ФРАЗЕОЛОГІЧНІ ОДИНИЦІ ТЕМАТИЧНОЇ ГРУПИ “ПОГОДА” В СУЧАСНІЙ НІМЕЦЬКІЙ МОВІ: СТРУКТУРНО-СЕМАНТИЧНИЙ ТА ПЕРЕКЛАДАЦЬКИЙ АСПЕКТИ

The article analyzes the structural and semantic features of German phraseological units of the thematic group “Weather”. This thematic group was chosen for the study given the great importance of weather conditions for various spheres of human life, especially for agriculture, which is undoubtedly refl ected in the language by the presence of a large number of features, descriptions and phraseological units. The study is based on the electronic resource “Oldphras”. Three hundred and four phraseological units, which are the subject of this study, were identifi ed by using the resource search system. The main thematic subgroups are Wetter “weather”, Regen “rain”, Hagel “hail”, Blitz “lightning”, Donner “thunder”, Nebel “fog”, Wind “wind”, Sturm “storm”, Gewitter “bad weather”, Schnee “Snow”, Wolke “cloud”, Frost “frost”, Hitze “heat”, Sonne “sun”, Himmel “sky”, Jahreszeit “season”, Winter “winter”, Frühling “spring”, Sommer “summer”. The electronic resource allows us to accurately understand the meaning of the selected units, as the page has an explanation of each of them, as well as to see whether this phraseology is relevant in modern German and whether it has undergone some changes. The next step was to classify phraseological units according to their structure and semantics. According to the criterion of structure, phraseological units constitute the “phrasicon” of a language – that is, the whole inventory of idioms and phrases, both word-like and sentencelike set expressions. Using these criteria, the fi rst type includes the following compounds: in den Wind reden – “waste (one’s) breath”; Wind haben – “as hungry as a hunter”; in allen Himmeln schweben – “head in the clouds”; Sturm läuten – “to ring the alarm bell”. As for the second type, here are the following examples: Sie hat wohl der Blitz beim letzten Schiß erwischt? – “Are you insane?”; Аhа, daher weht der Wind! – “That’s what the smell is!”; jetzt pfeift der Wind aus einem anderen Loch (jetzt pfeift ein anderer Wind) – “change one`s tune”. The results indicate that sentence-like expressions account for 31.6 % of the entire sample, while word-like ones comprise 68.4 %. Also, we have made use of V. V. Vinogradov’s classifi cation system which is based on the degree of semantic cohesion between the components of a phraseological unit. As a result, the selected phraseological units were classifi ed by translation methods, and it was determined that the most commonly used methods are analogues (41.5 %) and descriptive (36.6 %) ones, while equivalent, combined, antonymous, loan translation, and translation in one word are much less fr).equent (21.9 % altogether). Key words: phraseological unit, translation, semantics, translation equivalence, translation transformations.

Teaching Russian as a Foreign Language with the Use of LearningApps Service

The article describes the experience of using applications of the LearningApps service in the practice of teaching Russian as a foreign language (hereinafter - RFL) to students of the Institute of International Education, Henan University of Science and Technology in the 2018-2020 academic years. The relevance of the topic is due to the lack of a comprehensive description of the potential of the LearningApps service simulators in traditional and distance teaching of foreigners. The purpose of the article is to show the possibilities of LearningApps service simulators as an accompanying electronic resource in teaching various aspects of RFL. The study of the service teaching potential was carried out using the analysis of scientific literature and the study of the service functionality, observation and generalization of pedagogical experience, conversations with students and teachers. In the course of the study, the positive and negative aspects of the resource under consideration were identified. Its advantages for a student are interactivity, individual trajectory of the student's performance, the possibility of receiving prompt advice and multiple execution, game form, availability of a large variety of task templates (more than 20). The advantages of the resource for a teacher are simplicity in learning, lack of linkage of exercises with a certain training platform, which allows including them in printed and electronic teaching aids, availability of ready-made exercises in the public database or possibility to make your own exercises based on them, the ability to use it for different methodological purposes: demonstration, search for information, formation of skills and abilities in different types of speech activity, the possibility of intensive learning of vocabulary, grammar, speaking, listening, control, conducting students individual work, depending on the level of language proficiency. The disadvantages include the impossibility of quick assessment using a point-rating system, the absence of the Cyrillic font in some templates, the absence of some templates in the database. The prospects for using the resource are associated with the need to develop distance learning of RFL.

