ПЕРСОНІФІКОВАНИЙ ПІДХІД ДО ВИВЧЕННЯ ПРОБЛЕМИ ОСВІТНЬО-ПЕДАГОГІЧНОГО ПРОГНОЗУВАННЯ В УКРАЇНІ НА ПОЧАТКУ ХХ СТОЛІТТЯ

The article is devoted to the study of a personalized approach to the problem of educational and pedagogical forecasting in Ukraine in the early twentieth century. The author emphasizes that a personalized approach to the study of the problem of educational and pedagogical forecasting in the early twentieth century is the main prerequisite for the development of forecasting pedagogical thought, which must be specified. I.Ya. Franco saw the direction of educational influence in the mastery of scientific knowledge, the harmonious improvement of the body in the process of physical labor. S.F. Rusova, as the coryphaeus of preschool pedagogy, laid the foundation for the content of the educational process through the introduction of the native language, national holidays, and Christian values of the Ukrainian people. G.G. Vashchenko took the Christian ideal as the basis for predicting pedagogical phenomena and processes. P.P. Blonsky defended the independent nature of pedagogical science. І.І. Ogienko stressed the importance of native education, the formation of Christian virtue, justice, and diligence. B.D. Grinchenko defended the inseparable connection of education with the life and culture of other peoples. L. Ukrainka had the same opinion. The teacher insisted on the importance of considering the role of the teacher in the public school, sharply raised the issue of the struggle for social and national liberation of the Ukrainian people. T.G. Lubnets is considered the luminary of the theory of pedagogy. H.D. Alchevskaya entered the history of pedagogy in Ukraine as a prominent figure in the field of adult education, organizer of Sunday schools. І.М. Steshenko advocated the nationalization of secondary and higher education. Minister P.M. Ignatiev defined the organizational and pedagogical principles of educational and pedagogical forecasting through the reform of the education system.The article is devoted to the study of a personalized approach to the problem of educational and pedagogical forecasting in Ukraine in the early twentieth century. The author emphasizes that a personalized approach to the study of the problem of educational and pedagogical forecasting in the early twentieth century is the main prerequisite for the development of forecasting pedagogical thought, which must be specified. I.Ya. Franco saw the direction of educational influence in the mastery of scientific knowledge, the harmonious improvement of the body in the process of physical labor. S.F. Rusova, as the coryphaeus of preschool pedagogy, laid the foundation for the content of the educational process through the introduction of the native language, national holidays, and Christian values of the Ukrainian people. G.G. Vashchenko took the Christian ideal as the basis for predicting pedagogical phenomena and processes. P.P. Blonsky defended the independent nature of pedagogical science. І.І. Ogienko stressed the importance of native education, the formation of Christian virtue, justice, and diligence. B.D. Grinchenko defended the inseparable connection of education with the life and culture of other peoples. L. Ukrainka had the same opinion. The teacher insisted on the importance of considering the role of the teacher in the public school, sharply raised the issue of the struggle for social and national liberation of the Ukrainian people. T.G. Lubnets is considered the luminary of the theory of pedagogy. H.D. Alchevskaya entered the history of pedagogy in Ukraine as a prominent figure in the field of adult education, organizer of Sunday schools. І.М. Steshenko advocated the nationalization of secondary and higher education. Minister P.M. Ignatiev defined the organizational and pedagogical principles of educational and pedagogical forecasting through the reform of the education system

ОСОБЛИВОСТІ КЕРІВНИЦТВА СИСТЕМОЮ ОСВІТНЬО-ПЕДАГОГІЧНОГО ПРОГНОЗУВАННЯ В УКРАЇНСЬКІЙ СОЦІАЛІСТИЧНІЙ РАДЯНСЬКІЙ РЕСПУБЛІЦІ (1920 – 1930 рр.)

