Reviewerly/exHarmony huggingface dataset:
Improving Class Representation for Zero-Shot Action Recognition

Zero-Shot Action Recognition (ZSAR) enables models to infer new action classes from previously seen data without any samples of those new classes. How an action class is represented in an understandable and processable format influences the performance in ZSAR. Semantic representations of action classes have been made in various forms, such as attributes, class labels, and text descriptions, while in video recognition, the action classes can also have visual representations in the form of images. This paper proposes a novel method by improving class representation for ZSAR. On the one hand, to improve the collection and quality of text descriptions, this paper uses ChatGPT to generate descriptions and designs conversation-based text prompts that can quickly obtain high-quality descriptions of many actions. On the other hand, to overcome the ambiguity of single-modal class representation, we propose the Image-based Description Refinement (IDR) method to obtain multimodal class representation. Specifically, action classes are represented by relevant images from the web and descriptions, and action videos are represented by spatio-temporal features and extracted objects. By training on the seen set to learn the mapping of multimodal representations for classes and videos, we can infer video classes on the unseen set from the similarity of the mapped representations. Experiments on two popular benchmarks and two elderly daily activity datasets show the effectiveness of our method. In particular, it has a significant improvement in the case of less available video samples.
Mask-based Food Image Synthesis with Cross-Modal Recipe Embeddings

In this paper, we propose a Mask-based Recipe Embedding GAN (MRE-GAN), which enables us to generate a realistic food image based on a given mask image containing single or multiple food regions with cross-modal recipe embeddings for each food region. Thus, we can change meal shapes by modifying mask images, while by editing recipe text, we can change meal appearance. Our experimental findings confirmed that the proposed method could generate higher quality food images than the baselines, and we could change meal shapes and appearances by editing mask images and recipe texts as we liked.
FinGuard: A Multimodal AIGC Guardrail in Financial Scenarios

Recently, the development of foundation models has led to significant advances in the ability of artificial intelligence (AI) to generate multimodal content such as text and images. However, specialized industrial scenarios such as finance, which require high levels of security and compliance, pose challenges for the application of generative AI due to its uncontrollability. To address this issue, we propose FinGuard, a multimodal AI-generated content (AIGC) guardrail specifically designed for financial scenarios. We provide detailed definitions of the general quality, financial compliance, and security dimensions of AIGC, and implement the evaluation and inspection of multimodal AIGC including text and images. Our proposed FinGuard has been applied to a financial marketing application serving hundreds of millions of users.
Assessment of the actual security of the information system by studying the equivalence of the applied technologies

This research is devoted to one of the urgent problems in the field of security provision, implemented in various areas of human activity related to information systems. It is associated with a typical situation of discrepancy between the costs of improving security methods and the level of security achieved in this case. It is shown that one of the most promising methodological approaches aimed at finding a solution to this problem is related to the study of the prospects for adapting existing solutions with integration into the computing environment that implement the new technology. In accordance with this concept, the equivalent transition between information technologies should be implemented while maintaining the level of overall information security. The main research goal was determined – it concerns the development of an analytical model for controlling the equivalence of information technologies in information security systems. The current state in the field of information security was analyzed. It was revealed that the tools and mechanisms existing today and presented on the relevant market that prevent risks and threats to the functioning of information systems associated with data theft and distortion are “narrow”, that is, adapted to solving local problems facing attackers.
Guest Column: The 7 faces of quantum NP

When it comes to NP, its natural definition, its wide applicability across scientific disciplines, and its timeless relevance, the writing is on the wall: There can be only one. Quantum NP, on the other hand, is clearly the apple that fell far from the tree of NP. Two decades since the first definitions of quantum NP started rolling in, quantum complexity theorists face a stark reality: There's QMA, QCMA, QMA1, QMA(2), StoqMA, and NQP. In this article aimed at a general theoretical computer science audience, I survey these various definitions of quantum NP, their strengths and weaknesses, and why most of them, for better or worse, actually appear to fit naturally into the complexity zoo.
Taras Shvchenko in the Space of his Reading: The Time before 1837

