A person with arterial lower extremity ulcers will MOST like…
A person with arterial lower extremity ulcers will MOST likely have a history of which of the following?
A person with arterial lower extremity ulcers will MOST like…
Questions
A persоn with аrteriаl lоwer extremity ulcers will MOST likely hаve a histоry of which of the following?
EMT Chаpter 1-2 Test.mp3
Perfоrmаnce-enhаncing drugs (PED) in prоfessiоnаl sports excerpts:While ancient Greeks used wine concoctions and the hearts and testicles of animals to enhance performance, athletes in the mid-19th century started experimenting with chemical potions including “sugar cubes dipped in ether, brandy laced with cocaine, nitroglycerine and amphetamines.” Thus, as Jenkins explains, “the current scourges of steroids and blood boosters are merely a sequential progression….The next step…is gene therapy — athletes will be able to inject genes that build muscle. At which point steroids will seem as crude as sugar cubes soaked in ether.” [2]Another question is whether “techno-doping” should be allowed. Techno-doping is any specialized equipment or technological augmentation that confers an advantage to the athlete, like a specially designed shoe, bike motor, or limb prostheses that specifically offer an advantage over other athletes in the same competition. Techno-doping can be seen in a positive or negative light: as either balancing the playing field for a disabled athlete or giving an unfair advantage to an athlete. Most famously, when South African Paralympian Oscar Pistorius adopted J-shaped “cheetah blades” (both of his feet had been amputated due to a congenital disorder), the augmentation ignited fierce debate because using the blades “allowed him to use 25 percent less energy than non-disabled athletes use when running at the same speed” but also conferred disadvantages because of his increased potential for slipping on slick surfaces. [6]Glorifying “natural” playing in sports only encourages more injuries and, thus, short careers. This hinders the advancement of sport and competition.“We should permit drugs that are safe and continue to ban and monitor drugs that are unsafe. There is another argument for this policy based on fairness: provided that a drug is safe, it is unfair to the honest athletes that they have to miss out on an advantage that the cheaters enjoy,” the three professors argue. “Far from harming athletes, paradoxically, such a proposal may protect our athletes. There would be more rigorous and regular evaluation of an athlete’s health and fitness to perform. Moreover, the current incentive is to develop undetectable drugs, with little concern for safety. If safe performance enhancement drugs were permitted, there would be greater pressure to develop safe drugs. Drugs would tend to become safer.” [17]Further, the treatment of medical conditions would not be stigmatized and private medical conditions would not have to be divulged publicly because the treatment is a “banned” drug. "Performance-enhancing drugs elevate the importance of certain physical attributes, such as strength and stamina. Lifting the ban on drugs would alter the nature of sports by increasing the significance of this sub-set of physical attributes at the expense of other physical attributes, such as coordination and agility, as well as non-physical attributes such as strategic skill, mental resilience, and technical proficiency,” explains John William Devine, lecturer in sports ethics at Swansea University. [15]PED use can result in weak hearts with overly thick walls that cannot pump blood effectively, high cholesterol, blood clots, heart attacks, and strokes, not to mention a complete shutdown of the reproductive system and severe mental alterations, including “roid rage,” mood disorders, depression, psychosis, and suicide, among other disorders. [21]A review of 52 studies of 187,288 people aged 10–21 years old, as well as an additional 894 adults, found that, on average, kids first use PEDs when they are 14 years old, with some using the drugs as early as nine. [25]The same study found that kids who use PEDs are more likely to participate in other dangerous behaviors, such as substance abuse (including alcohol, marijuana, and heroin), driving drunk, not wearing a seat belt, riding with a drunk driver, and sexual promiscuity. Whether one bad habit directly fed another is not the point—all are signs and symptoms of dangerous behavior that should not be condoned or encouraged. [25]“Sports and Drugs.” Britannica, 8 November 2024, https://www.britannica.com/procon/sports-and-drugs-debate.Social/cognitive effects of video games excerpts:The present research provides a meta-analytical test of the idea that depending on their content, video games do affect social outcomes. Data from 98 independent studies with 36,965 participants revealed that for both violent video games and prosocial video games, there was a significant association with social outcomes. Whereas violent video games increase aggression and aggression-related variables and decrease prosocial outcomes, prosocial video games have the opposite effects. These effects were reliable across experimental, correlational, and longitudinal studies, indicating that video game exposure causally affects social outcomes and that there are both short and long-term effects.Greitemeyer, Tobias, and Dirk O. Mügge. “Video Games Do Affect Social Outcomes: A Meta-Analytic