The Knowledge Status of Coastal and Marine Ecosystem Services - Challenges, Limitations and Lessons Learned From the Application of the Ecosystem Services Approach in Management

The concept of ecosystem services (ES), first introduced in 1970’s, gained mainstream attention in 2005, when the Millennium Ecosystem Assessment formally proposed a definition for it. In spite of this attention, many aspects about the ES concept have remained controversial to date, i.e., their classification, value, generation, link to human well-being, and supportive role as management tool. This review explores the knowledge status of ecosystem services, focusing on those services generated in coastal and marine environments (CMES). A knowledge gap and an underdevelopment of tools to assess CMES is evident in the literature, especially when compared to the progress done in the assessment of land ES. Possible explanations reside on the yet small proportion that the research done on CMES represents for the ecosystem service framework (ESF), in part due to the intrinsic challenges of researching the marine environment, also due to the limited availability of spatial data on marine ecosystems. Nevertheless, the ES concept is getting more attention toward policy-makers and stakeholders, leading to the implementation of an ecosystem services approach (ESA) to the management and protection of CMES. Six lessons are rescued from the literature to improve the ESA: (1) integration of the ESA in a science-policy process; (2) more simplicity for the CMES prediction models; (3) move toward empowering of stakeholders; (4) integration of the value pluralism of CMES with less focus on money; (5) the link of ES to Human Well-being must not been forgotten; and (6) communication of results and social literacy are key.

Shaping Social Literacy at Distance Lessons by Using Multimedia Technologies

The article studies innovation methods of distance interaction in education. The necessity to pass over to distance learning was caused by global pandemic. On March 11, 2020 the WHO called the outbreak of COVID-19 a pandemic, which drastically changed traditional mode of life, business and education all over the world. The demand for learning became more acute. For millions of people distance communications were the only link with the outer world. The need and necessity in distance access to school, secondary and higher education affected the development of new trends in the field of education. The change-over to distance learning in schools and universities requires application of different methods of involving schoolchildren and students in the process of learning and improving skills of independent thinking. The authors provided a number of recommendations dealing with multimedia technology application in distance learning, which aimed at the development of cognitive, communicative skills and skills of logical, creative and critical thinking and social literacy.

Social Literacy: Nurses’ Contribution Toward the Co-Production of Self-Management

We share findings from a larger ethnographic study of two urban complex care management programs in the Western United States. The data presented stem from in-depth interviews conducted with 17 complex care management RNs and participant observations of home visits. We advance the concept of social literacy as a nursing attribute that comprises an RN’s recognition and responses to the varied types of hinderances to self-management with which patients must contend in their lived environment. It is through social literacy that complex care management RNs reconceptualize and understand health literacy to be a product born out of the social circumstances in which patients live and the stratified nature of the health care systems that provide them care. Social literacy provides a broader framework for health literacy—one that is situated within the patient’s social context through which complex care management RNs must navigate for self-management goals to be achieved.

The Role of Indigenous Knowledge in Water Literacy: A Case Study of Semende and Palembang Students

Water literacy is the ability to feel familiar with and get actively involved in water to face issues about it. This study aims to analyze the water literacy of students who come from areas that have indigenous knowledge related to water conservation and do not have indigenous knowledge but have come from the same province with a similar abundance of water. The samples of this study were 439 people consisting of 184 boys and 255 girls aged 11-18 years from junior and senior high school students in Palembang Municipality and three sub-districts in Muara Enim Regency, namely Semende Darat Laut, Semende Darat Tengah, and Darat Ulu and both are indonesian. There were 39 questions for measuring water literacy in the form of a Likert scale (1-5) to measure practical and living literacy with Cronbach alpha values of 0.692 and 0.773, respectively, and were analyzed with SPSS version 21 through the Mann-Whitney (u) and Cronbach alpha statistical tests. The total alpha was 0.838. Social literacy was measured in the open-ended question instrument and analyzed descriptively. The results showed that practical water literacy in Palembang was significantly different from Semende's but not with living water literacy. Students' social water literacy in the Semende had two different answer patterns, while, in Palembang, it was more diverse with six different response patterns. Meanwhile, when asked to describe a diagram of the flow of water in nature in Semende, no students think that it is the neglect of customs that results in reduced water in Semende as understood by some students in Palembang who are not involved with these customs.

SOCIO-COMMUNICATIVE ACTIVITY OF JUNIOR SCHOOICHILDREN IN THE CONTEXTS EDUCATIONAL PARADIGM OF THE NEW UKRAINIAN SCHOOL

The article examines the social and communicative activity of primary school children as an individual's actual ability in the process of successful implementation of the concept of the New Ukrainian School.The purpose of the publication is to identify and outline the relationship in the process of forming a comprehensively competent personality between social and communicative activity and key competencies, social literacy, socialization perspective, creative thinking, social interaction, worldview, communicative literacy, teamwork and adult, primary schoolchildren's proactive behaviour.On the one way, due to the introduction of the concept of the New Ukrainian School for the formation of social and communicative activity of primary school children, new favourable psychological and pedagogical conditions are opening up. On the other way – the possession of a person's social and communicative activity or the presence of its natural potentials simplifies the process of forming a vitally competent person.The need for a comparative analysis of social and communicative activity and the conceptual paradigm of the New Ukrainian School is caused by the need for a qualitative change in the educational process in educational institutions and the low level of social and communicative competence of junior students. In the course of the research, it was revealed that the concept of the New Ukrainian School is focused on the intensive formation of the personality of primary schoolchildren in his social and communicative activity. In order to form a valuable and vitally competent personality, in our opinion, it is necessary to create psychological and pedagogical conditions for the formation of social and communicative activity, based on the conceptual provisions of the New Ukrainian School.