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The article discusses the transformation processes that have taken place in the management of enterprises in extremely changing conditions of their functioning, which is war. For sustainability and development, these processes require, in particular, rapid adaptation, revision of the following: paradigms of management, security, personnel policy, information flows, business processes and business models; implementation of the principles of inclusiveness and accessibility, cost optimization; introduction of modern digital technologies; increase of productivity. The aim of the article is to substantiate and systematize the transformation processes of enterprise management during the wartime. To achieve this goal, the following tasks have been performed: the main problems in the management of enterprises that hinder their development in wartime have been systematized and characterized; the main blocks that unite the transformation processes in the management of enterprises during wartime are allocated on the basis of an analysis of the experience of various Ukrainian and international companies, this will allow other economic entities to lead their enterprises to sustainability, success, and efficiency. As result of the study, the authors determined that the main challenge in management in peacetime and in wartime is the rapid variability of factors of external influence, which leads to ultra-risky managerial decisions. During the war, it is difficult to foresee all sources of risks in management decisions that affect the business processes of the enterprise. At that, challenges appear quickly due to the variability of external factors, which leads to the rapid adaptation of managerial decisions and the need for their urgent solution. The loss of planning ability directly affects the decrease in the efficiency of the enterprise. Therefore, enterprises are trying to form certain patterns to stabilize their activities in extremely changing conditions of their functioning. Obviously, management has become the key instrument in this. The ability to make management decisions quickly, adapt to changing external factors, and implement high-quality communication with the team are crucial for success. Despite the lack of a one-size-fits-all approach, adhering to these core principles helps leaders navigate wartime and lead their businesses to sustainability, success, and efficiency.

Given the rapid advancement of modern information and communication technologies, as well as the increasing demand for distance and hybrid learning models, it is imperative that prospective teachers attain a high level of digital competence. This study aimed to determine how effective the technique of using Kahoot! to develop the digital competence of prospective primary school teachers. To diagnose the effectiveness of the developed methodology, testing was used which included various types of tasks and questionnaires in order to assess prospective primary school teachers' readiness to use digital tools in their professional activities. The results obtained (tcrit = 1.982) made it possible to conclude that utilizing Kahoot! interactive platform in prospective primary school teachers' professional training contributes to enhancing their digital competence. According to the findings, the gamified application Kahoot! contributes to students' study motivation, creates a favorable psychological atmosphere. A promising area for further research is to explore the prospective teachers' readiness to create multimedia products using state-of-the-art software iClone Pro, Toon Boom Harmony, Anime Studio Pro, etc.

Thomas E Serena,1 Igal Kushnir,2 Alon Kushnir,2 Raphael A Yaakov,1 Kristen A Eckert31Clinical Research, Serena Group, Inc, Cambridge, MA, USA; 2RedDress Ltd., Pardes-Hanna, Israel; 3Strategic Solutions, Inc, Cody, WY, USAIntroduction: Blood has become a major source for wound care products due to its primary role in wound healing. The blood clot provides a fibrin scaffold that serves as a protective, provisional extracellular matrix. The clot dries out and becomes a protective scab, under which a moist wound environment can be maintained. In this study, the safety of an autologous whole blood clot product was evaluated in porcine models.Methods: A total of 24 full thickness dermal wounds were analyzed (6 wounds on each of the 4 porcine models). Eighteen wounds received the whole blood clot product and 6 were treated with saline soaked gauze for 18 days. Reapplications occurred on days 6 and 12. Histological evaluations were carried out to detect the presence of kaolin. Percentage area reduction and adverse events related to the whole blood clot product were assessed.Results: Microscopic evaluation revealed that the whole blood clot product was associated with partial to complete wound reepithelialization, whereas minimal reepithelialization was present with the control. The mean reepithelialization score for the control wounds was 1.0, or 2.3 times less than the mean score for the intervention group. By day 18, the mean reduction in wound area was 41% (SD: 3.8) for the control wounds versus 66% (SD: 6.4) for the wounds treated with the whole blood clot product (P

