Formation of professional competence of the specialists in the sphere of food production and processing industries under conditions of distance learning

The article is devoted to the study of the role of the professional competence which is to be mastered by the specialists of food production and processing industries under modern socio-economic conditions as well as to identify promising ways to increase the efficiency of the process of competence development by means of distance learning. The relevance of the study related to professional competence of the specialists in the sphere of food production and processing industries is explained by the fact that the production of quality food that does not pose a threat to human health and life (to health and life of future generations either) and does not cause negative consequences for the environment depends more on responsible and professional actions of personnel in the process of technological production. Some approaches to the definition of professional competence have been analysed. The key components of the professional competence of the specialists in the sphere of food production and processing industries have been identified. The phenomenon of social responsibility as a specific professional competence of the specialists in the sphere of food production and processing industries is highlighted. The characteristics of the competence-based approach to the training of the future specialists in the sphere of food production and processing industries are given. The principles facilitating the development of innovative professional competence of a specialist in the sphere of food production and processing industries in a modern educational institution have been investigated. The phenomenon of distance learning and its main advantages in the educational process have been described. The positive influence of distance learning tools on the formation of professional competence which is to be mastered by specialists in chemical and processing industries has been proved. Some recommendations for improving the efficiency of the process aimed at developing the competence under study in terms of distance learning have been given

Distance Learning in Higher Education: The Experience of the Covid-19 Pandemic and War in Ukraine

Distance learning has become one of the most popular educational trends of the 21st century, and the COVID-19 pandemic and war in Ukraine has only accelerated the process of its integration into the education sector. The purpose of our work is to study the influence of the online learning format on the adaptation and academic success of students, as well as to search for promising analogues. The methodology. In addition to a comprehensive theoretical analysis, which included a comparison of different approaches and research, we used the method of interviewing respondents, which involved 200 first-year students from 6 Ukrainian higher education institutions (H.S. Skovoroda Kharkiv National Pedagogical University, Taras Shevchenko National University of Kyiv, V. N. Karazin Kharkiv National University, National Technical University of Ukraine Kyiv Polytechnic Institute, State Biotechnology University, Kharkiv National University of Radio Electronics). The survey was conducted online using the Google Forms platform in the period from December 19 to 26, 2021, the calculation and visualization of the received data were performed using Microsoft Office tools. Fisher's statistical test (online-tool) was used to establish differences between the indicators of academic success of the respondents of the two groups. Results. We decided to compare the academic success of students who study online with students included in the blended learning system. Thus, only 8% of the respondents who took the course in an online format received a mark of 5 at the end of the academic semester, while almost a quarter (25%) of the students of the second group who took the course in blended learning received the highest score. We also asked respondents to evaluate the process of their own adaptation to new conditions (distance and blended learning). The results of the survey showed that the adaptation process proceeds much easier in the conditions of the blended learning or Flipped Classroom blended learning model, while the adaptation of respondents to the online format had a number of problems. Conclusion. Online learning has a high potential, which is difficult to realize due to the high demands on technical support, communication problems in an unfamiliar space, and the lack of social presence of participants in the educational process. Blended learning, as a combination of full-time and distance learning, can offset the shortcomings of online learning and realize its potential. The next step in our research will be to compare the performance of another learning models

L’enseignement à distance dans l’enseignement supérieur

Distance learning has become one of the most popular educational trends of the 21st century, and the COVID-19 pandemic and war in Ukraine has only accelerated the process of its integration into the education sector. The purpose of our work is to study the influence of the online learning format on the adaptation and academic success of students, as well as to search for promising analogues

Current Parameters of Investments in the Mining Industry

The article presents some aspects of the research related to changes in the organization of various components that support the activities of mining companies. ESG factors, requirements, directions of impact are presented, recommendations for bringing companies in line with this concept are given. The key positions of investors when making investment decisions from the point of view of modern non-quantitative criteria are analyzed. The impact of digital transformation on the performance and investment attractiveness of mining companies has been established

Semi-Refined Carrageenan Attenuates Lipopolysaccharide-Induced Reactive Oxygen Species Production in Peripheral Blood Mononuclear Cells and Cell Membrane Alterations in Leukocytes

Aim: To assess the effects of semi-refined carrageenan (E407a) on lipopolysaccharide (LPS)-induced reactive oxygen species (ROS) generation in peripheral blood mononuclear cells (PBMCs) and LPS-mediated cell membrane alterations in leukocytes. Methods: Blood samples collected from 8 intact rats were incubated with E407a (10 mg/ml), E407a (50 mg/ml), LPS (1 µg/ml), E407a (10 mg/ml) + LPS (1 µg/ml), E407a (50 mg/ml) + LPS (1 µg/ml) and without those compounds (controls) for 2 h in RPMI 1640 medium enriched with 5% fetal bovine serum. ROS generation in PBMCs obtained from the incubated samples was estimated by flow cytometry using 2',7'-dichlorodihydrofluorescein diacetate (H2DCFDA) staining. The impact of E407a, LPS and their mixture on leukocyte cell membranes was evaluated spectrofluorimetrically using the fluorescent probe 2-(2¢-hydroxy-phenyl)-5-phenyl-1,3-oxazole. Results: Expectedly, incubation with LPS induced ROS generation in PBMCs and decreased the lipid order of cell membranes in leukocytes. E407a alone was found to alter neither ROS production in PBMCs, nor membrane lipid order in leukocytes. Semi-refined carrageenan partially reduced LPS-mediated ROS overproduction in PBMCs and cell membrane alterations in leukocytes. Conclusion: E407a attenuates LPS-induced alterations of redox homeostasis in rat PBMCs and LPS-mediated modifications of cell membrane lipid order in leukocytes