Universal Actions Research Articles

The Challenge of Eliminating Childhood Tuberculosis in Cuba

WHO's 2015 End Tuberculosis Strategy can succeed only through universal health coverage, social protection, poverty alleviation and effective multisector actions to tackle social determinants in general. The pediatric age group is particularly vulnerable to tuberculosis and historically neglected worldwide. However, this group is a priority within Cuba's National Tuberculosis Control Pro-gram that has functioned since 1970, and Cuba is considered a low-incidence country with rates < 7 per 100,000 population since 2011. Tuberculosis incidence in children aged <15 years is <1 per 100,000, similar to that reported in high-income countries and rep-resenting less than 2% of total cases in Cuba. Since 1999, no deaths from tuberculosis, coinfection with HIV or resistance to the two first-line TB drugs have been reported in affected children, and most diagnosed cases correspond to early, primary forms of the disease. These results place Cuba among the countries on track to eliminate TB by 2050. This article reviews the pillars and components of the 2015 End TB Strategy and the strategies devel-oped by the National Tuberculosis Control Program that enabled Cuba to bring incidence below the 2035 targets of WHO's End TB strategy. The article also proposes other actions Cuba can take, despite limited resources, to eliminate TB, particularly in the pedi-atric age group.KEYWORDS Tuberculosis, communicable disease control, disease control programs, preventive health services, child health, World Health Organization, Cuba.

Logical Problems as a Means of Developing Cognitive Universal Learning Actions

The development of universal learning actions [universal’nye uchebnye deystviya] in logic is one of the most important tasks of education. This article explores logical problems as an effective tool for developing logical thinking and the underlying universal learning actions. We outline the basic principles of learning to solve logical problems. In particular, learning how to solve logical problems should consist of more than just learning a sequence of solution steps (an algorithm). It should primarily consist of learning logical principles, logical literacy, and the ability to express one’s thoughts as well as to analyze and present information. In the article, we consider the traditional table-based method of solving problems as an example. We propose a method for generating new logical problems.

Обучение младших школьников созданию текста-рассуждения

The article reveals the content of the work on the formation of universal cognitive actions for younger schoolchildren in accordance with the requirements of the Federal State Educational Standard of Primary General Education, including analysis, comparison, explanation, and the development of speech skills necessary for creating text-discourse. Different types and genres of texts are characterized and their structure is described. On specific examples, methodological methods and forms of organization of the process of teaching children of primary school age to the compilation of texts-discourse are considered.

Обучение младших школьников созданию текста-рассуждения

The article reveals the content of the work on the formation of universal cognitive actions for younger schoolchildren in accordance with the requirements of the Federal State Educational Standard of Primary General Education, including analysis, comparison, explanation, and the development of speech skills necessary for creating text-discourse. Different types and genres of texts are characterized and their structure is described. On specific examples, methodological methods and forms of organization of the process of teaching children of primary school age to the compilation of texts-discourse are considered.

Взаимосвязь предметных и метапредметных результатов в «профиле учебных результатов» первоклассников

The article considers the problem evaluation of meta-subject educational results in the light of the introduction of new educational standards for primary general education. One of the adequate tools for assessing meta-subject results, which are trained, is subject diagnostics. The subject of such a diagnosis can be both the level of various universal actions, and the nature of mastering the subject methods of action. The article contains examples of tasks used in the international tournament first-formers, conducted by the FSBEI HE in the "NCSPU". The peculiarities of the tasks of the proposed subject diagnostics are: a) the optimal ratio of diagnosed meta-subject and subject results; b) designing tasks in such a way that terms and sign-model means are understood in the same way in different learning systems. The analysis of the fulfillment of tasks by first-graders made it possible to construct a profile of the results of first-graders and conclude that the achievement of the objective result is a condition for achieving the meta-subject.

The KiVa antibullying program in primary schools in Chile, with and without the digital game component: study protocol for a randomized controlled trial

BackgroundBullying is a major problem worldwide and Chile is no exception. Bullying is defined as a systematic aggressive behavior against a victim who cannot defend him or herself. Victims suffer social isolation and psychological maladjustment, while bullies have a higher risk for conduct problems and substance use disorders. These problems appear to last over time. The KiVa antibullying program has been evaluated in Finland and other European countries, showing preventive effects on victimization and self-reported bullying. The aims of this study are (1) to develop a culturally appropriate version of the KiVa material and (2) to test the effectiveness of the KiVa program, with and without the online game, on reducing experiences of victimization and bullying behavior among vulnerable primary schools in Santiago (Chile), using a cluster randomized controlled trial (RCT) design with three arms: (1) full KiVa program group, (2) partial KiVa (without online game) program group and (3) control group.Methods and designThis is a three-arm, single-blind, cluster randomized controlled trial (RCT) with a target enrolment of 1495 4th and 5th graders attending 13 vulnerable schools per arm. Students in the full and partial KiVa groups will receive universal actions: ten 2-h lessons delivered by trained teachers during 1 year; they will be exposed to posters encouraging them to support victims and behave constructively when witnessing bullying; and a person designated by the school authorities will be present in all school breaks and lunchtimes using a visible KiVa vest to remind everybody that they are in a KiVa school. KiVa schools also will have indicated actions, which consist of a set of discussion groups with the victims and with the bullies, with proper follow-up. Only full KiVa schools will also receive an online game which has the aim to raise awareness of the role of the group in bullying, increase empathy and promote strategies to support victimized peers. Self-reported victimization, bullying others and peer-reported bullying actions, psychological and academic functioning, and sense of school membership will be measured at baseline and 12 months after randomization.DiscussionThis is the first cluster RCT of the KiVa antibullying program in Latin America.Trial registrationClinicalTrials.gov, Identifier: NCT02898324. Registered on 8 September 2016.

