Remote assessment: case study from Ukrainian higher education institutions

Avaliação remota: estudo de caso em instituições do ensino superior na Ucrânia Este estudo cita a implementação da avaliação à distância durante a educação pandêmica da COVID-19, com base nas reflexões de 600 estudantes e 150 educadores. Os dados foram recolhidos através do formulário do Google Forms. A investigação centra-se nos desafios da avaliação remota do e-learning durante a crise da COVID-19 enfrentada por educadores e estudantes ucranianos e nas abordagens adotadas para ultrapassá-los: projetos de aprendizagem, soluções tecnológicas, sistemas de avaliação e medidas de integridade acadêmica. O estudo atual também analisa as plataformas e aplicações atualmente em uso que podem ajudar a melhorar a integridade acadêmica e reforçar a educação durante as pandemias e as várias intervenções tecnológicas de ensino, aprendizagem e avaliação que foram introduzidas ou continuadas em instituições de ensino superior em todo o mundo, e como podem ter ajudado a reduzir a probabilidade de mau comportamento dos estudantes durante o ensino à distância de emergência na pandemia. O principal resultado aponta que os problemas de avaliação e plágio têm de ser abordados a vários níveis, incluindo o reforço dos conhecimentos e da ética dos estudantes; a superação da resistência da parte conservadora dos participantes no processo educativo às inovações educativas devido ao nível relativamente baixo do seu domínio das tecnologias educativas modernas; a formação de professores para detectar plágios; e a aplicação de sanções severas àqueles que se dedicam a tais práticas. Palavras-chave: E-learning, avaliação à distância, integridade acadêmica, intervenção tecnológica.   Remote assessment: case study from Ukrainian higher education institutions ABSTRACT. This study narrates the implementation of remote assessment during the COVID-19 pandemic education in Ukrainian higher education institutions, based on exploring the reflections of 600 students and 150 educators. A wide range of student and faculty members experiences from Ukrainian higher education institutions were aggregated and analyzed. The data were collected through the Google Forms survey. The research focuses on the challenges of remote e-learning assessment during the COVID-19 crisis encountered by Ukrainian educators and learners and the approaches adopted to overcome them: learning designs, technological solutions, evaluation systems, and academic integrity measures. The current study also looks at the currently used platforms and applications that can assist in enhancing academic integrity and reinforcing education during pandemics and the various technological interventions to teaching, learning, and assessing that have been introduced or continued in higher education institutions around the world, and how they may have helped reduce the likelihood of students committing misconduct during the pandemic's emergency distance learning. The major outcome implies that addressing the issues of online assessment, cheating, and plagiarism on multiple levels is necessary, including boosting student knowledge and ethics; overcoming the resistance of the conservative part of the participants in the educational process to educational innovations due to the relatively low level of their mastery of modern educational technologies; training teachers to detect cheating methods; and applying severe sanctions on those who engage in such practices. Keywords: E-learning, remote assessment, academic integrity, technological intervention.   Evaluación a distancia: estudio de caso de instituciones de educación superior de Ucrania RESUMEN. Este estudio narra la implementación de la evaluación remota durante la educación pandémica de COVID-19, basado en las reflexiones de 600 estudiantes y 150 educadores. Los datos fueron recolectados a través de la encuesta Google Forms. La investigación se centra en los desafíos de la evaluación del aprendizaje electrónico a distancia durante la crisis de la COVID-19 a los que se enfrentaron los educadores y estudiantes ucranianos y los enfoques adoptados para superarlos: diseños de aprendizaje, soluciones tecnológicas, sistemas de evaluación y medidas de integridad académica. El estudio actual también analiza las plataformas y aplicaciones utilizadas actualmente que pueden ayudar a mejorar la integridad académica y reforzar la educación durante las pandemias y las diversas intervenciones tecnológicas para la enseñanza, el aprendizaje y la evaluación que se han introducido o continuado en las instituciones de educación superior de todo el mundo, y cómo pueden haber ayudado a reducir la probabilidad de que los estudiantes cometan malas conductas durante el aprendizaje a distancia de emergencia de la pandemia. El resultado principal implica que es necesario abordar los problemas de la evaluación en línea, las trampas y el plagio en múltiples niveles, lo que incluye impulsar el conocimiento y la ética de los estudiantes; superar la resistencia de la parte conservadora de los participantes en el proceso educativo a las innovaciones educativas debido al nivel relativamente bajo de su dominio de las tecnologías educativas modernas; capacitar a las maestras para detectar métodos de engaño; y aplicar severas sanciones a quienes incurran en tales prácticas. Palabras clave: E-aprendizaje, evaluación remota, integridad académica, intervención tecnológica.Avaliação