Reviewerly/exHarmony huggingface dataset:
USE OF INTERNET TECHNOLOGIES IN THE EDUCATIONAL PROCESS

The article is devoted to the problems of using Internet technologies in the educational process in the preparation of students majoring in 015 Vocational Education (Digital Technologies). Based on the analysis of various scientific and information sources, it is established that today there are a significant number of Internet services that can be successfully used to intensify the educational process in student learning. In particular, the use of Internet technologies in the educational process can take place in the following areas: development of didactic and methodological materials; work with society (society as a whole social system); formation and development of professional competence of future teachers; development of management activities in the education system, etc. Thus, the Internet services Apple Keynote, SlideDog, Slides and others allow you to create spectacular presentations that are remembered by the audience, web pages, videos, images. To create interactive exercises, without which it is impossible to imagine the educational process (especially during distance learning), it is possible to use the LearningApps service, which allows you to create interactive modules (exercises). For group communication, it is advisable to use Miro: Online whiteboard - online board for teamwork, or Lucidspark - a tool that allows you to share the board with colleagues, you can customize what actions are allowed to colleagues (viewing, commenting, editing, etc.). Internet technologies (AppGyver [Composer], AppMachine, AppsBuilder, Dating Framework, ENTiTi Creator, ViziApps, iBuildApp, Livecode) can be used directly for the formation of professional competence of future pedagogical engineers in the educational process. built-in templates. The development of management activities in the education system can be effectively represented through a modular object-oriented dynamic learning environment Moodle that can be used for learning, training, independent work, analysis, etc. The use of the servers described in the publication creates opportunities for future pedagogical engineers to significantly improve their knowledge in the field of digital technology, learn to develop teaching materials for students and prepare themselves for future careers.
EDUCATIONAL PROBLEMS OF INTEGRATED CONTENT AS A DIDACTIC TOOL OF INTEGRATED LEARNING OF NATURAL SUBJECTS

The article considers the educational tasks of integrated content as a didactic tool of integrated learning, the didactic condition of which is interdisciplinary connections. The basic concepts are analyzed. A system of specific methodological techniques aimed at establishing interdisciplinary links is presented: organization of self-educational activities based on textbooks of various disciplines; production and use of comprehensive visual aids; performance of written works, which are checked by different teachers; maintaining interdisciplinary notebooks; group work of teachers on the organization of studying of interdisciplinary problems; project activities and educational tasks of integrated content. It is noted that the integrated use of a system of methods and techniques for establishing interdisciplinary links is a methodological basis for integrated learning and contributes to the holistic perception of educational information and the world at large. On the basis of international research D.&nbsp;Hetty outlined the methodological aspects of ensuring the content of school education, in particular science: integration of previous and new knowledge; in-depth study of program material; a set of methods for cognitive analysis of problems; self-esteem and reflection; collective learning, mutual learning. An interpretation of the concept of educational tasks of integrated content, as certain situations that have several data and one question, the answer to which can be provided based on these data; practical focus on the formation of integrated skills. The types of educational tasks of integrated content (complex, situational, contextual and open tasks, case tasks, interdisciplinary tests, group tasks differentiated by different subjects, research tasks) are determined, which have competence-oriented orientation, applied character. Examples are given. An algorithm for creating a learning resource that contains situational tasks and corresponds to the current program is presented. Further researches in development of a methodical system of preparation of teachers of natural specialties concerning creation of educational problems of the integrated maintenance are projected; formation of skills of three-level integration: content, methods and technologies of teaching natural subjects.
Humanitarian Shelter Guidelines: Indonesian Version

No one can avoid disasters that could happen to anyone, anywhere, and anytime. Disasters might destoy people’s homes which are the primary need of human being. Therefore, people affected by disaster need new shelters to live in. Providing a shelter is not merely building a structure. However, shelter is a process of providing a better place for people especially those who are affected by disasters. Shelters and settlement assistance need to support a secure, dignified, and comfortable life. Ministry of Social Affairs Republic of Indonesia, coordinating with Indonesian Red Cross Society, published the Humanitarian Shelter Guidelines book in Indonesian version. This book contains informations regarding the basic understanding and paradigm of shelter, leading to determining the needs of shelters, guidelines on designing and planning shelter programs, implementing shelters and exit strategy, monitoring, and evaluating shelter and settlement assistance. All the informations completes the main purpose of providing better shelter for population affected by disaster. Therefore, this book is inclusively a pertinent reference to improve humanitarian shelter in Indonesia and worldwide.
METHODICAL ASPECTS OF ENGINEERING AND COMPUTER GRAPHICS TEACHING IN REMOTE MODE

