Suchergebnisse

The purpose of the article is to analyze the content of the methodology of teaching the course «Start-up-technology» to future border guards. Applied research methods: search and bibliographic (for systematization and organization of the source base; system and subject analysis (to clarify the content of scientific and pedagogical concepts and categories in accordance with the research problem); analysis of scientific and methodological literature, dictionary and reference literature). The article highlights the specifics of the methodology of teaching the discipline «Start-up Technology» to future border guards. The authors touched upon the problems of the quality of higher education in Ukraine, and in particular higher military education. A number of scientific works on the research problem are analysed: publications, monographs, and dissertations. The essence of the methodology of teaching «Start-up-technologies» the authors revealed on the example of the specialty «Telecommunications and Radio Engineering» at the Border Academy. The main features of the methodology are: construction of the working program of the prescribed discipline, taking into account the content of the professional activities of border guards; the distribution of classroom hours was carried out in such a way that most of them provided practical training for future border guards. Approximately 26 teaching hours out of 46 classroom classes are practical classes, the rest are lectures and seminars; a wide range of pedagogical technologies was used during practical and seminar classes with future border guards: from interactive conversations to collaborative technologies; ensuring interdisciplinary communication, as «Start-up technologies» are related to the disciplines «Philosophy», «Political and economic systems», «Project management» and others; use of managerial potential of academic discipline, in order to form the ability to make decisions and awareness of responsibility for these decisions; formation of a new style of thinking, demonstrated by the owners of start-ups around the world; expanding the worldview of border cadets; ensuring the education of future border officers, in particular such qualities as tolerance, restraint, etc. ; Метою статті є аналіз змісту методики викладання навчальної дисципліни «Старт-ап-технології» майбутнім офіцерам-прикордонникам. Застосовані методи дослідження: пошуково-бібліографічний (для систематизації та впорядкування джерельної основи; системний та предметний аналіз (для уточнення змісту науково-педагогічних понять та категорій відповідно до проблеми дослідження); аналіз наукової та методичної літератури, словниково-довідникової літератури. У статті висвітлено специфіку методики викладання навчальної дисципліни «Старт-ап-технології» майбутнім офіцерам-прикордонникам. Автори торкнулись проблем якості вищої освіти в Україні, і зокрема вищої військової освіти. Проаналізовано низку наукових праць з проблеми дослідження: і публікації, і монографії, і дисертації. Сутність методики викладання «Стар-ап-технологій» автори розкрили на прикладі спеціальності «Телекомунікації та радіотехніка» у прикордонній академії. Методика викладання сучасної навчальної дисципліни «Старт-ап-технології» вимагає врахування специфіки організації освітнього процесу у навчальному закладі, змісту професійної діяльності майбутніх офіцерів-прикордонників та оптимального рівня підготовленості до її викладання науково-педагогічних працівників.