remota: estudo de caso em instituições do ensino superior na Ucrânia Este estudo cita a implementação da avaliação à distância durante a educação pandêmica da COVID-19, com base nas reflexões de 600 estudantes e 150 educadores. Os dados foram recolhidos através do formulário do Google Forms. A investigação centra-se nos desafios da avaliação remota do e-learning durante a crise da COVID-19 enfrentada por educadores e estudantes ucranianos e nas abordagens adotadas para ultrapassá-los: projetos de aprendizagem, soluções tecnológicas, sistemas de avaliação e medidas de integridade acadêmica. O estudo atual também analisa as plataformas e aplicações atualmente em uso que podem ajudar a melhorar a integridade acadêmica e reforçar a educação durante as pandemias e as várias intervenções tecnológicas de ensino, aprendizagem e avaliação que foram introduzidas ou continuadas em instituições de ensino superior em todo o mundo, e como podem ter ajudado a reduzir a probabilidade de mau comportamento dos estudantes durante o ensino à distância de emergência na pandemia. O principal resultado aponta que os problemas de avaliação e plágio têm de ser abordados a vários níveis, incluindo o reforço dos conhecimentos e da ética dos estudantes; a superação da resistência da parte conservadora dos participantes no processo educativo às inovações educativas devido ao nível relativamente baixo do seu domínio das tecnologias educativas modernas; a formação de professores para detectar plágios; e a aplicação de sanções severas àqueles que se dedicam a tais práticas. Palavras-chave: E-learning, avaliação à distância, integridade acadêmica, intervenção tecnológica.   Remote assessment: case study from Ukrainian higher education institutions ABSTRACT. This study narrates the implementation of remote assessment during the COVID-19 pandemic education in Ukrainian higher education institutions, based on exploring the reflections of 600 students and 150 educators. A wide range of student and faculty members experiences from Ukrainian higher education institutions were aggregated and analyzed. The data were collected through the Google Forms survey. The research focuses on the challenges of remote e-learning assessment during the COVID-19 crisis encountered by Ukrainian educators and learners and the approaches adopted to overcome them: learning designs, technological solutions, evaluation systems, and academic integrity measures. The current study also looks at the currently used platforms and applications that can assist in enhancing academic integrity and reinforcing education during pandemics and the various technological interventions to teaching, learning, and assessing that have been introduced or continued in higher education institutions around the world, and how they may have helped reduce the likelihood of students committing misconduct during the pandemic's emergency distance learning. The major outcome implies that addressing the issues of online assessment, cheating, and plagiarism on multiple levels is necessary, including boosting student knowledge and ethics; overcoming the resistance of the conservative part of the participants in the educational process to educational innovations due to the relatively low level of their mastery of modern educational technologies; training teachers to detect cheating methods; and applying severe sanctions on those who engage in such practices. Keywords: E-learning, remote assessment, academic integrity, technological intervention.   Evaluación a distancia: estudio de caso de instituciones de educación superior de Ucrania RESUMEN. Este estudio narra la implementación de la evaluación remota durante la educación pandémica de COVID-19, basado en las reflexiones de 600 estudiantes y 150 educadores. Los datos fueron recolectados a través de la encuesta Google Forms. La investigación se centra en los desafíos de la evaluación del aprendizaje electrónico a distancia durante la crisis de la COVID-19 a los que se enfrentaron los educadores y estudiantes ucranianos y los enfoques adoptados para superarlos: diseños de aprendizaje, soluciones tecnológicas, sistemas de evaluación y medidas de integridad académica. El estudio actual también analiza las plataformas y aplicaciones utilizadas actualmente que pueden ayudar a mejorar la integridad académica y reforzar la educación durante las pandemias y las diversas intervenciones tecnológicas para la enseñanza, el aprendizaje y la evaluación que se han introducido o continuado en las instituciones de educación superior de todo el mundo, y cómo pueden haber ayudado a reducir la probabilidad de que los estudiantes cometan malas conductas durante el aprendizaje a distancia de emergencia de la pandemia. El resultado principal implica que es necesario abordar los problemas de la evaluación en línea, las trampas y el plagio en múltiples niveles, lo que incluye impulsar el conocimiento y la ética de los estudiantes; superar la resistencia de la parte conservadora de los participantes en el proceso educativo a las innovaciones educativas debido al nivel relativamente bajo de su dominio de las tecnologías educativas modernas; capacitar a las maestras para detectar métodos de engaño; y aplicar severas sanciones a quienes incurran en tales prácticas. Palabras clave: E-aprendizaje, evaluación remota, integridad académica, intervención tecnológica.Avaliação remota: estudo de caso em instituições do ensino superior na Ucrânia Este