Política de assistência estudantil: perfil dos estudantes beneficiários do IFPI/Campus Piripiri no ano de 2014

The Student Assistance Policy -POLAR instituted at the Federal Institute of Education, Science and Technology -IFPI aims to promote conditions of access, retention and academic success through universal actions and programs that enable the grant of financial assistance to students. The following paper analyzes the profile of entering students on scholarships in 2014 the campus Piripiri through study of the responses of the socioeconomic questionnaire completed by them in the IFPI's website. This analysis will provide interventions and planning more effective actions for the same,such as socio-educational activities,considering the social demand of these students,to contribute to the comprehensive care of the student.

THE FORMATION OF A UNIVERSAL LOGIC OF ACTION IN CHILDREN OF PRIMARY SCHOOL AGE

The aim of research the results of that are partly presented in this article are an exposure of pedagogical terms and experimental verification of their efficiency in the process of forming of universal logical actions for the children of midchildhood on the basis of the use of different types of mathematical tasks. A research object is a process of forming of universal logical actions for the children of midchildhood. The article of research is pedagogical terms forming of universal logical actions for the children of midchildhood on the basis of the use of different types of mathematical tasks. An author in detail examines going of scientists near the process of development of the logical thinking of schoolchildren. The special attention is spared to maintenance and specific of forming of universal logical actions for the children of midchildhood on the lessons of mathematics. The findings obtained in the course of pedagogical experiment, formative stage of which is partially described in this article. Here is the experience in the implementation of a series of mathematics lessons in certain sections, combined in two blocks, based on the characteristics of mathematics teaching in the first grade. The main emphasis is on the specific propaedeutic unit, the implementation of which is carried out based on a coherent system of formation of logic operations, dedicated by N.F. Talyzina. The main results of the work are experimentally tested pedagogical conditions of formation of universal logical operations in children of primary school age: first grade math learning process should be carried out through the implementation of two blocks of mathematical topics: propaedeutic and principal; each student must be involved in the process of solving both standard and non-standard tasks; you need to carry out training students receive a general problem solving, and others. The theoretical significance of the study lies in the fact that revealed and theoretically grounded pedagogical conditions of formation of universal logical operations in children of primary school age by solving mathematical problems and thus to contribute to the theoretical bases of formation at schoolboys called ACU age category.

Introducing and piloting the KiVa bullying prevention programme in the UK

The history of bullying research is summarised and the KiVa bullying prevention programme described. KiVa is a whole-school programme with universal and indicated actions for children aged 7 to 15 years in the Finnish comprehensive school system. It was developed at Turku University, Finland, by social psychologist Christina Salmivalli and colleagues. It has demonstrated significant benefits in a large-scale randomised controlled trial and a subsequent roll-out of the programme to 90 per cent of schools in the Finnish comprehensive system (www.kivakoulu.fi/). KiVa is based on research showing the important role played by bystanders in the bullying process. The universal and indicated actions within the programme are described. The universal actions consist of class lessons, whole school actions and a parent website. Evidence from the Finnish trials is summarised.The paper describes the introduction of the programme to the UK in 2012 and the results from the first, psychologist led, UK pilot trial of the programme are reported. Seventeen schools participated in the trial of Unit 2, at the time the only material available in English (for children aged 9 to 11 years), and delivered KiVa lessons to year 5 and/or year 6 pupils. Children completed the online KiVa survey prior to programme commencement and at the end of the school year. Significant reductions were reported in bullying and victimisation. Teachers reported high levels of pupil acceptance and engagement with lessons. The paper concludes with reflections on the role that educational and other applied psychologists can play in further disseminating this programme.

Effectiveness of the KiVa antibullying programme on bully-victims, bullies and victims

