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Copyright of Global Journal of Economics & Business is the property of Refaad for Studies, Research & Development and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

GERD has been a source of tension and a diplomatic deadlock between Egypt and Ethiopia. Diplomacy and cooperation are the only means to resolve these issues. The inability to recognize the current reality that emanates from contradictory narration leads Ethiopia and Egypt relations on the GERD into full mistrust and misconception, and even moving toward confrontation. Accordingly, this study was intended to examine how public diplomacy enhances mutual understanding between Ethiopia and Egypt on the GERD. This study employed a qualitative research approach with in-depth literature review. The findings of the research reveal that securitization, counter-securitization narration, and over-politicization are dominant in the GERD at the cost of the objective reality that muddies Nile water utilization. Hence, the study identified strong popular narratives based on ultra-nationalism and political rhetoric on the GERD that were built by successive government officials, and media, scholars based on past and current events deepened the mistrust. The researcher recommends that Ethiopia and Egypt should widen diplomatic efforts in addition to conventional diplomacy by implementing public diplomacy elements to understand their vice-versa genuine concern and build confidence in GERD, which ultimately fosters effective cooperation.

Transitioning to renewable energy is an urgent global goal. Wind energy is a promising renewable source with contentious obstacles. Using the Yatir Wind Farm project in Israel as a case study, we explore the potential of framing in identifying and mitigating obstacles in a wind farm project. The cognitive and strategic frames employed by stakeholders were elicited through 18 semi-structured interviews and more than 100 documents. This analysis highlights three conflicting issues: potential or perceived harm to neighboring residents, protecting birds and bats, and adapting to changing regulations throughout the process. Regarding residents' opposition to feared harm from the project, initial cautious curiosity was followed by distrust and deep disappointment due to a lack of transparency and a sense of abandonment facing perceived existential threats to their health and homes. This led residents to conduct legal battles, which resulted in their claims being rejected. It also led to the breakdown of relationships among neighbors opposing and promoting the wind farms. In the case of bird and bat protection, stakeholders initially framed concerns emotionally until the dialogue shifted to scientific discourse, resulting in the successful refinement of mutually agreed upon regulatory guidelines. The structural appeal mechanisms effectively addressed evolving regulations, overcoming the lack of mutual understanding and resulting in the adoption of the majority of the new regulatory requirements. The analysis underscores the importance of understanding stakeholders' frames for effectively working through the complex and transdisciplinary nature of sustainability transitions and achieving successful outcomes. It also reveals the need for formal mechanisms to validate stakeholder needs and integrate them into decision-making processes. Recommendations include early and meaningful public involvement, process improvement for stakeholder engagement, and enhanced transparency in decision-making processes. [ABSTRACT FROM AUTHOR]

This paper presents an analysis of how three interlocutors sequentially organize and accomplish mutual understanding in naturally occurring audiovisual recordings of therapy sessions. The analysis is in keeping with microanalysis of face-to-face dialog (MFD) and follows operational definitions of three-step micro-processes that interlocutors use when they calibrate new information; that is, how they agree that they have understood each other's words and actions well enough for current practical purposes. Pointing to some of the complexities that characterize triadic interactions, the analysis contributes with new documentations of 'suspended', 'nested', 'branched', 'multi-paced', and 'mixed interpretations' calibrations. The analysis also demonstrates how interlocutors may calibrate the 'tone' of an utterance before the topical content is mutually understood. The results and their implications may be relevant to practitioners of institutional talks at large, where the quality and outcome of, for instance, assessments and interventions largely rely on accomplishing mutual understanding. [ABSTRACT FROM AUTHOR]

Subsurface engineering projects with high socio-environmental impacts raise strong controversies among stakeholders, which often affects the projects' implementation. These controversies originate from a loss of public confidence in the decision-making process, lack of information about new technologies, and the desire of some promoters to avoid conflict. The lack of methodologies to structure each stage of the debate can, in this context, lead to the crystallization of the stakeholders' positions and to the failure of the project. To promote mutual understanding and constructive exchanges, this article presents a combination of methods based on psychosocial engineering principles to support debate and encourage stakeholders to participate with an openness posture. The method is based on a set of studies conducted as part of the "Social Governance for Subsurface Engineering" project and includes three stages: (1) develop stakeholders' knowledge so that they are able to participate in the debate with an informed viewpoint; (2) commit stakeholders to participate in the debate by adopting a posture conducive to constructive exchanges; and (3) structure exchanges between stakeholders through the use of cooperative methods facilitating the adoption of an openness posture. [ABSTRACT FROM AUTHOR]