estudo cita a implementação da avaliação à distância durante a educação pandêmica da COVID-19, com base nas reflexões de 600 estudantes e 150 educadores. Os dados foram recolhidos através do formulário do Google Forms. A investigação centra-se nos desafios da avaliação remota do e-learning durante a crise da COVID-19 enfrentada por educadores e estudantes ucranianos e nas abordagens adotadas para ultrapassá-los: projetos de aprendizagem, soluções tecnológicas, sistemas de avaliação e medidas de integridade acadêmica. O estudo atual também analisa as plataformas e aplicações atualmente em uso que podem ajudar a melhorar a integridade acadêmica e reforçar a educação durante as pandemias e as várias intervenções tecnológicas de ensino, aprendizagem e avaliação que foram introduzidas ou continuadas em instituições de ensino superior em todo o mundo, e como podem ter ajudado a reduzir a probabilidade de mau comportamento dos estudantes durante o ensino à distância de emergência na pandemia. O principal resultado aponta que os problemas de avaliação e plágio têm de ser abordados a vários níveis, incluindo o reforço dos conhecimentos e da ética dos estudantes; a superação da resistência da parte conservadora dos participantes no processo educativo às inovações educativas devido ao nível relativamente baixo do seu domínio das tecnologias educativas modernas; a formação de professores para detectar plágios; e a aplicação de sanções severas àqueles que se dedicam a tais práticas. Palavras-chave: E-learning, avaliação à distância, integridade acadêmica, intervenção tecnológica.   Remote assessment: case study from Ukrainian higher education institutions ABSTRACT. This study narrates the implementation of remote assessment during the COVID-19 pandemic education in Ukrainian higher education institutions, based on exploring the reflections of 600 students and 150 educators. A wide range of student and faculty members experiences from Ukrainian higher education institutions were aggregated and analyzed. The data were collected through the Google Forms survey. The research focuses on the challenges of remote e-learning assessment during the COVID-19 crisis encountered by Ukrainian educators and learners and the approaches adopted to overcome them: learning designs, technological solutions, evaluation systems, and academic integrity measures. The current study also looks at the currently used platforms and applications that can assist in enhancing academic integrity and reinforcing education during pandemics and the various technological interventions to teaching, learning, and assessing that have been introduced or continued in higher education institutions around the world, and how they may have helped reduce the likelihood of students committing misconduct during the pandemic's emergency distance learning. The major outcome implies that addressing the issues of online assessment, cheating, and plagiarism on multiple levels is necessary, including boosting student knowledge and ethics; overcoming the resistance of the conservative part of the participants in the educational process to educational innovations due to the relatively low level of their mastery of modern educational technologies; training teachers to detect cheating methods; and applying severe sanctions on those who engage in such practices. Keywords: E-learning, remote assessment, academic integrity, technological intervention.   Evaluación a distancia: estudio de caso de instituciones de educación superior de Ucrania RESUMEN. Este estudio narra la implementación de la evaluación remota durante la educación pandémica de COVID-19, basado en las reflexiones de 600 estudiantes y 150 educadores. Los datos fueron recolectados a través de la encuesta Google Forms. La investigación se centra en los desafíos de la evaluación del aprendizaje electrónico a distancia durante la crisis de la COVID-19 a los que se enfrentaron los educadores y estudiantes ucranianos y los enfoques adoptados para superarlos: diseños de aprendizaje, soluciones tecnológicas, sistemas de evaluación y medidas de integridad académica. El estudio actual también analiza las plataformas y aplicaciones utilizadas actualmente que pueden ayudar a mejorar la integridad académica y reforzar la educación durante las pandemias y las diversas intervenciones tecnológicas para la enseñanza, el aprendizaje y la evaluación que se han introducido o continuado en las instituciones de educación superior de todo el mundo, y cómo pueden haber ayudado a reducir la probabilidad de que los estudiantes cometan malas conductas durante el aprendizaje a distancia de emergencia de la pandemia. El resultado principal implica que es necesario abordar los problemas de la evaluación en línea, las trampas y el plagio en múltiples niveles, lo que incluye impulsar el conocimiento y la ética de los estudiantes; superar la resistencia de la parte conservadora de los participantes en el proceso educativo a las innovaciones educativas debido al nivel relativamente bajo de su dominio de las tecnologías educativas modernas; capacitar a las maestras para detectar métodos de engaño; y aplicar severas sanciones a quienes incurran en tales prácticas. Palabras clave: E-aprendizaje, evaluación remota, integridad académica, intervención tecnológica.Avaliação remota: estudo de caso em instituições do ensino superior na Ucrânia Este estudo cita a implementação da avaliação à distância durante a educação pandêmica