The paper examines the beginning of Taras Shevchenko’s history as a reader – the period up to 1837, which is the date of the first known work of the young genius, the ballad “Insane” (“Prychynna”). Three stages (“the ages”) are distinguished in this period: childhood (until 1828), pre-bachelorhood (1828–1831), and bachelorhood (1831–1837). The analysis involves direct self-evidence (memoirs of relatives and acquaintances, Shevchenko’s autobiographical novels and letters), scholarly and popular science studies of Shevchenko studies, samples of historical and biographical Shevchenko studies, etc. The main method used is the “reverse optics” method, aimed at cognizing the object of attention “from the outside” and “from the inside”. The article traces, in addition to social, purely private (home) prerequisites for Taras’s long-lasting interest in books, noting that the latter had not only a paper equivalent at that time: living history was learned from stories, folk songs also penetrated his mind and taught him. The features of the boy’s psychological communication with books in the elementary school of Kyrylivka, as well as during his stay in Vilno and in the first years after his arrival in St. Petersburg, are also discussed. Also outlined is the range of Shevchenko’s reading at this time, it is indicated which lectures the future poet met sporadically, by chance, and which he had long-term, one might say, lifelong, external and internal relations with. These are primarily religious books, then works of fiction by Ukrainian and foreign authors, works on history, etc. The article also discusses the people who supported Shevchenko’s unusual interest in reading and how these efforts correlated with the multicultural and spiritual contexts in which Taras was living at the time. Some attempts to ideologize the topic (such as the artificial attempts of Soviet artists to “infantilize” the image of Shevchenko in his childhood and youth, noted by H. Hrabovych) are also pointed out. It is concluded that even in this state, in the grip of merciless circumstances (early orphanhood, social slavery), Taras not only sought but also worked to broaden his horizons, as a result of which reading and knowledge contributed to his relatively broad erudition even for that time, and was a form of creative socio-cultural activity, a way of self-defense and self-realization. Obviously, this is how the unique reading consciousness of the genius was formed, not to mention that a bright, outstanding type of Ukrainian creative intellectual was cultivated.
Vision Quest in Posthumanist Education: Focuses, Praxes and Experiences

In the context of Posthuman Studies, attention towards education is gaining increasing significance to address the anthropocentric axioms embedded in contemporary worldviews. What is posthumanist education? This paper addresses this question affirming the importance of embodying posthumanist theory in practice. Attention will be dedicated to three original keywords: selves-care; flex(st)ability; commUnity. They will be investigated as possible posthumanist focuses to respond to current educational needs. This paper is not purely theoretical; it is anchored in material experiences that are being explored by posthuman communities worldwide. We will reflect, more specifically, on the Posthuman Summer Camp, a collaborative event organized by the Italian Posthuman Network (Italy, August 10–13 2023). In this essay, the realities and possibilities that emerged during the first edition of the Camp are embraced as embodied and embedded, experiential and experimental – clearly, existential – praxes, enlightening our vision quest on posthumanist education.
DEVELOPMENT OF THE SUBJECT-METHODICAL PROFESSIONAL COMPETENCE OF SECONDARY SCHOOL TEACHERS-PHILOLOGISTS

The article examines the problem of developing subject-methodical professional competence of teachers of Ukrainian language and literature, foreign literature in the context of STEM education. Emphasis is placed on the relevance of language and literature school disciplines to STEM education. This is important for a teacher to participate in the formation of STEM competencies during language and literature lessons defined by the Concept of the Development of Science and Mathematics Education. The author considered forms of work on the formation of subject-methodical professional competence of teachers of Ukrainian language and literature, and foreign literature in the context of STEM education in the system of postgraduate pedagogical education. The content of such activities during advanced training courses is specified. There is a list of literary works in the article, which is advisable to work effectively on the formation of STEM competencies. The author defined topics of school programs and examples of tasks based on some works of the course «Ukrainian literature», and the integrated language and literature course «Ukrainian language, Ukrainian literature, Foreign literature», based on which it is advisable to form STEM competencies: cognitive skills, scientific literacy; information processing skills, creativity – qualities that contribute to the creativity of education seekers; the ability to make creative functional decisions, innovativeness; communication skills - effective teamwork, ability to be a leader and executor, etc. Consideration of the problem of the development of the subject-methodical professional competence of teachers of the Ukrainian language and literature, foreign literature in the context of STEM education will contribute to the improvement of the process of improving the qualifications of teachers of philological disciplines and teachers' awareness of the importance of combining the efforts of participants in the educational process in the formation of the necessary competencies of schoolchildren, stimulates inquisitiveness and supports the interest in education of students, forms in students a scientific worldview, the ability to perceive, analyze, interpret, and critically evaluate information.
DEVELOPMENT OF ASSESSMENT AND ANALYTICAL COMPETENCE OF PRIMARY CLASS TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING

