Suchergebnisse

In the article possibility of application of substitution maintenance therapy as the method of treatment of drug addiction in the places of imprisonment is studied. The state of implementation of medical programs of substitution maintenance therapy in the public sector of medicine in Ukraine is investigated. The procedure of rendering of medical and preventive care to drug addicts in penitentiary institutions is considered. It is indicated that the traditional approach to treatment of drug addicts in places of deprivation of liberty is ineffective. It is noted that indicators of the use of drugs in penitentiary institutions tend to increase. The necessity of provision of substitution maintenance therapy in the context of providing of constitutional rights for convicts and an implementation of punishments in accordance with principles of humanity and respect for human rights is analyzed. The provisions of national legislation and international standards that indicate that medical care should be accessible to prisoners without significant restrictions is set out. The using of substitution maintenance therapy in the aspect of realization of the programs of HIV/AIDS prevention in the places of imprisonment is considered. The foreign experience of using this progressive method of treatment is noticed. The introducing of integrated treatment, which will correctly combine substitution maintenance therapy with psychological and social rehabilitation measures and other existing methods of treatment, into the practice is proposed. The importance of a rigorous study of the conditions under which substitution maintenance therapy can be successfully implemented in places of deprivation of liberty is emphasized.

The rise of professional Facebook content generators in Vietnam: a fake news campaign against the founder of the breastfeeding community / Le Thu Mach, Christopher Nash -- Trolls, bots, and whatnots: deceptive content and challenges of online engagement / Anna Klyueva -- Deception in online terrorist propaganda: a study of ISIS and Boko Haram / Innocent Chiluwa -- Missing country. False information narratives: the IRA's 2016 presidential election Facebook campaign /J.J. Sylvia IV, Kyle Moody -- New mythologies of fake news: whatsapp and misrepresented scientific achievements of ancient India / Benson Rajan -- Toward a theoretical model of authentic and fake user-generated online reviews / Snehasish Banerjee, Alton Chua -- "Ridiculous & untrue - fake news!": the impact of labeling fake news / Anna Grazulis, Ryan Rogers -- On the alert for share price manipulation and inadvertent disclosure in social media channels: an exploratory investigation of Nordic companies / Darren Ingram -- The fundamental roles of technology in the spread of fake news / Thomas Dale -- The pragmatics of political deception on Facebook / Ezekiel Olajimbiti, Ilara Mokin -- Persuasive propaganda: an investigation of online deceptive content by Islamist, white, and Zionist extremists / Sampada Karandikar -- Smartcrime: deception, interaction and mobile phones in Brazil / Adriana Braga -- Understanding online falsehood from the perspective of social problem / Anjan Pal, Snehasish Banerjee -- "Attention beneficiary"!: assessing types and features of scam emails / Innocent Chiluwa.

Drawing upon in-depth interviews with seasoned public relations practitioners, this study suggests that the field of public relations in Russia has gradually transformed over the last 30 years from being relatively independent to being largely subordinated to political and business elites. Failure to sustain the role of public relations as a driver of democratization has coincided with the overall decline of democratic institutions in the country. Current practices in the field primarily focus on promoting government and business interests and lack a systemic approach to developing relations with citizens to address social problems. This study, which focuses on the Russian context, contributes to the body of literature on business communications and international public relations by analyzing how a country's sociopolitical and economic context can influence transformations within the field of public relations; in this case, evolving from being relatively independent to becoming subordinate to political and business elites.

This special issue seeks to address this gap by presenting a comprehensive collection of both theoretical and practical insights into moral language, argumentation, and evaluations within politicized environments. Our overarching objective encompasses three main facets. We investigate how studies in communication, media, and behavioral sciences can contribute to the understanding of morality. The special issue also evaluates the ways in which interdisciplinary approaches shed light on the evolving dynamics of moral politics, including the formation of in-group and out-group identities. Finally, the contributions scrutinize the extent to which contemporary understandings of public discourse and socio-political tensions enrich discourse on morality. Rather than merely presenting isolated instances of public moralization and its consequences, this special issue initiates a timely and much-needed scholarly dialog concerning the public discourse and sentiments surrounding moral issues.

Ad hominem attacks against climate scientists—including personal attacks questioning an individual's character, competence, or motives—remain the most common type of contrarian strategy found in contemporary climate debates. Despite their pervasiveness, climate-related ad hominem argumentation remains understudied by scholars in both the humanities and social sciences. This study adapts Douglas Walton's critical framework for identifying ad hominem attacks against the climate community and evaluating them for rhetorical errors by analyzing developing critical responses. This article offers guidance for future inoculation interventions, including media literacy campaigns that raise awareness and understanding of ad hominem attacks used by contrarian organizations in misinformation campaigns targeting climate science.