da COVID-19, com base nas reflexões de 600 estudantes e 150 educadores. Os dados foram recolhidos através do formulário do Google Forms. A investigação centra-se nos desafios da avaliação remota do e-learning durante a crise da COVID-19 enfrentada por educadores e estudantes ucranianos e nas abordagens adotadas para ultrapassá-los: projetos de aprendizagem, soluções tecnológicas, sistemas de avaliação e medidas de integridade acadêmica. O estudo atual também analisa as plataformas e aplicações atualmente em uso que podem ajudar a melhorar a integridade acadêmica e reforçar a educação durante as pandemias e as várias intervenções tecnológicas de ensino, aprendizagem e avaliação que foram introduzidas ou continuadas em instituições de ensino superior em todo o mundo, e como podem ter ajudado a reduzir a probabilidade de mau comportamento dos estudantes durante o ensino à distância de emergência na pandemia. O principal resultado aponta que os problemas de avaliação e plágio têm de ser abordados a vários níveis, incluindo o reforço dos conhecimentos e da ética dos estudantes; a superação da resistência da parte conservadora dos participantes no processo educativo às inovações educativas devido ao nível relativamente baixo do seu domínio das tecnologias educativas modernas; a formação de professores para detectar plágios; e a aplicação de sanções severas àqueles que se dedicam a tais práticas. Palavras-chave: E-learning, avaliação à distância, integridade acadêmica, intervenção tecnológica.   Remote assessment: case study from Ukrainian higher education institutions ABSTRACT. This study narrates the implementation of remote assessment during the COVID-19 pandemic education in Ukrainian higher education institutions, based on exploring the reflections of 600 students and 150 educators. A wide range of student and faculty members experiences from Ukrainian higher education institutions were aggregated and analyzed. The data were collected through the Google Forms survey. The research focuses on the challenges of remote e-learning assessment during the COVID-19 crisis encountered by Ukrainian educators and learners and the approaches adopted to overcome them: learning designs, technological solutions, evaluation systems, and academic integrity measures. The current study also looks at the currently used platforms and applications that can assist in enhancing academic integrity and reinforcing education during pandemics and the various technological interventions to teaching, learning, and assessing that have been introduced or continued in higher education institutions around the world, and how they may have helped reduce the likelihood of students committing misconduct during the pandemic's emergency distance learning. The major outcome implies that addressing the issues of online assessment, cheating, and plagiarism on multiple levels is necessary, including boosting student knowledge and ethics; overcoming the resistance of the conservative part of the participants in the educational process to educational innovations due to the relatively low level of their mastery of modern educational technologies; training teachers to detect cheating methods; and applying severe sanctions on those who engage in such practices. Keywords: E-learning, remote assessment, academic integrity, technological intervention.   Evaluación a distancia: estudio de caso de instituciones de educación superior de Ucrania RESUMEN. Este estudio narra la implementación de la evaluación remota durante la educación pandémica de COVID-19, basado en las reflexiones de 600 estudiantes y 150 educadores. Los datos fueron recolectados a través de la encuesta Google Forms. La investigación se centra en los desafíos de la evaluación del aprendizaje electrónico a distancia durante la crisis de la COVID-19 a los que se enfrentaron los educadores y estudiantes ucranianos y los enfoques adoptados para superarlos: diseños de aprendizaje, soluciones tecnológicas, sistemas de evaluación y medidas de integridad académica. El estudio actual también analiza las plataformas y aplicaciones utilizadas actualmente que pueden ayudar a mejorar la integridad académica y reforzar la educación durante las pandemias y las diversas intervenciones tecnológicas para la enseñanza, el aprendizaje y la evaluación que se han introducido o continuado en las instituciones de educación superior de todo el mundo, y cómo pueden haber ayudado a reducir la probabilidad de que los estudiantes cometan malas conductas durante el aprendizaje a distancia de emergencia de la pandemia. El resultado principal implica que es necesario abordar los problemas de la evaluación en línea, las trampas y el plagio en múltiples niveles, lo que incluye impulsar el conocimiento y la ética de los estudiantes; superar la resistencia de la parte conservadora de los participantes en el proceso educativo a las innovaciones educativas debido al nivel relativamente bajo de su dominio de las tecnologías educativas modernas; capacitar a las maestras para detectar métodos de engaño; y aplicar severas sanciones a quienes incurran en tales prácticas. Palabras clave: E-aprendizaje, evaluación remota, integridad académica, intervención tecnológica.Avaliação remota: estudo de caso em instituições do ensino superior na Ucrânia Este estudo cita a implementação da avaliação à distância durante a educação pandêmica da COVID-19, com base nas reflexões de 600 estudantes e 150 educadores. Os dados

