Universal Actions Research Articles

Комунікативна культура і філософія моралі

Abstract. The scientific analysis of state-first processes regarding the functioning of the principles of tolerant cooperative interaction in social life gives grounds for drawing attention to the methodological foundations of the legal consciousness of civil society. Verbal/non-verbal aggression during the war for nine years destroys his spiritual values. The deepening of the signs of decline in the normativity of the foundations of tolerant communication leads to the leveling of the principles of freedom of speech, justice and responsibility. These processes are intensifying with the intensification of the information war against Ukraine, the methods of which are becoming new and unpredictable. Language processes are the basis of this phenomenon. Manifestations of a low level of verbal and legal culture deform state and legal reality. Freedom of speech has led to a drop in the level of use of language and etiquette norms and their transformation (to a certain extent) into hate speech. The issues of the ethics of discourse, "dialogical anthropology" are recorded not only as scientific textual universal actions, but primarily as such, which foresee the need for increased legal responsibility for violation of norms of communicative freedom. The article is devoted to newly emerging trends in social communication, which significantly worsen the general cultural level of subjects of law. This is explained by insufficient research attention to the problems of verbal deficiencies in the interaction of communicators. We are talking about changes in the national way of thinking and speaking and their modern deformations caused by the terrorist aggression of a neighboring state and a number of other objective reasons. Unethical intentions signal a wide range of unexplored consequences of the Russian-Ukrainian war and the undeveloped methods of overcoming psycho-sociolinguistic problems related to existence, logic and ethics. The need for responsible communicators to cultivate public discourse and dialogue narrative with caveats regarding communicative irresponsibility was noted. At the household level, the latter can sometimes acquire the characteristics of a verbal/non-verbal crime.

Prevention is Better than Cure: A Public Health Imperative

In this brief article, I provide a personal perspective and selected literature review on the merits of giving greater attention to interventions that tackle the known social risk factors for common mental disorders. These include both universal actions targeted at the general population and more focused interventions aimed at high-risk subgroups. In practice, most effective efforts involve a combination of both strategies. Psychiatrists and other mental health professionals could have a key role in promoting prevention, working closely with governmental bodies, and nongovernmental organizations that may be in the best position to deliver the required interventions. Having evidence from gold standard randomized controlled trials may be ideal, but in practice, are extremely difficult to deliver in this field and their absence should not be taken as an excuse for inaction.

Current Trends in the Manifestation of Socio-Psychological Distress in Adolescents

The subject of the study is the content of the main socio-psychological difficulties and problems that encourage modern adolescents to seek psychological help and are manifestations of socio-psychological distress. The study was conducted on the basis of an analysis of the content of requests for advisory practice for the period 2012-2022. The city center of psychological, pedagogical, medical and social assistance of Yaroslavl. All requests for psychological help were classified by the authors into several groups: communicative problems (reflecting the specifics of relations with the adolescent's society); problems arising in the development of general educational and universal actions; psycho-emotional difficulties and crises (including experiencing eating disorders, suicidal disorders, autoaggression, traumatic experience) and destructive behavior (antisociality, aggression and dependent behavior). A mathematical analysis of the dynamics of appeals of each type was carried out. As a result of the conducted research, conclusions were formulated about the content of the main difficulties and problems that are relevant for modern adolescents and are the subject of an appeal to a psychologist. These include difficulties in relationships with others, the development of a tendency to autoaggression, eating disorders and an increase in a number of problems associated with psychoemotional difficulties, violence. In conclusion, the types of innovative activities of the center for improving the communicative, psycho-emotional and behavioral aspects of the socio-psychological well-being of adolescents are described. The novelty of the described research consists in the development and testing of a system of programs to reduce the socio-psychological distress of adolescents. A special place in them is occupied by programs of work with parents.

