Think, solve and draw with UllaDa
UllaDa: real answers to the virtual questions
Who am
I?
What am I?
Who
and
what do
I love?
Who I
want to
be?
Who will
we be?
What am I
doing
here?
Who are
we?
Who
loves
me?
School laboratory of applied Bioethics (School № 2010, Moscow, Russia)
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 one’s wit’s 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:
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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
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 senseenergetic structures in the three control types of linear, circular and
möbius order
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 I’ve 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
1. Formation of a
working panel
4. Results: The
emotional background
2. Pictological
solution of the given
topic
5. Results: The overall
table
3. Rationally-ethical selfappraisal of an attitude
towards the given topic
6. Results: The assessment and
conclusions for each topic
5 ratings of cofigurative solutions of test
tasks using the scale UllaDa
Intuitive
Emotional
I = (±1…±6)
E = (±1…±6)
The Index of Selfappraisal Conflict
Q = ∆max(I-E-R)=0…12
Rational
R = (±1…±6)
Cofigurative
K = √(I2+E2+R2) =
±(1,7…10,4)
The test results are automatically recorded in
the general table of the 8 clusters:
1
1. 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)
2
3
4
5
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 










Research_1
We tested our class (10th form) on the theme “My future
profession”. There were 30 main professions in our list
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:
Designer-2
Programmer-1
Engineer-2
Psychologist-2
Manager-3
Administrator (leader) - 1
Translator-1
Economist – 1
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
Conclusion:
Research_1
Cofigurative norm of occupation choosing in 10th
class of our school
Negative
Int
Policeman
-5
Emo
Racio
Positive
Kofig
Int
Emo
Racio
Kofig
Farmer
-5
9
-2
-3
-2
7.5
-5
6
6
-6.2
6
-7.4
4
2
Designer
Stepan certainly does
not want to be a
policeman or farmer
3
Businessman
Anna certanly wants to be a
designer, and Nikolay- a
businessman
Research_1
Cofigurate mutation of occupation choosing in 10th
class of our school
Mutation
Int
Emo
Racio
Kofig
9.9
6
6
-5
Psychologist
6
-6
Sportsman
-4
-9.4
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_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)
I. K - cofigurative
II. К & Q points
self-appraisal
Int
Emo
Racio
K - Cofigurate
Kofig
Q-coef.
8.3
7.3
7.9
4.2
4.2
3
2.8
1.4
0.4
0.4
0.7
-2.6
1а
8а
-3.4
10н
-3.1
-3
1а
8а
10n
-3
-4.6
K - cofigurative number of negative
is occured in 1St and 8th classes, and
positive in 10th class
-4.6
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
My disappointment
My joy
Int
Emo
6.4
Racio
Int
Kofig
5.9
1.1
Emo
2.4
4.2
2.4
4.8
2.3
0.1
-2.3
1а
8а
-4.2
1.7
10н
-3.8
Kofig
8а
-3.1
1.1
-0.5
10н
-1.9
-1.1
-2.3
4.1
1а
-3.7
Racio
-1.7
-4.1
-4.2
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
Me and my health
Int
Emo
Racio
Physical
Education
Kofig
Int
4.7
Emo
Racio
Mathematics
Int
Emo
Racio
Kofig
Kofig
5.2
4.4
5
5.1
2.6
3.5
1.1
-2.3
1а
1
8а
-3
3.7
3.8
0.9
10н
-3.5
3.5
1.4
-1.3
-2
1а
-0.1
-2.8
-2.5
0.3
8а
-3.6
3.1
1.4
10н
-3.7
1.6
0.8
0.10
1а
-3.1
-3.2
8а
-4
10н
-3.2
-0.20
-5.4
K – the number of negative indicates hidden problems with health and PE lessons in the
1st class and with mathematics – in the 8th class.
Research_2
Relationship to the Health, Physical Education
and Mathematics
Me and the order
in the family
Int
Emo
Racio
Me and the order in
my school
Int
Kofig
Emo
1.2
0.3
-2.2
1а
-2.6
2.4
-3.3
8а
-1
-4.2
Kofig
3.7
4.6
2.7
Racio
1.4
1.1
0.3
1.6
0.2
-3.4
10н
1а
-3
8а
-3.1
-3.2
-3.5
3
-2.1
10н
-0.6
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 1st and 8th classes.
Research_2
Monopolar relationship to the POSITIVE and
NEGATIVE cofigurative points
1 klass
6.7
4.8
3.6
6.4
4.1
5.9
8 klass
10 klass
4.9 5.2
3.5
-2.3
-4.2-4.1
-4.2
-3.6
-5.5
-3.4
-4.2
-5.2
-5.2-4.9
-6.5
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: 1st → 8th → 10th . Paradoxical negative «Me
and my confidence» is in all groups.
Research_2
Relationship to the bipolar POSITIVE and
NEGATIVE cofigurative points
1 klass
5.2
4.7
5 5.1
4.8
8 klass
10 klass
4.6
4.4
3.7
2.8
-2.8
-2.5
-2.6
-3.5
-4.2
3.7
3.1
-2.6
-3.2
-4.2
-3.2
-3.5
-3.3
-4.5
-5.4
Considerable predominance of positive attitude to testable
themes in the 10th (7/1) class and the opposite attitude in the
1st (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
Prospect UllaDa
Culture
Upbringing
Ethnic
origin
Behaviour
Choice
of job
Education
Family
Religion
School laboratory of applied Bioethics (School № 2010, Moscow, Russia)
Thank you and About us:
Yuryev Georgy
Robert Markaryan
Mikhail Seregin
For more information, please, visit our website https://sites.google.com/site/ulladarus/about-me
World outlook
Behavior
Ethics & Morals
Cofigurative Culture and Cofigurative
Mind
Rational mind
Emotional Intellect
Intuition