Articoli di riviste sul tema "21st Century U.S"

S obzirom na porast oružanog nasilja na samome početku 2000-ih godina, hrvatsko je Ministarstvo unutarnjih poslova 2007. godine u suradnji s Programom Ujedinjenih naroda za razvoj (UNDP-om) pokrenulo nacionalnu strategiju razoružanja koja je uključivala programe dobrovoljnog prikupljanja oružja, zakonsku amnestiju i kampanje s ciljem podizanja svijesti građana. Od početka primjene ove strategije prošlo je 10 godina te se u radu istražuje kako se strategija razvijala, nastoji se procijeniti njezin učinak te ispitati koliko je strategija relevantna i kakvi su učinci njenih komponenti. Autori analiziraju kontekst primjene strategije i važeće politike u državi te su primijenili nekoliko indikatora kako bi procijenili učinak i rezultate programa. Glavni je zaključak rada da je provedba programa dobrovoljnog prikupljanja oružja pod nazivom „Citizen Alert“ i „Disarmament for Development“, primjena zakonske amnestije i provedba kampanje za podizanje svijesti pod nazivom „Manje oružja – manje tragedija“ imala sveukupan pozitivan učinak na sigurnosnu situaciju u Hrvatskoj. S jedne strane provedba svih ovih aktivnosti pripomogla je znatnom i postojanom padu stope kriminala i nasilja, dok je s druge strane rezultirala prikupljanjem velikih količina malog i lakog oružja, streljiva i eksploziva. Autori nisu utvrdili negativne učinke ili posljedice primjene programa. Ipak, učinak programa na stopu oružanog nasilja ne može se promatrati izdvojen iz šireg konteksta jer su se istodobno odvijale strukturne reforme i događale opsežne promjene politika. Sve je to trajalo dulje od jednog desetljeća i utjecalo na više područja, uključujući oružane snage, policiju i pravosudne ustanove. Učinak tako dalekosežnih reformi u sve naprednijem socioekonomskom okružju ne smije se podcijeniti, no pretpostavlja se da u kombinaciji s moćnom strategijom razoružanja predstavljaju nesumnjiv dodatni uspjeh.

Istraživanje analizira ubrzanje povijesti kojem prisustvujemo u našem vremenu, a koje je bjelodano s izbijanjem rata u Ukrajini, bivajući u proteklim godinama vidljivo i u nizu drugih događaja i kriza, kakvi se u ovako značajnom intenzitetu i frekventnosti nisu događali još od vremena završetka Drugoga svjetskog rata. Razmatrajući rat u Ukrajini i krize koje su mu prethodile osporava se teza historičara Erica Hobsbawma da se »kratko« 20. stoljeće koje je trajalo od Prvoga svjetskog rata »kao doba ekstrema« završilo padom »komunizma« i Berlinskog zida, nakon čega smo ušli u 21. stoljeće. Nasuprot ovoj tezi, kao i nasuprot poznatoj tezi o »kraju povijesti«, rad iznosi tezu da »politički« još uvijek živimo u 20. stoljeću, s obzirom na to da u našem vremenu i dalje postoje napetosti među velikim silama slične onima koje su obilježile i 20. stoljeće i koje općenito obilježavaju moderni svijet od Westfalskog mira u 17. stoljeću naovamo. Ovu općenitu tezu rad obrazlaže promatrajući u najosnovnijim crtama dijalektiku moderne europske i svjetske povijesti i zaključujući da ne samo što »politički« još uvijek živimo u »dugom« 20. stoljeću već još uvijek živimo i u »najdužem« westfalskom klasičnom modernom vijeku koji neprekidno traje tri i pol stoljeća u uvijek istim dijalektičkim proturječjima svjetske politike. Naposljetku, rad razmatra i zada- ću filozofije u vremenu tzv. »ubrzanja povijesti« kakvo je naše te zaključuje kako je filozofija upravo u ovakvim vremenima, hoće li se potvrditi kao znanost, dužna ponuditi jednu svježu i kreativnu »filozofiju povijesti« koja bi objasnila tijek aktualnih međunarodnih događaja.

The purpose of this commentary is to invigorate the theoretical approach used by the MAPA Social Innovation Lab in its effort to elaborate a gender equality narrative for the 21st century. To this end, I examined the intersection of Otto Scharmer's Theory U with the main postulates of Paulo Freire's critical pedagogical method, as reflected in the MAPA Social Innovation Lab process. The discussion passes through three axes: the construction of collective consciousness, the role of culture, and the theory-praxis dilemma for social transformation. I make the case that Scharmer (Thoery U) and Freire agree that the search for authentic or generative consciousness is an indispensable step in the reshaping of society. Freire offers a comprehensive methodology for the understanding of culture and social transformation which can been seen as complementary to Scharmer's co-sensing. Taken together they address the issue of "historical viability". The aim of these reflections on the intersection of Theory U and Freire is that they will nurture MAPA´s—and other social innovation labs'—action research, political activism, and praxis towards a vigorous gender narrative for the 21st century.

In the past 5 years, U. S. hospitals have virtually abandoned the semiprivate inpatient room. The inconclusiveness of recent research, however, indicates that this room type remains a potentially viable care delivery setting in both developed and developing countries for specific patient cohorts and care scenarios during hospitalization. Although the U.S. healthcare industry has embraced the all-private room hospital, does the semiprivate room have a place at all in the 21st-century American hospital? Literature on the subject, both for and against, is summarized. This is followed by a proposal for a case study prototype and its functional integration within a conventional medical/surgical unit in a U.S. hospital. The results suggest that a tempered reintroduction of semiprivatism affords opportunities for socialization, patient-family transactions and amenities, and staff effectiveness without compromising patient safety. Implications for environmental stewardship with respect to the carbon-neutral hospital of the 21st century are cited, as are priorities for further evidence-based design research on this issue.

The international system, like any other, needs to be regulated. Obviously, a purposeful and thoughtful direction of the international development dynamics is preferable to a spontaneous and fragmented alignment in the spirit of the Hobbesian idea of «a war of all against all». In this context, the idea of global governance proves viable, despite the declining recognition and relative marginalization of the concept, on par with the number of mentions. International life in the 21st century did not turn out to be as well-adjusted as it was seen by the proponents of liberal globalization and neoliberal ideology immediately after the end of the Cold War. Not surprisingly, that today pessimism about the possibilities for real action in global governance far exceeds the optimism of the first post-bipolar decade. In addition to different interpretations and theoretical basis of global governance, the article reveals the role of the leading world powers - Russia, China and the United States in the multilevel GG architecture through great-power triangular interaction. The author proves that not a single leading world power or group of states can maintain order-forming processes alone. The U.S., China and Russia, in one way or another, pin their hopes on preserving and/or restoring and/or acquiring global leadership. Each of the powers pursues its own strategy of global governance against the backdrop of promoting its own ideas about the world order.

The Southern Ocean (SO) is highly sensitive to climate change. Therefore, an accurate estimate of phytoplankton biomass is key to being able to predict the climate trajectory of the 21st century. In this study, MODerate resolution Imaging Spectroradiometer (MODIS), on board EOS Aqua spacecraft, Level 2 (nominal 1 km × 1 km resolution) chlorophyll-a (C S a t ) and Particulate Organic Carbon (POC s a t ) products are evaluated by comparison with an in situ dataset from 11 research cruises (2008–2017) to the SO, across multiple seasons, which includes measurements of POC and chlorophyll-a (C i n s i t u ) from both High Performance Liquid Chromatography (C H P L C ) and fluorometry (C F l u o ). Contrary to a number of previous studies, results highlighted good performance of the algorithm in the SO when comparing estimations with HPLC measurements. Using a time window of ±12 h and a mean satellite chlorophyll from a 5 × 5 pixel box centered on the in situ location, the median C S a t :C i n s i t u ratios were 0.89 (N = 46) and 0.49 (N = 73) for C H P L C and C F l u o respectively. Differences between C H P L C and C F l u o were associated with the presence of diatoms containing chlorophyll-c pigments, which induced an overestimation of chlorophyll-a when measured fluorometrically due to a potential overlap of the chlorophyll-a and chlorophyll-c emission spectra. An underestimation of ∼0.13 mg m − 3 was observed for the global POC algorithm. This error was likely due to an overestimate of in situ POC i n s i t u measurements from the impact of dissolved organic carbon not accounted for in the blank correction. These results highlight the important implications of different in situ methodologies when validating ocean colour products.