Review of the Effects of Violent and Prosocial Video Game Play.” Personality and Social Psychology Bulletin, vol. 40, no. 5, 2014, https://doi.org/10.1177/0146167213520459.A study of nearly 2,000 children found that those who reported playing video games for three hours per day or more performed better on cognitive skills tests involving impulse control and working memory compared to children who had never played video games.The researchers found that the children who reported playing video games for three or more hours per day were faster and more accurate on both cognitive tasks than those who never played. They also observed that the differences in cognitive function observed between the two groups was accompanied by differences in brain activity. Functional MRI brain imaging analyses found that children who played video games for three or more hours per day showed higher brain activity in regions of the brain associated with attention and memory than did those who never played. At the same time, those children who played at least three hours of videogames per day showed more brain activity in frontal brain regions that are associated with more cognitively demanding tasks and less brain activity in brain regions related to vision. While prior studies have reported associations between video gaming and increases in violence and aggressive behavior, this study did not find that to be the case. Though children who reported playing video games for three or more hours per day scored higher on measures of attention problems, depression symptoms, and attention-deficit/hyperactivity disorder (ADHD) compared to children who played no video games, the researchers found that these mental health and behavioral scores did not reach clinical significance in either group, meaning, they did not meet the thresholds for risk of problem behaviors or clinical symptoms. The authors note that these will be important measures to continue to track and understand as the children mature.“Video Gaming May be Associated with Better Cognitive Performance in Children.” National Institutes of Health, 2022, https://www.nih.gov/news-events/news-releases/video-gaming-may-be-associated-better-cognitive-performance-children.Drawing on a large sample, our results revealed a medium-sized relation between potentially problematic video game use and poor psychological functioning with regard to general psychological symptoms, maladaptive coping strategies, negative affectivity, low self-esteem, and a preference for solitude as well as poor school performance. These findings are in line with those of prior work (e.g., Kuss and Griffiths, 2012; Milani et al., 2018). Also, reasons for playing video games were differentially related to psychological functioning with the most pronounced findings for escape-oriented in contrast to gain-oriented motives. Specifically, distraction-motivated gaming went along with higher symptom ratings, lower self-esteem, and more negative affectivity, whereas playing to establish social relationships in the virtual world was related to a larger number of online connections and more positive affect while playing. Furthermore, there were only weak relations between the preferred game genres and psychological functioning. The action games genre was associated with the strongest ratings of affect while playing. These results on reasons and genres may help to explain conflicting findings of former studies, because in our work we examined various reasons for playing, several game genres, and various aspects of psychological functioning simultaneously. Finally, positive affect while playing and a larger number of online friends were the strongest unique predictors of potentially problematic video game use, followed by psychological symptoms, a lack of offline connections, and poor school performance. These findings suggest that, on the one hand, independent of one’s psychological conditions, enjoying oneself during gaming (i.e., experiencing positive affect, connecting with online friends) may go along with potentially problematic use of video games. On the other hand, poor psychological functioning seems to be a unique risk factor for potentially problematic video gaming.von der Heiden, Juliane M., et al. “The Association Between Video Gaming and Psychological Functioning.” Frontiers in Psychology, vol. 10, 2019, https://doi.org/10.3389/fpsyg.2019.01731.Social media and mental health excerpts:Background: Social media use has grown in importance and prevalence, with its estimated number of users at 4.9 billion worldwide. Social media use research has revealed positive and negative impacts on users' mental health and well-being. However, such impacts among adults have not been examined in any reviews.Results: Among the 114 eligible articles, young adults (69.6%) represented the main age group. Most studies (78.6%) focused on the negative impacts of social media use on mental health and well-being, with nearly a third (32.1%) assessing such impacts on depression. Notably, this scoping review found that more than three-quarters (78.6%) of the included studies revealed that excessive and passive social media use would increases depression, anxiety, mood and loneliness. Nevertheless, a third (33.0%) also reported positive impacts, where positive and purposeful use of social media contributes to improvements in mental health and well-being, such as increased perceived social