatrical technologies, which make it possible to imitate linguocultural markers and models of the country of the target language and, thereby, contribute to the development of a multicultural linguistic personality in a student at a pedagogical university. The purpose of the study is to analyze the specifics of using theatricalization, dramatization and staging techniques in foreign language classes at a pedagogical university. Materials and methods. The main research method is a comparative analysis of sources that present a multi-paradigm description of the introduction of linguistic and theatrical elements into the process of teaching a foreign language. Quantitative and qualitative indicators were identified through the use of verbal communication methods (questionnaires and oral communication). Results. The verifiability of the research results was confirmed by the introduction of a set of communicative and theatrical tasks developed by the authors into practice to ensure the implementation of a linguistic and theatrical approach to teaching students of the Department of Foreign Languages at the KSPU named after V.P. Astafyev (Krasnoyarsk). The technique of theatricalization (stage or role-playing embodiment of the features of foreign language discourse) has the greatest didactic potential; the technique of dramatization (situational personification of characters) can be used to a lesser extent - this is explained by the need to have background knowledge of an authentic communicative situation; staging (stage production with the use of theatrical props) is characterized by the complexity of its implementation and increased labor intensiveness, both on the part of the teacher and on the part of the students, which, nevertheless generates increased interest and contributes to a more solid formation of language and speech skills.

Using a flipped teaching strategy in undergraduate nursing education: students’ perceptions and performance

BackgroundFlipped teaching is an interactive learning strategy that actively engages students in the learning process. Students have an active role in flipped teaching as they independently prepare for the class. Class time is dedicated to discussion and learning activities. Thus, it is believed that flipped teaching promotes students’ critical thinking, communication, application of knowledge in real-life situations, and becoming lifelong learners. The aim of this study was to describe the students’ perception of flipped teaching as an innovative learning strategy. And to assess if there was a difference in students’ academic performance between those who participated in a traditional teaching strategy compared to those who participated in flipped teaching intervention.MethodA quasi-experimental design with intervention and control groups. A purposive sampling technique of undergraduate nursing students was used.ResultsA total of 355 students participated in both groups, and 70 out of 182 students in the intervention group completed the survey. The students perceived a moderate level of effectiveness of the flipped teaching classroom as a teaching strategy. The result revealed that there is a statistically significant difference in the mean students’ scores for the intervention group (M = 83.34, SD = 9.81) and control group (M = 75.57, SD = 9.82).ConclusionFlipped teaching proves its effectiveness in improving students’ learning experience and academic performance. Also, students had a positive perception about flipped teaching as it allowed them to develop essential nursing competencies. Future studies must consider measuring the influence of flipped teaching on students’ ability to acquire nursing competencies, such as critical thinking and clinical reasoning.

Analysis of The Use of Problem-Based Learning Model in Improving Learning Outcomes of Hindu Religious Education in Grade V Students of UPT SD Negeri 6 Arawa Sidrap

The learning process does not teach students to work together in groups, resulting in less active learning. Students also lack the critical thinking skills required to solve problems. This issue arises due to teachers' lack of knowledge and the absence of innovative learning models. Consequently, it leads to low student learning outcomes, necessitating research to examine this matter. The objective of this study is to analyze the implementation of a problem-based learning model in improving the learning outcomes of Hindu religious education in grade V students of UPT SD Negeri 6 Arawa, Sidrap Regency. The research approach employed is qualitative research with the type of library research. Data sources include books, scientific journals, magazines, newspapers, and other relevant information. The informants were selected based on their relevance to the topic under study. Research instruments comprised books, scientific journals, and other relevant documents. The data collection technique employed was documentation study, while qualitative content analysis was used for data analysis. The findings indicate that the problem-based learning model is an appropriate choice for teachers who wish to develop students' analytical abilities, enable them to apply existing knowledge in new situations, and encourage independent and responsible problem-solving skills. This model enhances students' critical, analytical, systematic, and logical thinking abilities, enabling them to find alternative solutions to problems through empirical data exploration, ultimately fostering a scientific attitude. In conclusion, the use of problem-based learning models can improve learning outcomes in Hindu religious education in grade V students of UPT SD Negeri 6 Arawa Sidrap.

ANALYZING THE FACTORS ASSOCIATED WITH WALKABILITY IN A CAMPUS SETTING FROM USERS' PERSPECTIVES

ABSTRACT Due to its potential to encourage more sustainable urban settings, the term walkability has gained importance in recent years. Consequently, there has been an increased interest among researchers in understanding which factors encourage walkability. In this context, university campuses, as a part of a city, offer opportunities for walkability studies to investigate the factors affecting walking behavior. Although there are a few campus walkability studies in literature, further research is still needed to add to the body of knowledge in various geographic and climatic situations. This research aims to understand better factors that influence campus users’ walking behavior from the viewpoints of the campus community by investigating built environment characteristics associated with the campus and its surroundings walkability and other influencing factors. An online questionnaire was established for this purpose. Statistical analyses were conducted using multivariable logistic regression to examine variables that could influence the participants’ willingness to walk. Attitudes toward walking behavior and physical features of the built environment were all found to be significant determinants of campus users’ willingness to walk. In the current study, however, other influencing factors that were identified as significant factors in the literature were not found significant to predict willingness to walk. Moreover, these findings can inform municipal policy-makers and campus management about how to create a walkable campus environment and promote increased walking at a university.