The connection between the types of potassium concentration and the ecogenesis of the studied groups of animals, with the degree of extreme conditions of breeding, with types of potassium in extreme conditions of breeding is known. In this regard, studies on autochthonous species of ungulates in the Subarctic are of great interest, the most numerous of which is the reindeer (Rangifer tarandus). Comparative analysis of the adaptive responses of NK and LK types at different levels of organization confirmed the presence of the adaptive advantage of animals characterized by a hereditarily high concentration of potassium in the blood in ecological-geographical zones with extreme environmental conditions. As a result of a study on domesticated reindeer, a clearly expressed dimorphism in the level of potassium in the blood was revealed, due to a genetically controlled high NK and low LK concentration. The average level of potassium in whole blood in the studied population of reindeer is 26.94 ± 0.56 meq/l with a variability of 24.61%. It was revealed that the average level of potassium content in whole blood by sex and age was distributed as follows: whales 22.97 - 25.80 meq/l at P> 0.05, castrate bulls had indicators significantly higher than 28.37 - 29.58 meq / l, at P> 0.05, the young showed intermediate indicators - 27.37 - 28.13 at P> 0.05. The intragroup variability in potassium content in whole blood ranged from 15.5 to 31.05%. It was found that in domestic reindeer the ratio of animals of the high-potassium (HK) type is 88.02% and of the lowpotassium (LK) type - 11.98%, while the gene frequencies for highpotassium animals are 0.9381.

The early evolution of a supernova (SN) can reveal information about the environment and the progenitor star. When a star explodes in vacuum, the first photons to escape from its surface appear as a brief, hours-long shock-breakout flare1,2, followed by a cooling phase of emission. However, for stars exploding within a distribution of dense, optically thick circumstellar material (CSM), the first photons escape from the material beyond the stellar edge and the duration of the initial flare can extend to several days, during which the escaping emission indicates photospheric heating3. Early serendipitous observations2,4 that lacked ultraviolet (UV) data were unable to determine whether the early emission is heating or cooling and hence the nature of the early explosion event. Here we report UV spectra of the nearby SN 2023ixf in the galaxy Messier 101 (M101). Using the UV data as well as a comprehensive set of further multiwavelength observations, we temporally resolve the emergence of the explosion shock from a thick medium heated by the SN emission. We derive a reliable bolometric light curve that indicates that the shock breaks out from a dense layer with a radius substantially larger than typical supergiants.

Background and study aims The Bethesda ERCP Skill Assessment Tool (BESAT) is a video-based assessment tool of technical endoscopic retrograde cholangiopancreatography (ERCP) skill with previously established validity evidence. We aimed to assess the discriminative validity of the BESAT in differentiating ERCP skill levels. Methods Twelve experienced ERCP practitioners from tertiary academic centers were asked to blindly rate 43 ERCP videos using the BESAT. ERCP videos consisted of native biliary cannulation and sphincterotomy and were recorded from 10 unique endoscopists of various ERCP experience (from advanced endoscopy fellow to > 10 years of ERCP experience). Inter-rater reliability, discriminative validity, and internal structure validity were subsequently assessed. Results The BESAT was found to reliably differentiate between endoscopists of varying levels of ERCP experience with experienced ERCPists scoring higher than novice ERCPists in 11 of 13 (85%) instrument items. Inter-rater reliability for BESAT items ranged from good to excellent (intraclass correlation range: 0.86 to 0.93). Internal structure validity was assessed with item-total correlations ranging from 0.53 to 0.83. Conclusions Study findings demonstrate that the BESAT, a video-based ERCP skill assessment tool, has high inter-rater reliability and has discriminative validity in differentiating novice from expert ERCP skill. Further investigations are needed to determine the role of video-based assessment in improving trainee learning curves and patient outcomes.

Purpose: This paper aims to ask how the European Higher Education Area (EHEA) has orchestrated a sustainable development (SD) agenda in its international policy since 2020. Design/methodology/approach: By drawing on theoretical ideas around policy orchestration as a key UN governing strategy and applying them to the analysis of the progression of the SD agenda in the EHEA, the paper conducts a thematic analysis of six recent key EHEA international policy documents and 19 interviews with key Bologna stakeholders in France, Germany and Italy. Findings: The resultant analysis uncovers three overarching key themes that show the EHEA has the capacity to mitigate pitfalls in the UN's SD agenda; some weaknesses of the UN's orchestration of SD are translated into weaknesses in the EHEA's formulation of its SD agenda; and the further development of an SD agenda as an essential direction of EHEA's work. The paper then goes on to discuss how EHEA policies only mention SD discourse, omit concrete plans for its implementation and keep the very meaning of SD ambiguous throughout international policy documents. Originality/value: The authors offer three original recommendations that the EHEA should adopt in an attempt to mitigate the issues raised in the run-up to its 2030 deadline for implementing its policies--the EHEA should develop an explicit definition of SD; recognise the Euro-centredness of EHEA policies and open them up to other voices; and cite academic research when developing policy documents.