The article considers the peculiarities of the management of the system of educational and pedagogical forecasting in the Ukrainian Socialist Soviet Republic of the period 1920 – 1930. The author emphasizes that during this period the leadership of the system of educational and pedagogical forecasting was taken over by the People's Commissariat of Education, which took a number of steps to reform the education sector. The teacher covers the education system of this period. The scientist analyzes the principles of the new educational paradigm. The researcher claims that the Ukrainian public education system was based on social education, which involved expanding society's influence on the child's life, education and upbringing, and displacing "non-social" educational influences – especially the family, disorganized environment. The educator identifies trends in the development of public preschool education. The author notes that the Ukrainian education system of the period under study was primarily focused on the plans and realities of industrial and agricultural development of the country. The scientist concludes that the peculiarities of the management of the system of educational and pedagogical forecasting in the Ukrainian Socialist Soviet Republic of the period 1920-1930 are characterized by a creative search for pedagogical systems, models, educational and professional programs of pedagogical training, updating its content.The article considers the peculiarities of the management of the system of educational and pedagogical forecasting in the Ukrainian Socialist Soviet Republic of the period 1920 – 1930. The author emphasizes that during this period the leadership of the system of educational and pedagogical forecasting was taken over by the People's Commissariat of Education, which took a number of steps to reform the education sector. The teacher covers the education system of this period. The scientist analyzes the principles of the new educational paradigm. The researcher claims that the Ukrainian public education system was based on social education, which involved expanding society's influence on the child's life, education and upbringing, and displacing "non-social" educational influences – especially the family, disorganized environment. The educator identifies trends in the development of public preschool education. The author notes that the Ukrainian education system of the period under study was primarily focused on the plans and realities of industrial and agricultural development of the country. The scientist concludes that the peculiarities of the management of the system of educational and pedagogical forecasting in the Ukrainian Socialist Soviet Republic of the period 1920-1930 are characterized by a creative search for pedagogical systems, models, educational and professional programs of pedagogical training, updating its content

Small-worlds: How and why

We investigate small-world networks from the point of view of their origin. While the characteristics of small-world networks are now fairly well understood, there is as yet no work on what drives the emergence of such a network architecture. In situations such as neural or transportation networks, where a physical distance between the nodes of the network exists, we study whether the small-world topology arises as a consequence of a tradeoff between maximal connectivity and minimal wiring. Using simulated annealing, we study the properties of a randomly rewired network as the relative tradeoff between wiring and connectivity is varied. When the network seeks to minimize wiring, a regular graph results. At the other extreme, when connectivity is maximized, a near random network is obtained. In the intermediate regime, a small-world network is formed. However, unlike the model of Watts and Strogatz (Nature {\bf 393}, 440 (1998)), we find an alternate route to small-world behaviour through the formation of hubs, small clusters where one vertex is connected to a large number of neighbours.Comment: 20 pages, latex, 9 figure

THE CONTENT OF EDUCATIONAL AND PEDAGOGICAL FORECASTING IN UKRAINE (1917 – 1920)

The article is devoted to the study of the problem of the content of educational and pedagogical forecasting in Ukraine in the period 1917 – 1920. The author concludes that the content of educational and pedagogical forecasting in Ukraine in the period 1917-1920 is manifested in the development of its national paradigm, the search for variable systems and models, technologies and methods of training teachers. The problem of educational and pedagogical forecasting within certain limits is a component and objectively existing, independent, defining direction, which allows to study the holistic process of development of preschool, secondary and higher education in Ukraine, its features, color; identify the leading trends, ideas, creative experience of training, which determines the positive transformation of the values of Ukrainian society; to outline ways to update educational and pedagogical forecasting in modern socio-political and economic conditions and to update the accumulated material from the past in the realities of pedagogical theory and practice of today

Study of Gamma-ray Induced Attenuation of Fluorine-doped Single-mode Radiation Hard Optic Fiber

The paper presents the measurements results of optic fiber’s radiation induced attenuation. The approach of optic fiber’s radiation test at negative temperatures is introduced. The results of an investigation of the decay of an optical signal during a pulsed electron. Keywords: radiation hardness, fiber-optic communication, radiation-induced attenuatio