The article proves that the separation of technologies for committing fraud on the Internet allows you to determine the causal complexes. As a result, it is possible to effectively influence the prevention and counteraction of the corresponding type of crime. The author concludes that it is necessary to introduce into the practice of law enforcement and other government agencies effective tools for preventing and combating Internet fraud. He sees such a tool as outreach activities and modes of action that will block the determinants of criminal behavior in cyberspace. In order to concretize the specified means of prevention, it also deepens the theoretical basis regarding the system for preventing Internet fraud. So, the author comes to the conclusion that counteraction is a system of measures and methods of activity not only of law enforcement agencies, but also of other state and non-state bodies, while among these measures there are measures to prevent certain types of crimes. The article indicates that in the process of implementing a certain type of cybercrimes by criminals, they talk about the technologies of criminal activity as complexes of interrelated crimes, united by a single criminal purpose. For the commission of Internet fraud in the technology of criminal activity, there are typically ways of committing crimes in the use of computers, systems and computer networks and telecommunication networks (provided for in Section XVI of the Criminal Code of Ukraine) and Art. 200 of the Criminal Code of Ukraine. As a result of the analysis of the materials of the forensic practice of investigating fraud on the Internet, two main technologies have been identified: 1) the seizure of funds using phishing sites (the methods of reporting false information from the victim and its content have been updated) 2) the seizure of funds using a bank payment card and / or ATM (the variability of the method of manipulating information has been updated)

The article reveals mutual relationships between Great Britain and Poland on the verge of the Second World War based on the British National Archives documents. The authors acknowledge principles of the British foreign policy towards Poland and the activity of its diplomatic corps along with the War Cabinet. The paper determines that diplomatic and military-political relations between Great Britain and Poland have been multidimensional with deep historical roots. The article represents the analysis of the main misunderstandings and challenges that determined British-Polish relations before and at the beginning of the Second World War. Sequentially, the British position and interest regarding the establishment of the strategic military partnership with Poland are shown. The authors examined British-Polish agreements that were signed during the spring-summer period of 1939 in order to designate the nature of the negotiation process between the states. The publication also reveals the reasons for a weak practical element of the negotiation process, emphasising the difficulties concerning the Royal force on the European continent deployed on the Polish border. Also, the authors analyse scenarios of the counteractions towards the aggressive steps of Germany and search for the mechanisms of the aggression deterrence considering different dynamics of the events. It is stated that along with the British influence regarding the situation in Poland, either France took an active part in the decision-making process. Based on the documents from the British National Archives, the authors established that diplomatic commentaries and reports written by ambassadors and state officials with regards to German actions on the Polish territories on the verge of the Second World War. Emphasising the cruel legacy of the Nazi regime, the rapid nature of German army attacks and brutal treatment towards the Polish population in the first days of September 1939 are described. The authors concluded that actions of the British political and military circuits concerning aid to Poland at the start of the Second World War seem to have been inconsistent, unconfident and did not bring strategic effect. After the Nazi occupation of Poland, British authorities had to change their approaches to the realisation of British-Polish relations. London accepted the idea of recognition of Polish emigrated government officials headed by V. Sikorsky, providing them with substantial empowerment to the Non-Aligned Movement. ; ВЗАЄМОВІДНОСИНИ ВЕЛИКОЇ БРИТАНІЇ ТА ПОЛЬЩІ НА ПОЧАТКУ ДРУГОЇ СВІТОВОЇ ВІЙНИ ЧЕРЕЗ ПРИЗМУ ДІЯЛЬНІСТІ ВІЙСЬКОВОГО КАБІНЕТУ (НА ОСНОВІ ДОКУМЕНТІВ БРИТАНСЬКИХ НАЦІОНАЛЬНИХ АРХІВІВ) В публікації проаналізовано взаємовідносини Великої Британії та Польщі на початку Другої світової війни на основі матеріалів британських архівів. Розкрито засади польського напрямку зовнішньої політики Великої Британії і особливості діяльності її дипломатичних представництв та Військового Кабінету. Визначено, що дипломатичні та військово-політичні відносини Великої Британії та Польщі багатогранними та мають глибоке історичне коріння. Виявлено основні суперечності та виклики, які визначали британсько-польські відносини напередодні та на початку Другої світової війни. Послідовно розкриті позиції й інтереси Великої Британії, щодо встановлення військового стратегічного партнерства з Польщею. В публікації досліджено британсько-польських угоди та домовленості, що були укладені протягом весни-літа 1939 р. та особливості переговорного процесу між країнами. В публікації розкрито причини низької практичної складової переговорного процесу, наголошено на складнощах щодо використання військових сил Великої Британії на європейському континенті та розміщенні біля кордонів Польщі. Також проаналізовані варіанти протидії агресивним крокам Німеччини та пошук механізмів стримування агресивних кроків з урахуванням різних сценаріїв розвитку подій з боку британських урядових та військових кіл. В статті визначається вплив військового керівництва Великої Британії на ситуацію навколо Польщі на рішення британського уряду, а також Франції. На основі матеріалів британських архівів було досліджено дипломатичні коментарі та звіти дипломатів та високопосадовців щодо німецьких дій на польських територіях на початку Другої світової війни. Визначено швидкий характер наступальних дій німецької армії, жорстке поводження з польським населенням з перших днів вересня 1939 р. Дії військово-політичного керівництва Великої Британії щодо надання допомоги Польщі на початку Другої світової війни були непослідовними, нерішучими та не мали стратегічного ефекту. Після нацистської окупації Польщі британське керівництво змінило підходи до польсько-британських відносин, уряд Великої Британії визнав польських урядовців в еміграції на чолі з В. Сікорського та надав максимальну підтримку в організації Руху Опору та оновленні незалежності.