support and enjoyment.Koh, Ghee Kian, et al. “Social Media Use and Its Impact on Adults' Mental Health and Well-being: A Scoping Review.” Worldviews on Evidence-based Nursing, vol. 21, no. 4, 2024, 10.1111/wvn.12727.Our study has brought preliminary evidence to answer this question. Using a nationally representative sample, we assessed the association of two dimensions of social media use—how much it’s routinely used and how emotionally connected users are to the platforms—with three health-related outcomes: social well-being, positive mental health, and self-rated health.We found that routine social media use—for example, using social media as part of everyday routine and responding to content that others share—is positively associated with all three health outcomes. Emotional connection to social media—for example, checking apps excessively out of fear of missing out, being disappointed about or feeling disconnected from friends when not logged into social media—is negatively associated with all three outcomes.In more general terms, these findings suggest that as long as we are mindful users, routine use may not in itself be a problem. Indeed, it could be beneficial.On the other hand, a growing body of research has demonstrated that social media use is negatively associated with mental health and well-being, particularly among young people—for example, it may contribute to increased risk of depression and anxiety symptoms.Our findings suggest that the ways that people are using social media may have more of an impact on their mental health and well-being than just the frequency and duration of their use.Roeder, Amy. “Social Media Use Can be Positive for Mental Health and Well-being.” School of Public Health, Harvard, 6 January 2020, https://hsph.harvard.edu/news/social-media-positive-mental-health/.There have been mixed findings on whether social media use is positively or negatively related to well-being. Using the Midlife in the United States Refresher study (N=782, age 25–75), multilevel structural equation modeling examined social support quantity (time giving and receiving) and quality of as mediators at both the within- (intraindividual) and between-person (interindividual) levels. Giving support significantly mediated at within- and between-person levels: more social media use was associated with more time giving support and worse well-being. Receiving support significantly mediated at the between-person level: more social media use was associated with more time receiving support and worse well-being. When examining social support quality as a mediator, findings showed that more social media use to contact family/friends was related to better social support quality and better well-being. Results added to our understanding of the relationship between social media use and well-being by considering the role of social support quantity/quality.Yu, Yue, et al. “The Impact of Different Types of Social Media Use on the Mental Health of UK Adults: Longitudinal Observational Study.” Journal of Medical Internet Research, vol. 26, 2024, 10.2196/56950.Happiness excerpts:People may be happier when they feel the emotions they desire, even if those emotions are unpleasant, such as anger or hatred, according to research published by the American Psychological Association.“Happiness is more than simply feeling pleasure and avoiding pain. Happiness is about having experiences that are meaningful and valuable, including emotions that you think are the right ones to have,” said lead researcher Maya Tamir, PhD, a psychology professor at The Hebrew University of Jerusalem. “All emotions can be positive in some contexts and negative in others, regardless of whether they are pleasant or unpleasant.”Participants generally wanted to experience more pleasant emotions and fewer unpleasant emotions than they felt in their lives, but that wasn’t always the case. Interestingly, 11 percent of the participants wanted to feel fewer transcendent emotions, such as love and empathy, than they experienced in daily life, and 10 percent wanted to feel more unpleasant emotions, such as anger or hatred. There was only a small overlap between those groups.For example, someone who feels no anger when reading about child abuse might think she should be angrier about the plight of abused children, so she wants to feel more anger than she actually does in that moment, Tamir said.Across cultures in the study, participants who experienced more of the emotions that they desired reported greater life satisfaction and fewer depressive symptoms, regardless of whether those desired emotions were pleasant or unpleasant.