The purpose of the article is to analyze the content of the methodology of teaching the course «Start-up-technology» to future border guards. Applied research methods: search and bibliographic (for systematization and organization of the source base; system and subject analysis (to clarify the content of scientific and pedagogical concepts and categories in accordance with the research problem); analysis of scientific and methodological literature, dictionary and reference literature). The article highlights the specifics of the methodology of teaching the discipline «Start-up Technology» to future border guards. The authors touched upon the problems of the quality of higher education in Ukraine, and in particular higher military education. A number of scientific works on the research problem are analysed: publications, monographs, and dissertations. The essence of the methodology of teaching «Start-up-technologies» the authors revealed on the example of the specialty «Telecommunications and Radio Engineering» at the Border Academy. The main features of the methodology are: construction of the working program of the prescribed discipline, taking into account the content of the professional activities of border guards; the distribution of classroom hours was carried out in such a way that most of them provided practical training for future border guards. Approximately 26 teaching hours out of 46 classroom classes are practical classes, the rest are lectures and seminars; a wide range of pedagogical technologies was used during practical and seminar classes with future border guards: from interactive conversations to collaborative technologies; ensuring interdisciplinary communication, as «Start-up technologies» are related to the disciplines «Philosophy», «Political and economic systems», «Project management» and others; use of managerial potential of academic discipline, in order to form the ability to make decisions and awareness of responsibility for these decisions; formation of a new style of thinking, demonstrated by the owners of start-ups around the world; expanding the worldview of border cadets; ensuring the education of future border officers, in particular such qualities as tolerance, restraint, etc. ; Метою статті є аналіз змісту методики викладання навчальної дисципліни «Старт-ап-технології» майбутнім офіцерам-прикордонникам. Застосовані методи дослідження: пошуково-бібліографічний (для систематизації та впорядкування джерельної основи; системний та предметний аналіз (для уточнення змісту науково-педагогічних понять та категорій відповідно до проблеми дослідження); аналіз наукової та методичної літератури, словниково-довідникової літератури. У статті висвітлено специфіку методики викладання навчальної дисципліни «Старт-ап-технології» майбутнім офіцерам-прикордонникам. Автори торкнулись проблем якості вищої освіти в Україні, і зокрема вищої військової освіти. Проаналізовано низку наукових праць з проблеми дослідження: і публікації, і монографії, і дисертації. Сутність методики викладання «Стар-ап-технологій» автори розкрили на прикладі спеціальності «Телекомунікації та радіотехніка» у прикордонній академії. Методика викладання сучасної навчальної дисципліни «Старт-ап-технології» вимагає врахування специфіки організації освітнього процесу у навчальному закладі, змісту професійної діяльності майбутніх офіцерів-прикордонників та оптимального рівня підготовленості до її викладання науково-педагогічних працівників.

The conceptual basis of Aristotle's interpretation of freedom and citizen has been considered. It has been found out that freedom by Aristotle had been directly connected with a conscious choice, an intelligent activity, kindness, political activity, having a purposeful motive for a good-happiness. It has been shown that a status of a citizen was defined by virtue, freedom, material well-being and political activity. Importance and nature of conscious choice and its conditionality by a language practice of a city state life and human experience have been taken into account. Differences between a city state, public life as a sphere of freedom and equality and private, economic life as a sphere of compulsion and subordination have been shown. Status of a woman in public and private measurements of an antique city state has been considered. Key words: citizen, public sphere, private sphere, conscious choice, virtue, freedom. ; Розглянуто концептуальні засади тлумачення понять свободи та громадянина у вченні Аристотеля. З'ясовано, що свобода в концепції Аристотеля прямо пов'язана зі свідомим вибором, розумною діяльністю, доброчесностями, політичною активністю та має цільову спонуку до блага-щастя. Окреслено, що статус громадянина визначають доброчесність, свобода, матеріальні статки та політична активність. Враховано значення і природу свідомого вибору та його зумовленість мовною практикою полісного життя і досвідом людини. Виявлено відмінності між полісним, громадським життям як сферою свободи і рівності та приватним, господарським життям як сферою примусу й підпорядкування. Розглянуто статус жінки в громадському та приватному вимірах античного полісу. Ключові слова: громадянин, громадська сфера, приватна сфера, свідомий вибір, чеснота, свобода.

Summary. Introduction. Providing of public equilibrium, establishment of mutual relations of collaboration and solidarity envisages the using of principles, that take into account the specific of mutual relations of individual and association, person and religious organization, and realization of that provides the redistribution of plenary powers between local associations and associations of the higher, centralized level. One of such principles there is a principle of subsidiarity. Purpose. The aim of the article is research of maintenance and practical measuring of principle of subsidiarity in Catholic social teaching. Methods. In order to examine the sense of subsidiarity, to trace consistently its conceptual evolution the author used coherent analytical tools. Results. Important for understanding the essence of principle of subsidiarity is a thesis on intercommunication and mutual responsibility of person and society, man and church organization. The realization of principle of subsidiarity envisages establishing the order, at what association of local level get all necessary functions, and the associations of higher level are allotted auxiliary and coordinating plenary powers. In accordance with principle of subsidiarity, central power must execute exactly auxiliary, but not leading role, deciding those tasks that can not be effectively executed at local level only. Originality. The principle of subsidiarity, from the point of view of Catholic social teaching, is based on a grant to the people a possibility to decide the questions, that they are touched and are urgent, without influence from the side of more centralized, social or private, religious or state institutes. Correct use of the principle of subsidiarity creates the counterbalance of omnipotence of external in relation to a man power, to the tendencies of centralization and depersonalization of human personality in the modern world, strengthens a democratic line-up, carrying out the proper distribution of tasks and delegation of plenary powers, and also distribution of power and control above her. Conclusion. The principle of subsidiarity finds his ground in the Catholic social teaching as democratic social principle of organization of free and humane society. As normative principle of governing, subsidiarity called to assist strengthening of dialogue, search of methods of mutual acceptance of decisions in a church.