Electronic Resource Management and Usage in Academic Libraries: The Ghanaian Context

<p>Electronic resources (ERs) in academic libraries have become a global phenomenon, and as libraries rely more on these resources managing them effectively becomes crucial. Electronic resource management (ERM) has consequently become a core function which many academic libraries around the globe appear to find challenging to implement effectively. Challenges of managing ERs are particularly pronounced in developing countries such as Ghana where the introduction of ICTs has typically been characterised by inadequate resources. Although there is an extensive literature on both the management and use of ERs, little research has studied how the two aspects could affect each other. Ineffective management of ERs could negatively affect their use; likewise, low usage of ERs could negatively impact on the management of these resources. Studying the concepts of management and usage of ERs together would result in better recommendations to inform practice and eliminate the challenges. In addition, the literature on the management of ERs is predominantly centred around libraries in the developed country context. Moreover, academic libraries in Ghana do not appear to be effective in managing ERs. There is a lack of understanding on how academic libraries in Ghana are managing ERs, and the ways in which this is affecting their usage and vice-versa. The study therefore fills the gaps by exploring the connection between the management and usage of ERs in academic libraries in a developing country context. Placed within a post-positivist worldview, this mixed-methods research employed a multiple case study approach, involving two public and two private universities in Ghana. Stakeholders included in the study were library staff, faculty, students, and consortium executives. Semi-structured interviews were conducted with library staff and members of the governing council of the Consortium of Academic and Research Libraries in Ghana (CARLIGH) concurrently with surveys of faculty and postgraduate students of the institutions investigated. These were supported by document analysis. To guide data collection and analysis, the Techniques for Electronic Resource Management (TERMS) framework (Emery & Stone, 2013), and an initial conceptual model of factors developed using constructs from the Unified Theory of Acceptance and Use of Technology (UTAUT) (Venkatesh, Morris, Davis & Davis 2003) and the literature underpinned the study. The interview findings revealed inadequate planning for ERs in the case institutions owing to operational challenges including inadequate policies for ERs, inadequate funding, and understaffing. Although efforts were being made to follow standard procedures some components of ER workflow were absent in both public and private case libraries, whereas other aspects of the workflow were responsibilities of parties external to the libraries. The document analysis showed that, the total average completeness of collection development policies of case libraries was 25% which indicated the lack of vital elements in these policies. The survey findings showed a generally low awareness and usage of ERs by faculty and students due to inadequate promotional efforts by the case libraries, inadequate infrastructure, and lack of relevant content. Consequently, respondents had a negative perception on the usefulness of the ERs which may have caused the observed low usage. The study also found three main factors as affecting the management and usage of ERs in academic libraries in Ghana which were governmental, organisational and individual factors. Governmental factors such as regulations on staffing, inadequate funding, and nationwide rationing of electricity supply were hindrances. At the organisational level, an enabler was collaboration with stakeholders, whereas obstacles included inadequate policies, staffing challenges, resource-related factors, lack of investment for sustainability, centralised management structure, low institutional commitment, poor communication, and low usage of ERs. Enabling individual factors consisted of religious beliefs, social influence, oral information, and interest in IT. Hindering individual factors comprised negative effects of oral information, resistance to change, fear of speaking against authority, reluctance to submit contents to institutional repository, negative perception on the ERs and lack of time. The findings also established various ways in which the management and usage of ERs affected each other. Low user input in the selection of ERs, access related challenges, inadequate publicity, training, and evaluation of ERs negatively affected the usage of ERs. However, case libraries that occasionally allowed users to schedule training sessions observed increased attendance to training with a corresponding increase in ER usage, which provided a basis for institutional budgetary support. On the other hand, failure of users to attend training programmes after signing up, low referral of students to the ERs by faculty and low usage of ERs of the library negatively affected ERM particularly in the areas of budgeting for ER subscription and sustainability. However, faculty and students facilitated the management of ERs of the library in terms of creating awareness of the ERs among their colleagues and peers, and also accessing the resources using mobile devices to supplement the library’s inadequate computers. The TERMS framework and initial conceptual model of factors were revised based on the findings. The study adds to the Library and Information Science research relevant to the understanding of the management and usage of ERs, factors affecting both concepts and how these two concepts are related. In addition, the study contributes to practice by recommending strategies for effective ERM to encourage increased usage of ERs. It is also hoped that academic libraries in other developing countries can draw lessons from the findings. The study also provides advanced countries with a deeper insight to guide them in providing support to developing countries. The findings also have implications for policy and decision makers in terms of prioritisation and allocation of resources for effective ERM and usage in academic libraries as contemporary issues are revealed. Keywords: Academic institutions, Academic libraries, Electronic resources, Electronic resources in Africa, Electronic resource management, Electronic resource usage</p>