“Secret to Happiness May Include More Unpleasant Emotions.” American Psychological Association, 14 August 2017, https://www.apa.org/news/press/releases/2017/08/secret-happiness.Previous work suggests that sometimes the more people value happiness, the less happy they are. For whom and why is this the case? To answer these questions, we examined a model of happiness pursuit that disentangles two previously conflated individual differences related to valuing happiness. The first individual difference operates at the strength of the value itself and involves viewing happiness as a very important goal (i.e., aspiring to happiness). The second individual difference occurs later in the process of pursuing happiness and involves judging one’s levels of happiness (i.e., concern about happiness). This model predicts that aspiring to happiness is relatively innocuous. Conversely, being concerned about happiness leads people to judge their happiness, thereby infusing negativity (i.e., negative metaemotions) into potentially positive events, which, in turn, interferes with well-being. We tested these hypotheses using cross-sectional, daily-diary, and longitudinal methods in student and community samples, collected between 2009 and 2020, which are diverse in gender, ethnicity, age, and geographiclocation (Ntotal = 1,815). In Studies 1a and 1b, aspiring to happiness and concern about happiness represented distinct individual differences. In Study 2, concern about happiness (but not aspiring to happiness) was associated with lower well-being cross-sectionally and longitudinally. In Study 3, these links between concern about happiness and worse well-being were partially accounted for by experiencing greater negative meta-emotions during daily positive events. These findings suggest that highly valuing happiness is not inherently problematic; however, concern and judgment about one’s happiness can undermine it.Zerwas, Felicia K., et al. “Unpacking the Pursuit of Happiness: Being Concerned about Happiness but Not Aspiring to Happiness is Linked with Negative Meta-emotions and Worse Well-being.” Emotion, vol. 24, no. 8, 2024, https://doi.org/10.1037/emo0001381.People differ in how they define and pursue happiness and well-being (HWB). Previous studies suggested that the best way to achieve a high level of well-being might be to pursue different facets of HWB simultaneously. We expand on this idea and introduce the concept of complexity of HWB definitions to describe how many HWB definitions people endorse simultaneously, and the complexity of HWB-related intentions to describe how many unique facets of HWB people intend to pursue in everyday life. To operationalize these novel concepts, we developed two parallel measures that integrate psychological and philosophical definitions of HWB. In two independent studies (total N = 542), exploratory and confirmatory factor analyses revealed eight reliable and valid factors for both parallel scales: absence of negativity, positive attitude, tranquility, personal development, luck, joy and desires, purpose, and belonging. Complexity of HWB-related intentions was positively associated with all facets of well-being, whereas complexity of HWB definitions was only positively associated with some facets of well-being. HWB-related intentions and their complexity emerged as more important for the experience of well-being than HWB definitions and their complexity. These studies highlight the importance of a multifaceted conceptualization of HWB when investigating how the pursuit of HWB is related to actual levels of well-being.Krasko, Julia, et al. “When Happiness is Both Joy and Purpose: The Complexity of the Pursuit of Happiness and Well-Being is Related to Actual Well-Being.” Journal of Happiness Studies, vol. 23, no. 7, 2022, https://doi.org/10.1007/s10902-022-00541-2.Is higher social class associated with greater happiness? In a large nationally representative U.S. sample (N = 1,519), we examined the association between social class (household income) and self-reported tendencies to experience 7 distinct positive emotions that are core to happiness: amusement, awe, compassion, contentment, enthusiasm, love, and pride. Consistent with past research indicating that social class underlies differential patterns of attending to the self versus orienting to others, higher social class was associated with greater self-oriented feelings of contentment and pride, and with greater amusement. In contrast, lower social class was associated with more other-oriented feelings of compassion and love, and with greater awe. There were no class differences in enthusiasm. We discuss that individuals from different social class backgrounds may exhibit different patterns of emotional responding due to their distinct social concerns and priorities. Whereas self-oriented emotions may follow from, foster, and reinforce upper class individuals’ desire for independence and self-sufficiency, greater other-oriented emotion may enable lower class individuals to form more interdependent bonds to cope with their more threatening environments.Piff, Paul K., and Jake P. Moskowitz. “Wealth, Poverty, and Happiness: Social Class Is Differentially Associated With Positive Emotions.” Emotion, vol. 18, no. 6, 2018, https://psycnet.apa.org/doi/10.1037/emo0000387.Civil disobedience excerpts:On the most widely accepted account, civil disobedience is a public, non-violent and conscientious breach of law undertaken with the aim of bringing about a change in laws or government policies (Rawls 1999, 320). On this account, people who engage in civil disobedience operate at the boundary of fidelity to law, have general respect for their regime, and are willing to accept the legal consequences of their actions, as evidence of their fidelity to the rule of law. Civil disobedience, given its place at the boundary of fidelity to law, is said on this view to fall between legal protest, on the one hand, and conscientious refusal, uncivil disobedience, militant protest, organized forcible resistance, and revolutionary action, on the other hand.Delmas, Candice, and Kimberley Brownlee. “Civil Disobedience.” Stanford Encyclopedia of Philosophy, 4 January 