The article considers theoretical, methodical and organizational aspects of teaching of economic disciplines in the modern college. The role of innovative approaches and active methods of teaching of economic disciplines in formation of readiness of future specialists to professional activity, their economic thinking and economic behavior is clarified. The necessity of the use of interactive methods of teaching of economic disciplines for students of the college is grounded. The methods of interactive learning and their organizational-methodical forms are considered, which are the most optimal for application in a certain type of occupations during preparation of specialists. The use of the latest technologies in the practical work of teachers of economic disciplines, in particular, their use in lectures and practical classes during the study of the courses "Economic Theory" and "Political Economy" at the Volyn College of the National University of Food Technologies was analyzed. It is determined that interactive methods of teaching intensify the student's attention, his creative abilities, develop his ability to communicate and defend his thoughts and positions, create favorable conditions for the student's education in the group, his self-education, and the establishment of constructive partnerships among all subjects of the educational process.

The aim of the article is to carry out the theoretical and legal analysis of key features of general philosophical and special legal understanding and interpretation of human, social and state security problems in the history of political and legal scholars of ancient times, in particular on the basis of scientific research of ancient Greek authors, opinions of that period, against the background of widespread collective ideas about security as a state of social relations, the condition of human (social) life and/or a kind of social value, objects (spheres) of this security, as well as subjects and regulatory mechanisms to ensure the appropriate state of society and the state. It is shown, that the ancient Greek political and legal thought demonstrates a wide panorama of original views on the formation, development, functioning and guarantee of public and personal, internal and external, military and international, political and economic security in the context of political and legal concepts that reflect complex dialectics. and the interaction of the individual, society, law and the state. It has been found, that the ancient Greek political and legal thought raises questions about the essence of public security. The matter of public security is an essential function of the state, which is realized by it both in the external sphere (military and foreign political security) and within the country (internal or domestic political security). Developed at the theoretical and philosophical level, the idea of good governance (Democritus, Plato, Aristotle, Polybius) is the idea of guaranteeing its security: bad governance - the key to the decline and collapse of the state, the death of its citizens. The philosophical concepts of Socrates, Plato and Aristotle are the most fundamental for the further development of political and legal models of public security

The article considers the content of formal, non-formal, and informal learning of foreign languages. It is noted that formal education is education that is institutionalized, intentional, and planned through public organizations and recognized private institutions and together they create a system of state formal education. Non-formal education is education that is institutionalized, intentional, and planned by the subject of educational activity. Informal education is a form of education that is intentional or conscious, but not institutionalized. The author analyzes the main differences between formal, non-formal, and informal learning. It has been emphasized that learning, whether formal or informal, is intentional and partly accidental, but informal learning is purely accidental. It has been outlined that in the short term it makes more sense and, of course, more accessible to involve volunteers in the organization of social activities that promote non-formal and informal language learning, instead of immediately organizing official language courses. If such measures are properly designed and effectively implemented, they can motivate and encourage students to participate in formal language courses at a later stage. It has been noted that formal education characterizes education on the negative side due to certain limitations, namely the curriculum is based on norms and laws approved by the government/institution, while the students' needs and interests are not taken into account. When the students' needs and interests are taken into account, the students will be more interested and more willing to participate in various activities. On the other hand, non-formal education manages to transform the interests and needs of students into a flexible and adapted form of learning. ; У статті розглянуто зміст формального, неформального та інформального навчання іноземним мовам. Автором проаналізовано основні відмінності формального, неформального та інформального навчання. Наголошено, що у короткостроковій перспективі має більший сенс і, безумовно, доступніше залучати волонтерів до організації соціальних заходів, які сприяють неформальному та інформальному вивченню мов, замість того щоб відразу організовувати офіційні мовні курси. Якщо такі заходи розроблені належним чином та ефективно виконані, вони можуть вмотивувати та заохотити студентів брати участь в офіційних мовних курсах на більш пізньому етапі.

