Теоретичні аспекти дослідження соціального самопочуття студентської молоді

Today, when the Ukrainian society is experiencing an extremely severe crisis, the problems that associated with the social well-being of people are very relevant. Social well-being of people is, on the one hand, an indicator of the attitude of people to the situation prevailing in a transformational society, and on the other hand, it is an indicator of the population’s social adaptive resources, available under such conditions.The social processes that determine the social well-being of students are of particular importance as students represent the potential intellectual, political, economic, and cultural elite of society. Studying the essence and main features of the social well-being of modern student Youth helps to determine the main dominant processes of society’s reforms, to create a theoretical basis for the effective prediction of various social transformations.Studying this issue requires the definition of the theoretical basis and the correct definition of concepts, related to the above-mentioned problem. This determines the choice of the topic of the article. The purpose of the research is to highlight the theoretical aspects of studying of social well-being of students as a specific social group. «Social well-being» consists of two categories («social» and «well-being»). «Social» is viewed as a kind of social life together with economic, political, ethical phenomena, and as something intermediate that exists on the verge of these forms of social life. Under the notion «social», the set of certain features and features of social relations is understood. It is integrated by individuals or communities into the process of joint activity in specific conditions, that shows itself in their relationship, attitude to their place in society, phenomena and processes of social life.The concept of «feeling» means the emotional state of a person, caused by the relation to the surrounding reality (people, their actions, certain phenomena, etc.), and also to the person itself. Social well-being is a concept that includes both physical and psychological well-being, as well as a feeling, how comfortable or uncomfortable each person feels in society. Social health, unlike physical or psychological, depends greatly on the environment in which a person lives, whom he constantly compares himself with and his own achievements. Social feelings, arising in the process of the social interaction, act as a regulator of human behavior and play a role of filter in the perception of new information.The social well-being reflects the generalized emotional and sensory reactions, assessments, thoughts and attitudes of the population of the country both as a whole and individual groups in their relation to various social phenomena, processes and institutions. This indicator makes it possible to identify the most painful and vulnerable points in the social sphere, points that bring a certain threat to the further development of society, act as barriers and brakes on the way of its further progress. Fixation and analysis of such «voltage points» is a prerequisite for timely measures taken by the authorities and non-governmental organizations, aimed at their overcoming.As a generalized productive characteristic of people’s adaptation to the modern life conditions, social well-being consists of three components: the internal state of man (health, mood, sense of happiness, optimism); assessment of external conditions (perception of their own state); life in new conditions. Indicators of social well-being are: state of satisfaction by the level and quality of life, social status, the level of social adaptation to new conditions, health status and the nature of factors that caused concern to citizens. The social well-being of a person is determined by the ways of the satisfaction of social needs. These ones are derived from the system of social goods in the society, production and distribution of them. In our opinion, a significant factor that affects the social well-being is the internal reserves of a person (state of health, level of intellectual and cultural development, professional skills, communicative competence, etc.), which are a prerequisite for access to social benefits. The above-mentioned personality’s characteristics are formed through the education and upbringing.The main approaches, within which the knowledge about such complex socio-psychological phenomenon as social well-being was originated, filled and improved, are: philosophical, biological, medical, economic, socio-political, socio-psychological and sociological approaches. Studying the social well-being of students requires identification of its features as a social stratum. By their characteristics, contemporary students are quite different from