An essence graphic training consists of the purposeful formation of professionally important types of graphic activity based on information and communication technologies, computer-aided design systems in a high-tech educational environment. The distance learning courses offered and introduced in the educational process support the essence of graphic training. The experience of engineering and computer graphics distance learning introduced for engineering specialties at the Ivano-Frankivsk National Technical University of Oil and Gas during the quarantine caused by the COVID-19 epidemic is considered. There are offered practical recommendations for using teaching aids and ways to implement distance learning. The purpose of the proposed work is to substantiate different methodological approaches to graphic competencies formation as part of the general training of future engineers in the remote mode of the educational process. Theoretical and empirical research methods were used to perform the tasks. During the work in the new conditions of the educational process, teachers used many different modern means of communication and gained experience of their use. When planning activities, the usual classes types, such as offline lectures, practical, laboratory classes, were transformed into forms of interaction between subjects, which can be carried out synchronously and asynchronously, as well as in organized independent work of the student. The information block of the courses contains structured educational elements, video materials, methodical instructions for graphic works, laboratory workshops with individual tasks. The control unit consists of workbooks for various content modules of the discipline, questions for self-assessment, tests for self-control, and final control. The practical significance lies in the development and implementation of graphic training methods in the educational process of engineering specialty students, which involves the use of computer technology at all stages of graphic knowledge and skills formation, multimedia educational-methodological complex. Methodical materials and teaching methods were designed so that the student could move from studying under the guidance of a teacher to independent learning and the maximum replacement of teacher control by self-control.
Captioning Image Using Deep Learning Approach

Abstract: Captioning image using deep learning is a technology that aims to generate descriptive and accurate textual descriptions for images. By using the power of deep neural networks, this approach enables computers to understand and interpret visual content bridging the gap between the visual and textual domains. The process of image captioning involves two main components: an image encoder and a language decoder. The image encoder is basically a Convolutional Neural Network (CNN) that processes the input image extracting high-level features and representations. These features capture the visual content and generating meaningful captions. The language decoder on the other hand is usually a Recurrent Neural Network (RNN), such as a long short-term memory (LSTM) network. It takes the encoded image features as input and generates a sequence of words to form the caption
TECHNICAL COMPONENT OF STEM EDUCATION AS A FACTOR OF INTERDISCIPLINARITY OF PHYSICS AND AERODYNAMICS

The article considers aspects of revealing the technical component of STEM education through the prism of studying physics and professionally-oriented disciplines of technical institutions of higher education (on the example of interdisciplinarity of physics and aerodynamics). The strategic concept of integration of theory and practice of innovative education is determined by a threefold branch of the following components: fundamentality applied aspect and practical orientation of innovation about the needs of students in higher education institutions of technical profile. Therefore, modern innovation (STEM-technologies) is characterized by a tendency to integrate goals, content, functions of neology, axiology and praxeology, which determines the integrity of the processes of creation, perception, evaluation, development, implementation and analysis of the use of new disciplines. The article aims to outline the technical component of STEM education, which is used in the educational process of physics and disciplines of professionally oriented direction as an interdisciplinary approach in the study of aerodynamics. At the theoretical level, we consider relevant: ensuring close integration links between the main components of pedagogical innovation: neology, axiology and praxeology; creation of invariant integrative models of innovative educational processes; synthesis of principles and conditions of efficiency of all stages of the life cycle of innovation; integration of innovative systems related to different types of pedagogical process (for example, a combination of problem-based and modular learning). At the practical level, the main objectives of research into the integration of innovation processes are: to ensure continuity between scientific - experimental research and implementation of their results; coordination of the cluster of various innovations that are simultaneously implemented in the technical higher institutions; coordination of management of innovative educational processes at different levels: state, regional, in a separate educational institution; designing the integrated content of education and appropriate forms and methods of its development; organization of integrated forms of innovation: innovation centres, laboratories, etc.; development of integrative programs for training teachers for innovation. Prospects for further research are to develop methods of teaching physics using STEM technologies and professionally-oriented disciplines based on STEM technologies in a transdisciplinary and ontological approach.
Comparison to Perceptions of Teachers and Head Teachers about Accountability Measures for Public School Improvement in Punjab