У статті розглянуто зміст формального, неформального та інформального навчання іноземним мовам. Автором проаналізовано основні відмінності формального, неформального та інформального навчання. Наголошено, що у короткостроковій перспективі має більший сенс і, безумовно, доступніше залучати волонтерів до організації соціальних заходів, які сприяють неформальному та інформальному вивченню мов, замість того щоб відразу організовувати офіційні мовні курси. Якщо такі заходи розроблені належним чином та ефективно виконані, вони можуть вмотивувати та заохотити студентів брати участь в офіційних мовних курсах на більш пізньому етапі. ; The article considers the content of formal, non-formal, and informal learning of foreign languages. It is noted that formal education is education that is institutionalized, intentional, and planned through public organizations and recognized private institutions and together they create a system of state formal education. Non-formal education is education that is institutionalized, intentional, and planned by the subject of educational activity. Informal education is a form of education that is intentional or conscious, but not institutionalized. The author analyzes the main differences between formal, non-formal, and informal learning. It has been emphasized that learning, whether formal or informal, is intentional and partly accidental, but informal learning is purely accidental. It has been outlined that in the short term it makes more sense and, of course, more accessible to involve volunteers in the organization of social activities that promote non-formal and informal language learning, instead of immediately organizing official language courses. If such measures are properly designed and effectively implemented, they can motivate and encourage students to participate in formal language courses at a later stage. It has been noted that formal education characterizes education on the negative side due to certain limitations, namely the curriculum is based on norms and laws approved by the government/institution, while the students' needs and interests are not taken into account. When the students' needs and interests are taken into account, the students will be more interested and more willing to participate in various activities. On the other hand, non-formal education manages to transform the interests and needs of students into a flexible and adapted form of learning.

The subject of the article is the process of making an economic decision. The stages of the history of economic-psychological researches – economic psychology, behavioral economy, psychology of economic behavior are distinguished. The contribution to the study of the psychological factors of the economic behavior of the winners of the Nobel Prize in Economics is shown. The theory of rational expectations of John von Neumann and O. Morgerstern Is characterized, particular attention is paid to the prospect theory of D. Kaneman and A. Tversky. The latter is presented in the form of heuristic decision making – representativeness, availability, adjustment, and anchoring, in addition, with the distinction of rational and irrational moments of this process. It is stated that the corresponding model of decision making does not take into account and that behind the economic- psychological lies in the actual psychological logic that a person makes decisions based on his own strategy, coping. The concept of decision making is substantially incomplete. Opportunity of the possibility of specification of the prospect theory of by the Case Study method – the analysis of a particular case of economic behavior opens. The Melbourne decision making questionnaire applies, the factors of this process – vigilance, back-passing, procrastination, and hypervigilance are manifest. The investigator is given the instruction to make an expanded comment on every statement, to explain own argumentation, as well as the obtained result. The rational and irrational components of its solution and features of coping are analyzed. It is determined that vigilance is the dominant factor, it turns out to be the most productive way of decision making. A model of coping of decision making, which specifies the theory of the prospects of D. Kaneman and A. Tversky and expands the limits of its application in the field of psychology of human economic behavior, is constructed. ; У статті виділяються етапи історії економіко-психологічних досліджень процесу прийняття рішення, показується внесок лауреатів Нобелівської премії з економіки у вивчення психологічних чинників цього процесу. Характеризується теорія раціональних очікувань Дж. фон Неймана та О. Моргенштерна, особлива увага приділяється теорії перспектив Д. Канемана та А. Тверські. Констатується, що теорія описує евристики, яких недостатньо для цілісного опису стратегії прийняття рішення (копінгу) конкретною людиною. Відкривається можливість доповнення цієї теорії за допомогою методу case study – аналізу окремого випадку економічної поведінки. Застосовується Мельбурнський опитувальник прийняття рішення. Аналізуються складові рішення та особливості копінгу. Домінуючим виявляється фактор пильності, при прийнятті рішення він є найпродуктивнішим. Побудована модель копінгу прийняття рішення досліджуваним, яка доповнює теорію перспектив Д. Кане-мана і А. Тверські й розширює межі її застосування в царині психології економічної поведінки.

