Reviewerly/exHarmony huggingface dataset:
GRAPHIC COMPONENT IN THE STRUCTURE OF THE TRAINING OF THE FUTURE SPECIALIST OF PROFESSIONAL EDUCATION

The reform of the modern Ukrainian education system is aimed at creating such an educational environment that would meet the challenges of today and provide the young generation with opportunities for quick and painless entry into social activities with maximum success and achievements Analysis of legislative documents, scientific and pedagogical literature, best practices of leading pedagogical institutions of higher education of education, the activities of teachers of general educational institutions made it possible to analyze the main aspects of the current state of training of specialists in technological and professional education, to highlight the pedagogical principles of the formation of graphic competence of students, to work out the main modern approaches to the formation of the personality of a specialist and to substantiate the ways of modernizing the content of the graphic component of specialist training. One of the defining categories of the competence approach in education is the category of competence, which in pedagogical science is quite fruitfully developed and considered in many ways, but still does not have a clear meaning and definition. The trends of the labor market of Ukraine lead to an increase in the demand for specialists with a progressive level of professional training based on knowledge of computer tools for working with computer graphics and basic knowledge of computer design. One of the tasks of our research was to develop the content of graphic competence and its experimental verification. One of the stages of the research was the diagnosis of the level of formation of graphic competence of students of technological specialties. As a result, we got the opportunity to make a detailed description of four levels of graphic competence formation. The result of the analysis of the existing theoretical base is the elaboration of the concepts of the research topic, consideration of the content of the levels of formation of graphic competence, which we define as the integrative quality of a professional, which includes the ability to carry out effective organization and design of software tools, to professionally use modern graphic technologies, to find optimal technologies for achieving better results, taking into account the latest ergonomic requirements. The level of formation of graphic competence involves: theoretical knowledge, practical skills and abilities, creative methods of activity, worldview readiness for activity. The conducted analysis of legislative documents, scientific and pedagogical literature allowed to substantiate the approaches to the characteristics of the graphic competence category of a specialist.
DEVELOPMENT OF RESEARCH SKILLS OF STUDENTS IN PHYSICS LESSONS AS A WAY OF IMPLEMENTING STEM EDUCATION

Formulation of the problem. The article analyzes the problem of developing the theoretical and methodological foundations of the formation of research skills in students as a way of implementing STEM education. An analysis of the latest research and publications in the scientific and pedagogical literature on the methodology of formation of research skills based on the principles of STEM education was made. It was determined that in the scientific and pedagogical literature there is no unambiguously defined approach to the issue of the formation of scientific and research competence when teaching physics on the basis of STEM education. The purpose of the study. Elucidation of the pedagogical conditions for the implementation of STEM education through the organization of research and experimental activities of students in physics. Theoretical materials and methods. Аnalysis of regulatory documents, psychological-pedagogical and methodical literature, programs in physics and other natural sciences; development of theoretical and practical ideas about the studied phenomenon; empirical – analysis of real school practice; diagnostic methods (conversation, pedagogical observation, comparison, description). Scientific novelty. The role of the STEM approach in teaching physics as an effective method that contributes to the integration of knowledge and a deep conceptual understanding of physics, the formation of research and experimental skills is revealed. It was determined that the content, methodology, and conduct of problem-oriented education based on the STEM approach allow students to form a sustainable interest in studying physics, activate students' activities, and make perception more active, emotional, and creative. Conclusions and prospects for further research. The introduction of problem-oriented educational activities into the educational activity in physics contributes to the acquisition of experience in practical and experimental activities in the study of physics through the STEM-enhanced educational environment. The prospects for further research are linked to the development of methodological support for each of the specified areas of teacher activity and the design of a system of activities for training and improving the qualifications of teachers of natural sciences for the implementation of STEM education.
TEORETICAL FOUNDATIONS OF LEARNING TECHNOLOGY

