Theoretical foundations and philosophical orientation of Relational Systems Evaluation

2021 ◽  
Vol 2021 (169) ◽  
pp. 19-30
Author(s):  
William M. Trochim ◽  
Jennifer Brown Urban
Keyword(s):  
Philosophical Orientation ◽  
Relational Systems ◽  
Theoretical Foundations

Co-quasiordered residuated systems: An introduction

2019 ◽  
Vol 12 (05) ◽  
pp. 1950073
Author(s):  
Daniel A. Romano
Keyword(s):  
Constructive Mathematics ◽  
Relational System ◽  
Philosophical Orientation ◽  
Relational Systems ◽  
Bishop’S Constructive Mathematics

In this paper, we introduce and discuss a concept of co-quasiordered residuated relational systems. The setting of this research is Bishop’s constructive mathematics — a mathematics based on the Intuitionisic logic and particular principle-philosophical orientation of this attitude. Moreover, we introduce the concept of co-filters in such relational system. Additionally, some of the fundamentals properties of these substructures we have been shown.

Theoretical foundations for designing tubular flow resonators from quartz glass

2018 ◽  
pp. 68-72
Author(s):  
Yu. K. Taranenko ◽  
O. Yu. Oliynyk ◽  
N. A. Minakova ◽  
E. V. Titova
Keyword(s):  
Quartz Glass ◽  
Tubular Flow ◽  
Theoretical Foundations

Development of biotechnology for gluten-free sourdough bakery products with a new microbial composition

2020 ◽  
Vol 29 (12) ◽  
pp. 59-63
Author(s):  
O.I. Parakhina ◽  
◽  
M.N. Lokachuk ◽  
L.I. Kuznetsova ◽  
E.N. Pavlovskaya ◽  
...  
Keyword(s):  
Lactic Acid ◽  
Lactic Acid Bacteria ◽  
Starter Culture ◽  
Comparative Assessment ◽  
Starter Cultures ◽  
Bakery Products ◽  
Gluten Free ◽  
Microbial Composition ◽  
Fermentative Activity ◽  
Theoretical Foundations

The research was carried out within the framework of the theme of state assignment № 0593–2019–0008 «To develop theoretical foundations for creating composite mixtures for bakery products using physical methods of exposure that ensure homogeneity, stability of mixtures and bioavailability of nutrients, to optimize diets population of Russia». The data on the species belonging of new strains of lactic acid bacteria and yeast isolated from samples of good quality gluten-free starter cultures are presented. A comparative assessment of the antagonistic and acid-forming activity of strains of lactic acid bacteria and the fermentative activity of yeast was carried out. The composition of microbial compositions from selected strains of LAB and yeast was developed. The influence of the starter culture on the new microbial composition on the physicochemical, organoleptic indicators of the bread quality and resistance to mold and ropy-disease was investigated.

CONTENT OF TEACHING THE ELEMENTS OF ARTIFICIAL INTELLIGENCE IN A SCHOOL INFORMATICS COURSE

2020 ◽  
pp. 3-10
Author(s):  
I. V. Levchenko
Keyword(s):  
Artificial Intelligence ◽  
General Education ◽  
Extracurricular Activities ◽  
Information Technologies ◽  
Learning Experience ◽  
9Th Grade ◽  
Modern Information ◽  
Further Development ◽  
Form Variant ◽  
Theoretical Foundations

The article considers the feasibility of integrating artificial intelligence technologies into school education and identifies a problem in identifying didactic elements in the field of artificial intelligence, which must be mastered in a school informatics course. The purpose of the article is to propose variant of the content of teaching the elements of artificial intelligence for the general education of schoolchildren as part of the curricular and extracurricular activities in informatics. An analysis of the psychological, pedagogical and scientific-methodical literature in the field of artificial intelligence made it possible to identify the appropriateness of teaching schoolchildren the elements of artificial intelligence in the framework of a comprehensive informatics course, as the theoretical foundations of modern information technologies. Summarizing and systematizing the learning experience of schoolchildren in the field of artificial intelligence made it possible to form variant of the content of teaching the elements of artificial intelligence, which can be implemented in a compulsory informatics course for 9th grade, as well as in elective classes. The results of the study are the theoretical basis for the further development of the components of the methodological system of teaching the elements of artificial intelligence in a school informatics course. The research materials may be useful to specialists in the field of teaching informatics and to informatics teachers.

