ПРОБЛЕМА БУЛІНГУ ТА СОРОМ’ЯЗЛИВОСТІ В СУЧАСНОМУ УКРАЇНСЬКОМУ ОСВІТНЬОМУ ПРОСТОРІ: КРОС-КУЛЬТУРНИЙ АСПЕКТ
Bibliographic record
Abstract
The given article is devoted to the theoretical analyses of the psychological and sociological nature of the phenomenon of bullying at school nowadays based on the cross-cultural comparison of achievements and failures all over the world. The paper reveals pathways and experience of advanced countries, such as Great Britain and Canada aimed at implementing the best functioning models of foreign educational institutions in Ukrainian educational system. This article describes how international and cross-cultural contributions of global psychologists and sociologists could be purposefully integrated in Ukrainian educational space. Key concepts and the principle tenets of the theory of bullying and shyness as the lack of communicative skills were identified and defined, leading to overview of the knowledge about global bullying at schools; skills, values and competencies which should be shaped in teenagers as well as understanding of generational differences in political socialization, their adaptability to political changes and outcomes. Further development of the theory was proposed with the focus of investigation on the first communicative experiences of a buller and his/her sacrifice. The integration of school, parents and its context with teenagers’ needs through psychological, moral, ethical, social, organizational and educational areas in order to bridge theory-practice gaps a for a better world are outlined. The study also focuses on the author’s own approach to the theoretical and conceptual basis of the school violence by examining negative emotions in the process of communication as mediators between family violence, family communication styles and bulling at contemporary educational space.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.020 | 0.006 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".