all other segments of the population. First of all, they differ by their ideological formation, mobility of influence and their kinds of needs, that determine their social well-being heavily.Students form the full-fledged and independent socio-cultural community, which, being active due their education and functioning in the system of higher education, acts as an object of such kind of production, the subject of which is not a thing, but a person. Therefore, the main function of this production is educational activity. Student Youth is a very intense projection, a focus group of the future society as a whole. An essential feature of the student, related to his social well-being, is the availability of educational needs.Educational need is such kind of need that arises from the contradiction between the available and the required (desired) level of education and induces the subject to eliminate this contradiction. Educational needs are the complex of social needs of the subject (person, group, society), which are satisfied through the system of education. Educational needs are not identical to needs for knowledge, although they are directly related to it. They relate to such social needs as the need for growth, self-expression, recognition, promotion, and other social needs that characterize the desirable social status.In our opinion, educational needs can be defined as the needs for the formation of those personal qualities that contribute to personal self-realization and the formation of such personal qualities in the field of education, which make it possible to obtain the desired social benefits and to improve the social well-being of the individual. These qualities can be formed by means of education and are as follows: high level of intellectual development; theoretical knowledge and practical skills, necessary for the professional activity; communicative skills and a high level of culture; personal qualities (integrity, work ability, creativity, etc.). Education is a factor which allows forming and accumulating such socially significant qualities in the personal arsenal of individuality that enable people to receive the benefits, satisfy the urgent needs and, thus, to improve their social well-being.Глубинные трансформации современного украинского общества касаются всех областей человеческой жизни, вызывая разнообразные эмоционально-оценочные реакции граждан на социальные изменения и на собственный статус в обществе. Социальное самочувствие населения является фактором, который играет большую роль в развитии всех сфер общества, в выборе векторов социальных преобразований. В статье обоснована актуальность исследования социального самочувствия студенческой молодежи в связи с ее местом в социальной структуре общества, изложены методологические основы исследования социального самочувствия студенчества как социальной группы, освещены характеристики студенчества в контексте современных общественных трансформаций. Раскрыта сущность основных теоретических подходов к изучению социального самочувствия студенческой молодежи в условиях социальных изменений, освещены потребности студенчества, которые удовлетворяются в процессе обучения в высшем учебном заведении, общественной деятельности и личностном взаимодействии в студенческой среде.Уточнена сущность понятий «молодежь», «студенческая молодежь», «образовательные потребности». Охарактеризованы потребности студенчества как специфического слоя, уделено внимание комплексу социальных потребностей студенческой молодежи, которые удовлетворяются при помощи института образования.Глибинні трансформації сучасного українського суспільства торкаються всіх сфер людського життя, викликаючи різноманітні емоційно-оціночні реакції громадян на соціальні зміни та на власний статус у соціумі. Соціальне самопочуття населення є чинником, урахування якого має велике значення для розвитку всіх суспільних сфер, вибору векторів соціальних перетворень.У статті обґрунтована актуальність дослідження соціального самопочуття студентської молоді у зв’язку з її місцем у соціальній структурі суспільства, викладено методологічні засади дослідження соціального самопочуття студентства як соціальної верстви, висвітлено характеристики студентства у контексті сучасних суспільних трансформацій. Розкрита сутність основних теоретичних підходів до вивчення соціального самопочуття студентської молоді в умовах соціальних змін, висвітлені потреби студентства, які задовольняються у процесі навчання у вищому навчальному закладі, суспільній діяльності та особистісній взаємодії у студентському середовищі.Уточнено сутність понять «соціальне самопочуття», «студентська молодь», «освітні потреби». Охарактеризовано потреби студентства як специфічної верстви, приділено увагу комплексу соціальних потреб студентської молоді, які задовольняються за допомогою інституту освіти