TEACHING INFORMATICS IN A PEDAGOGICAL UNIVERSITY TAKING INTO ACCOUNT FOREIGN LANGUAGE STUDENTS

2019 ◽  
pp. 13-21
Author(s):  
M. S. Zubrilina ◽  
A. A. Zubrilin
Keyword(s):  
Foreign Students ◽  
Russian Language ◽  
Higher Education System ◽  
Russian Higher Education ◽  
State Pedagogical ◽  
State Pedagogical Institute ◽  
And Mathematics ◽  
Independent Work ◽  
Russian Universities ◽  
Theoretical Foundations

The emergence of an increasing number of foreign students in Russian universities indicates the importance of the Russian higher education system in the world community. At the same time, a new problem emerged on the agenda — how to train foreigners from abroad with high quality, taking into account their different readiness in mastering the Russian language and different subject training. The article describes the problems that foreign students face when studying informatics at a pedagogical university. The combined profiles, including “Informatics”, of the Faculty of Physics and Mathematics of Mordovian State Pedagogical Institute named after M. E. Evsevjev were the experimental research site. On the example of the “Theoretical Foundations of Informatics” discipline, the ways of teaching informatics are shown. Examples of assignments, including tasks for independent work, for teaching foreign students to informatics at the specified university are given.

СУБ’ЄКТ-ОРІЄНТОВАНА МОДЕЛЬ ПСИХОКОРЕКЦІЇ ГІПЕРАКТИВНОСТІ ДОШКІЛЬНИКІВ

1970 ◽  
Vol 7 (1) ◽  
pp. 70-79
Author(s):  
Людмила Прокопів
Keyword(s):  
Psychosocial Development ◽  
Special Educational Needs ◽  
Hyperactivity Disorder ◽  
Complex Approach ◽  
Proposed Model ◽  
Special Programs ◽  
Developmental Impairment ◽  
The Subject ◽  
Comprehensive Programs ◽  
Theoretical Foundations

У статті визначено актуальність та необхідність розробки і впровадження сучасних комплексних програм психологічної корекції для дошкільників з гіперактивним розладом і дефіцитом уваги (ГРДУ). Підкреслено неможливість надання ефективної допомоги дітям з ГРДУ без урахування їх особливих потреб, пов’язаних з освітою. Обґрунтовано теоретичні засади суб’єкт-орієнтованої моделі психокорекції гіперактивності дошкільників шляхом синтезу патогенетичного і психолого-педагогічного підходів на базі принципу інтегральної суб’єктності З. С. Карпенко. Запропонована модель психокорекції гіперактивності пояснює гальмування і деформацію психосоціального розвитку дошкільника затримкою розвитку його суб’єктності в сенсомоторному, атенціональному, мнемічному, афективно-конативному, мовленнєвому, комунікативному аспектах. Аргументовано необхідність здійснення комплексного підходу до психологічної корекції, виховання і навчання гіперактивних дошкільників і впровадження спеціальних програм психоедукації для батьків. The paper highlights the topicality and need for elaboration and implementation of up-to-date comprehensive programs of psychological correction for preschool children with Attention Deficit/Hyperactivity Disorder (ADHD). Failure to provide effective aid for children with ADHD without regard to their special educational needs has been underlined. Theoretical foundations of the subject-oriented model of psychocorrection of preschool children’s hyperactivity by means of synthesis of pathogenic and psychological-pedagogical approaches on the basis of Z. S. Karpenko’s principle of integral subjectivity have been validated. The proposed model of psychocorrection of hyperactivity explains developmental impairment and deformation of psychosocial development of preschoolers by a delay of their subjectivity in terms of sensomotor, attentional, mnemic, affective-conative, speech and communicative aspects. The need for actualization of a complex approach towards psychological correction, upbringing and education of hyperactive preschoolers and implementation of special programs of psychological education for parents has been reasoned.

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