The UK stand together trial: protocol for a multicentre cluster randomised controlled trial to evaluate the effectiveness and cost-effectiveness of KiVa to reduce bullying in primary schools

BackgroundReducing bullying is a public health priority. KiVa, a school-based anti-bullying programme, is effective in reducing bullying in Finland and requires rigorous testing in other countries, including the UK. This trial aims to test the effectiveness and cost-effectiveness of KiVa in reducing child reported bullying in UK schools compared to usual practice. The trial is currently on-going. Recruitment commenced in October 2019, however due to COVID-19 pandemic and resulting school closures was re-started in October 2020.MethodsDesign: Two-arm pragmatic multicentre cluster randomised controlled trial with an embedded process and cost-effectiveness evaluation.Participants: 116 primary schools from four areas; North Wales, West Midlands, South East and South West England. Outcomes will be assessed at student level (ages 7–11 years; n = approximately 13,000 students).Intervention: KiVa is a whole school programme with universal actions that places a strong emphasis on changing bystander behaviour alongside indicated actions that provide consistent strategies for dealing with incidents of bullying. KiVa will be implemented over one academic year.Comparator: Usual practice.Primary outcome: Student-level bullying-victimisation assessed through self-report using the extensively used and validated Olweus Bully/Victim questionnaire at baseline and 12-month follow-up.Secondary outcomes: student-level bullying-perpetration; student mental health and emotional well-being; student level of, and roles in, bullying; school related well-being; school attendance and academic attainment; and teachers’ self-efficacy in dealing with bullying, mental well-being, and burnout.Sample size: 116 schools (58 per arm) with an assumed ICC of 0.02 will provide 90% power to identify a relative reduction of 22% with a 5% significance level.Randomisation: recruited schools will be randomised on 1:1 basis stratified by Key-Stage 2 size and free school meal status.Process evaluation: assess implementation fidelity, identify influences on KiVa implementation, and examine intervention mechanisms.Economic evaluation: Self-reported victimisation, Child Health Utility 9D, Client Service Receipt Inventory, frequency of services used, and intervention costs. The health economic analysis will be conducted from a schools and societal perspective.DiscussionThis two-arm pragmatic multicentre cluster randomised controlled trial will evaluate the KiVa anti-bullying intervention to generate evidence of the effectiveness, cost-effectiveness and scalability of the programme in the UK. Our integrated process evaluation will assess implementation fidelity, identify influences on KiVa implementation across England and Wales and examine intervention mechanisms. The integrated health economic analysis will be conducted from a schools and societal perspective. Our trial will also provide evidence regarding the programme impact on inequalities by testing whether KiVa is effective across the socio-economic gradient.Trial registrationTrials ISRCTN 12300853 Date assigned 11/02/2020.

The Content of Education

The student is a co-author of education that expands the possibilities for the development of his personality. He independently and with the support of a teacher not only repeats the path of mankind but also discovers the laws of nature, society and personality, invents methods and algorithms, realizes big ideas – the basis for his orientation in the world. He masters emerging cultural practices and participates in their creation. Knowledge, skills and life skills will be possessed by the expanded personality of the student. In the future, the need for “memorization” and the time spent on achieving dexterity in work will be greatly reduced. Readiness for perception and creation of a new, independent search and application of knowledge and mode of action are the basis for creative development and pre-adaptation of the individual. The laws and algorithms independently discovered by the student, the facts found are preserved by him in the expanded developing personality and are used as cultural tools. The school develops systemic and critical thinking, universal actions and digital skills for the 21st century, helps the child to choose and master from the treasures of human culture what he likes, whether it is calligraphy, programming, acrobatics or versification.