COMMUNITY AS A SOURCE OF TRUST

This paper is devoted to the analysis of philosophical sources of the concepts of community as a source of trust. The relation between the concept of «trust» and the concepts of «nature of community» and «values» has been analysed

THE PROBLEM OF TRUST AS A VALUE- RELATED COMPONENT OF THE SOCIAL CAPITAL OF MODERN SOCIETY

The article is devoted to consideration of researches related to a problem of trust, as a philosophical basis of social capital. The author analyses the connection between trust and the concept of social capital, as the value of the modern society

Formation of inclusive values as development of democratic values

The article highlights the issues of professional training of future educators using innovative pedagogical approaches, as well as the formation of inclusive competency as part of professional competency. The authors present the views of scholars on such terms as “inclusive education”, “inclusive culture”, “inclusive values”, and “value-based orientations” and demonstrate the importance for teaching staff of basic knowledge and methods of working with children with special educational needs. The article highlights the effectiveness of inclusive education in the training and retraining of teachers, where the formation of inclusive values is one of the objectives. The creation of an inclusive culture in higher education institutions ensures the existence of a safe democratic society that shares the ideas of cooperation and the value of each person in common achievements. This kind of university culture creates shared inclusive values and principles that are common for all faculty and students

HARMONIZAÇÃO DO ESPAÇO EUROPEU DA EDUCAÇÃO: DESAFIOS E PERSPECTIVAS PARA A INTEGRAÇÃO DO ENSINO SUPERIOR NA EUROPA

Objective. The purpose of this article is to study the impact of science and education on the efficiency of social production and quality of life in the context of global integration processes. Methods. The methods used in the study are literature review, statistical data analysis, and empirical research. To obtain the results, we analysed data on the quality of education and research in Ukraine and other European countries. Results. The study found that the quality of education and research is crucial for the competitiveness of society in the context of globalisation and rapid changes in the economy and technology. Scientific achievements and educational standards are key indicators of a state's readiness to meet the challenges of the present and its ability to attract investment, attract talented young people, and ensure sustainable economic dynamics. Conclusions. The obtained results emphasise the critical role of education and research in the process of achieving sustainable development of society. The need for targeted improvement of education and support for research is recognised as a key factor in achieving a high quality of life, competitiveness, and prosperity of the country. Prospects. Future research could expand the understanding of the interaction between education, science, and the economy in a globally competitive environment. The impact of digital transformation on educational and scientific processes should also be investigated, and practical models of cooperation between universities and the private sector should be developed to stimulate innovation and societal development.Objetivo. El propósito de este artículo es estudiar el impacto de la ciencia y la educación en la eficiencia de la producción social y la calidad de vida en el contexto de los procesos de integración global. Métodos. Los métodos utilizados en el estudio son la revisión bibliográfica, el análisis estadístico de datos y la investigación empírica. Para obtener los resultados, se analizaron datos sobre la calidad de la educación y la investigación en Ucrania y otros países europeos. Resultados. Según el estudio, la calidad de la educación y la investigación es crucial para la competitividad de la sociedad en el contexto de la globalización y los rápidos cambios en la economía y la tecnología. Los logros científicos y el nivel educativo son indicadores clave de la preparación de un Estado para afrontar los retos del presente y de su capacidad para atraer inversiones, captar jóvenes con talento y garantizar una dinámica económica sostenible. Conclusiones. Los resultados obtenidos ponen de relieve el papel fundamental de la educación y la investigación en el proceso de consecución de un desarrollo sostenible de la sociedad. La necesidad de una mejora específica de la educación y el apoyo a la investigación se reconoce como un factor clave para lograr una alta calidad de vida, la competitividad y la prosperidad del país. Perspectivas. La investigación futura podría ampliar la comprensión de la interacción entre la educación, la ciencia y la economía en un entorno competitivo global. También habría que investigar el impacto de la transformación digital en los procesos educativos y científicos, y desarrollar modelos prácticos de cooperación entre las universidades y el sector privado para estimular la innovación y el desarrollo de la sociedad

