Think, solve and draw with UllaDa School laboratory of applied Bioethics (School 2010, Moscow, Russia) UllaDa: real answers to the virtual questions What am I doing here? What am I? Who am I? Who will we be? Who are we? Who I want to be? Who and what do I love? Who loves me?

Theory and practice of UllaDa - the first encounter My father helps people to solve complex issues of children's behavior. Their problems he identifies with the drawing test, which was created and patented We (the students) drew the answers to different tasks; father analyzed it, calculated and gave accurate conclusions about our relationships with each other Then he told us about UllaDa: Ulla is intuitive intellect of finding solutions, Da (Yes) is rational mind of actions. "Be at ones wits end" – everyone knows this statement. It happens when they (intellect and mind) do not understand each other and prevent a person from right acts UllaDa has 4 Intellect-Minds: Intuitive + Emotional + Rational = Cofigurate mind (culture + morality + world outlook) UllaDa uses 4 models of judgments about own and other social activities: "good about good" and "bad about bad" – cofigurate norms "good about bad" and "bad about good" – cofigurate mutations Mutations of judgments and actions disrupt normal communications Recognition and correction of cofigurate mutations make a person successful and healthy

Theory and practice of UllaDa includes several clusters: Picto-pheromone control principle: there are always an "artel of artists" inside a person which always "draw" in the inner space of a person using the color-associative palette of attractive, neutral and repulsive character Natural virtualistics as a source of outcome of technoethical reality Trilemmatics as a method of cognition and the impact on the sense-energetic structures in the three control types of linear, circular and möbius order Intuitive-rational logic of the four actions and judgments Four of Mind-Intellect: Intuitive, Emotional, Rational and Virtual Cofigurate, which includes culture, morality and ideology (world outlook) Metaphorical "centaur-man" with biological body and ethical standards Collective inner man, consisting of different roles with their selfish "mini-motivations". Each role manages its own set of micromasters of mental, vegetative and emotional-motor activity

Theory and practice of UllaDa – new solution After the lecture, there was a dialogue between me and my father: - Can we draw our answers using a computer? - I asked him - Yes, you can, and it will be great if the results will appear automatically! - He replied - And what is important in your test? - I asked - Plotting speed, picture size, colors selection, line thickness and positive or negative attitude to the given theme - And how did you estimate our drawings? - I compared them with gauging tasks and you gave assessment of your relations by yourself Then I thought: if I digitize drawing parameters and compare them with each other, I can get an automatic diagnostic system After that Ive created a program for digital processing of a drawing, and we (me and my friends) successfully tested it in our School laboratory of applied Bioethics

Algorithms and the results of cofigurative solutions of test tasks UllaDa

5 ratings of cofigurative solutions of test tasks using the scale UllaDa

The test results are automatically recorded in the general table of the 8 clusters: Reliable positive 2. Reliable negative 3. Virtual positive 4. Virtual negative 5. Mutation of reliable positive 6. Mutation of reliable negative 7. Mutation of virtual positive 8. Mutation of virtual negative The column names: 1. Each topic and clusters 2. Picture: Intuitive point (±1…±6) 3. Picture: Emotional point (±1…±6) 4. Self-apprasail: Rational point (±1…±6) 5. Q-coef. Index of Self-appraisal Conflict (0…12)

Conclusion: The research of cofigurate professional preferences of high school students with UllaDa technology can be conducted on any range of professions The examples of some results are shown on the 2 following slides Research_1 We tested our class (10 th form) on the theme My future profession. There were 30 main professions in our list Designer-2Programmer-1 Engineer-2Psychologist-2 Manager-3Administrator (leader) - 1 Translator-1Economist – 1 Most of the results corresponded to the term "information noise. Reliable cofigurate Clusters of professional choices have been identified in 8 future occupations of 13 students from 16:

Research_1 Cofigurative norm of occupation choosing in 10th class of our school Stepan certainly does not want to be a policeman or farmer Anna certanly wants to be a designer, and Nikolay- a businessman

. Viktor intuitively (+6) and emotionally (+6) wants to be a psychologist, but rationally (-5) he refuses this profession.. Peter rationally (+6) says that he wants to be a sportsman, but intuitively (-6) and emotionally (-4) he resists this dream. Research_1 Cofigurate mutation of occupation choosing in 10 th class of our school

Research_2 Cofigurative dynamics of relations to different aspects of our life in 1(n=28), 8(n=23) and 10(n=14) classes on our test School (65 pupils, 1040 subpersonal clusters) K - cofigurative number of negative is occured in 1 St and 8 th classes, and positive in 10 th class We approximately revealed the quantity of Q -index of conflict between self-appraisals with different meaning of K

Research_2 Verification of positive and negative tasks K-cofigurate number of gauging of positive and negative tasks is equally directed in all classes, that confirms the results of our research

Research_2 Relationship to the Health, Physical Education and Mathematics K – the number of negative indicates hidden problems with health and PE lessons in the 1 st class and with mathematics – in the 8 th class.

Research_2 Relationship to the Health, Physical Education and Mathematics K – the number of negative shows hidden problems of the relations to the order in the school and the order in the family in the 1 st and 8 th classes.

Research_2 Monopolar relationship to the POSITIVE and NEGATIVE cofigurative points Social mutation: the positive of «Nationality» (the left side) and negative of «Russian language» and «Me and my family» in the dynamics of growing up: 1 st 8 th 10 th. Paradoxical negative «Me and my confidence» is in all groups.

Research_2 Relationship to the bipolar POSITIVE and NEGATIVE cofigurative points Considerable predominance of positive attitude to testable themes in the 10 th (7/1) class and the opposite attitude in the 1 st (1/7) class

Conclusion In the development of the urgent topic of cross-cultural and interpersonal communications, we have conducted our own research program according to the program of the School Laboratory of Applied Bioethics. As a result of the research we have created a simple and reliable electronic tool for the automatic simultaneous measurement and comparison of intuitive, emotional and rational components of true and false relations to any topics of our live in a mode of creative painting These relationships is set into a square matrix of universal bioethical judgments: "good about good" and "bad about bad" - that is true, good about bad and bad about good - is a lie With help of our instrument, we helped our classmates to confirm or disprove true or false intuitive, emotional and rational preferences in the choice of future profession

Think, solve and draw with UllaDa School laboratory of applied Bioethics (School 2010, Moscow, Russia) Prospect UllaDa Education UpbringingCulture Choice of job Family Behaviour Ethnic origin Religion

Thank you and About us: Yuryev GeorgyRobert MarkaryanMikhail Seregin For more information, please, visit our website -