bluuebunny/crossref_metadata_2025_split huggingface dataset:
Effects of Comorbidities on Pain and Function After Total Hip Arthroplasty
Authors: Lan Pingwen , Chen Xi , Fang Zhi , Zhang Jianjun , Liu Shuping , Liu Yuehong 
Published: May 2022

BackgroundThe growing number of patients undergoing total hip arthroplasty (THA) and postoperative outcomes receive increasing attention from doctors and patients. This study aimed to elucidate the effects of comorbidities on postoperative function, pain, complications, readmission rate, and mortality.MethodsWe included consecutive patients who underwent primary unilateral THA between 2017 and 2019. The Charlson comorbidity index (CCI) and the WOMAC and SF-36 (physical function, body pain) scales were assessed preoperatively and at 3, 6, 12, and 24 months postoperatively. The complications, 30-day readmission, and mortality rates assessed the impact of comorbidities and their changes over time on the WOMAC and SF-36 scores during follow-up. We used mixed model linear regression to examine the association of worsening comorbidity post-THA with change in WOMAC and SF-36 scores in the subsequent follow-up periods, controlling for age, length of follow-up, and repeated observations.ResultsThis study included 468 patients, divided into four groups based on comorbidity burden (CCI-0, 1, 2, and ≥3). The physiological function recovery and pain scores in the CCI ≥ 3 group were inferior to the other groups and took longer than the other groups (6 vs. 3 months) to reach their best level. The four groups preoperative waiting times were 2.41 ± 0.74, 2.97 ± 0.65, 3.80 ± 0.53, and 5.01 ± 0.71 days, respectively. The complications, 30-day readmission, and 1-year mortality rates for the overall and the CCI ≥ 3 group were 1.92% and 4.69%, 0.85% and 2.01%, and 0.43% and 1.34%, respectively, with no mortality in the other groups.ConclusionPatients with higher CCI were more susceptible to physical function and pain outcome deterioration, experienced longer waiting time before surgery, took longer to recover, and had higher rates of complications, 30-day readmission, and mortality after THA. Older age in the group led to a greater impact.
How Working Conditions, Socioeconomic Insecurity, and Behavior-Related Factors Mediate the Association Between Working Poverty and Health in Germany
Authors: Pförtner Timo-Kolja , Demirer Ibrahim 
Published: May 2022

Objectives:Aims of this study were to Schmitt (Advances in Life Course Research, 2021, 47: 100402) analyze the association of working poverty with mental and physical health-related quality of life and (Wang and Ford, J Organ Behav, 2020, 41 (9): 895–914) to explain these associations by behavior-related factors (heavy drinking, smoking status, body mass index), socioeconomic insecurity (deprivation in living standards, economic worries), and mental working conditions (effort-reward imbalance, job insecurity).Methods:A total of 11,500 employees aged 17–67 from the German Socioeconomic Panel (2014, 2015, and 2016) were used, and mediation analyses with inverse odds weighting stratified by gender were conducted.Results:Working poverty was significantly associated with both outcomes for both genders. Deprivation in living standards contributed the most to differences in mental health, with a mediated proportion of 60.3% (men) and 44.4% (women). Differences in physical health were significantly mediated by inadequate living standards in women, with a mediated proportion of 73.7%, whereas none of the mediators considered were significant in men.Conclusion:Indicators of socioeconomic insecurity contributed most to the association of working poverty with mental and physical health. Results highlight the relevance of policy initiatives to strengthen the socioeconomic living conditions of the working poor.
Exploring Cross-Sectoral Implications of the Sustainable Development Goals: Towards a Framework for Integrating Health Equity Perspectives With the Land-Water-Energy Nexus
Authors: Onabola Christiana O. , Andrews Nathan , Gislason Maya K. , Harder Henry G. , Parkes Margot W. 
Published: May 2022

Objectives: To assess existing evidence and identify gaps in the integrative framework of the Sustainable Development Goals (SDGs) for their potential to advance cross-sectoral perspectives and actions that connect health equity with the land-water-energy nexus in a watershed context.Methods: Five bibliographic databases were searched from 2016 to 2021. This yielded an initial 226 publications, which were screened for titles, abstracts, and full texts on DistillerSR; resulting in a final 30 publications that were studied. These keywords defined the search terms: “health equity,” “SDGs,” “watershed,” “resource nexus,” and “cross-sectoral.”Results: Thematic syntheses of debates and gaps point to the relevance of the SDGs as a cross-sectoral, integrative platform for place-based programming of the land-water-energy nexus, and to account for negative externalities and cascaded impacts on human and environmental health.Conclusion: For the purpose of monitoring health equity in the contexts of interactions of land, water, and energy in rural, remote, and Indigenous contexts, and on the basis of the SDGs, this paper generates evidence to inform health equity-oriented policies, programs and practices, and to enhance health for equity-seeking populations.
THEORETICAL FUNDAMENTALS OF FUTURE UKRAINIAN AND LITERATURE TEACHER TRAINING FOR ETHNOCULTURAL ACTIVITY
Authors: Semenovska L. , Savenko L. 
Published: May 2022