Directions and Practices for Implementing Early Care for Children with Developmental Disabilities in Ukrainian and Swedish ECEC System

Background: This article explores the strategies and approaches used in Ukraine and Sweden's Early Childhood Education and Care (ECEC) systems for providing early care to children with developmental disabilities. It examines the similarities and differences in policies, legislation, professional training, family involvement, resource allocation, service provision, integration vs. segregation practices, and cultural attitudes toward disability between the two countries. Methods: This study used questionnaires and surveys, analysis of learning outcomes, performance evaluation, and an expert evaluation method. Results: The authors analyze Ukrainian best practices for implementing early care for children with developmental disabilities. In the example of the Swedish system and the context of a comparative investigation of early care for children with developmental disabilities in the countries under analysis, the authors pointed out the strengths and weak aspects of both systems and distinguished the similarities and differences. The theoretical study allowed the practical perspectives and critical Swedish practices that could be implemented in modern Ukrainian practices, among which the most perspectives are those related to early intervention programs, individualized support plans, and fostering partnerships with community organizations and healthcare providers. Rresearch Limitation: The experimental part of the study included a relatively small sample size (50 respondents) and was characterized by a short duration (three months). This may limit the ability to generalize the results. Conclusions: Additionally, the emphasis on inclusive curriculum and environments, as well as professional development opportunities for educators on inclusive practices, could significantly enhance modern Ukrainian practices in early care for children with developmental disabilities

Ефективність повітронагрівача теплоутилізаційної системи при різних теплофізичних параметрах і режимах роботи котла