У статті окреслено методичні аспекти формування готовності бакалаврів з кібербезпеки до професійної діяльності засобами колаборативного навчання в умовах освітньо-цифрового середовища, здатні підвищити рівень їх фахової підготовки. Окреслено готовність бакалавра з кібербезпеки до професійної діяльності, яка по суті являє собою вибіркову та прогнозовану активність особистості бакалавра з кібербезпеки на етапі її підготовки до діяльності за фахом та виникає з моменту визначення мети діяльності на основі усвідомлених потреб і мотивів, а в подальшому розвивається внаслідок вироблення особистістю плану, настанов і моделей майбутніх дій. Доведено, що готовність бакалавра з кібербезпеки до професійної діяльності можна формувати засобами колаборативного навчання в умовах освітньо-цифрового середовища. Визначено структуру віртуального моделювання в онлайн-лабораторії для бакалаврів з кібербезпеки в умовах освітньо-цифрового середовища, яка складається з трьох інтерфейсів: інтерфейс здобувача вищої освіти, інтерфейс викладача та інтерфейс адміністратора. Зазначено, що важливим під час колаборативного навчання бакалаврів з кібербезпеки є те, що середовище, у якому відбувається їх взаємодія, повинна будуватися на демократії, рівноправності та автономності, з таким правилом навчання буде відбуватися на високому рівні і в результаті пройде успішно. ; The article outlines the methodological aspects of forming the readiness of bachelors in cybersecurity for professional activities by means of collaborative learning in an educational and digital environment that can increase the level of their professional training. The readiness of a bachelor in cybersecurity for professional activity is outlined, which in essence is a selective and predictable activity of a bachelor in cybersecurity at the stage of its preparation for professional activity and arises from the moment of determining the purpose of activity on the basis of perceived needs and motives, personality plan, guidelines and models for future action. It is proved that the readiness of a bachelor in cybersecurity for professional activity can be formed by means of collaborative learning in an educational and digital environment. That is, the readiness of the bachelor of cybersecurity for professional activities, we can understand essentially selective and predictable activity of the bachelor of cybersecurity in the preparation for the profession and arises from the moment of determining the purpose of activities based on perceived needs and motives, personality plan, guidelines and models for future action. The structure of virtual modeling in the online laboratory for bachelors in cybersecurity in the educational-digital environment is determined, which consists of three interfaces: the interface of the higher education applicant, the interface of the teacher and the interface of the administrator. It is noted that it is important in the collaborative training of bachelors in cybersecurity that the environment in which they interact should be based on democracy, equality and autonomy, with this rule training will be at a high level and as a result will be successful. The organization of collaborative training of bachelors in cybersecurity in an educational and digital environment should be based on the principles of social contact. It was found out that the main principles of collaborative learning in mobile applications for bachelors in cybersecurity in the educational-digital environment included the systematic establishment of social contacts during the training of bachelors in cybersecurity, development of communication, building relationships between bachelors in cybersecurity in educational digital environment on democracy and autonomy, changing the role of participants in the educational process in time depending on the nature and nature of the problem and psychological comfort.