Topical issues of future Ukrainian and literature teachers’ preparations for the ethnocultural activity in general secondary educational institutions, in particular, the introduction of active, personal, cultural approaches in the process of professional training are considered in the article.
The implementation of the active approach in the process of training future teachers of the Ukrainian language and literature ensures the development of future teachers’ personal traits and qualities. It influences the formation of their attitude, interests, values, professional positions, etc. The peculiarity of the active approach in the process of preparing future Ukrainian and literature teachers for ethnocultural activity in general secondary educational institutions is primarily in the mastering of the integrative system of knowledge of Ukrainian history, culturology, ethnography, Ukrainian studies, general pedagogy (ethno-pedagogy), general and social psychology, the Ukrainian language and literature and methods of their teaching.
The competent approach is aimed at developing the creative potential of the individual both a teacher and a graduate, and also contributes to the formation of the necessary skills, abilities, experience, and behavioral patterns of personality in the learning process. A teacher acts as an organizer of an educational activity and a student is an active independent and creative personality.
The organization of the educational process in the context of a personal approach in higher educational institutions involves focusing on the student’s personality, goals, motives, preferences, as well as creating the necessary conditions and taking into consideration the individual experience. In addition, such activity provides the mutual development of a student’s and a teacher’s personalities in the process of their joint activity to promote mutual respect, mutual understanding, increasing the authority of a teacher.
The application of the cultural approach contributes to the formation of the basic Ukrainian and literature teacher’s culture. Such a combination of the scientific approaches ensures the organization of the optimal educational process aimed at mastering the content of pedagogical culture, as well as the formation of the teacher’s ethnocultural outlook.
GENETIC FOUNDATIONS OF THE INDIVIDUAL’S MUSICAL ABILITIES DEVELOPMENT
Authors: Lobach O. , Pomohaibo V. 
Published: May 2022

The article presents an overview of available foreign publications on the genetics of musicality, which is a new direction of modern science (see list of references). It is emphasized that national psychologists define the following components of musicality structure: emotional response to music as its center; the sense of rhythm; the sense of mode, and musical auditory perceptions. At the same time, foreign scholars consider musical pitch, the sense of rhythm, and the ability to experience the pleasure of music as the criteria of musicality. Foreign researchers have linked 36 genes and 7 chromosome regions with those traits. Thus, the genes AVPR1, GALM, GATA2, PCDH7, SLC6A4, and chromosome regions 4q22, 4q23, and 8q13-21 with still unidentified genes correlate most closely with musicality (Szyfter & Witt, 2020). Among the above-mentioned genes, genes GATA2 and PCDH7 are involved in the auditory system development and functioning. Genes SLC6A4, and AVPR1 are responsible for getting pleasure from music, and GALM conducts carbohydrate metabolism. According to Tan, McPherson, Peretz, Berkovic & Wilson, the standard expression of TRPA1 (8q21.11) provides absolute pitch and a sense of rhythm (2014). However, absolute pitch is typical only for 1-2% of professional musicians, which gives reason to doubt it is necessary to achieve a musical career (Jobling, 2014).
The authors suggest that further research on the genetics of musicality should be based on the technology of broad genome associations research. Its value is not determined by the genes involved in musicality identification but by distinguishing the minor structural variations in the DNA molecule. These variations can alter the functioning of relevant genes in a wide range and, thus, vary the level of general musicality or special musical abilities. The identified set of genetic variations will serve as a marker for early diagnosis of musically-gifted children to ensure their successful education, upbringing, and development in the process of mandatory and regular musical and practical activities.
IMPLEMENTATION METHODS OF HUMANISTIC IDEAS OF EDUCATION BY THE ART OF THE NATIONAL EDUCATORS IN THE SECOND HALF OF THE 20th – AT THE BEGINNING OF THE 21st CENTURIES
Authors: Horbenko S. 
Published: May 2022