We have examined, for the plate heater included in a heat recovery system of the boiler plant, the influence of its thermophysical parameters on the losses of exergetic power under different operational modes of the heating boiler. A procedure for the calculation of losses in a given heat recovery unit is based on an integrated approach that combines exergetic methods with the methods of thermodynamics of irreversible processes. A mathematical model includes a differential equation of the exergy balance and an equation of thermal conductivity for an air heater under boundary conditions of the third kind. The differential equation of exergy balance has been solved jointly with the equation of thermal conductivity. The result of solving them is the obtained estimation dependences for determining the losses of exergetic power associated with the processes of heat transfer.We have calculated losses of exergetic power in the examined heat recovery units at a change in the coefficient of thermal conductivity of the plate, in the heat transfer coefficient from flue gases and an operational mode of the boiler. The derived dependences on a thermal conductivity coefficient for the considered operating modes of the boiler have two distinct sections, along the first of which there is a relatively small increase in the losses of exergetic power while reducing the coefficient of thermal conductivity, along the second ‒ the loss of exergetic power in a heat recovery unit increase relatively sharply. For the considered sequence of regimes of the boiler a transition from its maximum heat output to the minimal one is accompanied by a decrease in the losses of exergetic power. A similar character is also demonstrated by the dependence on a thermal conductivity coefficient of the relative contribution of losses of exergetic power in the heat transfer processes to their totals in a heat recovery unit. In this case, there are minor differences in the relative contribution of these losses under different operational modes of the boiler. The heat transfer coefficient from the side of flue gases within a framework of a single operating mode of the boiler affects less significantly, compared to the thermal conductivity coefficient of the material of a heat exchange surface, the losses of exergetic power in the heat transfer processes. We have established regions of change in the thermal conductivity coefficient, as well as operational modes of the boiler, in the range of which the losses of exergetic power in a heat recovery unit are minimalДля пластинчатого воздухонагревателя, входящего в теплоутилизационную систему котельной установки, исследовано влияние его теплофизических параметров на потери эксергетической мощности при различных режимах работы отопительного котла. Методика расчета потерь в данном теплоутилизаторе основана на использовании комплексного подхода, сочетающего эксергетические методы с методами термодинамики необратимых процессов. Математическая модель включает дифференциальное уравнение баланса эксергии и уравнение теплопроводности для воздухонагревателя при граничных условиях третьего рода. Дифференциальное уравнение баланса эксергии решено совместно с уравнением теплопроводности. В результате решения получены расчетные зависимости для определения потерь эксергетической мощности, связанных с процессами теплопередачи.Рассчитаны потери эксергетической мощности в исследуемых теплоутилизаторах при изменении коэффициента теплопроводности пластины, коэффициента теплоотдачи со стороны дымовых газов и режима работы котла. Полученные зависимости от коэффициента теплопроводности для рассмотренных режимов работы котла имеют два четко выраженных участка, на первом из которых наблюдается относительно небольшое увеличение потерь эксергетической мощности при уменьшении коэффициента теплопроводности, на втором – потери эксергетической мощности в теплоутилизаторе сравнительно резко возрастают. Для рассмотренной последовательности режимов котла переход от его максимальной теплопроизводительности к минимальной сопровождается уменьшением потерь эксергетической мощности. Аналогичный характер имеет также зависимость от коэффициента теплопроводности относительного вклада потерь эксергетической мощности в процессах теплопередачи в их суммарные значения в теплоутилизаторе. При этом наблюдаются незначительные отличия относительного вклада данных потерь при различных режимах работы котла. Коэффициент теплоотдачи со стороны дымовых газов в рамках одного режима работы котла менее существенно, чем коэффициент теплопроводности материала теплообменной поверхности, влияет на потери эксергетической мощности в процессах теплопередачи. Установлены области изменения коэффициента теплопроводности и режимы работы котла, в пределах которых потери эксергетической мощности в теплоутилизаторе минимальныДля пластинчастого повітронагрівача, що входить в теплоутилізаційну систему котельної установки, досліджено вплив його теплофізичних параметрів на втрату ексергетичної потужності при різних режимах роботи опалювального котла. Методика розрахунку втрат у даному повітронагрівачі ґрунтується на використанні комплексного підходу, який поєднує ексергетичні методи з методами термодинаміки незворотних процесів. Математична модель включає диференційне рівняння балансу ексергії та рівняння теплопровідності для повітронагрівача при граничних умовах третього роду. Диференційне рівняння балансу ексергії розв’язано сумісно з рівнянням теплопровідності. В результаті розв’язання отримано розрахункові залежності для визначення втрат ексергетичної потужності, пов’язаних з процесами теплопередачі.Розраховано втрати ексергетичної потужності в досліджуваних теплоутилізаторах при зміні коефіцієнта теплопровідності пластини, коефіцієнта тепловіддачі з боку димових газів і режиму роботи котла. Отримані залежності від коефіцієнта теплопровідності для розглянутих режимів роботи котла мають дві чітко виражені ділянки, на першій з яких спостерігається відносно невелике збільшення втрат ексергетичної потужності при зменшенні коефіцієнта теплопровідності, на другій - втрати ексергетичної потужності в теплоутилізаторі порівняно різко зростають. Для дослідженої послідовності режимів котла перехід від його максимальної теплопродуктивності до мінімальної супроводжується зменшенням втрат ексергетичної потужності. Аналогічний характер має також залежність від коефіцієнта теплопровідності відносного вкладу втрат ексергетичної потужності в процесах теплопередачі в їх сумарні значення в теплоутилізаторі. При цьому мають місце незначні відмінності відносного вкладу даних втрат при різних режимах роботи котла. Коефіцієнт тепловіддачі з боку димових газів в межах одного режиму котла менш суттєво, ніж коефіцієнт теплопровідності матеріалу теплообмінної поверхні, впливає на втрати ексергетичної потужності в процесах теплопередачі. Встановлено області зміни коефіцієнта теплопровідності та режими роботи котла, за яких втрати ексергетичної потужності в теплоутилізаторі мінімальн