The question of the contribution of the literary reading to the mobilization of interactional skills, when carrying out the presentation activity, is treated in this article from a study dealing with the praxeological as well as epistemic dimension. The qualitative analysis, firstly, carried out on the thematic choices of the learners during the realization of their presentation reveals significant clues for the understanding of the content of the presentation activity, then, on that of the tasks undertaken in this oral part of the activity made it possible to find the path followed by the learners to carry out the micro-tasks in the speaking turns. On the one hand, the objective in this study is to detect the thematic choice which is at the origin of the development of interactive exchanges, the increase in the number of communicative sequences and the deployment of the oral comprehension activity, on the other hand to distinguish the model of organization of tasks likely to establish intercomprehension in the class group. The two targeted dimensions made it possible to find the meso-tasks that lead to the realization of the activity of the presentation, even more to distinguish that at the origin of the installation of the intercomprehension. Résumé La question de l’apport de la lecture littéraire sur la mobilisation des compétences interactionnelles, lors de la réalisation de l’activité de l’exposé, est traitée dans cet article à partir d’une étude traitant de la dimension praxéologique ainsi qu’épistémique. L’analyse qualitative, d’abord, portée sut les choix thématiques des apprenants durant la réalisation de leur présentation révèle des indices significatifs pour la compréhension du contenu de l’activité de l’exposé, ensuite, sur celle des tâches entreprises dans cette partie orale de l’activité a permis de retrouver le cheminement suivi par les apprenants pour la réalisation des micro-tâches dans les tours de parole. D’une part, l’objectif dans cette étude est celui de déceler le choix thématique qui est à l’origine du développement des échanges interactifs, de l’augmentation du nombre de séquences communicatives et du déploiement de l'activité de compréhension orale, d’autre part de distinguer le modèle d'organisation des tâches susceptible d’installer l'intercompréhension dans le groupe de classe. Les deux dimensions ciblées ont permis de retrouver les méso-tâches qui conduisent à la réalisation de l’activité de l’exposé, encore plus de distinguer celle à l’origine de l’installation de l’intercompréhension.

\nCONTRIBUTION TO THE FIELD This study examined the motivations, perceived benefits, and challenges of engaging in intergenerational programs from the perspectives of older adults and university students. A narrative interview approach was employed, involving a sample of 38 older adults and 20 university students who participated in intergenerational programs in Hong Kong. The motivation to reinforce intergenerational contact, strengthen social cohesion, and previous productive experiences were driving forces behind individuals’ participation in intergenerational programs. Moreover, participating in intergenerational programs enhanced mutual understanding between generations, and expanded knowledge and social circles of participants. However, participants found it was challenging to cope with intergenerational conflicts, role conflict and ambiguity, inactive engagement, and difficulty in establishing meaningful connections between generations. It is suggested that program designers and organizers should establish collaboration between various institutions, provide appropriate training sessions, and incorporate meaningful and purposeful components in program design to improve the quality of intergenerational programs. Motivations of participation included strengthening intergenerational contact and social cohesion, and previous positive experiences. Intergenerational programs enhanced mutual understanding, mental well-being, knowledge sharing, and social circles. Enhancing program preparations and design, facilitating skills, and quality interactions are important for intergenerational programs. Motivations of participation included strengthening intergenerational contact and social cohesion, and previous positive experiences.Intergenerational programs enhanced mutual understanding, mental well-being, knowledge sharing, and social circles.Enhancing program preparations and design, facilitating skills, and quality interactions are important for intergenerational programs. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Around the world, cultural and educational events are employed as a component of public diplomacy. Due to cultural and educational activities, there is a growth in mutual understanding between nations and a strengthening of long-term relations. Countries must listen to what others have to say in order to develop and effectively articulate their own interests. This is necessary for exchange programs to be effective public diplomacy tools. People get more connected to one another as they get to know and understand one another, miscommunications are cleared up, and lasting relationships are developed to open doors for various types of partnerships. By assessing virtual Erasmus+ mobility in the framework of exchange diplomacy during the Covid-19 pandemic phase, this study seeks to ascertain the status of making a contribution to public diplomacy. Answers to the research questions posed in the purpose section of the study are sought through structured interviews with international students using descriptive analysis, one of the qualitative research methodologies. This study is the first to evaluate virtual mobility within the context of exchange diplomacy, and it shows that programs for virtual exchange will also support public diplomacy. [ABSTRACT FROM AUTHOR]