The article substantiates the transformative status of education methods by means of art that have a personality-oriented pedagogical effect. Methods are considered as ways of interrelated activities of a teacher and students, aimed at educating personal qualities, attitudes, beliefs, behavior, skills for the development of musical artworks. The humanistic guidance of education is aimed at planning the spiritual growth of the child, their independence, creativity, freedom of choice, emotional sensitivity, thinking, based on the positions of national educators of the second half of the 20th at the beginning of the 21st centuries. Emphasis is placed on the selection principles of methods for practical artistic activity, defined by Z. Zhofchak, I. Bekh, I. Zyazyun, O. Lobova, L. Masol, O. Mykhailychenko, L. Koval, O. Otych, G. Padalka, G. Poberezhna, O. Rostovsky, O. Rudnytska, V. Sukhomlynsky, O. Khyzhna, V. Cherkasov, V. Shatska, and others.
It is emphasized that the method of free choice situations simulates the moment of real life. Subject to the natural situation of free choice, the educator uses it in order to provide an opportunity for students to choose the work independently, its evaluation, character, performer, etc. Sometimes the teacher has to create a situation that evokes in students the appropriate ideas, feelings, motives, actions. Making the final decision causes emotional experience because the responsibility for the choice can determine the direction of the student’s activities and behavior.
The method of organizing of the value and meaningful students’ activities is associated with the system actualization of students’ personal attitudes to reality, art with the display of their spiritual and life values, development of emotional abilities, intelligence, enrichment of artistic thesaurus, the social and ideal image of “ME.” It is a way of teacher and students’ activity by means of which their emotional needs are actualized and met, aimed at ensuring adequate students’ experience of moral and aesthetic meanings of historical facts, the content of artworks. The method of organizing artistic and pedagogical communication is aimed at mastering the ways of constructive, effective, and comfortable students’ communication with peers in the process of musical activity, as well as the mastering and acquisition of positive experiences by them.
The content of such methods as educational conversation, discussion, auditory visualization, self-knowledge, emotional drama, empathy, stimulation of productive musical activity is revealed.
PROFESSIONAL ETHICS OF A TEACHER OF AN INCLUSIVE EDUCATIONAL INSTITUTION
Authors: Matveieva N. 
Published: May 2022

The article analyzes the objective of developing the New Ukrainian school at the present stage; attention is paid to the conceptual provisions of the leading legal documents on education in this area. The latest scientists' research on the development of inclusive education, the creation of a tolerant educational environment, the formation of ethics and aesthetics of pedagogical action is analyzed. The directions of development of the teacher of the new educational institution, the need for the formation of their key competencies, improving pedagogical skills are highlighted.
Teachers' professional ethics in the school educational process, the inclusion of students with special educational needs to study in public schools, expanding their circle of communication and establishing friendly relations, increasing the desire to learn are essential. Teachers' personal and professional development is also important.
It is emphasized that the teacher is a role model for students in relation to colleagues, students, parents, and other people. It is a confirmation of the need for their self-education and self-improvement. Emphasis is placed on the need to improve the professional level of teachers, components of pedagogical skills that affect the creation of comfortable conditions for learning, education, and personal development. The preconditions for creating a tolerant educational environment are identified; the factors of influence and ways to prevent difficulties are identified.
The components of ethics and aesthetics of pedagogical action, indicators, and criteria of professional ethics of a teacher in the process of communication with students with developmental disabilities are highlighted. Factors influencing the emergence of difficulties in learning, communication, and socialization of this category of students have been identified. Emphasis is placed on mistakes and gaps in the professional activities of teachers. The most effective ways to increase the effectiveness of the inclusion of people with special educational needs to study in mainstream schools have been identified.
THE CONTENT COMPONENT OF THE TRAINING PROCESS OF FUTURE MUSICAL ART TEACHER FOR ICT ADOPTION
Authors: Komyshan Ju. 
Published: May 2022

The article analyzes the importance of information and communication technologies in the preparation of applicants for higher music and pedagogical education. Regulatory and legal documents have been established and define the main positions for improving the national information culture of society. They are the guides of higher education institutions in the development of educational support.
Besides, it is determined the content component of the course, «Information and communication technologies in education and art» for future teachers of music art at Poltava V.G. Korolenko National Pedagogical University.
Attention is paid to the process of professional training of future music teachers, where the use of computer training programs in the system of music education corresponds to its conceptual principles and takes into account the basic didactic principles.
Examples of software are offered and have proven themselves in the education of modern future music teachers.
Today, distance learning is one of the most successful ways to overcome the difficulties of quarantine restrictions related to the pandemic caused by the COVID-19 virus. The study provides a comparative analysis of distance learning platforms MOODLE and Google Classroom, which have become widespread in the educational process of many higher education institutions. There were also described the technical and pedagogical capabilities of the ZOOM and Google Meet cloud platforms.
Using electronic textbooks in the training of future teachers is considered an advantage. Was given an example of a music teacher using in the activities electronic textbooks and simulators.
It is concluded that the use of information and communication technologies in art education expands the possibilities of teacher's teaching and stimulates better learning by students. The high level of knowledge and skills in mastering new ICT tools increases the level of adaptation to global changes in society, promotes the modernization and selection of pedagogical approaches, saves resources (including humans) in solving problems.
Perspective directions are defined further research of the specified subject concerning the introduction of information and communication technologies in the formation process of performing-instrumental, conducting-choral, and vocal culture of future teachers of musical art.
MUSIC-THEORETICAL TRAINING OF FUTURE TEACHERS ON THE BASIS OF MODULAR TEACHING
Authors: Irkliienko V. 
Published: May 2022