The first paragraph of the paper examines the position of modern man in the world of hyperconsumption and happiness imperative. In the next paragraph attention is paid to determining the place of literature in the contemporary society. The word happiness, which etymologically derives from the Old Slavic word to meet, is linked to the chronotope of encounter, as one of the sources of modern literature, novel in particular. The second part of the paper deals with how literary heroes are perceived by lower primary school students. This is illustrated by the characters of the cat named Toša from the short story “Mačak otišao u hajduke” and the boy named Vučić from the short story “Mjesečev gost” by Branko Ćopić, as possible role models for young children. These examples show that life satisfaction and happiness are found in “small” things that the 21st century man very often forgets in his pursuit of happiness.

The beginning of the 21st century marked an evolutionary "leap" in Internet technology - the transition from static web pages whose content was determined solely by their creator to dynamic, interactive user-created web pages and the emergence and proliferation of social networks as a special and multi-purpose cyber info-sphere.In such a new and dynamic environment, naturally the need for new ways of functioning of public relations has emerged, finding new approaches and methods that would successfully fit into the new digital environment and take advantage of all the newly created potential. This next evolutive stage of the Internet - Web 2.0 brought interactive access web-pages, blogs, social networks/media, targeted advertising and pod-casts have become new and vital fields of contemporary PR. The new interactive technologies have enabled not only more accurate identification of target groups but also direct access to the collection of unimaginable quantity and quality of data that describes not only groups but individuals as well. This quantum leap in knowledge of target audiences made possible more precise "tailoring" of messages for each of them, thus dramatically increasing the effectiveness of these messages. This paper will analyze the principles, functions and possibilities of modern digital public relations, the methods and tools for it`s application as well as practical examples.

Prema Štamparovoj definiciji, zdravlje je ideal kojem treba težiti, od globalne do pojedinačne razine. Obavljajući službu terenskoga liječnika na selu, u skladu sa Štamparovim postulatima, autor u izlaganju navodi kako je osvijestio ograničenje dosega svojega rada te važnost sudjelovanja drugih pojedinaca, ali i zajednice. U realnom svijetu, bez uzajamne suradnje na relaciji pojedinac–zajednica, Štamparov je ideal neostvariv. Pojedinac se može truditi oko svojega fizičkog zdravlja (živeći i hraneći se zdravo, vježbajući, odmarajući) unutar genetski definiranoga mogućega raspona (norma reakcije), dok je za kvalitetu okoliša (zrak, voda, klimatski uvjeti, buka, svjetlosno zagađenje) potrebna intervencija šire zajednice. Stoga je već 1978. na Međunarodnoj konferenciji o primarnoj zdravstvenoj zaštiti (International Conference on Primary Health Care) donesena Deklaracija (Declaration of Alma-Ata), u uvodu koje se ističe Štamparova definicija zdravlja i potvrđuje da je zdravlje, koje je stanje potpunoga tjelesnog, mentalnog i društvenog blagostanja, a ne samo odsutnost bolesti ili slabosti, temeljno ljudsko pravo te da je postizanje najviše moguće razine zdravlja najvažniji svjetski društveni cilj, realizacija kojega zahtijeva djelovanje, uza zdravstveni sektor, i mnogih drugih društvenih i gospodarskih sektora. U rujnu 2012. donesena je nova strategija Europskoga ureda Svjetske zdravstvene organizacije »Zdravlje 2020. Okvir europske politike i strategija za 21. stoljeće« (Health 2020. A European policy framework and strategy for the 21st century) – nova strategija zdravlja, usmjerena na poboljšanje zdravlja za sve i smanjenje nejednakosti u zdravlju kroz bolje vodstvo i upravljanje. Navedenom Deklaracijom i strategijom cilj je postao konkretan, prizeman i ostvariv. U skladu s time, u izlaganju se na temelju studije slučaja predstavlja način na koji se ideja zdravlja u Štamparovu smislu može ostvariti na osobnoj razini, prikazujući pojedinca koji je, prakticirajući ideje zdravlja i higijene u duhu nauka Andrije Štampara, doživio 106 godina.

The editions of Arnaut’s sestina and the history of its study reflect the general trend: both its editors and researchers endow trobadours’ lyrics with an elevated meaning. This is also noticeable when referring to their other poems; however, this tendency can be traced especially clearly in the case of sestina. In the early manuscripts A, B and S (13th century) its text is obscene: the key words-rhymes “cambra” (room) and “verja” (branch) have the meaning of obscene euphemisms, and the tornada itself frankly expresses the poet’s hope for a carnal union with his beloved. This variant of tornada seems to us a possible author’s ending of the poem, since it corresponds to its other verses. In addition, we believe that by singing the carnal and “close” love Arnaut argues with the famous song of love from afar by Jaufre Rudel. In the later manuscripts, the obscene sense of tornada became more obscure, and in the two of them — U (turn of the 13th–14th centuries) and C (15th century) — obvious is the intention of the scribes to put accent on the beauty of the poem rather than its content. In the editions of 19th–21st centuries the sense of the sestina and of its tornada has continued to be transformed in the same direction.

Covid-19 presented a major external shock to the United States governmental system . The system itself, crafted in the 18th century, was not designed to easily absorb this shock . The U .S . government is divided by the Constitution in two important ways: through a system of federalism in which state power vies with federal power, and through a separated system at the national level in which Congress, the President and the Supreme Court wrestle with each other over lawmaking and policy authority . By 2019, the system was stymied by increasing partisan polarization, magnified by the Presidency of Donald Trump . Responses to Coronavirus would have to be shepherded through a labyrinthian path and would face horizontal (separated powers) and vertical (state, federal, local) challenges, in addition to partisan wrangling . At a more micro level Congress itself faced, in addition to all of the hurdles already mentioned, specific problems in what could be termed “capacity” . Congres- sional policymaking relies on physical presence—in committees, on the floor, in party cau- cuses and in member organizations—to get its business done . With the nation and the world facing quarantines, lockdowns and stay-at-home orders, how could Congress main- tain physical presence? Should it? What alternatives might there be? Along with the rest of the country, Congressional staff adjusted to working from home . Maintaining national security during remote work would be problematic, certainly, but even more basic prob- lems were exposed as it came to light that many congressional offices lacked the technology and equipment to provide staffers with secure means to get their jobs done from remote locations . Covid-19 made clear that the United States Congress was facing 21st Century problems in an organization with 20th (or even 19th or 18th) century procedures and structures . How could it respond to the immediate problem? And, perhaps more importantly, what would be the path forward once the country moved past the crisis?

The purpose of this paper is to fully observe the differences in the structure of the audiences attending permanent museum collections and to point to museums’ present day tasks. While the introductory part examines the problematic concerning museum audiences and the varieties of museum programs, the main portion of the paper presents the results of an analysis of the numbers and the structure of museum visitors in two periods set half a century apart: 1951–1961 and 2001– 2011, with a control group: a more complete analysis of 2013’s visitors. The analysis of attendance during the fifties and the beginning of the 21st century was conducted on the basis of existing physical materials from the museum’s internal archive, while the control analysis of 2013 attendance was conducted by a search of an electronic database. The research pointed to significant differences in the structure of the visitor body in different periods, whether they were concerning the company arriving (individuals or organized groups), or their residence (in or out of town). In the 1950s, town residents were the dominating visitors. They were frequenting the museum of their own accord, in their leisure time, as per their own wishes and needs, led by the desire to have a cultural experience and an informal self-education. Half a century later, with a broad spectrum of new media offering pastimes that were unavailable before, the audience was dominated by organized groups arriving from out of town; predominantly students on excursions. These differences indicate that there was a big shift in the function of permanent museum collections in the last fifty years. Their role as permanent educators of local population has significantly diminished, but their role as a leading tourist attraction has inflated nonetheless.