Past literature examining dissociation beyond white populations is sparse. The few studies that have diversified their sampling report higher rates of dissociative symptomatology amongst black participants as compared to other racial groups. However, much of this research has failed to extend their findings beyond the general conclusion of an observable racial discrepancy in experienced dissociation. The present study incorporates theoretical models of racial traumatic stress and maladaptive dissociative coping in its investigation of perceived exposure to racial abuse as a potential factor for racial differences in dissociation—specifically of the nonpathological variety. Findings reveal a significantly higher rate of nonpathological dissociation amongst black individuals as compared to white individuals. Less statistically conclusive results were obtained regarding the degree of exposure to racial abuse and related dissociative tendencies. Yet, intrinsic limitations within the study were largely due to the difficulty in quantifying the vast complexities of experienced racism, suggesting the tentative importance of the findings. Discussions on racial trauma, dissociative phenomena, and hierarchical networks—as well as suggested directions for future research—are included.

The research literature on leisure indicates that it is perceived differently by sector and culture. In Israel, one's affiliation with religious or non-religious groups affects one's perception of leisure and its legitimacy. The common activities of religious and secular people include studies in general, and Torah study in particular, as activities carried out by choice and for pleasure. In this research Torah study is considered in its wide meaning, as including all traditional Jewish texts. The research sought to try and understand various characteristics of people who study Torah as a leisure activity and to illuminate aspects rarely addressed in the academic literature, mainly students' perception of study efforts, importance of studies, the contribution of studies and satisfaction with studies. The sample included 234 respondents divided into three groups: Torah students (56) who were studying in a hevruta (collaborative) format, Torah students (50) who were studying a course by participating in lectures, and a control group (128) who were studying other theoretical topics by participating in lectures. The findings of this research indicate that Torah study nowadays takes place not only as an obligation but rather also as an elective activity in formal courses and hevruta study groups -- an activity that transcends the religious dimension and involves a choice and pleasure for all learners. Additionally, Torah students perceived their studies as having greater contribution, more important and more satisfying than students of non-Torah subjects. The method of study (collaborative vs lectures) did not affect these perceptions. The findings may have applied implications beneficial to society in general. The research findings illuminate the potential of Torah study as a leisure activity and its capacity to unite various sectors in Israeli society.

The emphasis is placed on changes in the educational field of Ukraine and the importance of forming the competencies of future journalists. Features of the application of modern information technologies in distance learning are outlined. A review of scientific sources of Ukrainian and foreign scientists on the stated issues. The relevance of the introduction of integrated technologies in modern journalism education, which contributes to improving the training of future professionals, the formation of his competencies. Definitions of the concepts "integrated learning", "interdisciplinary approach", "team learning" are defined. The focus is on the need to use an integrated approach - binary classes to increase the level of cognitive activity and activity of higher education. The focus is on forming multi-qualification of the modern journalist working in convergent newsrooms. Means of practical training of students that significantly affect the formation of professional competencies are identified. The importance of media literacy and critical thinking for the training of future journalists has been updated. According to the results of an online survey of students, it was found that interactive teaching methods increase the level of critical thinking and form skills of verification of information as a program competence of future media professionals. Scientific approaches to understanding the concept of "binary class", the organization and methods of its implementation, the features of distance learning during the pandemic. The binary online lesson "Critical Thinking: Verification of Online Content" for students-journalists in the disciplines of journalism (photo and online journalism) on the Zoom platform is described. The skills and abilities necessary for the future mediator, which create a positive professional image and public authority, are generalized and classified. Summarized the application of new learning technologies for self-realization of students, the atmosphere of cooperation, increased responsibility of teachers for the results of their work. Vectors of further research of integrated interdisciplinary classes in the educational process are outlined.