Electronic Resource Management and Usage in Academic Libraries: The Ghanaian Context

<p>Electronic resources (ERs) in academic libraries have become a global phenomenon, and as libraries rely more on these resources managing them effectively becomes crucial. Electronic resource management (ERM) has consequently become a core function which many academic libraries around the globe appear to find challenging to implement effectively. Challenges of managing ERs are particularly pronounced in developing countries such as Ghana where the introduction of ICTs has typically been characterised by inadequate resources. Although there is an extensive literature on both the management and use of ERs, little research has studied how the two aspects could affect each other. Ineffective management of ERs could negatively affect their use; likewise, low usage of ERs could negatively impact on the management of these resources. Studying the concepts of management and usage of ERs together would result in better recommendations to inform practice and eliminate the challenges. In addition, the literature on the management of ERs is predominantly centred around libraries in the developed country context. Moreover, academic libraries in Ghana do not appear to be effective in managing ERs. There is a lack of understanding on how academic libraries in Ghana are managing ERs, and the ways in which this is affecting their usage and vice-versa. The study therefore fills the gaps by exploring the connection between the management and usage of ERs in academic libraries in a developing country context. Placed within a post-positivist worldview, this mixed-methods research employed a multiple case study approach, involving two public and two private universities in Ghana. Stakeholders included in the study were library staff, faculty, students, and consortium executives. Semi-structured interviews were conducted with library staff and members of the governing council of the Consortium of Academic and Research Libraries in Ghana (CARLIGH) concurrently with surveys of faculty and postgraduate students of the institutions investigated. These were supported by document analysis. To guide data collection and analysis, the Techniques for Electronic Resource Management (TERMS) framework (Emery & Stone, 2013), and an initial conceptual model of factors developed using constructs from the Unified Theory of Acceptance and Use of Technology (UTAUT) (Venkatesh, Morris, Davis & Davis 2003) and the literature underpinned the study. The interview findings revealed inadequate planning for ERs in the case institutions owing to operational challenges including inadequate policies for ERs, inadequate funding, and understaffing. Although efforts were being made to follow standard procedures some components of ER workflow were absent in both public and private case libraries, whereas other aspects of the workflow were responsibilities of parties external to the libraries. The document analysis showed that, the total average completeness of collection development policies of case libraries was 25% which indicated the lack of vital elements in these policies. The survey findings showed a generally low awareness and usage of ERs by faculty and students due to inadequate promotional efforts by the case libraries, inadequate infrastructure, and lack of relevant content. Consequently, respondents had a negative perception on the usefulness of the ERs which may have caused the observed low usage. The study also found three main factors as affecting the management and usage of ERs in academic libraries in Ghana which were governmental, organisational and individual factors. Governmental factors such as regulations on staffing, inadequate funding, and nationwide rationing of electricity supply were hindrances. At the organisational level, an enabler was collaboration with stakeholders, whereas obstacles included inadequate policies, staffing challenges, resource-related factors, lack of investment for sustainability, centralised management structure, low institutional commitment, poor communication, and low usage of ERs. Enabling individual factors consisted of religious beliefs, social influence, oral information, and interest in IT. Hindering individual factors comprised negative effects of oral information, resistance to change, fear of speaking against authority, reluctance to submit contents to institutional repository, negative perception on the ERs and lack of time. The findings also established various ways in which the management and usage of ERs affected each other. Low user input in the selection of ERs, access related challenges, inadequate publicity, training, and evaluation of ERs negatively affected the usage of ERs. However, case libraries that occasionally allowed users to schedule training sessions observed increased attendance to training with a corresponding increase in ER usage, which provided a basis for institutional budgetary support. On the other hand, failure of users to attend training programmes after signing up, low referral of students to the ERs by faculty and low usage of ERs of the library negatively affected ERM particularly in the areas of budgeting for ER subscription and sustainability. However, faculty and students facilitated the management of ERs of the library in terms of creating awareness of the ERs among their colleagues and peers, and also accessing the resources using mobile devices to supplement the library’s inadequate computers. The TERMS framework and initial conceptual model of factors were revised based on the findings. The study adds to the Library and Information Science research relevant to the understanding of the management and usage of ERs, factors affecting both concepts and how these two concepts are related. In addition, the study contributes to practice by recommending strategies for effective ERM to encourage increased usage of ERs. It is also hoped that academic libraries in other developing countries can draw lessons from the findings. The study also provides advanced countries with a deeper insight to guide them in providing support to developing countries. The findings also have implications for policy and decision makers in terms of prioritisation and allocation of resources for effective ERM and usage in academic libraries as contemporary issues are revealed. Keywords: Academic institutions, Academic libraries, Electronic resources, Electronic resources in Africa, Electronic resource management, Electronic resource usage</p>

