Compassionate use of new drugs in children and adolescents with multidrug-resistant and extensively drug-resistant tuberculosis: early experiences and challenges

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BioDATA - Biodiversity Data for Internationalisation in Higher Education

BioDATA is an international project on developing skills in biodiversity data management and data publishing. Between 2018 and 2021, undergraduate and postgraduate students from Armenia, Belarus, Tajikistan, and Ukraine, have an opportunity to take part in the intensive courses to become certified professionals in biodiversity data management. They will gain practical skills and obtain appropriate knowledge on: international data standards (Darwin Core); data cleaning software, data publishing software such as the Integrated Publishing Toolkit (IPT), and preparation of data papers. Working with databases, creating datasets, managing data for statistical analyses and publishing research papers are essential for the everyday tasks of a modern biologist. At the same time, these skills are rarely taught in higher education. Most of the contemporary professionals in biodiversity have to gain these skills independently, through colleagues, or through supervision. In addition, all the participants familiarize themselves with one of the important international research data infrastructures such as the Global Biodiversity Information Facility (GBIF). The project is coordinated by the University of Oslo (Norway) and supported by the Global Biodiversity Information Facility (GBIF). The project is funded by the Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education (DIKU)

INTEGRATIVE APPROACH TOWARDS THE DESCRIPTION OF SOCIAL ENVIRONMENT

A social environment is everything that surrounds a person during his/her social life. A social environment is the reflection of a given stage of social relationship. It may be described via certain economicpolitical, social class, professional and other affiliations

SOCIO-CULTURAL INTERPRETATION OF PERSON’S PSYCHOLOGICAL RESOURCES IN EMERGENCY SITUATIONS

A person lives and works in society. Out of the socio-cultural environment, it is impossible to imagine any aspect of a person's life. In many cases, the characteristics of the social environment expressed in the appropriate cultural forms depend on the means and interaction of the person's psychological resources. A person uses different resources at different stages of life. A good share of these resources in the majority of cases are not appreciated and perceived as ordinary means of life. In some cases these resources cannot be reached because of conflict with negative psychological phenomena, whether it is a traumatic or negative past experience or an irrational thinking. This is why the appropriate trainings for reducing the impact of these negative phenomena and providing stress-resistance are of much importance. On the other hand, the knowledge and skills gained during the trainings can be useful and applicable in process of overcoming possible conflicts and coping with potential emergencies. Due to psychological resources, helping to adapt to stress, and formating of positive socio-cultural environment it is easier to get out of the stressful situation

Structure of Person's Psychological Resources in Emergency Situations

<p>ABSTRACT: A person lives and works in society. Out of the social environment, it is impossible to imagine any aspect of a person’s life. In many cases, the characteristics of the social environment depend on the means and interaction of the person’s psychological resources. A person uses different resources at different stages of life. A good share of these resources in the majority of cases are not appreciated and perceived as ordinary means of life. In some cases these resources cannot be reached because of conflict with negative psychological phenomena, whether it is a traumatic or negative past experience or an irrational thinking. This is why the appropriate trainings for reducing the impact of these negative phenomena and providing stress-resistance are of much importance. On the other hand, the knowledge and skills gained during the trainings can be useful and applicable in process of overcoming possible conflicts and coping with potential emergencies. Due to psychological resources, helping to adapt to stress, it is easier to get out of the stressful situation. </p> <p>KEYWORDS: Psychological resources, social environment, cognitive coping resources, emotional coping resources, behavioral coping resources, socio-psychological stability</p

Cataract Blindness in Armenia: The Results of Nationwide Rapid Assessment of Avoidable Blindness (RAAB)

This study assessed the prevalence of cataract blindness, cataract surgical coverage (CSC), effective CSC, visual outcome after cataract surgery, and barriers to cataract surgery in a population aged 50 years and older in Armenia using Rapid Assessment of Avoidable Blindness (RAAB) methodology. The study sample included 2258 individuals aged 50 years and older who were randomly selected from 11 provinces of Armenia in 2019 following the RAAB methodology. The study team randomly selected 50 clusters, 50 people in each. The RAAB survey form was used to collect information on cataract blindness, visual outcome after cataract surgery, and barriers to cataract surgery. The mean age of the participants was 65.3 (SD = 9.9) ranging from 50 to 99. The majority of participants were women (65.6%). Age- and sex-adjusted prevalence of blindness due to all causes was 1.5%; of which 36.4% was bilaterally blind due to cataract. The CSC and effective CSC at a cataract surgical threshold of  The prevalence of cataract blindness in our study was higher compared to high-income regions and lower than estimates from South/Southeast Asia. This study suggests the urgent need to update the National Strategic Plan to prevent blindness in Armenia with a focus on improving the quality and coverage of cataract surgery.</p