2007, https://plato.stanford.edu/entries/civil-disobedience/.Civil disobedience is a symbolic or ritualistic violation of the law rather than a rejection of the system as a whole. The civil disobedient, finding legitimate avenues of change blocked or nonexistent, feels obligated by a higher, extralegal principle to break some specific law. It is because acts associated with civil disobedience are considered crimes, however, and known by actor and public alike to be punishable, that such acts serve as a protest. By submitting to punishment, the civil disobedient hopes to set a moral example that will provoke the majority or the government into effecting meaningful political, social, or economic change. Under the imperative of setting a moral example, leaders of civil disobedience insist that the illegal actions be nonviolent.A variety of criticisms have been directed against the philosophy and practice of civil disobedience. The radical critique of the philosophy of civil disobedience condemns its acceptance of the existing political structure; conservative schools of thought, on the other hand, see the logical extension of civil disobedience as anarchy and the right of individuals to break any law they choose, at any time. Activists themselves are divided in interpreting civil disobedience either as a total philosophy of social change or as merely a tactic to be employed when the movement lacks other means. On a pragmatic level, the efficacy of civil disobedience hinges on the adherence of the opposition to a certain morality to which an appeal can ultimately be made.Drawing in part on Gandhi’s example, the American civil rights movement, which came to prominence during the 1950s, sought to end racial segregation in the southern United States by adopting the tactics and philosophy of civil disobedience through such protests as the Greensboro (North Carolina) sit-in (1960) and the Freedom Rides (1961). Martin Luther King, Jr., a leader of the movement from the mid-1950s to his assassination in 1968, was an articulate defender of its strategy of nonviolent protest. Later the tactics of civil disobedience were employed by many protest groups within a variety of movements, including the women’s movement, the anti-nuclear and environmental movements, and the anti-globalization and economic equality movements.“Civil Disobedience.” Britannica, 13 November 2025, https://www.britannica.com/topic/civil-disobedience.Political protest refers to a multitude of methods used by individuals and groups within a political system to express their dissatisfaction with the status quo. Although protest can be registered through voting, letter writing, campaign contributions, participation in interest groups and political parties, and other traditional means, the term more commonly refers to those kinds of mass political activism that occur outside of conventional parliamentary channels, such as demonstrations and marches, labor stoppages, boycotts, and other methods that combine communication and persuasion, direct action, and noncooperation with political, economic, and social institutions.Civil disobedience is a particular form of political protest that is marked by the deliberate violation of the law with the express goal of correcting a perceived injustice. Action that would now be regarded as civil disobedience has been a regular feature of social protest throughout history even though the term itself, attributed to an 1849 essay by Henry David Thoreau, is a relatively recent creation.Chong, Dennis. “Political Protest and Civil Disobedience.” International Encyclopedia of the Social and Behavioral Sciences, 2015, https://doi.org/10.1016/B978-0-08-097086-8.93098-8.IntelligenceAlthough some researchers believe intelligence to be highly stable, IQ, at the least, can be quite variable. For example, it can vary both across the lifespan and across generations. Flynn has shown that average IQ, as measured by raw scores (number of items answered correctly on an intelligence test), Increased about 3 points every decade In many nations all through the 20th century.CHC theoryThe most widely accepted theory is a synthesis sometimes referred to as CHC theory, named after Cattell, Horn, and Carroll, the authors of the original theories that have been synthesized. Carroll's theory itself is a synthesis of earlier psychometric theories of intelligence. The theory is based largely upon psychometric evidence—that is, factor-analytic studies that have sought to uncover sources of individual differences in performance on standardized tests of intelligence (and related constructs). The basic Idea of CHC theory is that there are three strata of intelligence that are hierarchically related to each other. Stratum I includes narrow abilities, Stratum II, broad abilities, and Stratum III, general ability. For the purposes of this article, the most important abilities are general ability (Stratum III), also referred to as g, and fluid and crystallized ability (Stratum II), also referred to as g-f and g-c. General ability is an overarching ability that is theorized to be relevant to, and involved in, a very wide variety of cognitive tasks. It has been found to be correlated with performance on a very wide range of cognitive functions and life outcomes, such as income, job performance, and even health. Fluid ability is one's ability to cope with novelty and to think rapidly and flexibly. Crystallized ability is one's