Features of the formation of cognitive universal learning actions in primary school students

Features of the formation of cognitive universal learning actions in primary school students

ТЕОРЕТИКО-МЕТОДОЛОГІЧНІ ЗАСАДИ ІННОВАЦІЙНИХ ТЕХНОЛОГІЙ У ПРОФЕСІЙНІЙ ПІДГОТОВЦІ ФАХІВЦІВ ЗІ СПЕЦІАЛЬНОЇ ОСВІТИ

The issue of professional training of specialists in special education, which is based on innovativeness and socio-pedagogical effects of the research approach to education in institutions of higher education in the conditions of the master's degree, is considered. The components of a reflexive approach to the process of training future specialists in special education as a methodological basis for the functional and procedural space of mastering universal actions have been identified. The theoretical foundations of the influence of innovative learning technologies, focused on the development of personality readiness of master's students for the actualization of creative abilities, various forms of thinking, as well as the implementation of various forms of interaction with the factors of the educational environment, capable of ensuring not only personal growth, but also the formation of new professional formations, have been studied. Adoption by the future specialist of the position of productive interaction with the educational environment for the purpose of self-actualization and self-realization is one of the main aspects of the methodology of innovative technologies. Methods. The purpose of the article is the theoretical substantiation of the methodological foundations of innovative technologies in the professional training of special education specialists in the conditions of the master's environment of higher education institutions. Conclusions. So, pedagogical innovation is one of the leading branches of pedagogy, which is aimed at the implementation of innovative processes in the form of a system that not only creates favorable conditions for students' creativity, but also puts forward new requirements for the teacher, who must diagnose the goals of learning and personal development of students, more deeply to have an educational subject; to model professional activity in the process of master's training; organize independent and self-educational work of students to prepare for lectures, seminars, practical classes; to make fundamental changes between teachers and students, between students themselves on the basis of productive interaction with the educational environment for the purpose of self-actualization and self-realization, which is one of the main aspects of the methodology of innovative technologies. Results. The problem of a more objective study of the concept of readiness in mastering the methodological principles of innovative technologies in the context of effective provision of the future professional success of the future special education specialist is urgent.

Development of communicative competencies among junior schoolchildren with learning difficulties in e-learning conditions

The article reviews the problem of forming communicative competencies among junior schoolchildren with persistent learning difficulties. Features of speech development of this category of students are disclosed. Modern scientific ideas about the structure of communicative universal educational actions are considered. Speech and socio-psychological skills are defined, which form the basis of each structural component of communicative universal educational actions. Method of diagnostics of communicative universal actions in students with persistent learning difficulties and peculiarities of development of communicative universal educational actions identified in them during diagnostics are presented. The stages of pedagogical activity on formation of communicative universal educational actions in junior schoolchildren with persistent difficulties in learning are indicated.

Use of Interrupted Time Series Analysis in Understanding the Course of the Congenital Syphilis Epidemic in Brazil

To fight against the rising incidence of syphilis, the Brazilian Ministry of Health (MoH) launched the "Syphilis No!" Project (SNP), with specific resources funded by a parliamentary amendment. Then, in 2018, a national rapid response started to be implemented on the Brazilian Unified Health System (SUS, Sistema Único de Saúde) in two strategic lines (1) to reinforce SUS's universal actions and (2) to implement specific ones to 100 municipalities chosen by the MoH as priorities for syphilis congenital response. In 2015, such localities represented 6895% of congenital syphilis cases in Brazil. In this context, SNP has implemented actions to strengthen epidemiological surveillance of acquired syphilis and congenital syphilis by instituting an integrated and collaborative response through health services networks and reinforcing interstate relations. A quasi-experimental study using time series analysis was conducted to assess immediate impacts and changes to the trend in national congenital syphilis before and after the project, from September 2016 to December 2019. Data were assessed considering rates of congenital syphilis per 1,000 live births in all priority municipalities (n=100) covered by the project and in non-priority municipalities (n=5,470) from all five macro-regions of Brazil. Priority municipalities showed a greater reduction (change in trend) in comparison to non-priority. The linear regression model revealed trend changes after the intervention, with both groups of municipalities showing a drop in the average monthly number of cases per 1,000 live births, with a reduction of -0·21 (CI 95% -0·33 to -0·09; p=0·0011) in priority municipalities and of -0·10 (CI 95% -0.19 to -0.02; p=0·0216) in non-priority municipalities. The study using ITS provides important evidence on the direction, timing, and magnitude of the effects of interventions introduced as part of the SNP on congenital syphilis in Brazil. Our results suggest that the Syphilis No! Project influenced the trends of congenital syphilis in Brazil from 2018, with higher reductions achieved in the priority municipalities. The research is funded by a grant to the Syphilis No! Project from Brazilian Ministry of Health (Project Number: 54/2017). The funders had no role in study design, analysis, decision to publish, or preparation of the manuscript.