Is curiosity a virtue or a vice? Curiosity, as a disposition to attain new, worthwhile information, can manifest as an epistemic virtue. When the disposition to attain new information is not manifested virtuously, this is either because the agent lacks the appropriate motivation to attain the information or because the agent has poor judgement, seeking information that is not worthwhile or seeking information by inappropriate means. In the right circumstances, curiosity contributes to the agent's excellence in character: it is appropriate to praise the agent for being curious, blame the agent for not being curious, and also prompt the agent to cultivate such curiosity, at least in some of the relevant contexts. We believe curiosity can also manifest as a moral virtue when it helps an interpreter view a speaker as an agent with a valuable perspective on the world. Especially in interactions where either there is a marked power imbalance between interpreter and speaker, or interpreter and speaker have identity beliefs that lead them to radically different worldviews, curiosity can help foster mutual understanding, and prevent the interpreter from dismissing, marginalizing, or pathologizing the speaker's perspective. [ABSTRACT FROM AUTHOR]

Copyright of Versants: Revista Suiza de Literaturas Románicas is the property of University Library of Bern and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Many online learning experiences integrate some form of dialogic interaction among instructors and learners. However, the degree to which these individuals come to a mutual understanding of their task and topic, a phenomenon called intersubjectivity, often remains a question. This systematic review of online learning research examines 48 peer-reviewed journal articles published between 2004 and 2021, looking at the overall trajectory of the research conversation across time, disciplines, modality and learning activities; major trends in methods, and focus; and interconnectedness. Findings suggest a dispersed body of literature, with some small groups of interconnected work but little cohesion or traction as a research field. This review has implications for future researchers in this area, who are encouraged to synthesize across this body of research and work together to establish and pursue an agenda for the field that will not only further inquiry in this area but also lead to practical knowledge about learning activity design and facilitation that is useful to online instructors. [ABSTRACT FROM AUTHOR]

Subsurface engineering projects with high socio-environmental impacts raise strong controversies among stakeholders, which often affects the projects’ implementation. These controversies originate from a loss of public confidence in the decision-making process, lack of information about new technologies, and the desire of some promoters to avoid conflict. The lack of methodologies to structure each stage of the debate can, in this context, lead to the crystallization of the stakeholders’ positions and to the failure of the project. To promote mutual understanding and constructive exchanges, this article presents a combination of methods based on psychosocial engineering principles to support debate and encourage stakeholders to participate with an openness posture. The method is based on a set of studies conducted as part of the “Social Governance for Subsurface Engineering” project and includes three stages: (1) develop stakeholders’ knowledge so that they are able to participate in the debate with an informed viewpoint; (2) commit stakeholders to participate in the debate by adopting a posture conducive to constructive exchanges; and (3) structure exchanges between stakeholders through the use of cooperative methods facilitating the adoption of an openness posture.