B a c k g r o u n d . According to the genre characteristics, the article is a form of publicizing analytical conclusions from the experience of research in the field of the philosophical Chinese studies at the National Academy of Sciences of Ukraine from 1991 to the present day. The material for understanding was supplied from the environment of scientific professional activity of prominent figures of Ukrainian philosophical Sinology from the H. Skovoroda Institute of Philosophy of the NAS of Ukraine and the A. Krymskyi Institute of Oriental Studies of the NAS of Ukraine. The scientific achievements of academic Sinologists, who are leading researchers of Chinese philosophical education, science and culture from the archaic to modern times, are highlighted. They are, namely: V. Kiktenko, V. Pyrohiv, V. Hamianin, S. Kapranov, Y. Hobova and A. Usyk. M e t h o d s . The article uses an analytical approach based on the study of historical and philosophical sources. The methodological basis of the research is the main methods of historical and philosophical science: problem-categorical analysis, socio-cultural analysis and biographical analysis. At the same time, the methods of situational and contextual analysis of scientific texts are applied. R e s u l t s . Four conditional thematic vectors of the progress of academic philosophical Sinology in modern Ukraine are classified, namely the study of: 1. the history of ancient Chinese philosophy, especially Confucianism; 2. the history of Chinese philosophy in the 19th – early 21st centuries; 3) the history of Ukrainian Sinology in the 18th – early 21st centuries; 4. the history of modern foreign Sinology. The director of the A. Krymskyi Institute of Oriental Studies of the NAS of Ukraine and the head of the Ukrainian Association of Sinologists V. Kiktenko very effectively studies all these vectors, especially the last three of them. His colleagues at the institute V. Pyrohiv, V. Hamianin and Y. Hobova mainly research the first of these vectors, and primarily the history of Confucianism. Employees of the H. Skovoroda Institute of Philosophy of the NAS of Ukraine S. Kapranov and A. Usyk are also focused scientific attention on the history of Confucianism, in particular, the second of them studies social ethics and anthropology of Confucius. C o n c l u s i o n s . As a result it was established that modern domestic philosophical academic Sinology is a qualitatively new and innovative direction of Oriental studies in independent Ukraine. This discipline was formed as a result of the two-century progress of Ukrainian Chinese studies from the era of Hetmanshina until now. V. Kiktenko and his colleagues have made a significant and already internationally recognized contribution to the study of both the classical philosophical schools of Ancient China and their ideological heirs, in particular, the leaders of the PRC and the CCP from Deng Xiaoping to Xi Jinping during these thirty years. V. Kiktenko also laid the foundations for the study both of the history of Ukrainian Chinese studies and of modern foreign, primarily Western European and North American, Sinology.

The problem of infertility in the 21st century has become extremely important for public health in various countries, affecting the birth rate of the population and the number of humanity. Infertility, affecting approximately 8–12% of the world’s population, is associated with factors such as unwillingness to conceive, the age of the female partner, the number of diseases that affect fertility, etc. Questions of the influence of psychological problems, often regarded as the causes of idiopathic infertility, such as stress, depression, sleep disturbances, are of particular interest to researchers. A review of works on the potential impact of stress and depression on reproductive function showed not only a definite relationship, but also the difficulty of determining causal relationships due to the lack of a single assessment tool. P u r p o s e o f t h e s t u d y : to review foreign scientific literature containing information on the role of psychological factors in the formation of reproductive health disorders of the population, including infertility. M a t e r i a l s a n d m e t h o d s : bibliographic, information and analytical methods and the method of comparative analysis were used. R e s u l t s . Mental health issues are often viewed as the causes of female and male infertility. To improve the quality of life of patients with infertility, it is necessary to address the issues of a causal relationship between psychological health and infertility, psychological health when using IVF and ways to solve the problem of psychologically induced infertility. The risk of developing depression and the relationship of a higher degree of anxiety with clinical pregnancy after IVF are shown. Due to the inaccurate data on the relationship between psychological stress and a decrease in male reproductive function, psychological stress is considered in studies as a risk factor for erectile function and ejaculation in men against the background of a high level of stressful life events, compared with women. Findings. Research has proven the effectiveness of psychological support and cognitive-behavioral group therapy in fertility treatment programs, including interventions accompanying IVF. Studies of psychological ways of correcting depression and positive IVF results have shown the importance of programs for influencing the mental state of couples undergoing treatment for infertility reasons.

BOOK REVIEW/RESENHA/RESEÑA [SCHLEICHER, A. Primeira classe: como construir uma escola de qualidade para o século XXI. Tradução de Dani Gutfreund e Lenice Bueno. Paris: OECD Publishing; São Paulo: Fundação Santillana, 2019. Disponível em: <https://doi.org/10.1787/7475e4e1-pt.>. Acesso em: 14 ago. 2019.]Palavras-chave: Bússola da aprendizagem 2030, Habilidades, Competências, Valores humanos. Keywords: Learning Compass 2030, Skills, Competencies, Human values. Palabras claves: Brújula del aprendizaje 2030, Habilidades, Capacidades, Valores humanos.ReferencesBRONFENBRENNER, U. Bioecologia do desenvolvimento humano: tornando os seres humanos mais humanos. Porto Alegre: Artmed, 2011.BORGES, R. M.; ROTHEN, J. C. Abordagens de avaliação educacional: a constituição do campo teórico no cenário internacional. Revista Eletrônica de Educação, v. 13, n. 2, p. 749-768, maio/ago. 2019.HICKMANN, A. A. Relações interpessoais e valores humanos na escola: uma inserção ecológica. 2019. 236f. Tese (Doutorado em Educação) – Setor de Educação, Universidade Federal do Paraná, 2019.KOLLER, S. H.; PALUDO, S. S.; MORAIS, N. A. Inserção ecológica: um método de estudo do desenvolvimento humano. São Paulo: Casa do Psicólogo, 2016.LERNER, R. M. et al. Positive youth development and relational developmental systems. In: OVERTON, W. F.; MOLENAAR, P. C. (Eds.). Handbook of child psychology and developmental science. 7. ed. Hoboken, NJ: Wiley, 2015. p. 607–651. v. 1, Theory and method.ROTHEN, J. C.; SANTANA, A. da C. M. Avaliação da educação: referências para uma primeira conversa. São Carlos: EdUFSCar, 2018.SCHLEICHER, A. Primeira classe: como construir uma escola de qualidade para o século XXI. Tradução de Dani Gutfreund e Lenice Bueno. Paris: OECD Publishing; São Paulo: Fundação Santillana, 2019. Disponível em: <https://doi.org/10.1787/7475e4e1-pt.>. Acesso em: 14 ago. 2019.e3673093

The work of François Cheng – a writer, poet, calligrapher, essayist, academician of Chinese origin and laureate of the French Francophone Academy is undoubtedly part of the cross-cultural literature of the end of the 20th and the beginning of the 21st century, when writers and poets from different, in this case Eastern background, like Yoko Tawada, Anna Moi, Amy Tan, Salman Rushdie, Haruki Murakami and others, have adopted the cross-cultural perspective of the migrant, the person who finds oneself in a context in which one begins to make sense of the living world by reading the foreign signs, comparing cultures and traditions, and translating the foreign culture in a particular way. The term “cross-cultural” literature will be used here in its sense that the writer and researcher G. Chkhartishvili associates with the new cultural phenomenon he calls “androgynous”, “East-Western literature” (Chkhartishvili, 1996). What, I would argue, is common to these artists is the rejection of the dual East - West model of culture, or, in Sánchez’ words, “the challenging of the bipolar models” (Sánchez, 2014, p. 55), the rejection of barriers and boundaries, because the cultures placed on both sides of such barriers are perceived either in terms of their own essential characteristics, or in ways that go beyond the proposed divisions.