The article substantiates the views on the training of future teachers on the basis of modular learning. Changing educational priorities, emphasis on training a modern specialist who can adapt to the professional field and quickly solve the problems facing them, lead to the emergence of new views on the organization of the educational process in higher education and the possibility of individual trajectory of formation and functioning of future teachers. Such a search for the realization of personal needs in education contributed to the birth of the idea of modular learning.
Traditionally, the teaching of music theory is taught through separate disciplines, including elementary music theory, harmony, polyphony, analysis of musical works, instrumentation, as well as solfeggio as a special discipline. The integrated nature of the content determines the application of a modular approach to teaching the discipline "Music Theory and Solfeggio", which is subject to one cross-cutting goal of the course, provides general and concretized approaches to determining expected learning outcomes in accordance with forms, content, principles, methods of teaching. Modules as academic disciplines have a cross-cutting structure in the form of content modules and can be used while training of music teachers in institutions of higher pedagogical education. Qualification characteristics of the music teacher in institutions of general secondary education and out-of-school education institution provide a variety of functions of the team leader, artistic, music director, who must understand and implement the complex task of music education of the younger generation.
CURRENT STATE OF ORGANIZATION AND CONDUCT OF PROFESSIONAL PRACTICES AT THE MASTER'S LEVEL IN INSTITUTIONS OF HIGHER PEDAGOGICAL EDUCATION
Authors: Solomakha S. 
Published: May 2022

The article reveals the specifics of practical training of masters in Ukrainian universities. The author analyzes the current state of the willingness of teachers of higher pedagogical educational institutions to organize and conduct professional-pedagogical practices within the master's degree. The ascertaining experiment description is given under the plan of its implementation. It provides the sequence, interrelation, and interdependence of two stages of research (diagnostic and prognostic), each solving particular tasks and using appropriate methods and techniques.
In the course of the study, we have found that the effective formation of professionally significant skills of undergraduates during their professional practice largely depends on the motivational and value attitude to the specialty, the dynamics of interest in the specialty after studying various psychological and pedagogical courses, and special disciplines of the professional profile, as well as interdisciplinary pedagogical practices, among which the master's professional practice is the final stage of preparing students for professional activities that significantly affect the formation of professional competence of future teachers.
The results of the ascertaining stage of the study enable to identify the necessary condition for improving the effectiveness of masters' practical training, including the creation of high-quality educational and methodological support, updating its content, expanding the forms, methods, techniques of teaching that are adequate to certain content of preparation for professional-pedagogical activity. The following forms and methods apply problem lectures, problem seminars, thematic discussions, heuristic conversations, case studies, scientific intelligence, training, workshops, pedagogical workshops, the system of creative tasks, round tables, methods of developing analytical thinking, applying scientific analysis in dynamics; mastering practical skills of working with information (isolating, structuring, ranking by the significance of the problems under study); methods of dialogue communication (facilitated discussion) for mutual understanding, interaction, joint solution of common but significant for each participant problems. These methods will allow students to effectively master the system of creative organization of pedagogical action and select tools that will guarantee optimal and effective solutions to pedagogical tasks in future teaching activities.
INCLUSIVE EDUCATION IN UKRAINE: PROBLEMS AND PROSPECTS
Authors: Demus Ya. 
Published: May 2022

The article deals with the features of inclusion - taking into account the diversity of the entire student community and identifying the special needs of all children who have certain differences due to cultural environment, ethnicity, language, religion, socio-economic reasons, learning abilities and other influencing factors. for the development and education of children. The values of inclusive education are revealed: mutual respect; tolerance; self-awareness as a part of society; providing opportunities for the development of skills and talents of a particular person; mutual assistance; opportunity to learn from each other; the opportunity to help yourself and people in society.