Although information systems development (ISD) projects are critical to organizations and improving them has been the focus of considerable research, successful projects remain elusive. Focusing on the cognitive aspects of ISD projects, we investigate how and why mutual understanding (MU) among key stakeholder groups (business and information technology managers, users, and developers) changes within and across projects, and how it affects project success. We examine relationships among project planning and control mechanisms; sensegiving and sensemaking activities by, and MU among, these stakeholder groups; and project success. Combining deductive and inductive approaches for theory building, we develop an initial model based on the literature and then modify it based on the results of a longitudinal embedded mixed-methods study of 13 projects at 2 organizations over a 10-year period. The results provide insights into the development of MU within projects, including (1) how MU changes during projects as a result of cognitive activities (sensegiving and sensemaking); (2) how planning and control mechanisms (and the associated artifacts) affect these cognitive activities; (3) how MU, and achieving it early in the project, affects success; and (4) how stakeholder engagement (in terms of depth, scope, and timing) affects the relationships in (1) and (2). The results also indicate that project management mechanisms, stakeholder engagement, and MU may change (either improve or deteriorate) across projects, depending on the disagreements among stakeholders in previous projects, the introduction of new project elements in subsequent projects, and the reflection on previous projects. [ABSTRACT FROM AUTHOR]

Previously, we were aware of the fact that a Ground rule book is a set of articulated points which induce the expected behaviour of a student inside the classroom. In the earlier decade of the 21st century, the ground rules were set generally by the faculties instead of involving the students themselves in setting the rules. The survey shows, that the students' try to adhere to the rules increases as they play a role in creating or designing the framework for it. This study shows an analysis report on qualitative research on setting the ground rule book practice for the last three years in the teaching-learning process. In this paper, the various parameters of ground rules and their outcomes are discussed. The parameters are identified by discussing and interviewing the student leaders of each year and the applicability of the ground rules is also verified by the teaching faculty to prepare the analysis report. [ABSTRACT FROM AUTHOR]

In this paper we explore the use of multimodal and multilingual semiotic resources in interactions between two deaf signing participants, a researcher and an asylum seeker. The focus is on the use of gaze and environmentally coupled gestures. Drawing on multimodal analysis and linguistic ethnography, we demonstrate how gaze and environmentally coupled gestures are effective semiotic resources for reaching mutual understanding. The study provides insight into the challenges and opportunities (deaf) asylum seekers, researchers, and employees of reception centres or the state may encounter because of the asymmetrical language competencies. Our concern is that such asymmetrical situations may be created and maintained by ignoring visual and embodied resources in interaction and, in the case of deaf asylum seekers, by unrealistic expectations towards conventionalized forms of international sign. [ABSTRACT FROM AUTHOR]

The article is devoted to the analysis of theoretical and methodological foundations of the study with the problem of forming a communicative competence of the individual. Here we are considering a psychological content of the concept of "communicative competence", its structural components and functions, as well as a today's approach to the formation of communication competence of the individual. It is emphasized an important influence of integrative learning and interactive methods for the formation of communicative competence. It is noted the interdependence of communicative culture and communicative competence. Also it is noted a mutual understanding between the interlocutors as the foundation of business or interpersonal communication and the psychological condition of activation the communicative competence in any communicative interaction. The significance of the study the mechanisms of activating communicative competence to optimize conflict practices and professional training of specialists are proved. The psychological and pedagogical recommendations for the formation of communicative competence of the individual are developed. It is noted that current means of forming communicative competence must be focused on all structural components of the individual, since their interconnection with communicative experience is a personal-communicative formation as a psychological instrument for achieving social requests respectively. [ABSTRACT FROM AUTHOR]

Individuals with impairments face challenges in their seeking to accomplish communicational goals. Despite continuous efforts to communicate, often they appear disregarded. A critical discussion of mutual understanding provides a basis for an investigation of institutional encounters. Video ethnography and field work were carried out in a residential care facility involving an individual with acquired brain injury and professionals. In revisiting the concept of 'communicational understanding', an analysis of the individual's efforts to communicate and the professionals' apparent disregard showed discrepancies. This research focused on a perceived lack of 'communicational care' in turning the spotlight towards the individual and mutual understanding. • Ethnographic observations of institutional encounters foreground the individual with acquired brain injury • The professionals' response management presuppose the existence of mutual understanding • Mutual understanding as concept is discrepant to a manifest lack of awareness of the individual's needs • The professionals' choice of action interprets as an institutionalized lack of 'communicational care' refuting mutuality in understanding • A critical approach to mutual understanding underpins the individual's perspective [ABSTRACT FROM AUTHOR]