Relevance of the study. The relevance of the topic is associated with the formulation of the basic principles of the theory of musical interpretation in its interpretative dimension. Novelty. The novelty of the research lies in the understanding of musical communication as an interpretative phenomenon. The purpose of the research is to propose a model of the interpretative theory of musical communication for the development of the existing concepts. Methodology. Based on the research in modern humanities (M. Bakhtin, J. Habermas, H. Gumbrecht, S. Zizek, M. McLuhan, E. Levinas, J. Austin, D. Sperber, U. Eco), the theory of musical communication (E. Turner, A. Yakupov, V. Medushevsky, B. Syuta) and the theory of musical interpretation (Jean-Jacques Nathiez, T. Adorno, J. Brele, H. Danuzer, E. Gurenko, N. Korikhalova, V. Medushevsky, V. Moskalenko, L. Shapovalova, A. Samoilenko) a new look at the artistic processes of the 20th and early 21st centuries has been proposed. The main is the modeling method. Results and conclusions. For the development of the classical and relevant theories of communication (the main difference of the first is the recognition as the central element of the system the composition as a code, the essence of the second — the existence as the central element of a “musical-communicative event” and attention to the intentions of the communicants, the context of events, which determines their adequate understanding), the model of the interpretative theory of musical communication, in which both approaches are combined, has been introduced. We have introduced into the conceptual apparatus of musical science the type of Homo Interpretatus, which is the creator of a new modern musical reality and can be designated as a summary image of a person who, in the process of musical activity, manifests the dominance of interpreting thinking (in the unity and variety of the functions “composer — performer — listener — researcher”). The concept of “communication strategy” has been proposed, which is understood as the conscious action of the communicant (the intention directed at the Other in the process of creative communication). The typology of communication strategies has been presented: taking into account the type of creative activity (composing, performing, researching, listening) and based on their different forms of working with the material / text, as well as the focus on perception (in particular, idioethnic, modelling, actualizing, integrating, the strategy of style divergence / convergence, active, passive, total randomness, etc.). Significance. The significance of the results lies in the systematic presentation of the positions of the interpretive theory of musical communication, which opens up prospects for further research on the interpretive processes of the 21st century.

Introduction. The article reveals the vectors of rethinking the strategy and mechanisms for ensuring the security of modern Russia as a state-civilization in the conditions of turbulence in the existing system of international relations in the 21st century. Attention is focused on the transformation in the understanding of the basic characteristics of the state and the maintenance of war and peace in the context of the increasing conflict potential of countries of Western and non-Western civilizations. The relevance of the study is determined by the theoretical and practical demand for identifying the dominant factors contributing to or minimizing the parameters of inter-civilizational confrontation (including the armed one). Methods and materials. The authors use various versions of the civilizational approach, which allow them to interpret the functional specifics of Russia as a statecivilization, including when analyzing real and potential risks and threats. In characterizing the current system of international relations, ideas expressed in the works of domestic and foreign scientists, including U. Beck, H. Kissinger, S. Huntington, M.M. Lebedeva, and others, are used. Conceptual approaches to understanding war and peace (C. Clausewitz, K. Lorenz, V.K. Belozerov, and A.I. Podberezkin) form the basis of the authors’ interpretation of the reasons, nature, and goals of military confrontation in the current century, the value perception of the world, and the prevention of armed conflicts. Analysis and results. The study interpreted the dominant conditions and factors that determine the strategy and methods of providing the security of Russian society and the state in the context of the aggravation of inter-civilizational confrontation in the 21st century. The main directions of transformation in understanding are identified and analyzed: the interrelation of war and peace; the goals, nature, types, etc. of armed and unarmed inter-civilizational confrontation; the values of the state of peace and security; and resources for their maintenance and reproduction. The relationship between the nature of modern armed conflicts and the priorities of ensuring the security of Russia as a state-civilization is traced. Authors’ contribution. S.A. Pankratov developed the theoretical and methodological basis of the study. S.I. Morozov analyzed the dominant trends in providing the security of Russia, interpreted data related to the transformation in the scientific discourse and public consciousness of the population of the country, and set goals for understanding war and peace. L.S. Pankratova identified the basic characteristics of Russia as a state-civilization and interpreted the dominant threats and risks in the conditions of modern inter-civilizational confrontation.

The article deals with the phenomenon of border in changing historical reality of two distant territories, that is important today due to the increasing interest in “border studies” as a new interdisciplinary scientific field that combines history, geography, political science and philological research at the turn of 21st century. The study involves folklore and literary works, the plots of which are localized on the borders between Russia and China: the South-East of Siberia and the Far East (Transbaikalia), the USA and Mexico: the U. S. South-West (New Mexico, Texas, California). The purpose of the article is to identify typological convergence and differences in the artistic depiction of these boundary loci in the context of their historical development. The methodological basis of the research is made up of works devoted to the geocultural and geopoetic aspects of literary studies. The article uses cultural and historical, comparative and typological, structural and semiotic methods and axiological text analysis. It is confirmed that essential geopoetic principle of the Russian-Chinese and Mexican-American borderland texts is antithesis built on the opposition of “friend/foe”. It was revealed that folklore and literary texts demonstrate convergences in the geopoetic image of the border: boundless space considered basic element of imagery and a certain type of strong and active “border hero”. Differences in the depiction of the images result from the peculiarities of the historical process and, accordingly, the different value priorities. Prospects for the research can be associated with the expansion of the “border studies” field by means of history and philology integration.

Nikolay Aretov, Zhelani i plasheshti: Chuzhdite zheni i muzhe v bulgarskata literature na gulgia devetnadeseti vek (Desired and frightening: Foreign women and men in Bulgarian literature of the long nineteenth century), Sofia: Queen Mab, 2023, 280pp., BGN 20 (paperback), ISBN: 978-954-533-208-1. Eloisa Betti, Leda Papastefanaki, Marica Tolomelli, and Susan Zimmermann, eds., Women, Work and Activism: Chapters of an Inclusive History of Labor in the Long Twentieth Century, Work and Labor: Transdisciplinary Studies for the 21st Century, vol. III, Budapest: CEU Press, 2022, xiv +354 pp., $95.00/€80.00/£68.00 (hardback), ISBN: 978-963-386-441-8. Francisca de Haan, ed., The Palgrave Handbook of Communist Women Activists around the World, London: Palgrave, 2023, 701 pp., €213.99 (hardback), ISBN: 978-3-031-13126-4. Milena Kirova, Bulgarskata literature prez XXI vek (2000–2020) (Bulgarian literature in the twenty-first century (2000–2020)), Part I, Sofia: Colibri, 2023, 287 pp., BGN 24 (paperback), ISBN: 978-619-02-1200-3. Ina Merdjanova, ed., Women and Religiosity in Orthodox Christianity, New York: Fordham University Press, 2021, 336 pp., $35 (paperback), ISBN: 9780823298617. Katja Mihurko Poniž, Biljana Dojčinović, and Maša Grdešić, Defiant Trajectories: Mapping Out Slavic Women Writers Routes, Ljubljana: Forum of Slavic Cultures, 2021, 96 pp., free online publication, https://www.fsk.si/wp-content/uploads/2021/03/WWR_DefiantTrajectories.pdf (accessed 3 July 2023), ISBN: 978-961-94672-7-5. Jasmina V. Milanović, Žensko društvo 1875–1942 (The women's society, 1875–1945), Belgrade: Institute for Contemporary History, The Official Gazette, 2020, 638 pp., RSD 2.970, ISBN: 978-86-519-2579-8. Valentina Mitkova, Pol, periodichen pechat i modernizatsia v Bulgaria (ot kraya na XIX do 40-te godini na XX vek) (Gender, periodicals, and modernization in Bulgaria (from the end of the 19th century to the 1940s)), Sofia: St. Kliment Ohridski University Press, 2022, 261 pp., BGN 20, ISBN: 978-954-07-5588-5. Agnieszka Mrozik, Architektki PRL-u: Komunistki, literatura i emancypacja kobiet w powojennej Polsce (The architects of the PRL: Communist women, literature, and women's emancipation in postwar Poland), Warsaw: Wydawnictwo IBL PAN, Lupa Obscura, 2022, 532 pp., PLN 59 (paperback), ISBN: 978-83-66898-84-4. Miglena S. Todorova, Unequal under Socialism: Race, Women, and Transnationalism in Bulgaria, Toronto: University of Toronto Press, 2021, 218 pp., $31.95 (paperback), ISBN: 978-1-4875-2841-6. Zhivka Valiavicharska, Restless History: Political Imaginaries and their Discontents in Post-Stalinist Bulgaria, Montreal: McGill-Queen's University Press, 2021, 275 pp., $36.46 (paperback), ISBN: 978-0-2280-0583-4. Susan Zimmermann, Frauenpolitik und Männergewerkschaft: Internationale Geschlechterpolitik, IGB-Gewerkschafterinnen und die Arbeiter- und Frauenbewegungen der Zwischenkriegszeit (Policies for women and men's trade unions: International gender politics, female IFTU unionists, and the labor and women's movements of the interwar period), Vienna: Löcker, 2021, 717 pp., €39.80 (paperback), ISBN: 978-3-99098-026-2.