Реализация социальных потребностей студенчества в сфере образования в Украине

У сучасній соціології наукові пошуки дослідників активізуються у напрямку вивчення сутнісних характеристик студентської молоді як особливої соціальної групи, якій притаманні динамічні зміни, значний ступінь мобільності за соціальними показниками, високий інтелектуальний потенціал та активна участь у соціальних перетвореннях. Увага науковців до студентської молоді зумовлена високою динамікою розвитку суспільства і зміною статусу і ролі студентства у ньому. Однією з найважливіших характеристик студентської молоді виступають її соціальні потреби, велика частка яких реалізується у сфері освіти.До вищої освіти висуваються певні вимоги стосовно реалізації соціальних потреб студентської молоді, водночас вона є тим інституційним середовищем, яке впливає найбільшою мірою на формування соціальних потреб студентства. У статті обґрунтована актуальність дослідження соціальних потреб студентської молоді, висвітлено їх зміст, приділено увагу характеристикам сучасного студентства. Висвітлені потреби студентства, які задовольняються у процесі навчання у вищому навчальному закладі та суспільній і дозвіллєвій діяльності, яка здійснюється у освітньому середовищі.Уточнено сутність понять «соціальні потреби», «студентська молодь», «освітні потреби». Охарактеризовано потреби студентства як специфічної верстви, приділено увагу комплексу соціальних потреб студентської молоді, які задовольняються за допомогою інституту освіти.Education of students in today’s conditions requires new ideas and concepts that are related to the peculiarities of the socio-economic situation in society, namely: revaluation of values, changes in priorities of prestigious professions, contradictory attitude to education in the labor market, lack of a clear youth policy, adequate to modern conditions.Today’s education should become not just one of the subsystems of the social sphere, which satisfies a number of personal needs, but also a specific domain of social life, in which the future is modeled, resources of development are formed, and the negative effects of the functioning of other social institutions are compensated. As a result, the education system essentially extends its sphere of influence. One of the most important characteristics of student youth is its social needs, a large proportion of which is implemented in the field of education. Concerning higher education, certain requirements are put forward regarding the implementation of social needs of student youth; at the same time it is the institutional environment that mostly influences the formation of student social.Defining the development vectors of the education system requires the search for answers to questions relating to contemporary students, its social needs and expectations in relation to higher education, as well as the clarification of the conditions correspondence that education creates to realize its demands. The article highlights the peculiarities of student social needs in the field of education and their implementation; the content of such concepts as «needs», «social needs», «educational needs» were clarified.It was emphasized that social needs are connected with the inclusion of the individual in the family, in various social groups and communities, in the various spheres of production and non-production activities, in the life of society as a whole. These are the needs for work, social and economic activity, as well as spiritual culture, that is, everything that is a product of social life. They are needs of a special kind, the satisfaction of which is necessary to support the life of the social person, social groups and society as a whole.Social needs are met by the organizational efforts of society members through social institutions. Satisfying needs ensures social stability and social progress, dissatisfaction generates social conflicts. Social institutions are the leading components of the social structure of society, which integrate and coordinate the actions of society members, social groups and regulate social relations in various spheres of public life. Four groups of social needs were defined:- Vital for the social person needs, whose dissatisfaction leads to the elimination of a social person or the revolutionary transformation of social institutions, within which this satisfaction occurs;- Needs, the satisfaction of which ensures the functioning of the social person at the level of social norms, as well as allows the evolution of social institutions to be realized;- Needs, the satisfaction of which occurs at the level of minimum social norms, which ensures the preservation of the social person, but not its development; - Needs, the satisfaction of which provides comfortable (for data of socio-cultural area and social time) conditions of operation and development.The article gives attention to the relation between the concepts of «social needs» and «educational needs» and shows where they overlap. The existence of educational needs is an essential feature of students. Educational need is a need arising from the contradiction between the existing and necessary (desired) level of education and encourages the person to eliminate this contradiction.Educational needs were defined as the needs for the formation of the education means of those personal qualities that contribute to personal self-realization and the formation of personal qualities in the field of education that will enable them to obtain the desired social benefits and improve the social well-being of the individual. Such qualities are: high level of intellectual development; theoretical knowledge and practical skills necessary for professional activity; communicative skills and a high level of culture; personal qualities (integrity, workability, creativity, etc.). Education itself is a factor that allows the formation and accumulation of socially significant qualities in an individual’s arsenal that enable them to receive the benefits, satisfy the urgent needs and be realized as an active and active-oriented member of society.It was emphasized that in today’s conditions, students according to their characteristics are quite different from all other sections of the population, first of all ideological formation, influence mobility and their kinds of needs, which to a great extent determine its social well-being.Social needs of students are considered in connection with the functions of education, primarily with the functions of intelligence reproduction of society, vocational, economic and social. The article used data from nationwide surveys of students «Higher Education in Ukraine: Students’ Public Opinion» and «Higher Education in Reform Conditions: Changes in Public Opinion» conducted by Ilko Kucheriv Democratic Initiatives Foundation in 2015 and 2017 respectively; the data of a sociological survey «Values of Ukrainian Youth», conducted in 2016 by the Center for Independent Sociological Research «OMEGA», by request of Ministry of Youth and Sport of Ukraine.Based on the data of sociological research, we concluded that the level of social needs satisfaction of students in the field of higher education is not high. We need more detailed analysis of students who are studying at various educational institutions, as well as to identify the trends that are characteristic for education sections in different areas of study.В современной социологии научные поиски исследователей активизируются в направлении изучения сущностных характеристик студенческой молодёжи как особой социальной группы, которой присущи динамичные изменения, значительная степень мобильности по социальным показателям, высокий интеллектуальный потенциал и активное участие в социальных преобразованиях. Внимание ученых к студенческой молодёжи обусловлено высокой динамикой развития общества и изменением статуса и роли студенчества в нём. Одной из наиважнейших характеристик студенческой молодёжи выступают её социальные потребности, часть которых реализуется в сфере образования.К высшему образованию выдвигаются определённые требования относительно реализации социальных потребностей студенческой молодёжи. В то же время оно является той институциональной средой, котрая в наибольшей мере влияет на формирование социальных потребностей студенчества.В статье обоснована актуальность исследования социальных потребностей студенческой молодёжи, освещено их содержание, уделено внимание характеристикам современного студенчества. Освещены потребности студенчества, которые удовлетворяются в процессе учёбы в высшем учебном заведении и досуговой деятельности, которая осуществляется в образовательной среде.Уточнены понятия «социальные потребности», «студенческая молодь», «образовательные потребности». Охарактеризованы потребности студенчетства как специфического слоя, уделено внимание комплексу социальних потребностей студенческой молодёжи, которые удовлетворяются при помощи института образования