The article presents results of a study on the possibilities of using the ‘Scales’ research technique for assessing the effectiveness of learning interactions in primary school children. The study involved 90 students of primary school (N=90), grades 1 to 4. We discuss the issue of using computer tools in activity- based assessments. In our study, we have implemented the fundamental theoretical principle, according to which the very nature of participants’ activities determines the structure of the digital system construction. We show that evaluating the effectiveness of learning interactions in joint problem-solving tasks is possible in situations when the ‘digital shell’ of the students’ activities becomes a means to actualize the processes of communication, exchange of actions, mutual understanding and reflection, which determine the process of setting the learning task and finding the generalised way of solving it. It is noted that in the course of solving experimental problems, there is a qualitative change in these processes, which are an integral characteristic of the sense of community that arises between children and adults and, in turn, allows children to reach beyond the framework of the current subject problem and to move over to meaning-based interactions (Z=-3.651, Asympt.Sig.(2-tailed)

Is curiosity a virtue or a vice? Curiosity, as a disposition to attain new, worthwhile information, can manifest as an epistemic virtue. When the disposition to attain new information is not manifested virtuously, this is either because the agent lacks the appropriate motivation to attain the information or because the agent has poor judgement, seeking information that is not worthwhile or seeking information by inappropriate means. In the right circumstances, curiosity contributes to the agent’s excellence in character: it is appropriate to praise the agent for being curious, blame the agent for not being curious, and also prompt the agent to cultivate such curiosity, at least in some of the relevant contexts. We believe curiosity can also manifest as a moral virtue when it helps an interpreter view a speaker as an agent with a valuable perspective on the world. Especially in interactions where either there is a marked power imbalance between interpreter and speaker, or interpreter and speaker have identity beliefs that lead them to radically different worldviews, curiosity can help foster mutual understanding, and prevent the interpreter from dismissing, marginalizing, or pathologizing the speaker’s perspective.

Recognizing the renewed national awareness of racial tensions and economic disparities, the need for solace in the wake of the coronavirus pandemic, and the legacy of the events of September 11, 2001, American art museums have unique opportunities to provide safe spaces in which to encourage mutual respect through interfaith dialogue. This case study highlights the important role that museums can play in exploring diverse points of view and in inspiring empathy and religious understanding. The authors examine the mutual benefits of bringing together museum staff, academics, faith and community leaders, and docents of various faiths, with each contributing their own expertise to the process. This article considers the opportunities and criteria for selecting artworks that effectively present recurring themes of shared fundamental beliefs across history and cultures, and introduces an innovative touring model that promotes open and respectful discourse and our common humanity. [ABSTRACT FROM AUTHOR]

How do we gauge understanding? Tests of understanding, such as Turing's imitation game, are numerous; yet, attempts to achieve a state of understanding are not satisfactory assessments. Intelligent agents designed to pass one test of understanding often fall short of others. Rather than approaching understanding as a system state, in this paper, we argue that understanding is a process that changes over time and experience. The only window into the process is through the lens of natural language. Usefully, failures of understanding reveal breakdowns in the process. We propose a set of natural language-based probes that can be used to map the degree of understanding a human or intelligent system has achieved through combinations of successes and failures. [ABSTRACT FROM AUTHOR]

Coordinating and implementing ecosystem restoration projects can be challenging when the professions involved have differing perceptions of ecological restoration and implementation in practice. To overcome these barriers in complex restoration projects, we suggest analysing ecosystem restoration as a boundary object, a concept drawn from the field of science and technology studies. We use a large scale restoration project in the Dovre Mountains of Norway to demonstrate the validity of using the boundary object concept in this context. The restoration involves a former military training area where the goal of the project was to protect and restore the environment and allow for civilian use. We examine how the different professions developed sufficient mutual understanding to make the project work. In particular, we explore the extent to which the perceptions of different professions overlap, the diversity of the perceptions in the project and how this might influence the outcome of the restoration. The boundary object concept offers potential to help improve restoration quality and reduce conflicts. [ABSTRACT FROM AUTHOR]

The study of police public relations is a new phenomenon that has been rising lately. Indeed, along with the growth of modernity, increasing disputes, the need for convergence, and the community environment, there have been increasing demands from the public for the police to make changes in their actions and attitude when dealing with the community. This research uses qualitative methodology as it explores activities carried out by police institutions. Hence, the a case study is a right research method because this research explores the government’s agency, especially within public policy. The research result shows that to complete this job correctly, the police need public support, and to maximize this support, the police need the functions of police’s public relations at all levels, from the National Police Headquarters to the District Police.