The article analyzes the modern communicative, interactive and cognitive approaches to teaching a professionally-oriented foreign language at higher educational establishments. The necessity of development of language abilities of students to form a professional foreign communicative competence of future professionals has been proved in the hospitality and restaurant industry. Different approaches to the definition of the interactive teaching have been investigated in the article. On the one hand, interactive teaching is defined as a dialogue learning. Since interactive means the ability to interact or to be in the conversation regime. Interactive teaching is considered firstly as the interaction between the teacher and the student. It has been revealed the peculiar value of the interactive teaching in student's learning how to work in the team effectively. The article emphasizes that under th conditions of the European Union, it is becoming more important to provide the students with a high level of the students' awareness, applying with this purpose not only the traditional teaching methods. Applying new effective methods in teaching English to prepare the future specialists in the field of Hospitality and Restaurant Business has become extremely not only important but rather desireable. Among progress methods in the modern academic process, a lot of attention is paid to the interactive methods, bases on the persona-oriented approach to the student, aimed at the development of the creative student's potential and the ability to think creatively and to respond quickly, improving the communicative skills as well. The article postulates the thought that the interactive methods as the interaction of the teacher and the student in the process of communication and learning solve linguistic and communicative tasks. The article also represents various types of language and communicative competences. The issue of the development of language and communicative competence remains important during the entire academic process as the essential component of the professional training of future specialists in the system of high education in Ukraine. We have studied the content of the terms "competence", "communicative competence". There are different approaches to the definition of the characteristics of the communicative competence, its structure. It has been defined that the process of making the communicative competence of the students is necessary to be arranged on the basis of integral communicative and interactive teaching methods according to the content of learning. ; Стаття присвячена аналізу сучасних комунікативно-інтерактивного та когнітивного підходів до викладання іноземної мови фахового спрямування закладу вищої освіти. Обґрунтовано необхідність розвитку мовних здібностей студентів для формування професійної іншомовної комунікативної компетентності фахівців індустрії гостинності та ресторанної справи. Розкрито особливу цінність інтерактивного навчання в тому, що студенти навчаються ефективній роботі в команді.

The article analyzes the modern communicative, interactive and cognitive approaches to teaching a professionally-oriented foreign language at higher educational establishments. The necessity of development of language abilities of students to form a professional foreign communicative competence of future professionals has been proved in the hospitality and restaurant industry. Different approaches to the definition of the interactive teaching have been investigated in the article. On the one hand, interactive teaching is defined as a dialogue learning. Since interactive means the ability to interact or to be in the conversation regime. Interactive teaching is considered firstly as the interaction between the teacher and the student. It has been revealed the peculiar value of the interactive teaching in student's learning how to work in the team effectively. The article emphasizes that under th conditions of the European Union, it is becoming more important to provide the students with a high level of the students' awareness, applying with this purpose not only the traditional teaching methods. Applying new effective methods in teaching English to prepare the future specialists in the field of Hospitality and Restaurant Business has become extremely not only important but rather desireable. Among progress methods in the modern academic process, a lot of attention is paid to the interactive methods, bases on the persona-oriented approach to the student, aimed at the development of the creative student's potential and the ability to think creatively and to respond quickly, improving the communicative skills as well. The article postulates the thought that the interactive methods as the interaction of the teacher and the student in the process of communication and learning solve linguistic and communicative tasks. The article also represents various types of language and communicative competences. The issue of the development of language and communicative competence remains important during the entire academic process as the essential component of the professional training of future specialists in the system of high education in Ukraine. We have studied the content of the terms "competence", "communicative competence". There are different approaches to the definition of the characteristics of the communicative competence, its structure. It has been defined that the process of making the communicative competence of the students is necessary to be arranged on the basis of integral communicative and interactive teaching methods according to the content of learning. ; Стаття присвячена аналізу сучасних комунікативно-інтерактивного та когнітивного підходів до викладання іноземної мови фахового спрямування закладу вищої освіти. Обґрунтовано необхідність розвитку мовних здібностей студентів для формування професійної іншомовної комунікативної компетентності фахівців індустрії гостинності та ресторанної справи. Розкрито особливу цінність інтерактивного навчання в тому, що студенти навчаються ефективній роботі в команді.