Line voltage asymmetry in closed electrical networks with distributed generation as a source of electromagnetic interference

The article reveals relevance of the problem of unbalance of line voltages in closed electrical networks with distributed generation as a source of electromagnetic interference, in particular, the problem of electromagnetic compatibility of coastal and ship technical equipment. There is presented mathematical description of the process of occurrence of conductive low-frequency EMF by the voltage unbalance coefficient in the reverse sequence and an algorithm for finding it; using the equations, parameters of this coefficient are described, such as mathematical expectation, standard deviation, probability of occurrence for the billing period, as a result, a computer program has been developed to calculate these parameters; a method for processing the obtained data of power quality indicators according to the found coefficient has been developed; an algorithm for balancing voltages in an electrical network based on finding the most optimal power supply scheme for end consumers (certificate of state registration of an electronic resource No. 23664).

The Effects of Qigong for Hypertension: A Meta-Analysis of Randomized Controlled Trials

Background. Hypertension has been a global public health problem. Qigong as a complementary and alternative therapy is often used to reduce blood pressure. The aim of this meta-analysis was to investigate the effects of Qigong on blood pressure in hypertensive patients. Methods. Six electronic resource databases were searched from inception to January 2019, and randomized controlled trials of Qigong on hypertension were retrieved. Meta-analysis was conducted according to the guidelines of the Cochrane Collaboration, and Review Manager 5.3 was applied. Two researchers independently identified articles to include based on inclusion/exclusion criteria, data extraction, and quality evaluation. Results. Fourteen studies, with 829 individuals, were included. The meta-analysis demonstrates that, compared with no exercise, Qigong has significant positive effects on systolic blood pressure (mean difference = −8.90, 95% CI (−12.13, −5.67), P < 0.00001 ) and diastolic blood pressure (mean difference = −5.02, 95% CI (−7.88, −2.17), P < 0.00001 ). There is, however, no significant difference between Qigong and other aerobic exercises in reducing blood pressure. Conclusion. Qigong can effectively reduce blood pressure levels. Longer-term engagement in the practice has an even better effect in hypertension patients. However, the conclusion of this study still needs to be verified by more high-quality studies.

Problems of tourism infrastructure development (on the example of Olkhon Island)

In this article we consider the main problems associated with the anthropogenic load and underdeveloped tourist infrastructure on Olkhon Island. Large numbers of tourists arrive on the island uncontrollably, complicating the operation of transport infrastructure and putting pressure on the landscape. In this regard, there is a need to develop a way to control the tourist flow. Olkhon Island is a protected area, the natural resources of which are protected by many laws and restrictions. At the same time, restricting tourist entry is not possible due to the fact that tourism is the main way for many residents to earn money. In this article, a comprehensive analysis of the current state of the tourist infrastructure on Olkhon Island is made, the main problems are identified, and promising approaches and possible solutions are outlined. We considered the main methods for registering tourists, which are used both in the Russian Federation and in tourist centres in many countries. It was proposed to create an electronic resource that will not only provide up-to-date information about Baikal, Olkhon Island and tourist services, but also allow electronic registration of tourists in this area.