How do we gauge understanding? Tests of understanding, such as Turing's imitation game, are numerous; yet, attempts to achieve a state of understanding are not satisfactory assessments. Intelligent agents designed to pass one test of understanding often fall short of others. Rather than approaching understanding as a system state, in this paper, we argue that understanding is a process that changes over time and experience. The only window into the process is through the lens of natural language. Usefully, failures of understanding reveal breakdowns in the process. We propose a set of natural language-based probes that can be used to map the degree of understanding a human or intelligent system has achieved through combinations of successes and failures.

Despite the fact that information systems ontologies [ISOs] support the mutual understanding between human beings and software applications, human beings and software applications do not understand ISOs' contents in the same way. The same applies to ontological integration. This paper attempts to account for such discrepancies by emphasizing that while human being can have access to entities represented in ISOs, software applications cannot. [ABSTRACT FROM AUTHOR]

Introduction. The proposed paper discusses communication situations of mutual misunderstanding up to mutual rejection of each other by the parties. The research assumption is that misunderstanding in human communication is not necessarily accompanied by its overcoming. “Miscommunication communication” forms a communicative space that reveals the diversity of practices of personal self-realization, intergroup and intercultural interaction, while retaining the perception of the other side as incomprehensible.Methodology and sources. The methodological framework for analysis is a social constructionalist approach to the study of social reality, offering a conceptualization of the practical and observable actions of individuals or, in other words, “what people do when they act”. According to pragmatically oriented methodology, we cannot make an exhaustive conclusion about the internal reasons that motivate people to act in one way or another, but we can consider linguistic and non-linguistic actions that are perceived and interpreted by them as having a certain meaning and, therefore, trigger a certain response. The meanings that communicators give to a message are not pre-defined, but are created, produced, and constructed in a communicative interaction through contextspecific discursive procedures and practices, while also triggering specific socially recognizable types of contexts.Results and discussion. The variant of classification of various types of cognitive and communicative experience acquired by people in situations of misunderstanding is offered. Empirical data are the records of interviews, conversations, and comments that are at our possession. The basis for distinguishing between communicative scenarios of misunderstanding is the values in the range of “expanding one's own experience” ↔ “isolation from others' experience”. The structure of description of the selected situations includes: communicative status of the participant; verbal formulas that determine the choice of vector by the participants of the communication; characteristics of cognitive and communicative experience generated by a situation of misunderstanding; examples and illustrations containing replicas, comments, description of life situations of collision with misunderstanding, corresponding to a specific communicative scenario.Conclusion. Situations of misunderstanding are developed in scenarios that provide their participants with the resources to cope with the threat of risk to their personal or group (cultural) identity. The range of cognitive and communicative practices ranges from recognizing the value of cultural (social) diversity for social and personal development to discriminating against others, including violence and the exclusion of the incomprehensible from interaction. Discussion of the issue of “understanding misunderstanding” makes it possible to fit misunderstanding into the social fabric of human behavior practices as a vital resource for any social community.

The article is devoted to the problem of development and learning in the context of social interactions. This question is investigated on the basis of the analysis of the theoretical views of L.S. Vygotsky and J. Piaget. Both J. Piaget and L.S. Vygotsky substantiated the impact of social interactions and socialization on the development of the child’s thinking, and emphasized the close connection between the development of the child and the forms of interaction between the child and adults, as well as with other children. Two different approaches to understanding the child’s developmental paths are considered in the paper: one — from the individual to the social (J. Piaget) and the other — from the social to the individual (L.S. Vygotsky). Two different developmental mechanisms, based on the interactions and relationships of the participants of the social situation, are discussed: “socio-cognitive conflict” (J. Piaget) and “emotional-semantic” (“affective-semantic”) conflict (L.V. Vygotsky). Two possible models of designing educational environments, effective for the development of children in the learning process, are described in the paper: a model based on role exchanges and children’s cooperation (“School of J. Piaget”), and a model, based on developing forms of child-adult communities and activities (“School of L.S. Vygotsky”).