This study delves into the psychological effects of vocal therapy on university music students, addressing a gap in research on targeted mental health interventions for this group. Amidst the unique pressures of music education, this research examines how vocal therapy influences students' coping strategies, social connectedness, mental health, and resilience. Utilizing various validated instruments like the Kenny Music Performance Anxiety Inventory (K-MPAI), Short Form-36 (SF-36), UCLA Loneliness Scale, Coping Inventory for Stressful Situations (CISS), and the Connor-Davidson Resilience Scale (CD-RISC), the study compares students undergoing vocal therapy with those who are not. Results indicate a significant reduction in performance anxiety, improved general health and mental well-being, decreased feelings of loneliness, enhanced coping strategies, and increased resilience in students participating in vocal therapy. These findings underscore the efficacy of vocal therapy as a comprehensive intervention, advocating for its integration into university mental health services. This study contributes to the growing field of music therapy and mental health, offering essential insights for educational institutions, mental health professionals, and music educators.

The European Higher Education Area (EHEA) is an international initiative for the harmonisation of higher education (HE) systems in 49 countries. Literature about UK's participation in the EHEA is limited, and the role of EHEA's membership for the UK, particularly after the end of the Brexit transitional period, has not been researched. The originality of the study reported in this paper is in addressing this gap by exploring the perspectives of key UK HE actors on the strategic significance of UK's memberships in the EHEA post-2020 for the UK. The paper draws on the theoretical ideas of rational choice neo-institutionalism, differentiated Europeanisation and internationalisation, and a thematic analysis of 19 official communications of key stakeholders and six in-depth interviews with their representatives. The findings contribute to filling in a significant gap in the literature about Bologna in the UK in making a distinction between its two memberships in the EHEA and the differences and complexities of the roles they play in constructing UK's overarching agenda in HE particularly in the post-Brexit context. The article has also contributed to the literature about Bologna more widely, presenting an investigation into differentiated Europeanisation that has been taking place within one unique post-EU country.

How do children learn about the structure of the social world? We tested whether children would extract patterns from an agent's social choices to make inferences about multiple groups' relative social standing. In Experiment 1, 4- to 6-year-old children (N = 36; tested in Central New York) saw an agent and three groups ("Group-A," "Group-B," and "Group-C") and observed the agent choose between pairs of individuals from different groups. Across pairwise selections, a pattern emerged: The agent chose individuals from "Group-A" > "Group-B" > "Group-C." Children tracked the agent's choices to predict that "Group-A" was "most-preferred" and the "leader" and that "Group-C" was "least-preferred" and the "helper." In Experiments 2 and 3, we examined children's reasoning about a more complex pattern involving four groups and tested a wider age range. In Experiment 2, 5- to 10-year-old children (N = 98; tested in Central New York) used the agent's pattern of pairwise choices to infer that the agent liked "Group-A" > "Group-B" > "Group-C" > "Group-D" and to make predictions about which groups were likely to be "leaders" and "helpers." In Experiment 3, we found evidence for social specificity in children's reasoning: 5- to 10-year-old children (N = 96; from 26 US States) made inferences about groups' relative "social" but not "physical" power from the agent's pattern of affiliative choices across the four groups. These findings showcase a mechanism through which children may learn about societal-level hierarchies through the patterns they observe over time in people's group-based social choices.

The psychos stimulators are known to be able to excite catecholamine mechanisms in the nervous system, in particular to increase freeing of catecholamine from presynaptic completions. The purpose of work was an estimation of changes of catecholamine (adrenalin and noradrenalin) in the structures of cerebrum after sidnocarb treatment in the conditions of ex-periment on 48 Vistar rats. The model of the proof pathological state of cerebrum for rats was created by intrastomach intro-duction of sidnocarb in the dose of 5 mg/kg 2 times per a day during 14 days. The concentration of adrenalin and noradrenalin in the structures of brain was determined by flyuorometric method. The frontal area of neocortex, striate body, medialis part of talamus, pons and hypocampus were chose. The accumulation of adrenalin was observed in hypocampus and medialis part of thalamus by the 3rd day, the increase of concentration was on 26,1% and 43,9% correspondly. The considerable increase of adrenalin concentration in the striate body have been determined (on 76,7%) and in the neocortex (in 2,2 times). By the 14th day of sidnocarb treatment the level of adrenalin in the pons was lower on 48,1% that in control animals. Thus, the changes of noradrenalin concentration during the development of experimental psyxosis by sidnocarb treatment were significant and had different character.