ОСОБЛИВОСТІ ПРОФЕСІЙНО-ПЕДАГОГІЧНОЇ САМОРЕАЛІЗАЦІЇ ВИКЛАДАЧІВ ЗАСОБАМИ ІКТ У МІЖКУРСОВИЙ ПЕРІОД

У статті розглянуто проблему професійно-педагогічної самореалізації викладачів у закладах післядипломної педагогічної освіти засобами інформаційно-комунікаційних технологій. Обґрунтовано актуальність створення й упровадження в освітній процес закладів післядипломної педагогічної освіти дистанційного спецкурсу «Особливості професійно-педагогічної самореалізації викладача засобами ІКТ у міжкурсовий період». На основі аналізу наукових праць, синтезу навчально-методичних ідей, узагальнення власного досвіду педагогічної роботи представлено орієнтовний тематичний план спецкурсу. Описано змістове наповнення змістових модулів дистанційного спецкурсу. Наголошено, що ефективність упровадження й використання в освітній практиці закладів післядипломної педагогічної освіти дистанційного спецкурсу залежить від рівня фахової освіти та ІК-компетентності викладачів. Акцентовано увагу на поєднанні теоретичних, практико спрямованих завдань, а також завдань, які мають творчо-креативний характер. Зазначено, що дистанційний спецкурс містить не лише теоретико-практичний зміст, але питання для самостійного вивчення та осмислення. Значну увагу під час опанування дистанційного спецкурсу приділено індивідуальній самостійній роботі викладачів. Обґрунтовано ідею про те, що ефективність упровадження дистанційного спецкурсу буде залежати від рівня початкових знань, який передбачає володіння викладачами базовими знаннями з основ комп’ютерної грамотності, наявність доступу до мережі Інтернет і необхідного технічного забезпечення. Робота має міждисциплінарний характер, тому написана на перетині проблемних сфер педагогіки, психології, філософії, інформатики. Такий досвід буде цікавим для фахівців у галузі професійної освіти та інформатизації

Organization of the educational process in the Rural School of the mountain region: a case study

The purpose of the article is to present the problems of a typical rural school in a mountainous region in terms of the organization of the educational process, in particular distance learning of students in a coronary virus pandemic. The following research methods were used: analytic-synthetic, empirical and mathematical statistics. The specifics of the organization of schoolchildren’s education in the alpine conditions of a small rural school are substantiated. The results of an empirical study conducted among teachers of rural schools in the mountains of Ukraine are presented. The subject of the survey were questions about the attitude of teachers to distance learning in rural schools, the realities and difficulties of using information and communication technologies (ICT) in the educational process. It was found that among teachers of various levels of rural education (preschool, primary and secondary school) 49.12% have a positive attitude to distance learning, 18.42% – partially support. Given the difficulties and problems of using ICT, lack of teaching materials for online learning, low level of digital and media literacy, 23.68% of teachers – strongly against this form of organization of the educational process in remote rural (mountainous) regions. Prospects for the development of rural schools in mountainous areas in the context of digitalization of education are identified

PROGNOSTIC ASSESSMENT OF STRESS-RELATED FACTORS IN HEALTHCARE WORKERS DURING THE COVID-19 PANDEMIC

Introduction: The COVID-19 pandemic is an extraordinary challenge for all countries and affects the psychological wellbeing of healthcare professionals working with people suffering from COVID-19 and puts them at a high risk of mental health problems. The aim of the study was to identify stress-related factors that affect the mental health of healthcare workers during the COVID-19 pandemic in Ukraine. Subjects and methods: A total of 1098 Ukrainian healthcare workers were surveyed using an online questionnaire consisting of questions relating to a) socio-demographic characteristics; b) perceptions of the COVID-19 related situation; and c) stress and protective factors. Respondents were divided into two groups, depending on whether they provided care to the patients with COVID-19 or not. Results: Of the 1087 healthcare workers, 863 (79.4%) were found to have anxiety / fear caused by the COVID-19. No significant difference was detected between professionals who did and did not provide personal assistance to patients with COVID-19 concerning anxiety / fear related to COVID-19 (p=0.0776). Based on logistic regression model (χ2(6)=263.70, p=0.000) the most significant predictive factors for anxiety / fear caused by the COVID-19 were factors related to safety and risk perception (the risk of getting infected, dying, infecting loved ones, perception of the threat of the epidemic spread), information factors (constant news about COVID-19), as well as factors related to the organisation of care (lack of staff in health care facilities). Conclusions: Negative risk perception, high consumption of COVID-19 news, and shortage of staff in health care facilities were significant predictors of anxiety / fear caused by the COVID-19