In modern political science and social sciences, interest in cross-cultural research in the framework of various scientific methodologies is growing. The article is devoted to the study of one of the most pressing problems of our time, which is of great interest to Azerbaijan and Greece. This article describes in detail the historical situation in which the Greeks were forced to settle in the Caucasus. The article discusses the main reasons for the creation of the first Greek settlements in Azerbaijan. The author in a broad context considers the activities of the Greeks in Azerbaijan. The article analyzes the main reasons for the unification of the Greeks of Azerbaijan, and the creation of the Greek Philanthropic (charity) society. Moreover, the article focuses on the activities of the theater group "Evripidis", operating in this society. It should be noted that the football team "Embros" (Forward) was a source of pride for the Greeks living in Baku. The article also mentions the repression and mass arrests of the "Father of the Nations" against the Greeks. At the same time, it is emphasized that, as a result of Stalin’s policy, the Greeks living in Baku were resettled in the deserts of Kazakhstan in difficult conditions. The article analyzes the political motives of the resettlement of Greeks from Azerbaijan. At the same time, a large place in the article is devoted to the recollections of Azerbaijani Greeks forced to resettle in inhuman conditions. Documents and their photographs from the Russian State Archive of Contemporary History and from the Russian State Archive of Socio-Political History on the resettlement of the Greeks, and according to the NKVD Directive No. 50215 of December 11, 1937, protocols No. 46, 61, 91 of the sentences of the Greeks living in the Azerbaijan SSR were first presented the scientific community of our country. The article also analyzes the integration of the Greeks into Azerbaijani society and their contacts with the multicultural environment of Azerbaijan. The article also discusses the activities of the Greek community "ARGO", created by the Greeks living in the country after the restoration of independence of Azerbaijan.

Cross-sector communication, collaboration and knowledge exchange are still significant challenges for practical adoption of the One Health paradigm. To address these needs the “One Health Surveillance Codex” (OHS Codex) was established to provide a framework for the One Health community to continuously share practical solutions (e.g. tools, technical resources, guidance documents and experiences) applicable for national and international stakeholders from different One Health Surveillance sectors. Currently, the OHS Codex provides a number of resources that support the adoption of the OH paradigm in areas linked to the harmonization and interpretation of surveillance data. The OHS Codex framework comprises four high-level “action” principles, which respectively support collaboration, knowledge exchange, data interoperability, and dissemination. These principles match well with priority areas identified in the “Tripartite Guide to Addressing Zoonotic Diseases in Countries” published by WHO, FAO and OIE. Within each of the four principles, the OHS Codex provides a collection of useful resources as well as pointers to success stories for the application of these resources. As the OHS Codex is designed as an open community framework, it will continuously evolve and adapt to the needs of the OH community in the future.

The purpose of the empirical study (April–May 2020) was to determine the type and level of affect, specifics of coping styles during the coronavirus disease 2019 (COVID-19) pandemic lockdown, as well as mutual understanding between parents and children. We hypothesized that the combination of positive and negative affect magnitude is a factor in well-being and mutual understanding with children, as well as the coping style during the lockdown. The study involved 705 respondents aged 16–77, including 435 parents living with children under 16. Personal traits, positive and negative affect, coping styles, and well-being were studied by Ten-Item Personality Inventory (TIPI)-RU, Positive and Negative Affect Scale (PANAS)-RU, Brief COPE, Satisfaction with Life Scale (SWLS), respectively. Mutual understanding was studied using a self-report questionnaire. Cluster analysis (k-means method) was used to divide the sample into clusters in accordance with the combination of positive and negative affect. According to the data obtained, parents from the "positive-affective" cluster have much better mutual understanding with both younger and older children than participants from other clusters. [ABSTRACT FROM AUTHOR]