This article focuses on workforce policies trends in the American public diplomacy institutions. The author compares tendencies regarding HR policy, e. g. frequency of leadership change, length of timespans between nominations, the ratio of acting and confirmed nominees during the age of the United Stated Information Agency (USIA) and after its disbandment in 1999. Comparison demonstrates a considerable change of patterns: since 1999, persons in charge of the American public diplomacy institutions have been rotating more often, and positions themselves stayed vacant longer than they did in the 20th century. There have been many acting nominees during the past decade, whereas in the time of the USIA there has been none. In addition, the article studies characteristics of both the USIA directors and Under Secretaries of State for Public Diplomacy and Public Affairs. The analysis of education, professional background, personal relationship with the U. S. President (or the lack of it) demonstrated that standards for the Under Secretary of State for Public Diplomacy and Public Affairs position applicants are significantly lower than the ones that were applied to candidates for the directorship of the USIA. With the results obtained, the author arrived to a conclusion that the change of HR policy in the American public diplomacy sphere indicates the lack of interest in the particular dimension of foreign policy among the political leadership of the U.S. in comparison to the age of the Cold War. This conclusion agrees with the fact that since 1990s, the American public diplomacy remains in crisis: no major reforms of institutions since 1999, unsuccessful attempts to develop a comprehensive strategic document for public diplomacy, frequent piques of anti-Americanism in the international public opinion in the 21st century. The article argues that the absence of a prominent leader in the American public diplomacy who would have stayed in the office for considerable amount of time, been a confidant of the President and thus an active participant of the formation of a national political vision, possessed outstanding professional experience, is both the consequence of the crisis in the U.S. public diplomacy and the factor that contributes to this crisis remaining unsolved.

Early childhood teacher education programs must figure out how to effectively educate the workforce as classrooms become more diverse due to children varied cultural backgrounds and skills. This study aims to analyse student involvement in the Strengthening of Early Childhood Educators Teaching Skills course in distance education. The research method used is descriptive qualitative. The research participants were 405 students of the Department of Early Childhood Education, consisting of 90% women aged between 20-55 years and an average age of 31 years. The research findings show that at the level of academic challenge, most students agree that the ECE Educators Teaching Skills Strengthening (TSS) course brings new ideas and certain experiences and is very helpful in applying theory or concepts to practical problems. Indicators of active/collaborative learning indicate that hands-on experiences help students work more effectively with others. Meanwhile, the student-faculty interaction component shows that they have carried out two-way discussions regarding material assessment and practice. Additionally, online tutorials have provided quick feedback on assignments and guidance in compiling practice reports. The student learning experience is greatly helped by the TSS course. Students acquire new knowledge and skills to support their profession as teachers. Keywords: early childhood educators, engagement, teaching skill, distance education References: Ackerman, D. J. (2004). What do teachers need? Practitioners’ perspectives on early childhood professional development. Journal of Early Childhood Teacher Education, 24(4), 291–301. https://doi.org/10.1080/1090102040240409 Bolliger, D. U., & Martin, F. (2018). Instructor and student perceptions of online student engagement strategies. Distance Education, 39(4), 568–583. https://doi.org/10.1080/01587919.2018.1520041 Cherrington, S., & Thornton, K. (2013). Continuing professional development in early childhood education in New Zealand. Early Years, 33(2), 119–132. https://doi.org/10.1080/09575146.2013.763770 Duhn, I., Fleer, M., & Harrison, L. (2016). Supporting multidisciplinary networks through relationality and a critical sense of belonging: Three ‘gardening tools’ and the Relational Agency Framework. International Journal of Early Years Education, 24(3), 378–391. https://doi.org/10.1080/09669760.2016.1196578 Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059 Fredricks, J., Filsecker, M. K., & Lawson, M. A. (2016). Student engagement, context, and adjustment: Addressing definitional, measurement, and methodological issues. Learning and Instruction, 43, 1–4. Hollis, L. P. (2018). Ghost-Students and the New Wave of Online Cheating for Community College Students. New Directions for Community Colleges, 2018(183), 25–34. https://doi.org/10.1002/cc.20314 Jensen, B., Holm, A., & Bremberg, S. (2013). Effectiveness of a Danish early year preschool program: A randomized trial. International Journal of Educational Research, 62, 115–128. https://doi.org/10.1016/j.ijer.2013.06.004 Jensen, B., Jensen, P., & Rasmussen, A. W. (2017). Does professional development of preschool teachers improve children’s socio-emotional outcomes? Labour Economics, 45(C), 26–39. Jensen, P., & Rasmussen, A. W. (2019). Professional Development and Its Impact on Children in Early Childhood Education and Care: A Meta-Analysis Based on European Studies. Scandinavian Journal of Educational Research, 63(6), 935–950. https://doi.org/10.1080/00313831.2018.1466359 Kang, M., & Im, T. (2013). Factors of learner–instructor interaction which predict perceived learning outcomes in online learning environment. Journal of Computer Assisted Learning, 29(3), 292–301. https://doi.org/10.1111/jcal.12005 Kim, H., Sefcik, J. S., & Bradway, C. (2017). Characteristics of Qualitative Descriptive Studies: A Systematic Review. Research in Nursing & Health, 40(1), 23–42. https://doi.org/10.1002/nur.21768 Kim, S., Raza, M., & Seidman, E. (2019). Improving 21st-century teaching skills: The key to effective 21st-century learners. Research in Comparative and International Education, 14(1), 99–117. https://doi.org/10.1177/1745499919829214 Martin, F., Wang, C., & Sadaf, A. (2018). Student perception of helpfulness of facilitation strategies that enhance instructor presence, connectedness, engagement and learning in online courses. Internet and Higher Education, 37(1), 52–65. Moore, M. G., & Kearsley, G. (2011). Distance Education: A Systems View of Online Learning. Cengage Learning. https://books.google.co.ls/books?id=dU8KAAAAQBAJ Muir, T., Milthorpe, N., Stone, C., Dyment, J., Freeman, E., & Hopwood, B. (2019). Chronicling engagement: Students’ experience of online learning over time. Distance Education, 40(2), 262–277. https://doi.org/10.1080/01587919.2019.1600367 Nguyen, T. D., Cannata, M., & Miller, J. (2018). Understanding student behavioral engagement: Importance of student interaction with peers and teachers. The Journal of Educational Research, 111(2), 163–174. https://doi.org/10.1080/00220671.2016.1220359 Quin, D. (2017). Longitudinal and Contextual Associations Between Teacher–Student Relationships and Student Engagement: A Systematic Review. Review of Educational Research, 87(2), 345–387. https://doi.org/10.3102/0034654316669434 Schachter, R. E. (2015). An Analytic Study of the Professional Development Research in Early Childhood Education. Early Education and Development, 26(8), 1057–1085. https://doi.org/10.1080/10409289.2015.1009335 Shackelford, J. L., & Maxwell, M. (2012). Sense of community in graduate online education: Contribution of learner-to-learner interaction. The International Review of Research in Open and Distributed Learning, 13(4), 228. https://doi.org/10.19173/irrodl.v13i4.1339 Tuovinen, J. E. (2000). Multimedia Distance Education Interactions. Educational Media International, 37(1), 16–24. https://doi.org/10.1080/095239800361473 Vlachopoulos, D., & Makri, A. (2019). Online communication and interaction in distance higher education: A framework study of good practice. International Review of Education, 65(4), 605–632. https://doi.org/10.1007/s11159-019-09792-3

In this study, we analyze the features of modern imprisonment. The author, first of all, starts by pointing out the trend of penal populism which imposes a series of negative consequences for the entire social system and then evaluates five main theses related to criticism of the criminal sanctions which were indeed raised by Foucault with an aim to determine whether ultimately, today, something has been altered in the era of global integrations, self-proclaimed democratic societies and increasingly loud proclamations for the protection of human rights and freedoms. The following part of the study is committed to contemplating the positive and negative consequences of life imprisonment, as of latterly initiated punishment in the system of criminal sanctions of the Republic of Serbia, with an allusion to sole comparative law solutions.