This study examines how children’s beliefs about the malleability of intelligence (intelligence mindset) and the value of failure (failure mindset) relate to their choice between an easy task and a hard task (achievement orientation) across culture. An online interview was conducted with 113 Singaporean children and 122 U.S. children aged between 4.0 and 9.9 years, during which achievement orientation was measured with a hypothetical scenario, and intelligence and failure mindsets were measured with child-friendly Likert scale items. Results showed across cultures, older children were more likely to endorse a growth mindset, a failure-is-motivating mindset, and choose a harder task. After controlling for age, the correlation between intelligence mindset and achievement orientation was not significant for either culture. Failure mindset correlated with achievement orientation for Singaporean but not U.S. children. These findings suggest that viewing failure as motivating may be especially important for Singaporean children to face challenging tasks.

Moral learners face an underdetermination problem – the rules they are taught cannot account for all novel cases. One way learners solve this problem is through closure principles, through which a learner assumes that anything that isn’t explicitly forbidden is permitted, and vice versa. The current work aims to explore whether closure rules are used when reasoning about obligations. Building on previous work, we ask 1) whether adults and children use obligation rules in a similar manner to rules about permissibility and impermissibility, and 2) how early in life these inference abilities emerge. Across two studies, we explore inferences about obligation from both adults (N = 120, Mage = 33.73 years) and children (N = 103, Mage = 5.52 years). We found that while both adults and children rationally learn closure principles consistent with deontic logic, children and adults make opposite inferences about novel cases when provided with obligation rules.

Children exhibit sophisticated explanatory judgments: they expect, value, and judge explanations of salient facts. Do children also believe that everything must have an explanation? If so, they would exhibit a metaphysical explanatory judgment conforming to what philosophers have called the Principle of Sufficient Reason (PSR). In this study, 6-9-year-old children (N = 80, Mage = 7.92, SDage = 1.21) were shown statements across domains (Psychology, Biology, Nature, Physics, Religion, and Supernatural) and asked if they agree that each statement must have an explanation. As a foil, children were also asked about coincidences, which, putatively, aren’t apt for explanation. Indeed, children conform to the PSR: children of all ages believed that the statements must have an explanation. Notably, 7-9-year-olds thought coincidences don’t have to have an explanation, while 6-year-olds didn’t differ between the statements and coincidences. This is the first step at uncovering a developmental change in our metaphysical explanatory judgments.

Acting for the greater good often involves paying a personal cost to benefit the collective. In two studies, we investigate how children (N = 154, Mage = 7.94 years, SD = 1.13, Range = 6.03 – 9.98 years) reason about cost and consequence. Children predicted how many agents would pay a personal cost to prevent a consequence for their entire community and judged agent(s) who refused to pay this cost. In Study 1, children expected more agents to pay a minor cost to prevent a major consequence and judged defection as less permissible than in the opposite case. Study 2 investigated the intermediate cases (Major/Major and Minor/Minor Cost/Consequence). Children expected agents to pay a minor cost regardless of consequence, and only expected agents to pay a major cost when consequence was major. In their judgments, children only considered consequence – defection was more permissible when consequence was minor, regardless of cost.

Children are developing alongside interactive technologies that can move, talk, and act like agents, but it is unclear if children's beliefs about the agency of these household technologies are similar to their beliefs about advanced, humanoid robots used in lab research. This study investigated 4-11-year-old children's (N = 127, M[subscript age] = 7.50, SD[subscript age] = 2.27, 53% females, 75% White; from the Northeastern United States) beliefs about the mental, physical, emotional, and moral features of two familiar technologies (Amazon Alexa and Roomba) in comparison to their beliefs about a humanoid robot (Nao). Children's beliefs about the agency of these technologies were organized into three distinct clusters--having experiences, having minds, and deserving moral treatment. Children endorsed some agent-like features for each technology type, but the extent to which they did so declined with age. Furthermore, children's judgment of the technologies' freedom to "act otherwise" in moral scenarios changed with age, suggesting a development shift in children's understanding of technologies' limitations. Importantly, there were systematic differences between Alexa, Roomba, and Nao, that correspond to the unique characteristics of each. Together these findings suggest that children's intuitive theories of agency are informed by an increasingly technological world.