ГЕНДЕРНІ ОСОБЛИВОСТІ СОЦІАЛЬНОЇ КРЕАТИВНОСТІ МАЙБУТНІХ МАГІСТРІВ ПЕДАГОГІЧНИХ СПЕЦІАЛЬНОСТЕЙ

У статті розкрито гендерні особливості соціальної креативності майбутніх магістрів педагогічних спеціальностей. Методи дослідження: теоретичні (аналіз та узагальнення результатів психологічних досліджень); емпіричні (методика «Соціальна креативність» А.В. Батаршева); математичної статистики (визначення відсоткових співвідношень, типових результатів варіаційного ряду, середнього квадратичного відхилення, критерію Манна-Уїтні). Виокремлено три підходи до тлумачення соціальної креативності (як феномена міжгрупового порівняння, як одного з видів творчості, як здатності особистості ефективно вирішувати нестандартні ситуації у сфері спілкування і взаємин). Показано, що соціальна креативність педагога є складовою його професійної творчості й професійно важливою якістю, оскільки до його обов’язків належить конструювання навчального (та інших видів) спілкування, залагодження складних і нестандартних комунікативних ситуацій. Встановлено, що більшість майбутніх педагогів має середній і вище рівні соціальної креативності, що дозволятиме їм ефективно виконувати свої професійні функції. Виявлено статистично значущі гендерні відмінності за чотирма з вісімнадцяти шкал соціальної креативності. Для хлопців притаманною є більш висока самооцінка своєї рішучості; здатність проявити вимогливість і наполегливість, щоб люди виконали обіцяне; здатність до справ, які оточуючі сприймають як несподівані й принципово нові. Дівчата частіше беруть на себе відповідальність за вирішення найбільш складних проблем і справ. Відповіді й дівчат, й хлопців мають нормальний розподіл, у чоловічій підвибірці вони є більш контрастними, хлопці помітніше відрізняються між собою за проявами соціальної креативності. Зʼясовано, що актуальним завданням у роботі з формування соціальної креативності є розвиток здатності майбутніх педагогів трансформувати поставлені цілі й визначені завдання відповідно до умов їхнього досягнення, спроможність доопрацьовувати й вдосконалювати початкові проєкти й задуми у процесі їх втілення. Література Антюхова, Н.І. (2015). Концептуальна модель творчого потенціалу майбутнього вчителя іноземних мов. Гуманітарний вісник ДВНЗ «Переяслав-Хмельницький державний педагогічний університет імені Григорія Сковороди». Тематичний випуск «Міжнародні Челпанівські психолого-педагогічні читання», 7–14. Балл, Г.О., Зливков, В.Л., Копилов, С.О., Курганська, Л.О., & Михайлюк, Л.М. (2011). Педагогічна комунікація та ідентичність педагога. (Монографія). Київ : Педагогічна думка. Батаршев, А.В. (2005). Базовые психологические свойства и профессиональное самоопределение личности: Практическое руководство по психологической диагностике. Санкт-Петербург : Речь. Дуткевич, Т.В. (2021). Психологія конфліктності студентів педагогічних спеціальностей. (Монографія). Київ : КНТ. Каган, М.С., & Эткинд, А.М. (1988). Общение как ценность и как творчество. Вопросы психологии, 4, 25–34. Лазарєв, М.О. (2011). Творчість як родова властивість людини і основа педагогічної діяльності. А.А. Сбруєва, О.В. Єременко, & О.В. Михайличенко (Ред.). Педагогічні науки: теорія, історія, інноваційні технології, 3(13), 93–105. Моляко, В.А. (1983). Психология решения школьниками творческих задач. Киев : Радянська школа. Моляко, В.А. (2007). Творческая конструктология (пролегомены). Киев : «Освита Украины». Попель, А.А. (2014). Социальная креативность: новые подходы к конструированию понятия. Вестник Нижегородского университета имeни Н.И. Лобачевского. Социальные науки, 3(35), 129–135. Саврасов, М., & Александров, К. (2019). Соціальна креативність у структурі творчих здібностей майбутнього педагога. Професіоналізм педагога: теоретичні й методичні аспекти, 9, 105–115. Санникова, О.П., & Белоусова, Р.В. (2001). Оценка показателей коммуникативной креативности с помощью оригинальной методики. Наука i освiта, 6, 52–54. Сисоєва, С.О. (2014). Творчий розвиток фахівців в умовах магістратури. (Монографія). Київ : Едельвейс. Amabile, Т.М. (1983). The social psychology of creativity. New York : Springer-Verlag. APA Dictionary of Psychology. Electronic resource. Access mode: https://dictionary.apa.org/social-creativity Chikszentmihalyi, (1988). Society, culture and person: A system view of creativity. In R. Sternberg & T. Tardif (Eds.), The nature of creativity. (pp. 325–339). Cambridge : Cambridge Press. Maarten Johannes van Bezouw, Jojanneke van der Toorn, &Julia Christina Becker (2020). Social creativity: Reviving a social identity approach to social stability. European Journal of Social Psychology, 1–14. https://doi.org/10.1002/ejsp.2732 Tajfel, , & Turner, J.C. (1979). An integrative theory of intergroup conflict. In W.G.Austin & S.Worchel. (Eds.), The soсial psychology of intergroup relations. (pp. 33–47). Brooks/Cole.