This academic interview with contemporary poet Andrei Codrescu (dating July 2022) examines several contemporary meanings of 21st-century poetry and poetics, the relevance of American poetry schools that dominated the latter half of the 20th century, effects of this post-humanistic turn on the poetic discourse(s). It also whether the public condemnation of Russian culture in general is justified or not in the aftermath of the Russian aggression against Ukraine.

Problem solving skills are very important in supporting social development. Children with problem solving skills can build healthy relationships with their friends, understand the emotions of those around them, and see events with other people's perspectives. The purpose of this study was to determine the implementation of playing unplugged coding programs in improving early childhood problem solving skills. This study used a classroom action research design, using the Kemmis and Taggart cycle models. The subjects of this study were children aged 5-6 years in Shafa Marwah Kindergarten. Research can achieve the target results of increasing children's problem-solving abilities after going through two cycles. In the first cycle, the child's initial problem-solving skills was 67.5% and in the second cycle it increased to 80.5%. The initial skills of children's problem-solving increases because children tend to be enthusiastic and excited about the various play activities prepared by the teacher. The stimulation and motivation of the teacher enables children to find solutions to problems faced when carrying out play activities. So, it can be concluded that learning unplugged coding is an activity that can attract children's interest and become a solution to bring up children's initial problem-solving abilities. Keywords: Early Childhood, Unplugged Coding, Problem solving skills References: Akyol-Altun, C. (2018). Algorithm and coding education in pre-school teaching program integration the efectiveness of problem-solving skills in students. Angeli, C., Smith, J., Zagami, J., Cox, M., Webb, M., Fluck, A., & Voogt, J. (2016). A K-6 Computational Thinking Curriculum Framework: Implications for Teacher Knowledge. Educational Technology & Society, 12. Anlıak, Ş., & Dinçer, Ç. (2005). Farklı eğitim yaklaşımları uygulayan okul öncesi eğitim kurumlarına devam eden çocukların kişilerarası problem çözme becerilerinin değerlendirilmesi. Ankara Üniversitesi Eğitim Bilimleri Fakülte Dergis. Aranda, G., & Ferguson, J. P. (2018). Unplugged Programming: The future of teaching computational thinking? Pedagogika, 68(3). https://doi.org/10.14712/23362189.2018.859 Arinchaya Threekunprapa. (2020). Patterns of Computational Thinking Development while Solving Unplugged Coding Activities Coupled with the 3S Approach for Self_Directed Learning. European Journal of Educational Research, 9(3), 1025–1045. Arı, M. (2003). Türkiye’de erken çocukluk eğitimi ve kalitenin önemiNo Title. Erken Çocuklukta Gelişim ve Eğitimde Yeni Yaklaşımlar. Armoni, M. (2012). Teaching CS in kindergarten: How early can the pipeline begin? ACM Inroads, 3(4), 18–19. https://doi.org/10.1145/2381083.2381091 Aydoğan, Y. (2004). İlköğretim ikinci ve dördüncü sınıf öğrencilerine genel problem çözme becerilerinin kazandırılmasında eğitimin etkisinin incelenmesi. Bell, T., Alexander, J., Freeman, I., & Grimley, M. (2009). Computer Science Unplugged: School students doing real computing without computers. 10. Berk, L. E. (2013). Bebekler ve çocuklar: Doğum öncesinden orta çocukluğa. N. Işıkoğlu Erdoğan, Çev. Bers, M. U. (2018). Coding, playgrounds, and literacy in early childhood education: The devel_opment of KIBO robotics and Scratch Jr. IEEE. Brackmann, C. P., Moreno-León, J., Román-González, M., Casali, A., Robles, G., & Barone, D. (2017). Development of computational thinking skills through unplugged activities in primary school. ACM International Conference Proceeding Series, 65–72. https://doi.org/10.1145/3137065.3137069 Brennan, K., & Resnick, M. (2012). New frameworks for studying and assessing the development of computational thinking. 25. Deek, F. P. (1999). The software process: A parallel approach through problem solving and program development. Computer Science Education. Demi̇Rer, V., & Sak, N. (2016). Programming Education and New Approaches Around the World and in Turkey. 26. Dereli-İman. (2014). Değerler eğitimi programının 5-6 yaş çocukların sosyal gelişimine etkisi: Sosyal beceri, psiko-sosyal gelişim ve sosyal problem çözme becerisi. Kuram ve Uygulamada Eğitim Bilimleri. Doğru, M., Arslan, A., & Şeker, F. (2011). Okul öncesinde uygulanan fen etkinliklerinin 5-6 yaş çocukların problem çözme becerilerine etkisi. Uluslararası Türkiye Eğiti Araştırmaları Kongresi. Erickson, A. S. G., Noonan, P., Zheng, C., & Brussow, J. A. (2015). The relationship between self-determination and academic achievement for adolescents with intellectual disabilities. Research in Developmental Disabilities, 36, 45–54. Fee, S. B., & Holland-Minkley, A. M. (2010). Teaching computer science through problems, not solutions. Computer Science Education, 20(2), 129–144. https://doi.org/10.1080/08993408.2010.486271 Futschek, G., & Moschitz, J. (2010). Developing algorithmic thinking by inventing and playing algo_rithms. Gretter, S., & Yadav, A. (2016). Computational Thinking and Media & Information Literacy: An Integrated Approach to Teaching Twenty-First Century Skills. Grover, S., & Pea, R. (2013). Computational thinking in k-12: A review of the state of the field. Educational Researcher. Harrop, W. (2018). Coding for children and young adults in libraries: A practical guide for librarians. 45. Hazzan, O., Lapidot, T., & Ragonis, N. (2011). Guide to Teaching Computer Science. Springer London. https://doi.org/10.1007/978-0-85729-443-2 Horn, M. S., Crouser, R. J., & Bers, M. U. (2012). Tangible interaction and learning: The case for a hybrid approach. Personal and Ubiquitous Computing, 16(4), 379–389. https://doi.org/10.1007/s00779-011-0404-2 Hsu, T.-C., Chang, S.-C., & Hung, Y.-T. (2018). How to learn and how to teach computational thinking: Suggestions based on a review of the literature. Computers & Education, 126, 296–310. https://doi.org/10.1016/j.compedu.2018.07.004 Ismail, M. N., Ngah, N. A., & Umar, I. N. (2010). Instructional strategy in the teaching of computer programming: A need assessment analyses. TOJET: The Turkish Online Journal of Educational Technology. Ismail, M. N., Ngah, N. A., & Umar, I. N. (2010). Instructional Strategy in The Teaching of Computer Programming: A Need Assessment Analyses. The Turkish Online Journal of Educational Technology, 9(2), 7. Jitendra, A. K., Petersen-Brown, S., Lein, A. E., Zaslofsky, A. F., Kunkel, A. K., Jung, P.