Supporting parents by combatting social inequalities in health: a realist evaluation

BackgroundTo reduce social inequities in health, the World Health Organization’s Commission on Social Determinants of Health recommends acting as soon as life begins. In this context, parenting support is promoted as a major lever.The objective of the present research was to develop an intervention theory establishing the conditions for the success of interventions, policies, and organizations supporting parenting in terms of reducing or preventing social inequalities in health for both mother and child in the perinatal period.MethodsTo meet these objectives, we conducted a realist evaluation based on a multiple-case study. The study evaluated two border towns in Europe. We collected data from three sources: documentary reviews, focus groups and interviews with professionals, and parental questionnaires.ResultsThe main results concerning the fight against social inequalities in health show a true willingness on the part of those involved to carry out universal actions, coordinated between professionals and institutions, in response to the demands of parents; however, the reality on the ground shows the complexity of their implementation and the multiplicity of results. Our middle-range theory showed that to be effective in tackling social inequalities in health, actions must address structural determinants at the macro-systemic level. However, the field of realist evaluation shows that it is first and foremost the actions focused on individual behavior that are implemented.While there is a general political desire to combat social inequalities in health in early childhood, the results show that the strategies in place are potentially not the most effective. Effective support actions would respond to individual strategies; however, current approaches target parents’ behavior, aiming to empower them but without giving them the means to do so.ConclusionsThis research constitutes a body of knowledge gathered for reflection and action. In particular, any perinatal policy should clearly state among its objectives the intention to reduce social inequalities in health. The policy should also state that it will be evaluated according to the criteria of proportionate universalism, interprofessional coordination, and actions based on the diversity of parents’ needs.

Methods of Formation of the Students-Mathematicians’ Readyness to Study Mathematical Disciplines

The introduction to the article analyzes the current state of formation of the students-mathematicians’ readiness to study mathematical disciplines. The purpose of the study is to develop and scientifically substantiate the method of forming the students-mathematicians’ readiness to study mathematical disciplines. Methods. In the process of achieving the goal, the theoretical and practical methods of data retrieval and processing were applied. The results. The analysis of the researched problem gave an opportunity to characterize the essence of the concept «students-mathematicians’ readiness to study mathematical disciplines». The students-mathematicians’ readiness to study mathematical disciplines was defined as the result of mathematical training of a prospective university student, that is a necessary condition for forming the mathematical competence of graduates of pedagogical universities. The article defines the content of structural components of the formation of the students-mathematicians’ readiness to study mathematical disciplines: motivational-value (presence of motives and needs in studying mathematics, awareness of the mathematical knowledge value for future professional activity), semantic (mathematical knowledge of school mathematics required to master basic mathematics knowledge of generalized methods of solving typical professional problems), instrumental (universal actions of generalized methods of solving typical professional problems that require the mathematical knowledge use), personal (communicative, creative abilities and personal qualities needed to solve typical professional problems). The didactic principles of forming the students-mathematicians’ readiness to study mathematical disciplines are the principles of cooperation, of professional orientation, fundamentality, modularity of the mathematical training content. Conclusions. The methods of formation of the students-mathematicians’ readiness to study mathematical disciplines which contains interrelation of target, methodological, substantial, procedural and result-estimating components is developed. The prospects for further research are planned in the direction of the developed methodology implementation into the educational process of pedagogical universities for students-mathematicians.