Summary. The purpose of the research is to analyze the formation and development of an international mechanism for the protection of national minorities under the auspices of the League of Nations in the context of its dissemination to the countries of Eastern Europe. The methodology of the research is based on the principles of historicism, science, author's objectivity, consistency, social approach, and interdisciplinarity. General sciences (analysis, synthesis, deduction, induction, generalization) and special-historical methods (historiographical analysis, terminological analysis, retrospective, and comparative and historical) methods are used. The scientific novelty of the research is based on the analysis of a wide range of studies on the genesis of the protection of national minorities by the League of Nations, a critical assessment of the functioning of the League's human rights mechanism in relation to minority ethnic groups in the countries of Eastern Europe. The research found that the system of guarantees of the League of Nations for the benefit of minorities was shaped under the influence and in the context of the development of international relations of the League with Eastern European states, at the stage of securing the respective obligations of the states, as well as during the supervision of their implementation. The article substantiates the existence of an alternative historiographical approach to the concept of «Eastern European states», which was characteristic of the interwar period, 20-s and 30-s of the 20th century, in the context of an urgent need for a systematic settlement of the national minorities' status in Europe, which was of particular interest for the leading countries of the Entente.Conclusions. An international protection mechanism was primarily provided not to national minorities, but to social groups, as well as to their individual representatives. This significantly narrowed the rights and interests of «non-dominant» strata of the population of states. The system of minority rights guarantees of the League of Nations was also controversial: on the one hand, in many countries, there were significant violations of the rights of minorities, and, on the other hand, an established system often opened the way for possible abuses and artificial ethnic hostility agitation, such a way giving the possibility to a part of the country of origin of a particular minority to influence the policy of multinational states. The signatories to the treaty on the protection of minorities persistently resisted the desire of the League of Nations to provide effective control over the fulfillment of the treaty obligations imposed on them by the winner-countries of the First World War. They considered the created system inequitable and inappropriate since it disregarded the rest of the multinational states that faced similar problems. All this conditioned the League's poor performance in protecting the rights and interests of minority ethnic groups living on the territory of Eastern European states.

Training of adult education professionals is consistent with the concept of lifelong learning. The experience of European countries, in particular the Slovak Republic, demonstrates effective practices of training andragogues for different branches of public life on the basis of an interdisciplinary andragogic competence approach, taking into account the tendency to provide the labor market with qualified specialists.An analysis of the experience of training adult education professionals in the Slovak Republic has established a well-established tradition and effective practice of such training on the basis of an interdisciplinary andragogic competence approach, taking into account the tendency to provide the labor market with qualified specialists. The training of adult education specialists is a separate area of training for professionals in Slovakia, which is departments of adult education,8whose staff carry out andragogical research and training of andragogues, function in the structure of higher education institutions.Compared to Slovakia, Ukraine has sufficient practical experience in developing adult education through the introduction of an andragogical approach to training specialists in various sectors of the economy, the organization of advanced training courses, the formation of multidisciplinary programs for gaining parallel and additional specialties, providing free access to education through global information education. However, these initiatives need state support through the development of the Concept and National Lifelong Learning Program; adoption of legislative acts, normative-legal documents on adult education; carrying out systematic measures aimed at the implementation of state policy in the field of formal, non-formal and informal adult education.At present, there is a need to train a specialist in the field of adult education, so there is a public request for a complex scientific-based qualification of the profession (position) "Andragogue" for pedagogical and scientific-pedagogical employees of institutions of formal and non-formal education. ; Підготовка спеціалістів у галузі освіти дорослих суголосна концепції освіти упродовж життя. Досвід європейських країн, зокрема Словацької Республіки, показує ефективні практики підготовки андрагогів для різних галузей суспільного життя на засадах інтердисциплінарного андрагогічного компетентнісного підходу з урахуванням тенденції до забезпечення ринку праці кваліфікованими фахівцями.Україна, з її прагненням стати повноправним членом європейської спільноти, має достатній практичний досвід розвитку освіти дорослих, проте існуючі ініціативи потребують формування ефективної державної політики у сфері формальної, неформальної та інформальної освіти дорослих. На часі підготовка педагогічної персоналу у галузі освіти дорослих із присвоєнням професійної кваліфікації "Андрагог".