Every government faces the pressure of quality and accountability as it has become an international agenda. Countries are shaping their policies according to the interest of stakeholders in globalization and international competition. They plan to establish high-performing school systems. Developed and developing countries are also struggling with this movement to ensure the quality and accountability of schools. Different accountability approaches are in practice. Mixed methods research design opted for using an interview protocol and sur\vey with 2220 participants from public elementary schools. A pragmatic approach selected for reliability, and validity was assured while using a triangulation design. Descriptive statistics and thematic analysis were performed for the analysis of data. It concluded that educational accountability is a challenging job. Data revealed an ambiguity in the roles and responsibilities of different stakeholders, teachers, head teachers, parents, students, and district administration. Assign duties may be clarified, and responsible persons may be considered answerable. Some policies are there, but these are in practice in a different sense. Implementation of policies may be authenticated. When students' achievement is considered the main drive of school effectiveness, and schools are rated accountable for results to nurture positive change. More than achievement in numbers alone is required for quality education, as this can easily be achieved through misreporting. For quality and improvement over time, some prime features like creativity and higher-order thinking skills are mandatory. In different situations, there may be other yardsticks to judge students' personality traits like teamwork, commitment, and emotional adjustment. School teachers and head teachers had recommended replacing test-based accountability with performance-based accountability to amplify student learning and success.
COMPUTER VISIBILITY TECHNOLOGIES FOR TEACHING FUTURE TEACHER OF INFORMATICS

The article is devoted to the current problem of using computer visualization technologies to train future teachers of omputer science. The content of the concept of «computer clarity» and ways to implement the principle of clarity in student learning are considered. It was found that in comparison with the usual technical means of teaching, the use of computer visualization provides more opportunities for learning, namely: to fill the methodological material with a large amount of ready-made, carefully selected and organized educational material; to develop intellectual and creative abilities of students; independently acquire new knowledge for students and teachers. The use of computer visualization in the learning process encourages students to increase learning motivation, release from routine and voluminous work, focus on the main material, make the necessary calculations, graphical constructions, evaluate the results of individual stages of problem solving. This learning process for the teacher allows for wider application in pedagogical activities of creating new methodological learning technologies aimed at increasing the quality of education, to implement new ideas of the educational process. With computer visualization, students will be able to create, use and transform visual simulation graphics. The use of computer visualization by the teacher allows you to create and demonstrate a visual image of an object, process or phenomenon that can not be observed in real life. One of the means of computer visualization is a modern product GeoGebra., Created on the basis of the latest achievements in the field of information technology, which supports STEM education, innovations in learning. In a combination of various mathematical, statistical and symbolic calculations, you can freely work with educational material and use visual teaching methods. An example of the application of computer clarity in the process of plotting a function in three-dimensional space using the virtual service GeoGebra is considered. Using GeoGebra, you can use mathematical tools to build graphs, solve geometry problems, 3D spatial shapes, and more, visualize solutions, create models, build graphs, and view their images from different angles. Computer visualization allows you to go beyond the standard learning environment, to show clearly what cannot be seen, and more.
STRUCTURAL AND CONTENT COMPONENT OF THE COURSE OF PHYSICS AND ASTRONOMY IN THE FORMATION OF PROFESSIONAL COMPETENCE IN INSTITUTIONS OF PROFESSIONAL HIGHER EDUCATION