The article reveals the place of evaluative and analytical competence in the professional training of primary school teachers. The directions of previous research on the formation of the teacher's professional competence, in particular the development of evaluative and analytical competence, are indicated. It is noted that insufficient attention is paid to the development of assessment and analytical competence of primary school teachers in the process of professional training in institutions of higher education, so the topic needs to be studied. Examples of definitions of the evaluative and analytical competence of the teacher are given, the lack of a single approach to the interpretation of the defined concept is noted. The own definition of the assessment and analytical competence of the primary school teacher is formulated. An analysis of the professional standard was carried out for the professions «Teacher of primary classes of a general secondary education institution», «Teacher of a general secondary education institution», «Teacher of primary education (with a diploma of a junior specialist)», a study of the labor functions and professional competences of the teacher was carried out for the purpose of combining them with evaluative - analytical competence, on the basis of which the place of evaluative and analytical competence in the professional training of a teacher is determined. The analysis of the standard of higher education in the specialty 013 Primary education for the first (bachelor) level of higher education was carried out in relation to the implementation of issues of the development of evaluative and analytical competence of future teachers and educational and professional training programs for bachelors in the specialty 013 Primary education of ten pedagogical institutions of higher education of Ukraine, which occupy the highest positions in the consolidated rating of higher education institutions of Ukraine in 2023, on the subject of compliance with professional and educational standards and ensuring the formation of evaluative and analytical competence of graduates. According to the author, in most educational and professional programs, insufficient attention is paid to the development of the evaluation and analytical competence of future teachers, in particular the analytical component. The perspective of further research is the study of the Ukrainian and international experience of primary school teacher training and the development of recommendations for the development of the evaluative and analytical competence of future teachers in the process of their professional training in institutions of higher education.
DISTANCE EDUCATION IN 2020-2023: WHAT CAN BE LEARNED FROM THE ACADEMIC LITERATURE?

The article is devoted to the problem of distance education at the beginning of the third decade of the 21st century in the conditions of the coronavirus pandemic. The relevance of the topic is justified from the point of view of pedagogy, as is its application in the educational process. The topic is timely for improving the quality of the educational process. The purposes of the article include giving insights into the academic literature on distance learning, as well as highlighting its positive impacts on education processes. The works of foreign and Ukrainian scientists, outstanding experts of the field and the topic, as well as their important scientific achievements are analyzed and emphasized. The article examines and explains the content of the term «distance learning». The definition of a type of distance learning is given, «emergency remote teaching» (ERT). The main differences between traditional, in-person teaching and online, distance learning are underlined. It is the physical presence that plays a crucial role, because while in face-to-face teaching the teacher and the students are practically in the same place, in online or distance learning this disappears as participants of the educational process might be physically hundreds and thousands of kilometres away from each other. The notion and applicability of the «flipped classroom» is also discussed in the article. It is determined that assessment of students’ knowledge can cause real difficulties for teachers and tutors. Marking written assignments needs special attention on the teachers’ part. Useful practical tips for teachers have been provided based on the academic literature. It was concluded that in Ukraine, neither teachers, nor students were prepared for the unfamiliar demands of distance learning. However, in the course of time both groups got accustomed to them and acquired the necessary skills successfully. Prospects for further research may be focusing on e-learning and its possible implementation in tertiary education in Ukraine in normal and extreme circumstances (e.g. in the time of war). The work is important for teachers, researchers and students studying the problems of distance learning.
INFORMATION TECHNOLOGY AS A FACTOR FOR IMPROVING THE TRAINING OF MODERN TEACHERS

The article analyzes developments in improving the training of modern teachers, considers the concept of «quality of education». Emphasis is placed on the fact that a modern specialist in the field of professional education must have a system of developed skills and abilities for the introduction of information technologies into the educational process to improve the assessment of the quality of education. An interpretation of the concept of «information technology» is provided. The author notes that due to the growth of information flows, the use of new pedagogical technologies, the need to meet the needs of personal and professional development of teachers, who are sometimes not fully prepared for the introduction of innovations in the educational process. This leads to certain difficulties in professional activities, including: organization of project and research activities of education seekers; development and implementation of methodical models, technologies and methods; analysis of the results of the educational process and their further use during the design of pedagogical activities; study, generalization and creative use of advanced pedagogical experience. It is noted that the structure of the readiness of future teachers of professional education includes the following components: motivational component as a set of motives adequate to the goals and tasks of pedagogical activity; a content component related to the cognitive sphere of a person and constitutes a system of knowledge necessary for productive pedagogical activity; operational component − a set of abilities and skills of practical problem solving in the process of pedagogical activity. a substantive analysis of the above definitions shows that there are currently two most distinct approaches to the definition of educational information technology. It is noted that in the first case, it is proposed to consider it as a didactic process, organized using a set of fundamentally new means and methods of data processing introduced into the education system, representing the purposeful creation, transmission, preservation, and display of information products with the lowest costs and in accordance with the laws of cognitive activity education seekers. In the second case, we are talking about the creation of a certain technical learning environment, in which information technologies occupy an important place.
IMMERSIVE TECHNOLOGIES AND THEIR IMPACT ON THE MODERNIZATION OF THE MODERN EDUCATION SYSTEM