-G., & Egan, A. M. (2013). Teaching Mathematical Word Problem Solving: The Quality of Evidence for Strategy Instruction Priming the Problem Structure. Journal of Learning Disabilities, 48(1), 51–72. https://doi.org/10.1177/0022219413487408 Joohi Lee. (2019). Coding in early childhood. Contemporary Issues in Early Childhood. Kalyuga, S., Renkl, A., & Paas, F. (2010). Facilitating flexible problem solving: A cognitive load perspective. Educational Psychology Review. Kemmis, S., McTaggart, R., & Nixon, R. (2014). The Action Research Planner. Springer Singapore. https://doi.org/10.1007/978-981-4560-67-2 Kesicioğlu, O. S. (2015). Okul öncesi dönem çocukların kişilerarası problem çözme becerilerinin incelenmesi. Eğitim ve Bilim. Koksal Akyol, A. ve Didin, E. (2016). Ahlak gelisimi [Moral development]. In Cocuk Gelisimi icinde [In Child Development]. Lazakidou, G., & Retalis, S. (2010). Using computer supported collaborative learning strategies for helping students acquire self-regulated problem-solving skills in mathematics. Computers & Education, 54(1), 3–13. https://doi.org/10.1016/j.compedu.2009.02.020 Looi, C.-K., How, M.-L., Longkai, W., Seow, P., & Liu, L. (2018). Analysis of linkages between an unplugged activity and the development of computational thinking. Computer Science Education, 28(3), 255–279. https://doi.org/10.1080/08993408.2018.1533297 McClure, E. R., Guernsey, L., Clements, D. H., Bales, S. N., Nichols, J., Kendall-Taylor, N., & Levine, M. H. (2017). Grounding science, technology, engineering, and math education in early childhood. 68. McLennan, D. P. (2017). Creating coding stories and games. Teaching Young Children. McNerney, TimothyS. (2004). From turtles to Tangible Programming Bricks: Explorations in physical language design. Personal and Ubiquitous Computing, 8(5). https://doi.org/10.1007/s00779-004-0295-6 Mittermeir, R. T. (2013). Algorithmics for preschoolers—A contradiction? Montemayor, J., Druin, A., Chipman, G., Farber, A., & Guha, M. L. (2004). Tools for children to create physical interactive storyrooms. Computers in Entertainment, 2(1), 12–12. https://doi.org/10.1145/973801.973821 Pane, J. F. (2002). A Programming System for Children that is Designed for Usability. 204. Papanastasiou, G., Drigas, A., Skianis, C., Lytras, M., & Papanastasiou, E. (2018). Virtual and augmented reality effects on K-12, higher and tertiary education students’ twenty-29 first century skills. Pellegrino, J. W., & Hilton, M. L. (2012). Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. Pila, S., Aladé, F., Sheehan, K. J., Lauricella, A. R., & Wartella, E. A. (2019). Learning to code via tablet applications: An evaluation of Daisy the Dinosaur and Kodable as learning tools for young children. Computers & Education, 128, 52–62. https://doi.org/10.1016/j.compedu.2018.09.006 Root, J., Saunders, A., Spooner, F., & Brosh, C. (2017). Teaching Personal Finance Mathematical Problem Solving to Individuals with Moderate Intellectual Disability. Career Development and Transition for Exceptional Individuals, 40(1), 5–14. https://doi.org/10.1177/2165143416681288 Scanlan, D. A. (1989). Structured flowcharts outperform pseudocode: An experimental comparison. IEEE Software, 6(5), 28–36. https://doi.org/10.1109/52.35587 Sheehan, K. J., Pila, S., Lauricella, A. R., & Wartella, E. A. (2019). Parent-child interaction and children’s learning from a coding application. Computers & Education, 140, 103601. https://doi.org/10.1016/j.compedu.2019.103601 Shute, V. J., Sun, C., & Asbell-clarke, J. (2017). Demystifying computational thinking. Educational Research Review. Sigelman, C. K., & Rider, E. A. (2012). Life-span Human Development (7th ed.). Cengage Learning. Sullivan, A., & Bers, M. U. (2016). Robotics in the early childhood classroom: Learning outcomes from an 8-week robotics curriculum in pre-kindergarten through second grade. International Journal of Tech_nology and Design Education, 26, 3–20. Sullivan, A. A., Bers, M. U., & Mihm, C. (2017). International conference on com_putational thinking education. Imagining, Playing, and Coding with KIBO: Using Robot_ics to Foster Computational Thinking in Young ChildreImagining, Playing, and Coding with KIBO: Using Robot_ics to Foster Computational Thinking in Young Children. Sullivan, A., Elkin, M., & Bers, M. U. (2015). KIBO robot demo: Engaging young children in programming and engineering. Proceedings of the 14th International Conference on Interaction Design and Children, 418–421. https://doi.org/10.1145/2771839.2771868 Threekunprapa, A., & Yasri, P. (n. d.). (2020). The role of augmented reality based unplugged computer programming approach in the effectiveness of computational thinking. Uysal, A. & Kaya-Balkan, İ. (2015). Sosyal beceri eğitimi alan ve almayan okul öncesi çocukların, sosyal beceri ve benlik kavramı düzeyleri açısından karşılaştırılması. Psikoloji Çalışmaları. Vorderman, C. (2017). Computer coding for kids: A unique step-by-step visual guide, from binary code to building games. Voronina, L. V., Sergeeva, N. N., & Utyumova, E. A. (2016). Development of algorithm skills in preschool children. Procedia-Social and Behavioral Sciences, 233, 155-159. Wang, D., Han, H., Zhan, Z., Xu, J., Liu, Q., & Ren, G. (2015). A problem solving oriented intelligent tutoring system to improve students’ acquisition of basic computer skills. Comput. Educ., 81, 102–112. Wang, D., Zhang, C., & Wang, H. (2010). Proceedings of the 10th international conference on interaction design and children. T-Maze: A Tangible Programming Tool for Children. Wang, Danli, Zhang, C., & Wang, H. (2011). T-Maze: A tangible programming tool for children. Proceedings of the 10th International Conference on Interaction Design and Children - IDC ’11, 127–135. https://doi.org/10.1145/1999030.1999045 Woods, D. R., Hrymak, A. N., Marshall, R. R., Wood, P. E., Crowe, C. M., Hoffman, T. W., Wright, J. D., Taylor, P. A., Woodhouse, K. A., & Bouchard, C. G. K. (1997). Developing Problem Solving Skills: The McMaster Problem Solving Program. Journal of Engineering Education, 86(2), 75–91. https://doi.org/10.1002/j.2168-9830.1997.tb00270.x Yıldırım, A. (2014). Okul öncesinde yaratıcı problem çözme etkinliklerinin yaratıcılığa etkisi (5 yaş örneği). Hacettepe University, Ankara, Turkey. Yohanes. (2018). Mengajarkan Computational Thinking dan Coding Pada Anak-Anak. Amazing Grace. https://blog.compactbyte.com/2018/05/26/mengajarkan-computational-thinking-dan-coding-pada-anak-anak/ Yu, K.-C., Fan, S.-C., & Lin, K.-Y. (2015). Enhancing Students’ Problem-Solving Skills Through Context-Based Learning. International Journal of Science and Mathematics Education, 13(6), 1377–1401. https://doi.org/10.1007/s10763-014-9567-4 Yuksel, H. S. (2019). Experiences of Prospective Physical Education Teachers on Active Gaming within the Context of School-Based Physical Activity. European Journal of Educational Research, 8(1). https://doi.org/10.12973/eu-jer.8.1.199 Zvarych, I., Kalaur, S. M., Prymachenko, N. M., Romashchenko, I. V., & Romanyshyna, O. Ia. (2019). Gamification as a Tool for Stimulating the Educational Activity of Students of Higher Educational Institutions of Ukraine and the United States. European Journal of Educational Research, 8(3). https://doi.org/10.12973/eu-jer.8.3.875