З появою глобального інноваційного освітнього середовища інформальна освіта отримала новий імпульс до розвитку, пов'язаний із швидким створенням і поширенням масових відкритих освітніх онлайн-курсів (Massive open online course - МООС). Світовий ринок пропоную п'ять основних провайдерів МООС: Coursera, edX, Udacity, Khan Academy, Codecademy. Огляд пропонованих програм, змістової наповненості, доступності та варіативності МООС-платформ підтверджую їх ефективність в особистісному та професійному розвитку дорослого. У разі, якщо університети зможуть забезпечити валідизація результатів інформальної освіти дорослих за допомогоя МООС-платформ, стане можливим отримання вищої освіти онлайн як на рівні бакалаврату, так і магістратури. ; With the advent of a global innovative educational environment, informal education has gained a new impetus for the development of the rapid creation and dissemination of massive open online courses (MOOCs). The proposed article provides an overview of the main MOOCs, training programs and conditions, content coverage of courses and accessibility for students. The results of the study found out that the MOOC allows you to study the teaching staff of leading world universities and get a certificate that confirms successful completion of the entire course. The world's educational services market offers five major MOOCs: Coursera, edX, Udacity, Khan Academy, Codecademy. In the European Union, learning through MOOC platforms is a leading form of learning, skills and knowledge in the adult education system. The MOOC has gained significant popularity over the past 5 years (2014 is the year the online courses are launched). Over 2018, more than 900 universities around the world launched a total of 11,4 thousand online courses with 101 million students. Providers of the MOOC offer about 630 specializations of 10 different types. The vast majority of them belong to Coursera and edX. As for the distribution of courses on subjects, then 40 % of them are business and technology. The main advantages of training through MOOC-platforms include a wide range of courses, flexibility, availability, mainly - free of charge. We consider the disadvantages a low percentage of students who complete a full-time study (about 10 %), lack of a single mechanism for recognizing the results of informal learning by means of MOOCs-platforms in most European Union countries. Reserves of the global innovative educational environment of the MOOC-platforms create opportunities for universities to review the range of educational services offered. So, in 2018, Coursera, edX, FutureLearn and XuetangX launched a new online degree program, which can be followed by a master's or bachelor's degree. In the event that universities can ensure the validation of the results of adult informal education with the help of the MOOC-platforms, it will become possible to receive higher education online in both the baccalaureate and magistracy level.

Training of adult education professionals is consistent with the concept of lifelong learning. The experience of European countries, in particular the Slovak Republic, demonstrates effective practices of training andragogues for different branches of public life on the basis of an interdisciplinary andragogic competence approach, taking into account the tendency to provide the labor market with qualified specialists. An analysis of the experience of training adult education professionals in the Slovak Republic has established a well-established tradition and effective practice of such training on the basis of an interdisciplinary andragogic competence approach, taking into account the tendency to provide the labor market with qualified specialists. The training of adult education specialists is a separate area of training for professionals in Slovakia, which is departments of adult education, whose staff carry out andragogical research and training of andragogues, function in the structure of higher education institutions. Compared to Slovakia, Ukraine has sufficient practical experience in developing adult education through the introduction of an andragogical approach to training specialists in various sectors of the economy, the organization of advanced training courses, the formation of multidisciplinary programs for gaining parallel and additional specialties, providing free access to education through global information education. However, these initiatives need state support through the development of the Concept and National Lifelong Learning Program; adoption of legislative acts, normative-legal documents on adult education; carrying out systematic measures aimed at the implementation of state policy in the field of formal, non-formal and informal adult education. At present, there is a need to train a specialist in the field of adult education, so there is a public request for a complex scientific-based qualification of the profession (position) "Andragogue" for pedagogical and scientific-pedagogical employees of institutions of formal and non-formal education. Key words: adult education, adult education specialist, andragogue. ; Підготовка спеціалістів у галузі освіти дорослих суголосна концепції освіти упродовж життя. Досвід європейських країн, зокрема Словацької Республіки, показує ефективні практики підготовки андрагогів для різних галузей суспільного життя на засадах інтердисциплінарного андрагогічного компетентнісного підходу з урахуванням тенденції до забезпечення ринку праці кваліфікованими фахівцями. Україна, з її прагненням стати повноправним членом європейської спільноти, має достатній практичний досвід розвитку освіти дорослих, проте існуючі ініціативи потребують формування ефективної державної політики у сфері формальної, неформальної та інформальної освіти дорослих. На часі підготовка педагогічної персоналу у галузі освіти дорослих із присвоєнням професійної кваліфікації "Андрагог". Ключові слова: освіта дорослих, спеціаліст у галузі освіти дорослих, андрагог.