Туризм как ресурс формирования социального благополучия

Социально-философское осмысления взаимосвязи и взаимовлияния туризма и благополучия актуально, поскольку туризм стал сферой жизни обществ, а социальное благополучие является фундаментальным залогом развития социума, его стабильности и процветания. По мнения автора, туризм становится одной из основ социального благополучия в объективных и субъективных его проявлениях. Благополучие, как основа личностной и социальной самореализации и успешности в достижении целей, в свою очередь, позволяет формировать жизненные стратегии глобального общества.Socio-philosophical understanding of the relationship and mutual influence of tourism and well-being is important, because tourism has become a sphere of life of societies, and social well-being is a fundamental guarantee of the development of society, its stability and prosperity. According to the author, tourism becomes one of the foundations of social well-being in its objective and subjective manifestations. Well-being, as the basis of personal and social self-realization and success in achieving the goals, in turn, allows to form the life strategies of the global society

Effects of school-based interventions on mental health stigmatization: a systematic review

Stigmatizing, or discriminatory, perspectives and behaviour, which target individuals on the basis of their mental health, are observed in even the youngest school children. We conducted a systematic review of the published and unpublished, scientific literature concerning the benefits and harms of school-based interventions, which were directed at students 18 years of age or younger to prevent or eliminate such stigmatization. Forty relevant studies were identified, yet only a qualitative synthesis was deemed appropriate. Five limitations within the evidence base constituted barriers to drawing conclusive inferences about the effectiveness and harms of school-based interventions: poor reporting quality, a dearth of randomized controlled trial evidence, poor methods quality for all research designs, considerable clinical heterogeneity, and inconsistent or null results. Nevertheless, certain suggestive evidence derived both from within and beyond our evidence base has allowed us to recommend the development, implementation and evaluation of a curriculum, which fosters the development of empathy and, in turn, an orientation toward social inclusion and inclusiveness. These effects may be achieved largely by bringing especially but not exclusively the youngest children into direct, structured contact with an infant, and likely only the oldest children and youth into direct contact with individuals experiencing mental health difficulties. The possible value of using educational activities, materials and contents to enhance hypothesized benefits accruing to direct contact also requires investigation. Overall, the curriculum might serve as primary prevention for some students and as secondary prevention for others

A consensus protocol for functional connectivity analysis in the rat brain

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