Познавательные универсальные учебные действия в структуре метапредметных результатов

The article deals with the peculiarities of the formation of cognitive universal learning actions in younger schoolchildren. The article describes four types of universal educational actions of primary school children: personal, regulatory, cognitive, communicative, which are an integral system in which the manifestation and development of each individual type of educational action is determined by its relationship with other types and the general logic of age-related development. Detailed characteristics of each of the cognitive universal educational activities of primary school children defined by the standard and the approximate program of primary general education will allow the primary school teacher to more consciously.

COVID-19 Pandemic: Evaluation of Socio-Economic Impact on Aesthetic Plastic Surgery Providers

BackgroundIn many countries, the worldwide spread of COVID-19 has led to a near total stop of non-urgent, elective surgeries across all specialties during the first wave’s peak of the pandemic. For providers of aesthetic surgery procedures or minimal invasive cosmetic treatments, this led to a huge socio-economic impact worldwide. In order to evaluate valid clinical management strategies for future pandemic events and to overcome the challenges imposed by the current pandemic, it is paramount to analyse the socio-economic effects caused by the COVID-19 crisis.MethodsAn online survey comprising 18 questions was sent out five times by e-mail to all members of the International Society of Aesthetic Plastic Surgery (ISAPS) between June and August 2020. The data set was statistically analyzed and grouped into an overall group and into subgroups of countries with high (n = 251) vs. low (n = 440) gross domestic product per capita (GDP p.c.) and five defined world regions (Europe (n = 214); North America (NA; n = 97); South America (SA; n = 206); Asia and Oceania (Asia + OC; n = 99); Africa and Middle East (Africa + ME; n = 75)).ResultsA total of 691 recipients completed the survey. The majority of the participants experienced severe operating restrictions resulting in a major drop of income from surgical patients. Low GDP p.c. countries experienced a bigger negative economic impact with less aesthetic (non-) surgical procedures, whereas the high GDP p.c. subgroup was less affected by the COVID-19 crisis. Most of the survey participants had already adopted the ISAPS guidelines for patient (pre-) appointment screening and clinical/patient-flow management. For surgical and non-surgical aesthetic procedures, in the high GDP p.c. subgroup more basic-level PPE (surgical mask) was used, whereas the low GDP p.c. subgroup relied more on advanced-level PPE (N-95 respirator mask or higher). Comparing the different world regions, Europe and Africa used more basic-level PPE.ConclusionsMeasurable differences in the socio-economic impact and in the adaptation of safety protocols between high and low GDP p.c. subgroups and between different world regions were present. Since the COVID-19 pandemic is an international crisis, aligned, expedient and universal actions should be taken.Level of evidence VThis journal requires that authors assign a level of evidence to each article. For a full description of these Evidence-Based Medicine Ratings, please refer to Table of Contents or online Instructions to Authors www.springer.com/00266.Supplementary InformationThe online version of this article (10.1007/s00266-021-02130-9) contains supplementary material, which is available to authorized users.

Development model of communicative ULA in primary school children with learning difficulties

The article presents the model of the formation of communicative (universal learning actions) ULA, which includes the principles and stages of remedial and pedagogical activities of speech and socio-psychological development. Each stage is supposed to work on communicative ULA development in primary school students with learning difficulties. There are three main directions of the communicative ULA development: the development of cognitive processes, the development of speech skills, and the development of socio-psychological skills. This article also presents the content of remedial and pedagogical work, including various types of activities in the curricular and extracurricular types of organizing educational activities.

Development of regulatory universal learning actions of adolescents by means of additional education

The system of supplementary education at the present stage of development serves as a pedagogical structure, maximally adapting to the needs of students, providing each of them with the greatest freedom of choice in terms of psychological comfort, as well as the possibility of creative development at an individual pace. Programs of supplementary education of sports orientation, the most popular among adolescents, with a competent pedagogical approach to the organization of the activities of the teacher and students are the most effective environment for the education and development of personal and meta-disciplinary skills. In our study, we present a variant of the solution of the indicated problems on the example of one of the directions of martial arts, revealing the possibilities of the whole educational system, which is traditional karate, in the upbringing and development of schoolchildren, not a single sport.