Forced Symmetry Breaking from SO(3) to SO(2) for Rotating Waves on the Sphere

We consider a small SO(2)-equivariant perturbation of a reaction-diffusion system on the sphere, which is equivariant with respect to the group SO(3) of all rigid rotations. We consider a normally hyperbolic SO(3)-group orbit of a rotating wave on the sphere that persists to a normally hyperbolic SO(2)-invariant manifold $M(\epsilon)$. We investigate the effects of this forced symmetry breaking by studying the perturbed dynamics induced on $M(\epsilon)$ by the above reaction-diffusion system. We prove that depending on the frequency vectors of the rotating waves that form the relative equilibrium SO(3)u_{0}, these rotating waves will give SO(2)-orbits of rotating waves or SO(2)-orbits of modulated rotating waves (if some transversality conditions hold). The orbital stability of these solutions is established as well. Our main tools are the orbit space reduction, Poincare map and implicit function theorem

Epidemiological and cohort study finds no association between COVID-19 and Guillain-Barré syndrome

Reports of Guillain-Barré syndrome (GBS) have emerged during the Coronavirus disease 2019 (COVID-19) pandemic. This epidemiological and cohort study sought to investigate any causative association between COVID-19 infection and GBS. The epidemiology of GBS cases reported to the UK National Immunoglobulin Database was studied from 2016 to 2019 and compared to cases reported during the COVID-19 pandemic. Data were stratified by hospital trust and region, with numbers of reported cases per month. UK population data for COVID-19 infection were collated from UK public health bodies. In parallel, but separately, members of the British Peripheral Nerve Society prospectively reported incident cases of GBS during the pandemic at their hospitals to a central register. The clinical features, investigation findings and outcomes of COVID-19 (definite or probable) and non-COVID-19 associated GBS cases in this cohort were compared. The incidence of GBS treated in UK hospitals from 2016 to 2019 was 1.65–1.88 per 100 000 individuals per year. GBS incidence fell between March and May 2020 compared to the same months of 2016–19. GBS and COVID-19 incidences during the pandemic also varied between regions and did not correlate with one another (r = 0.06, 95% confidence interval: −0.56 to 0.63, P = 0.86). In the independent cohort study, 47 GBS cases were reported (COVID-19 status: 13 definite, 12 probable, 22 non-COVID-19). There were no significant differences in the pattern of weakness, time to nadir, neurophysiology, CSF findings or outcome between these groups. Intubation was more frequent in the COVID-19 affected cohort (7/13, 54% versus 5/22, 23% in COVID-19-negative) attributed to COVID-19 pulmonary involvement. Although it is not possible to entirely rule out the possibility of a link, this study finds no epidemiological or phenotypic clues of SARS-CoV-2 being causative of GBS. GBS incidence has fallen during the pandemic, which may be the influence of lockdown measures reducing transmission of GBS inducing pathogens such as Campylobacter jejuni and respiratory viruses