The use of immersive technologies opens up many prospects for improving the quality of the educational process. According to scientific studies, immersive technologies improve students' spatial understanding and memorization, allowing them to experience learning from the first person, to see everything that is happening around them. Such technologies provide visual learning and contribute to students' overall understanding of more complex subjects, theories and languages. Some researchers single out several unique possibilities of virtual and augmented reality, namely immersion in a simulated environment, multimodal interaction, concretization of imagination. In general, according to most researchers, these technologies ensure the presence of users due to the high accuracy of the representation of three-dimensional virtual objects and the ability to simulate operations and procedures of abstract concepts. Currently, the Ukrainian education system is taking only the first steps in the direction of using immersive technologies. A fairly small number of Ukrainian educators have started using them in the educational process. Accordingly, the problems and prospects of introducing virtual and augmented reality technology into the educational process of Ukrainian educational institutions have not been sufficiently researched. This publication analyzes the impact of immersive technologies on the modernization of the modern education system. The essence of immersive technologies and their impact on the transformation of learning processes is revealed. Identified types of immersive technologies. The main problems of introducing immersive technologies into the educational environment of Ukrainian educational institutions are analyzed. The results of a sociological study, the purpose of which was to study the public opinion of teachers regarding the assessment of the impact of immersive technologies on the educational environment, identify problems and features of the introduction of these technologies into the modern education system, are presented. According to the results of a sociological study, the most common foreign and domestic AR and VR applications, which are used by teachers in general secondary education institutions and contribute to the effectiveness of learning processes, have been determined. The main trends of the further implementation of immersive learning in the modern education system of Ukraine are considered.
DIDACTIC PRINCIPLES OF TRAINING FUTURE TEACHERS FOR THE USE OF INNOVATIVE TECHNOLOGIES

The article analyzes developments on the application of didactic principles in the process of professional training of future teachers of pedagogical disciplines for the innovative technologies use. The conditions and ways of implementing the specified didactic principles are revealed. The following didactic principles are highlighted and systematized: the principle of scientificity; the principle of accessibility of education; the principle of systematicity and consistency; the principle of strength of knowledge, abilities and skills; the principle of visibility; the principle of connection between theory and practice; the principle of consciousness, activity, independence. It is emphasised that the classical principles of didactics in the methodological system with the use of innovative technologies have their own specifics. A discipline using innovative technologies is subject to a number of requirements in the design process: psychological, reflecting the patterns of knowledge acquisition; scientific, reflecting the scientific orientation in the discipline; related to future professional activities reflected in the model of specialist training; software, designing curricula or selecting software methodology for use at a certain stage of the educational process. For the successful implementation of the proposed principles, the following conditions must be met: a high level of organization of the educational process using innovative technologies; the use of appropriate means that stimulate the emergence and development of motivation among future teachers of pedagogical disciplines to use innovative technologies in all types of cognitive activity; systematization of knowledge and skills in the application of innovative technologies in the process of studying a special course; acquisition of future teachers of pedagogical disciplines with the experience of using innovative technologies during social-pedagogical and propaedeutic practices; ensuring the emotionality of learning and creating a favorable atmosphere in the process of educational activities. It is noted that the use of innovative technologies should be carried out taking into account the classical didactic principles that are implemented in the process of training in the conditions of traditional education.
PROBLEMS OF USING BLOCKCHAIN TECHNOLOGY IN THE HOSPITALITY INDUSTRY

The article provides an overview of the existing problems in the development of the use of blockchain technology in the activities of hospitality industry enterprises; a brief description of each of the problems is given; prospects for the development of blockchain technology are determined.