Possibilities of quest technology techniques in the formation of regulatory universal actions in the history lesson

Possibilities of quest technology techniques in the formation of regulatory universal actions in the history lesson

An Evaluation of the KiVa Anti-bullying Program in New Zealand

This paper describes the introduction of the KiVa anti-bullying program in New Zealand. KiVa is a whole-school program developed in Finland that includes both indicated and universal actions for children aged 7 to 15 years. The program focuses on the group context and seeks to alter the peer group culture by motivating bystanders to take action. There is a growing body of evidence that suggests it is successful in reducing bullying and victimization in a range of countries outside its country of origin. However, its impact in countries with a particularly heterogenous population such as New Zealand is yet to be determined. This paper presents data after one year of implementation in 7 New Zealand schools. The sample included 1175 students from Years 2–6 (~ 6 to 10 years). The students completed an anonymous online survey prior to the implementation of the program and again after one year. Significant reductions were reported after KiVa implementation in self-reported rates of bullying and victimization as well as a reduction in experiences of being bullied via the internet. These reductions however varied by gender and year level in that KiVa had a more significant effect on most girls and young boys. In addition, there was a significant increase in the number of children feeling safer at school. Given the heterogeneity of the sample, these early results are promising, but the gender differences also highlight the need for further evaluations and investigations regarding the implementation of KiVa in New Zealand.

Measuring and improving the quality of tuberculosis care: A framework and implications from the Lancet Global Health Commission

In this article, we describe the framework of the Lancet Global Health Commission on High Quality Health Systems, propose new and undermeasured indicators of TB care quality, and discuss implications of the Commission's key conclusions for measuring and improving the quality of TB care services. The Commission contends that measurement of quality should focus on the processes of care and their impacts. In addition to monitoring treatment coverage and the availability of tools, governments should consider indicators of clinical competence (for e.g. ability of providers to correctly diagnose TB and adhere to treatment guidelines), of timely, continuous and integrated care and of respectful and patient-centered care. Indicators of impact include TB mortality and treatment success rates, but also quality of life and daily functioning among TB patients, public trust in TB services, and bypassing of the formal health system for TB care. Cascades of care, from initial care seeking to recurrence-free survival, should be built in every high-burden country to monitor quality longitudinally. In turn, improvement efforts should target the foundations of health systems and consider the Commission's four universal actions: governing for quality, redesigning service delivery, transforming the health workforce and igniting demand for quality TB services. Important work remains to validate new indicators of TB care quality, develop data collection systems for new measures, and to test new strategies for improving the delivery of competent and respectful TB care.

Universal actions and representations of locally finite groups on metric spaces

We construct a universal action of a countable locally finite group (the Hall group) on a separable metric space by isometries. This single action contains all actions of all countable locally finite groups on all separable metric spaces as subactions. The main ingredient is the amalgamation of actions by isometries. We show that an equivalence class of this universal action is generic. We show that the restriction to locally finite groups in our results is necessary as analogous results do not hold for infinite non-locally finite groups. We discuss the problem also for actions by linear isometries on Banach spaces.

Features of pedagogical activity in development of communicative universal learning actions in younger school students

Annotation.The low level of communicative competence of students is reflected in the increase in the number of children with high social and interpersonal anxiety.Cases of rejection and harassment of children by classmates, loneliness, hostility and aggression towards peers are increasing.In this regard, there are requirements for the professional competence of the teacher working with children of primary school age.The primary school teacher has a task to organize effective pedagogical activity and to aim it at education of children‘s’ ability to cooperate and work in group, to be tolerant to various opinions, to be able to listen and hear the partner, to state the point of view on a problem freely, accurately and clearly.