МИНЕРАЛЬНАЯ ПЛОТНОСТЬ КОСТИ ПОСЛЕ ПЕРЕСАДКИ ПЕЧЕНИ

Bone mineral density (BMD) was estimated twice in 18 recipents of ortotopic liver transplantation. There was decreased BMD in axial so as in peripheral skeleton in early time and in vertebral or hip Ward triangle in late time following transplantation being lower in primary biliary cirrosis then in cirrosis following chronic virus hepatitis despite tacrolimus immunosupression without prednisolon. Tacrolimus immunosupression with prednisolon in primary biliary cirrosis patients in late postoperative time was associated with hard BMD lowering which correlated with glucocorticoid therapy duration and prednisolon cumulative dosis. Минеральная плотность костной ткани (МПК) исследована повторно у 18 пациентов (36 наблюдений) после ортотопической трансплантации печени (ОТП). У реципиентов с первичным билиарным циррозом (ПБЦ) и с циррозом печени в исходе хронических вирусных гепатитов на фоне лечения такролимусом (без преднизолона) МПК в ранние сроки после ОТП снижена в области и осевого, и периферического скелета, притом у реципиентов с ПБЦ в достоверно большей степени, а в отдаленные сроки – только в поясничных позвонках или в треугольнике Варда. Иммуносупрессия такролимусом в комбинации с преднизолоном у реципиентов с ПБЦ в отдаленные сроки после ОТП ассоциируется со значительным снижением МПК во всех отделах скелета, выраженность которого определяется продолжительностью терапии преднизолоном и его кумулятивными дозами.

Non-Steroidal Anti-Inflammatory Drugs and Cognitive Function: Are Prostaglandins at the Heart of Cognitive Impairment in Dementia and Delirium ?

Studies of non-steroidal anti-inflammatory drugs (NSAIDs) in rheumatoid arthritis imply that inflammation is important in the development of Alzheimer’s disease (AD). However, these drugs have not alleviated the symptoms of AD in those who have already developed dementia. This suggests that the primary mediator targeted by these drugs, PGE2, is not actively suppressing memory function in AD. Amyloid-β oligomers appear to be important for the mild cognitive changes seen in AD transgenic mice, yet amyloid immunotherapy has also proven unsuccessful in clinical trials. Collectively, these findings indicate that NSAIDs may target a prodromal process in mice that has already passed in those diagnosed with AD, and that synaptic and neuronal loss are key determinants of cognitive dysfunction in AD. While the role of inflammation has not yet become clear, inflammatory processes definitely have a negative impact on cognitive function during episodes of delirium during dementia. Delirium is an acute and profound impairment of cognitive function frequently occurring in aged and demented patients exposed to systemic inflammatory insults, which is now recognised to contribute to long-term cognitive decline. Recent work in animal models is beginning to shed light on the interactions between systemic inflammation and CNS pathology in these acute exacerbations of dementia. This review will assess the role of prostaglandin synthesis in the memory impairments observed in dementia and delirium and will examine the relative contribution of amyloid, synaptic and neuronal loss. We will also discuss how understanding the role of inflammatory mediators in delirious episodes will have major implications for ameliorating the rate of decline in the demented population

Morphologic changes in the nodular goitre induced by the ligasure high frequency current generator

Today, surgical dissection and tissue coagulation with both monopolar and bipolar coagulation as well as LigaSure high frequency current generator (HFCG) are the surgical modalities of choice in the treatment of thyroid pathology. However, the question of the high frequency current effect on the morphofunctional condition of the posthemithyroidectomic parenchyma is still disputable. The goal of the research is a thorough histological analysis of the surgically removed thyroid tissue specimen. The nodular goitre of 50 patients was subject to the histological study. The surgery was performed with the LigaSure HFCG. The 1.0x0.5 thyroid tissue specimens were excised from three areas. Hemithyroidectomy lasted for 40-50 min and thyroidectomy – 120 ± 4.2 min. In both procedures, the blood loss was within 70-150 ml, no haemorrhage being observed in both intra-and postoperative period. The zonal effect of high frequency current on the thyroid structure was determined morphologically, namely coagulation necrosis in the site of direct action, intensified secretory response of the thyroid tissue to the extremal factor in the perifocal area, and typical structure of the nodular goitre with the signs of impaired microcirculation in the remote area. Morphologic changes of the thyroid gland, with high frequency current used as a dissector, are distance-dependent

Role and Value of “Schools of Health” in Forming of Schoolchildren’s World Outlook (in the Example of Kharkiv State Academy of Design and Arts.