Clustering and Synchronization of Oscillator Networks

Using a recently described technique for manipulating the clustering coefficient of a network without changing its degree distribution, we examine the effect of clustering on the synchronization of phase oscillators on networks with Poisson and scale-free degree distributions. For both types of network, increased clustering hinders global synchronization as the network splits into dynamical clusters that oscillate at different frequencies. Surprisingly, in scale-free networks, clustering promotes the synchronization of the most connected nodes (hubs) even though it inhibits global synchronization. As a result, scale-free networks show an additional, advanced transition instead of a single synchronization threshold. This cluster-enhanced synchronization of hubs may be relevant to the brain with its scale-free and highly clustered structure.Comment: Submitted to Phys. Rev.

Performance of networks of artificial neurons: The role of clustering

The performance of the Hopfield neural network model is numerically studied on various complex networks, such as the Watts-Strogatz network, the Barab{\'a}si-Albert network, and the neuronal network of the C. elegans. Through the use of a systematic way of controlling the clustering coefficient, with the degree of each neuron kept unchanged, we find that the networks with the lower clustering exhibit much better performance. The results are discussed in the practical viewpoint of application, and the biological implications are also suggested.Comment: 4 pages, to appear in PRE as Rapid Com

Effects of open and closed system oxidation on texture and magnetic response of remelted basaltic glass

As part of an experimental and observational study of the magnetic response of submarine basaltic glass (SBG), we have examined, using ion backscattering spectrometry (RBS), transmission and scanning electron microscopy, energy dispersive X-ray spectrometry, and surface X-ray diffraction, the textures wrought by the controlled, open and closed system oxidation of glasses prepared by the controlled environment remelting and quenching of natural SBG. Initial compositions with ~9 wt % FeO* were melted at 1430°C with the oxygen fugacity buffered at fayalite-magnetite-quartz; melts were cooled at a rate of 200°C min−1 near the glass transition (Tg = 680°C). In open system experiments, where chemical exchange is allowed to occur with the surrounding atmosphere, polished pieces of glass were reheated to temperatures both below and above Tg for times 1–5000 h; undercooled melts were oxidized at 900°C and 1200°C for 18 and 20 h, respectively. RBS demonstrates unequivocally that the dynamics of open system oxidation involves the outward motion of network-modifying cations. Oxidation results in formation of a Fe-, Ca-, and Mg-enriched surface layer that consists in part of Ti-free nanometer-scale ferrites; a divalentcation- depleted layer is observed at depths \u3e1 µm. Specimens annealed/oxidized above Tg have magnetizations elevated by 1–2 orders of magnitude relative to the as-quenched material; this does not appear to be related to the surface oxidation. Quenched glass (closed system, i.e., no chemical exchange between sample and atmosphere) exhibits very fine scale chemical heterogeneities that coarsen with time under an electron beam; this metastable amorphous immiscibility is the potential source for the nucleation of ferrites with a wide range of Ti contents, ferrites not anticipated from an equilibrium analysis of the bulk basalt composition

In Defence of Modest Doxasticism About Delusions

Here I reply to the main points raised by the commentators on the arguments put forward in my Delusions and Other Irrational Beliefs (OUP, 2009). My response is aimed at defending a modest doxastic account of clinical delusions, and is articulated in three sections. First, I consider the view that delusions are in-between perceptual and doxastic states, defended by Jacob Hohwy and Vivek Rajan, and the view that delusions are failed attempts at believing or not-quite-beliefs, proposed by Eric Schwitzgebel and Maura Tumulty. Then, I address the relationship between the doxastic account of delusions and the role, nature, and prospects of folk psychology, which is discussed by Dominic Murphy, Keith Frankish, and Maura Tumulty in their contributions. In the final remarks, I turn to the continuity thesis and suggest that, although there are important differences between clinical delusions and non-pathological beliefs, these differences cannot be characterised satisfactorily in epistemic terms. \u