In the system of institutions of professional higher education of engineering profile, physics is a fundamental science that provides a basis for the formation of students' knowledge, skills and abilities of general technical and special disciplines. Physics education should be related to the chosen specialty and be based on specific processes and phenomena that underlie the professional activities of the future professional junior bachelor, and therefore should be aimed at the formation of professional competence. Based on the fact that the course of general physics is the basis of teaching professional and special disciplines, it is important to improve the methodology of teaching physics in institutions of professional higher education. We are convinced that the priority area of preparation of future graduates of professional colleges of engineering is the study of physics and astronomy. However, the implementation of the professional direction of teaching physics in engineering colleges is associated with certain objective difficulties: difficulties in reorienting the teaching of physics to professional orientation, optimizing the amount of educational material with a limited number of hours, the complexity of professionally oriented tasks and others. We are convinced that the purpose of education should not include only the formation of knowledge of the course of physics and astronomy. Physics tools should also be used to form knowledge and activities adequate to the professional activities of a graduate of a professional engineering college. Therefore, it is necessary to form such a didactic model of the subject, which, through integration, will include in the content of the course of physics and astronomy of the profile school also a block of concepts aimed at professional activity. It is important to remember that the professional direction of teaching physics and astronomy should also be realized through practice, namely through the performance of professionally oriented laboratory work and solving professionally oriented problems. The difficulty in solving this type of problem is primarily that students do not have professional concepts related to future activities. Thus, there is a relationship between expanding the conceptual apparatus of technical and special disciplines and understanding the content of professionally oriented tasks.
THE USE OF INFORMATIONAND COMMUNICATION TECHNOLOGIES IN THE TEACHING OF NATURAL SCIENCES AND AGROTECHNICAL DISCIPLINES IN DISTANCE LEARNING CONDITIONS

Introduction.In the conditions of war and permanent quarantines, effective training of students in physical, mathematical and agrotechnical disciplines is impossible without the use of distance education. It is designed to solve the problem of obtaining high-quality higher education and is impossible without the use of modern information and communication technologies. The use of ICT will make it possible to establish a subject-subject relationship between teachers and students and will ensure the fulfillment of one of the main principles of education –personal-oriented learning.The purpose of the article is to provide effective ways, approaches and methods of online teaching physical, mathematical and agrotechnical disciplines in the condi-tions of distance learning using the capabilities of Moodle system and Google Meet.Methods. Pedagogical observation, conversations, in-terviews, questionnaires. Results. The main advantages, approaches and meth-ods of using the Moodle system during remote teaching of physical, mathematical and agrotechnical disciplines are presented. Detailed explanations and implementation examplesare provided. The results of a comparative analysis of students' grades in the specified disciplines for the last three academic years are presented. The ob-tained results are substantiated and explained.Originality. Features of the use of Google Meet andthe Moodle system for the organization of high-quality online teaching of physical, mathematical and agrotechnical disciplines are described.Conclusion. The described features and methods of online teaching of physical, mathematical and agrotech-nical disciplines using Moodle and Google Meet ensure their high-quality study. This approach also provides effective formation of computer skills of all participants in the educational process.
A Survey for Wellness Application that Implements Posture Detection using TensorFlow

Abstract: With the rise of the digital world, the amount of time people spend sitting in-front of the computer screen has also increased greatly. This sedentary lifestyle is the cause of many health issues. These people who are coined as ’geeks’ face health issues of all types be it mental or physical. Therefore the need to monitor screen-time, maintain correct posture, retain hydration and to avoid hearing loss due excessive use of headphones with high volumes and most importantly to look around and have a short break is very high. GeekFixx does just that. It is a wellness application (web-application) that takes care of you when you are busy working on the computer. It does this by correcting your posture using image recognition using tensorflow and historical data, it counts the amount of time you have been actively using the computer and asks you to take breaks, lower the brightness, to take off your earphones, remind you to look away and much more. Think of it as your personal wellness assistant.
On the Measurement of Nakazima Testing Based Out-of-Plane Forming Limit Curves using 2D Digital Image Correlation

The strain compensation method for measuring in-plane forming limit curves (FLCs) using 2D digital image correlation developed previously [A method of measuring in-plane forming limit curves using 2D Digital Image Correlation, SAE Int. J. Mater. Manf., 2023] was modified and extended to more versatile and popular out-of-plane FLCs. The current study introduces a straightforward strain compensation technique for measuring Nakazima testing based out-of-plane FLCs utilizing an affordable single-camera (2D) DIC system. In this study, forming tests are performed on two automotive-grade sheet metal alloys: DP980 steel and a 6xxx series aluminum alloy using the Nakazima test method. The experiments are conducted on a customized setup that allows for simultaneous optical strain measurements using both a stereo DIC and a 2D DIC system. The FLCs are obtained by applying a temporal FLC computation approach to the two measurement sets. The results show that 2D DIC FLC points match those obtained by stereo DIC for both the materials after applying the proposed strain correction method.