Розкрито поняття “педагогічна валеологія”, “педагогіка здоров’я”, “здоров’язберігальна педагогіка”. Вивчено та розкрито особливості впливу “Шкіл здоров’я” на формування здорового способу життя школярів. Проаналізовано основні компоненти моделі “Школи здоров’я”. Виявлено, що “Школа розуміння”, “Школа розвитку”, “Школа діалогу культур” працювали за авторськими програмами розвитку дитини й ґрунтувалися на ідеях відомих педагогів-гуманістів минулого та сучасних концепціях розвивальної освіти, діалогічного навчання, особистісно орієнтованого підходу. Визначено особливості роботи шкіл, основні вимоги та напрями реалізації вальдорфської системи здоров’язбереження школярів. Виявлено недоліки, які заважали впровадженню в практику та розвитку ідей формування здорового способу життя учнів. The article exposed such concepts as “pedagogical valeology”, “health pedagogics”, “health-saving pedagogics”. It was studied and exposed main features of influence of “Schools of health” on forming of schoolchildren’s healthy lifestyle. The basic components of model of “School of health” are analysed. It is educed that “School of understanding”, “School of development”, “School of dialogue of cultures” worked according to the authorial programs of development of a child and rely on ideas of well-known teachers-humanists of the past, and based on modern conceptions of developing education, dialogic studies, person-oriented approach. It was defined the features of work, basic requirements and directions of realization of the Waldorf system of health preservation of schoolchildren. It is educed defects that prevent from practice and development ideas of forming healthy lifestyle of schoolchildren

Formation of Schoolchildren’s Health Culture in Extracurricular Activities (on Example of Poland in the 50-Ies)

У статті розкрито особливості формування культури здоров’я школярів у позакласній і позашкільній діяльності в 50-х роках ХХ століття. Автором проаналізовано особливості діяльності закладів позашкільного виховання школярів Польщі щодо формування здорової особистості. Виявлено, що ці заклади мали добре розроблену методику розвитку здорової особистості школяра засобами гігієнічного та фізичного виховання. Визначено, що в 50-х роках вагомий внесок у формування культури здоров’я школярів у позакласній діяльності мали організовані світлиці та шкільні предметні кола. Доведено, що проблема формування культури здоров’я в Польщі є надзвичайно актуальною та досліджується не тільки на педагогічному рівні, а й на рівні держави, тому вивчення досвіду формування культури здоров’я школярів є актуальним для нашої держави.Aim. To expand the features of schoolchildren’s health culture formation in extra-curricular activities in the 50-ies. Results. Preservation and restoration of health is directly dependent on the level of health culture. One of the most effective factors that affect human development in social and biological principles is the process of forming its own culture of health. Schoolchildren are a big group of population that demand introduction of health education in modern rhythm of life. A great example of such education is schools of Members States of European Union. Problems of education of young people in the context of preserving and improving the health sufficiently well represented in scientific and educational sources. The study of Polish teachers consider health culture of a person as the ability to assess individual and community health needs using in everyday life hygiene and health regulations. It was determined that the majority of pupils both in Poland and in our country do not have the knowledge of the proper organization of free time for the benefit of their own health. Addressing the experience of forming health culture of schoolchildren in extracurricular activities can become an example for the countries of post-soviet space and Ukraine in particular. Pedagogues justified wellness ideas within the education of the person. The features of the extracurricular activities in the institutions were analyzed on the issue of forming a healthy person. It was revealed that these institutions have a well-developed methodology for the development of a healthy person of the schoolchildren for personal hygiene and physical education. It was determined that in 50-ies a significant contribution to the formation of culture of health of schoolchildren in extra-curricular activities had organized rooms and school subject circle. The special characteristics of the organization of the health education of children, principles and ways of forming health are highlighted. Conclusions. The problem of a health culture formation in Poland is extremely urgent and examined not only on the pedagogical level, but also at the state level, so the study of the experience of formation of a health culture of schoolchildren is relevant for our country. It is considered necessary to strengthen the role of extracurricular activities of schoolchildren in the context of forming a culture of health