History as a Magistra Vitae encompasses a lot of mutually complementing research and teaching subjects. It should be taught step by step from local and simple items up to global generalizations taking into account the age, educational level, and professional interests of audience. The pupils at the primary and secondary schools learn at first about their native towns or districts, later in more detail about their motherland as a whole, and common patterns of Europe with just basic names and data of the World. The higher schools are to combine minimal information of history necessary for any civilized human being with emphasized attention at the respective fields' past separately for future lawyers, physicians, engineers, etc. In Ukraine as an extremely exhausted nation it is crucially important to break deeply rooted complex of inferiority, to prove indivisibility of domestic history with East-Central and the rest of Europe. We should overcome as soon as possible a situation when large territories had been devastated by Holodomor and colonized by alien settlers from other parts of the Soviet Union after this genocide. The newcomers' offspring gradually will get accommodated to their new homeland yet during Transition they are an easy target for destructive impacts from abroad. To counteract subversive propaganda, we need highly educated teachers and lecturers. The pro-European liberals in Ukraine had been exterminated by notorious totalitarian purges or forced to exile and replaced by mercenaries of Russian revanchist forces. The huge traditional Universities hardly can be reformed and modernized, as they inherited stereotypes and prejudices from the past. Newly created, seemingly more flexible and certainly less corrupted higher schools attract capable and ambitious people yet their alumni feel temptation of more easy opportunities. Ukraine needs patriots now more than ever desperately fighting for survival against aggressor in current Hybrid war. The prospects look optimistic, yet for the time being it requires a lot of efforts. History teaching becomes still more important to promote unity of interdependent philological, historical, political, and state making generations of national rebirth aimed at the repatriation to modernity. ; Історія, вчителька життя, охоплює низку навзаєм доповнюваних понять. Її треба навчати поступово, крок за кроком, від місцевих сюжетів до всесвітніх узагальнень, щоразу беручи до уваги вік, освітній рівень і фахову зацікавленість конкретної аудиторії. Учні початкових і середніх шкіл довідуються спочатку про рідні міста і райони, потім докладніше про батьківщину в цілому, спільні підва- лини і найважливіші явища Європи, засадничі імена і факти решти світу. Заклади вищої освіти мають на меті сполучити у випускників мінімум знань, необхідних будь-якій цивілізованій людині, та переважну увагу до попереднього розвитку вужчих сфер інтересів майбутніх правників, інженерів, лікарів тощо. У виснаженій тоталітарним геноцидом нації перехідної доби треба зламати міцно вкорінений комплекс меншовартості, довести неподільність вітчизняної історії та ментальності з довкіллям у Східно-Центральній Європі, збагнути сенс європейської спільноти, простежити на прикладі України філологічне, історичне, політичне, державотворче покоління Відродження в репатріації до глобальної сучасності. Задум Могилянської академії базовано на передумовах її розгортання в міжнародний осередок комбіновано-компаративної гуманістики з міжпредметної синхронізації викладання вітчизняної та всесвітньої історії до міжвідомчої галузевої координації з культурологією, мистецтвознавством, юриспруденцією, філософією, політологією та іншими дотичними науками.