general store of knowledge relevant to adaptation In one's life, including vocabulary and general information.Gardner's theory of multiple intelligencesGardner has argued that intelligence is not unitary—that there is no “general intelligence” broadly construed—but rather that it is multiple. That is, there are “multiple intelligences.” These multiple Intelligences include: (i) linguistic—used in reading a book, writing a paper, a novel, or a poem, and understanding spoken words; (ii) mathematical—used in solving math problems, in balancing a checkbook, in solving a mathematical proof, and in logical reasoning; (iii) spatial intelligence—used in getting from one place to another, in reading a map, and in packing suitcases In the trunk of a car so that they all fit into a compact space; (iv) musical intelligence—used in singing a song, composing a sonata, playing a trumpet, or even appreciating the structure of a piece of music; (v) bodily-kinesthetic intelligence—used in dancing, playing basketball, running a mile, or throwing a javelin; (vi) naturalist intelligence—used in understanding patterns in nature; (vii) interpersonal intelligence—used in relating to other people, such as when we try to understand another person's behavior, motives, or emotions; and (viii) intrapersonal intelligence—used in understanding ourselves; the basis for understanding who we are, what makes us tick, and how we can change ourselves, given our existing constraints on our abilities and our interests. Gardner's theory is based upon a variety of sources of evidence, among them neuropsychological as well as psychometric evidence.Sternberg's triarchic theorySternberg has proposed what he refers to as a “triarchic theory” of human intelligence. The original version of the theory is triarchic in that it argues that intelligence comprises three sets of skills: creative, analytical, and practical. In its augmented version, it specifies the importance of wisdom-based skills as well. According to this theory, people are intelligent in their lives to the extent that they: (i) formulate and achieve goals that help them attain what they seek in life, given their cultural context; (ii) by capitalizing on their strengths and compensating for or correcting weaknesses; (iii) in order to adapt to, shape, and select environments; (iv) through a combination of essential skills. As mentioned above, the essential skills are: (i) creative skills to generate novel ideas; (ii) analytical skills in order to assure that the ideas are good ones; (iii) practical skills in order to implement their ideas and persuade others of their value; and (iv) wisdom-based skills in order to ensure that the ideas help to achieve a common good over the long as well as the short term through the infusion of positive ethical values.The various aspects of the theory—analytical, creative, practical, wisdom—are measurable. Sternberg has shown that when they are measured, they improve prediction of both academic and nonacademic performance in university settings and reduce ethnic-group differences. Teaching that incorporates the various aspects of intelligence Increases academic performance relative to conventional teaching. Sternberg has argued that intelligence is at least somewhat malleable throughout the lifespan.Sternberg, Robert J. “Intelligence.” Dialogues in Clinical Neuroscience, vol. 14,1 19-27. 2012. doi:10.31887/DCNS.2012.14.1/rsternbergArtificial General Intelligence (AGI)But what is this “general intelligence” of what we speak? A little later, I will review some of the key lines of thinking regarding the precise definition of the GI concept. Qualitatively speaking, though, there is broad agreement in the AGI community on some key features of general intelligence:• General intelligence involves the ability to achieve a variety of goals, and carry out a variety of tasks, in a variety of different contexts and environments.• A generally intelligent system should be able to handle problems and situations quite different from those anticipated by its creators.• A generally intelligent system should be good at generalizing the knowledge it’s gained, so as to transfer this knowledge from one problem or context to others.• Arbitrarily general intelligence is not possible given realistic resource constraints.• Real-world systems may display varying degrees of limited generality, but are inevitably going to be a lot more efficient at learning some sorts of things than others; and for any given real-world system, there will be some learning tasks on which it is unacceptably slow. So real-world general intelligences are inevitably somewhat biased toward certain sorts of goals and environments.• Humans display a higher level of general intelligence than existing AI programs do, and apparently also a higher level than other animals.• It seems quite unlikely that humans happen to manifest a maximal level of general intelligence, even relative to the goals and environment for which they have been evolutionarily adapted.There is also a common intuition in the AGI community that various real-world general intelligences will tend to share certain common properties; though there is less agreement on what these properties are!Geortzel, Ben. "Artificial General Intelligence: Concepts, State of the Art, and Future Prospects." Journal of Artificial General Intelligence, vol. 5, no. 1, 2014. https://doi.org/10.2478/jagi-2014-0001.