Structural characteristics of foreign language communicative competence of the modern specialist in the pedagogical concepts of Ukrainian and German scientists

The article offered is devoted to an attempt to analyse the structural framework of foreign language communicative competence (the FLСC) of the modern specialist in the pedagogical concepts of German and Ukrainian specialists. The aim of the paper is to consolidate the research positions of German and Ukrainian scholars in the field of educational sciences on the structure of the FLСC which is conditioned by the solution of the tasks of studying the theoretical basis of the competence approach in the modern education. The object matter of the research is the FLСC itself, and the subject matter comprises its structural features in view of the conceptual grounds of Ukrainian and German educators. The methodological basis of the work are general scientific methods like those of analysis and synthesis, comparison and contrast, as well as the narrow scientific method of frame analysis which allows to build an integrated structural characteristics of the FLСC. The study found that Ukrainian and German scholars have the same understanding of the essence of competence as the root element of the competence-based approach to education which is perceived as unity of theory and practice, whilst the FLСC is interpreted as a set of professional elements of knowledge which includes skills and abilities for the effective use of a foreign language by a communicator in a particular situation in order to achieve communication results deriving also from the extralinguistic factors. A special theoretical premise of the German- language professional literature is the close correlation of the FLСC with the learner’s native language communicative competence and translation sub-competence. The elements of the FLСC can include not only language and speech components, but also extralinguistic components, as well as situational knowledge because in the process of learning a foreign language other skills are acquired that depend on the content of education and are of an interdisciplinary nature.

유아사회정서발달 지원교육에 참여한 아버지의 경험과 변화

The purpose of this study is to examine and analyze the experience and transformation of fathers who participated in education for children's socio-emotional development. For this research, six fathers were selected as research participants, and they went through 7 weeks of education in children’s socio-emotional developmental support, including group interviews. During the study, recordings of videos, transcripts, self-reflections, and interviews of the participants from the education were collected and analyzed. The results have shown that through the education, the participants were able to ‘recognize and understand their ignorance and indifference’, ‘practice and role-play to apply the knowledge in real-life situations’ and ‘experience how father-child play serves as a channel for the children's social and emotional development’ and ‘exchange sympathy and fellowship between fathers’. In addition, the interviews and reflections have shown that the participants have transformed into fathers who try to ‘comprehend and understand their children’, are ‘not embarrassed to express praise and encouragement’, are ‘not afraid to spend time with their children’ and ‘enjoy co-parenting’. As a result, the analyses of the study have shown that the education for children's socio-emotional development support for fathers has not only helped the children's socio-emotional development but has also improved child-parent communication and relationship, furthermore, resulting in positive improvements in marital relationships through encouraging and motivating equal sacrifice to achieve actively joint parenting.

Pragmatic acts of humour in family discourse in selected Maryam Apaokagi's comedy skits

Humour plays a crucial role in family discourse as it fosters emotional connection, diffuses tension, and promotes open communication by providing a light-hearted and relatable atmosphere. Extant studies on family discourse have focused on (im)politeness strategies and pragmatic markers. However, scant attention has been paid to the communicative functions of humour in family discourse. This study was, therefore, designed to investigate humour in Maryam Apaokagi’s comedy skits, to identify the types, their pragmatic functions, and how they contribute to the overall meaning of the discourse. Jacob Mey’s Pragmatic Acts Theory served as the theoretical framework. Data for the study comprised eight selected Maryam Apaokagi’s comedy skits, produced in Nigeria. The selection is based on their humorous reflections of family issues and subjected to pragmatic analysis. Findings reveal that pragmatic acts exist in four interlocutory contexts among family members: couple (husband-wife) relationship; sibling(s)-relationship; mother-child relationship; and distant-family relationship. The contexts are indexed by eight pragmatic acts and functions which underpin expressions of humour: warning to threaten the husband, promising to raise hopes, requesting to make a mockery of the elder brother, ordering to deliberately disrespect the elder sister, questioning to persuade and apologise indirectly, scolding to condemn a child’s inappropriate actions, exaggerating to boast and show off, speculating to impress the mother and indict the child. Employed with wit to avoid serious conflicts, these humorous acts were largely foregrounded by conversational, psychological and physical acts, and underscored by such contextual factors as inference, reference, relevance, and shared situation knowledge to humorously depict how family issues are variously handled.

Didactic foundations of forming mathematical competence of secondary school students in learning the syntax of the Ukrainian language

Developing a competent personality involves conceptualising the content of language education. In implementing the New Ukrainian School reform, many problematic issues arise regarding the practical reorientation to new standards. Special attention needs to be paid to the organisation of the educational activities of male and female students, in which their integrated ability to apply acquired knowledge in life situations is formed. The research of linguists is focused on developing interconnected ways of combining the subject and key competencies of learners, which contribute to their successful socialisation in society. Considering educational requirements makes it necessary to highlight the methodological potential of forming mathematical competence as a component of linguistic personality. The following methods were used to solve the outlined tasks: analysis and synthesis of scientific research, induction and deduction to determine the categorical concept and substantiation of the theoretical and methodological foundations of the problem. The article analyses modern approaches and principles of language learning, particularly Ukrainian syntax. The concept of "mathematical competence of secondary school students in learning the syntax of the Ukrainian language" has been interpreted. The system of didactic tools for forming students' mathematical competence has been organised. The results of the conducted research are the basis of the professional activities of the lexicographer in the lessons in the preparation of harmoniously developed students of general secondary education institutions.