Background: Bullying is a widespread problem in schools. Although several effective school-based bullying intervention programmes have been developed to reduce bullying and victimisation, it has rarely been investigated whether intervention programmes are also effective in helping bully-victims.Purpose: This study investigates the effectiveness of the KiVa antibullying programme in reducing the prevalence of bully-victims, compared with those defined as ‘pure bullies’ and ‘pure victims’.Programme description: The KiVa antibullying programme is a national anti-bullying programme in Finland. It consists of universal actions targeting all the students through student lessons and virtual learning environments (e.g. anti-bullying computer games), and indicated actions, i.e. tackling the acute bullying cases. The programme aims at reducing bullying and victimisation by changing the responses of bystanders witnessing bullying.Sample: The target sample consisted of 23,520 participants (age range 8–15 years) from 738 intervention classrooms and 647 control classrooms in 195 Finnish schools. There were 12,450 primary (grades 2–6, 52.9%) and 11,070 secondary (grades 8–9, 47.1%) school students.Design and methods: The pre- and post-test data were collected in two waves 12 months apart, always in the end of a school year. The KiVa intervention took place during one school year, i.e. nine months. The effects on bully-victims, as well as on pure bullies and pure victims, were examined by prevalence changes as well as two-level multinomial logistic regression analyses.Results: The prevalence changes of bully-victims in intervention schools, in comparison with control schools, were −8% and −41% when identified by self-reports and peer-.reports, respectively. Controlling for student gender, school level (primary/secondary) and pretest bullying/victimisation status, the odds of being a bully-victim after the intervention year were 1.51 (self-reports) and 1.63 (peer-reports) times higher for a student in a control school, in comparison with a student in an intervention school.Conclusions: Our findings suggest that KiVa is effective in reducing the prevalence of bully-victims, and these effects are comparable or even larger than the effects on pure bullies and pure victims. It is possible that intervention for bully-victims might not be more difficult than that for bullies and victims.

Формирование у младших школьников информационных универсальных учебных действий

The paper describes the special features of&#x0D; development of universal learning actions as a base of the&#x0D; primary schoolchildren’s informational competence. The&#x0D; author emphasizes reflexive-assessment component of&#x0D; informational competence and the levels of its development&#x0D; by the school-leavers.

Encounters and Questions: An Archaeologist from a Trans-Modern Society

The undeveloped world indigenous archaeologist is absolutely the other in his/her own country; such a condition is a result of a long term process, the process of post industrial revolution in the developed countries which changed the universal actions and reactions towards the undeveloped one. An archaeologist in the undeveloped world is the other because his/her discipline is an imported unindigenous one. His/her context is more problematic and he/she is usually an adherent of his/her western discipline pioneers. As will be narrated below, an indigenous archaeologist has to censor himself/herself and distance from their native context, while there is no place in the developed world for them as that is naturally another world. Their education in an undeveloped country has made them apply methods and adopt approaches which are mostly defined by the propaganda and the regional policies of governments based on nationalism. However, archaeology needs anthropological humanistic principles in order to be effective in a world scale. Four social encounters with an indigenous archaeologist have been narrated in this article; in his own society, in a developed country and in a postcolonial context. These narrations depict the status, the individuality and the contextual conditions of an archaeologist’s.

EMTS' K NOWLEDGE R EGARDING T RANSMISSION OF I NFECTIOUS D ISEASE

Objective. To describe EMTs' knowledge of CDC universal precaution guidelines and transmission routes for human immunodeficiency virus (HIV), hepatitis, meningitis, and tuberculosis (TB) and their perceived exposures to and concerns about these diseases. Methods. A convenience sample of EMTs were surveyed at mandatory continuing education meetings in a midwest community (pop. 523,191) between October 1 and November 30, 1996. The survey contained 101 questions about knowledge of universal precautions, transmission routes, postexposure actions, personal and family concerns, and demographics. Correct responses were based on CDC guidelines, and incorrect answers were added. Results. Four hundred of 425 surveys (94%) were returned. Eighty-one percent of the EMTs were full-time paramedics with 9.4 (95% CI 8.7–10.0%) years of experience. Seventy-five percent reported HIV, hepatitis, and TB education, while 57% reported meningitis education within the preceding year. Ninety-one percent knew universal precautions should be used with every patient. Needlestick was correctly reported as a transmission route for HIV (98%) and hepatitis (92%), but incorrectly reported for TB (37%) and meningitis (60%). Tuberculosis (94%) and meningitis (64%) were correctly identified as airborne. Thirty-four percent of the EMTs reported inadequate knowledge of infectious diseases (IDs) to protect themselves. Their perceived exposure for all four diseases ranged from 65% to 73%, but only 10–40% reported follow-up testing. Families' concern about EMTs' exposure was reported as moderate to high by 63% of the respondents. Conclusions. There appears to be a need for continuing education for EMTs focusing on the routes of transmission of IDs, their chance of exposure, appropriate use of protective equipment, and the need for follow-up testing. This may allow more effective use of protective equipment and allay fears of EMTs and their families.

Borel actions of Polish groups

We show that a Borel action of a Polish group on a standard Borel space is Borel isomorphic to a continuous action of the group on a Polish space, and we apply this result to three aspects of the theory of Borel actions of Polish groups: universal actions, invariant probability measures, and the Topological Vaught Conjecture. We establish the existence of universal actions for any given Polish group, extending a result of Mackey and Varadarajan for the locally compact case. We prove an analog of Tarski’s theorem on paradoxical decompositions by showing that the existence of an invariant Borel probability measure is equivalent to the nonexistence of paradoxical decompositions with countably many Borel pieces. We show that various natural versions of the Topological Vaught Conjecture are equivalent with each other and, in the case of the group of permutations of N {\mathbb {N}} , with the model-theoretic Vaught Conjecture for infinitary logic; this depends on our identification of the universal action for that group.