Aims: This paper assessed the teachers’ practice of 21st-century teaching skills in Central Philippines in terms of critical thinking, collaboration, communication, creativity and innovation, self-direction, making global connections, making local connections, and using technology as a tool for learning relative to age, educational attainment, teaching position, and years of teaching experience. Likewise, it determined their job satisfaction in terms of intrinsic and extrinsic factors. It also investigated the differences in their teaching skills practice and job satisfaction when grouped into demographics. Lastly, it correlated the two variables. Study Design: The study utilized the quantitative design, particularly the descriptive-comparative and correlational approaches. Place and Duration of Study: The study was conducted among the public senior high school teachers in Central Philippines during 2021-2022. Methodology: Using the standardized questionnaires, the study was responded to by 242 teachers determined through stratified random sampling. For 21st-century teaching skills practice, it was assessed using the 5-point Likert scale: 5-very great extent, 4-great extent, 3-moderate extent, 2-poor extent, and 1-very poor extent. Meanwhile, job satisfaction was assessed on a scale: 4-very satisfied, 3-satisfied, 2-dissatisfied, and 1-very dissatisfied. Data analysis used mean, standard deviation, Mann Whitney, Kruskal Wallis, and Spearman rho. Results: Generally, the 21st-century teaching skills (M=4.28, SD= 0.45) were practiced by teachers to a very great extent. The highest-rated domain was a collaboration (M=4.43, SD= 0.54) with a very great extent result, while the lowest-rated domain was on making global connections (M=4.11, SD= 0.61) with a great extent rating. Meanwhile, the teachers’ job satisfaction (M=3.24, SD= 0.44) was rated satisfied. Intrinsic factors (M=3.31, SD= 0.45) were rated very satisfied, while extrinsic factors (M=3.13, SD= 0.44) were satisfied. The findings showed no significant difference in their 21st-century teaching skills practice when grouped according to age [U=6867.5, p=0.528], educational attainment [U=4610.5, p=0.667], years of teaching experience [U=6782.0, p=0.960], and teaching position [χ2(4)=5.298, p=0.258]. On the other hand, the findings showed no significant difference in their job satisfaction when grouped according to age [U=7098.0, p=0.838], educational attainment [U=4350.5, p=0.307], years of teaching experience [U=6351.5, p=0.383], and teaching position [χ2(4) =0.755, p=0.944]. Lastly, the result showed a significant relationship between the practice of 21st-century teaching skills and job satisfaction [ρ (240) =0.450, p=0.000] of teachers. Conclusion: The findings imply the importance of training and graduate schooling to continuously improve the teachers’ practice of 21st-century teaching skills. When these essential aspects are intact among them, the students’ quality of learning is ensured. Meanwhile, considering the intrinsic and extrinsic factors to satisfaction is also essential in ensuring the teachers’ retention in the profession.

Relevance. The study of effective methods for developing cognitive skills among schoolchildren is extremely relevant. This is crucial to ensure their proper preparation for the challenges of the modern world, which is characterized by rapidly changing transformations and the dominance of digital technologies. Purpose. The purpose of the research is to determine the degree of effectiveness of approaches to formative assessment of the development of cognitive skills among schoolchildren of the 21st century. Methodology. A system of scientific research methods was used, including analysis, synthesis, comparison, surveys, mathematical statistics, and observations. Results. The study showed that using the results of residual, activity, local, and modular assessment contributes to improving the quality of education and developing students� communicative and reflective abilities. Model examples of item-by-element assessment of tasks for schoolchildren during formative assessment are provided. An algorithm for conducting formative assessment within one academic period has been developed. The analysis of tasks performed by schoolchildren during formative assessment showed that test tasks must be developed differently for each content component. Conclusions. The results obtained during the research should be used in developing methodological materials for teachers. These materials should address the organization of the educational process and approach to the formative assessment of the cognitive skills of schoolchildren. Keywords: final certification; academic results; quality learning; mental skills

The aim of this theoretical study is to identify the 21st century skills in the curricular documents for lower secondary education in Slovakia, and to analyse the overlap between the 21st century skills and aims of national educational standards for lower secondary education (ISCED 2) in Slovakia. The main method of the study is document analysis. The analysis shows that the Slovak educational standards are primarily focused on the development of knowledge and cognitive skills. Significantly less represented is development of interpersonal and intrapersonal skills. The results show that there are overall not sufficiently many references to the 21st century skills within the educational standards. This yields a crucial problem, as majority of Slovak teachers still consider the educational standards to be the basic part of curriculum. In spite of certain natural limitations, the study provides new information on the insufficient representation of the 21st century skills in the educational standards in Slovakia.

In this study, the 21st-century skills teaching levels of teacher candidates were assessed based on factors such as gender, age, department of study, daily internet usage, the reason for use, family income, residence, and whether or not they had previously heard of 21st-century skills. The research data was gathered using the ten-item 21st Century Skills Teaching Scale, which falls into the following categories: problem-solving, teamwork, innovation, and the benefits of technology Özyurt (2020). Frequency, percentage, t-test for independent groups, Mann Whitney U test, One-Way Analysis of Variance (ANOVA), and Kruskal Wallis H test were used to analyze the study's data. The study's findings showed that Turkish and Turkish Language and Literature teacher candidates' 21st-century skills teaching levels were at the level of slightly proficient in all areas, including problem-solving, teamwork, innovation, and technology use. It has been found that there are differences in the 21st-century skills teaching levels of teacher candidates based on their gender, department of study, residence, and prior understanding of these skills. They also differ based on whether or not they have taken courses on these topics throughout their undergraduate education. It was determined that there was no difference in the 21st-century skills teaching levels of teacher candidates based on factors such as family economic status, age, daily internet usage, and purpose.

Dziecko rodzi się wszechstronnie uzdolnione, z pełną możliwością rozwoju we wszystkich kierunkach, potencjalną wybitną inteligencją i zadatkami na rozwijanie wielkiej twórczości oraz dużym talentem społecznym. Trzeba tylko stworzyć mu możliwości ich maksymalnego rozwoju. Pomagając dziecku dojść do wspaniałej przyszłości uzdolnieni rodzice wzbogacają nie tylko świat dziecka, ale także swój własny. Naukową podstawą wczesnodziecięcej edukacji są liczne wyniki badań, potwierdzające tworzenie się połączeń nerwowych na skutek nowych doświadczeń i odpowiedniej stymulacji. Wiadomo też, że im młodszy mózg, tym bardziej jest chłonny. Zarówno nadmiar, jak i niedobór bodźców może być dla dziecka szkodliwy. Potrzeby konsumpcyjne, zaspokajane od najmłodszych lat za cenę ogromnych nieraz wyrzeczeń, wywołują wzrost postaw roszczeniowych. Presja możliwości, dostępność towarów i usług, mechanizmy reklamy stymulują u wszystkich członków rodziny coraz to nowe potrzeby tego typu. Rodzina staje się środowiskiem, w którym wszyscy wobec wszystkich wysuwają roszczenia, głównie materialne, ale też psychologiczne.

In last of 2019, the Centers for Disease Control and Prevention started monitoring the outbreak of a new corona virus, SARS-CoV-2, which causes the respiratory illness now known as COVID-19. Authorities first identified the virus in Wuhan, China. More than 82542 case of Corona virus in China at 31 March 2020. Health authorities have identified many other people with COVID-19 around the world. On 31 March 2020, the virus spread more than 750890 People in the World. The World Health Organization (WHO) has declared a public health emergency relating to COVID-19. Since then, this strain has been diagnosed in several residents of world. The CDC have advised that it is likely to spread to more people. COVID-19 has affected at least 213 countries or territories or areas. The first people with COVID-19 had links to an animal and seafood market. This fact suggested that animals initially transmitted the virus to humans. However, people with a more recent diagnosis had no connections with or exposure to the market, confirming that humans can pass the virus to each other. Corona viruses will infect most people at some time during their lifetime. Corona viruses can mutate effectively, which makes them so contagious. Information on the virus is scarce at present. In the past, respiratory conditions that develop from corona viruses, such as SARS and MERS, have spread through close contacts. On 17 February 2020, the Director-General of the WHO presented at a media briefing the following updates on how often the symptoms of COVID-19.However, while some viruses are highly contagious, it is less clear how rapidly corona viruses will spread. Symptoms vary from person-to-person with COVID-19. It may produce few or no symptoms. However, it can also lead to severe illness and may be fatal. On 11 March 2020, WHO declared Novel Corona virus Disease (COVID-19) outbreak as a Pandemic. Keywords: WHO, ICMR, SARS-CoV-2, Bats, Wuhan City, Pneumonia, Respiratory Infection, Pandemic

AbstractAs the world enters the last decade of the 20th Century, there is a great deal of speculation about the effect of computers on the future delivery of health care. In this article, the authors attempt to identify some of the evolving computer technologies and anticipate what effect they will have by the year 2000. Rather than listing potential accomplishments, each of the affected areas: hardware, software, health care systems and communications, are presented in an evolutionary manner so the reader can better appreciate where we have been and where we are going.