Technological approach in the educational process as a phenomenon of modern pedagogical education today is an objective process that is constantly evolving. Its realization has become possible on the basis of a systematic approach, which makes it possible to compare various pedagogical skills and influences that collectively guarantee a certain educational result. One of the fundamental interpretations of the technological approach in the teaching of physics is identified with the introduction of a systematic way of thinking into educational practice. To consider the internal needs of students, the technology of level differentiation is proposed, which is used in conducting training sessions in physics. The technology is aimed at individualizing the educational process by creating conditions for students to assimilate educational material depending on their abilities, interests, needs at three different, pre-planned levels of complexity («A», «B», «C»), but not lower than level «C» – mandatory learning outcomes - state standard. The difference between the new teaching technology and the traditional approach to the educational process is primarily in the definition of goals: according to the traditional system of teaching, the teacher formulates educational, developmental and educational goals for each type of training session, based on the peculiarities of its content, while didactic technologies require determining the purpose of studying of the whole topic (and based on it, of each lesson) through the final result of the students' activities. In addition, the technological process of learning is cyclical. The carrier of the fragment of the education content, which covers one didactic cycle, is the educational topic or section of physics. The specificity of didactic technology is that the educational process can be built in such a way as to guarantee the achievement of the set goals, and the results of training using this technology could be reproduced. The basis for a consistent orientation of learning in this case is operational feedback, which permeates the entire learning process. It is concluded that the theory and practice of teaching physics indicate that this level of mastery of the teaching material in physics allows students to have a basis for further mastering the curriculum and moving to higher levels of complexity of studying physics («A» or «B») when interest or needs arise. To implement level differentiation, the class is divided into mobile groups. The work of these groups can take place within the framework of the traditional lesson in accordance with the resolution of the tasks of the lesson, the selection of content, methods, and forms of organizing work with students on the assimilation of educational material for each level.
PRINCIPLES OF SOFT SKILLS FORMATION IN STUDENTS OF HIGHER EDUCATION INSTITUTIONS: THEORETICAL AND PRACTICAL ASPECTS The article describes theoretical and practical aspects of the basic principles of soft skills

The article describes theoretical and practical aspects of the basic principles of soft skills formation among students of higher education institutions. Innovative processes are taking place today in almost all areas of human activity. In particular, this applies to education. Regarding professional education, higher education institutions should maintain interest in modern technologies, socio-economic changes in society, development of new trends and directions. Such processes include formation of extra-professional skills, i.e. soft skills. They are not related to a specific profession, but are important for a career and advancement in it. The process of forming such skills can be implemented at English classes. In this regard, in order to create conditions conducive to the formation of soft skills, as well as to make the learning process more cognitive, the authors of the article analyzed the process of the formation of soft skills competencies. The purpose of the article is theoretical substantiation of the main principles of soft skills competence formation. The practical significance of the research is that the results can be used in the methodology of teaching foreign languages. Soft skills are social skills that a person uses to solve various problems: household, work, interpersonal. The basis of this group of skills, which contribute to future competitiveness on the labour market, should be formed at the stage of preparation for adulthood, that is in junior years of higher education. Despite different approaches to the classification of "soft" skills formulated by scientists, they are based on the following models: communication and interpersonal skills, planning and time management skills, leadership and teamwork, critical thinking and the ability to solve problems. The interactive method was determined to be optimal for the formation of soft skills, because it provides high motivation, development of creative abilities, an active life position, the value of individuality and personal qualities. We see the prospects for further research of the problem in overcoming difficulties in the process of education, as well as in the application of problem modelling technologies for the formation of soft skills in students’ training for direct professional activity.
TECHNOLOGICAL APPROACH TO THE DESIGN SKILLS FORMATION OF FUTURE PSYCHOLOGY TEACHERS

The article is devoted to an important question in modern higher psychological education about the design skills formation of future teachers of psychological disciplines. The author has analyzed the results of psychological and pedagogical internships of graduate students with the specialty 053 "Psychology". Difficulties in the preparation of classes didactic projects by students were revealed. The conclusion about the necessity of purposeful formation of future teachers of psychology design skills is made. It is proposed to use for this purpose the main provisions of the technological approach in education. For this purpose, it is suggested to use the main provisions of P. Galperin's theory of stage-by-stage formation of mental actions. The theory substantiates the system of psychological conditions to form theoretical and practical actions in students. The components of this system are singled out: motivational, orientational, executive and controlling. The construction structure of the educational process in terms of this theory is characterized. The author offers the methodology of teaching the discipline "Pedagogy and methodology of teaching psychological disciplines" for master's degree students in psychology on the basis of the technological approach. The aim is to prepare for psychological and pedagogical practice and future pedagogical activity. The content of each stage of formation of students' design skills is described: motivational, indicative, executive, controlling. Students begin with the study of methodological activities of a teacher and theoretical foundations of pedagogical design. Then students learn how to formulate strategic goals of the discipline and provide them with appropriate content. The next step is to identify thematic goals, design didactic materials, and select teaching and control methods. The result of these stages is development by students of didactic projects of psychological disciplines, individual topics and classes. The final result is checked during the psycho-pedagogical internship. Developments and self-analysis of conducted classes are reflected in the practice reports. The use of the technological approach provides stage-by-stage formation of future teachers' abilities to create training projects in psychological disciplines as integral pedagogical systems.
ANALYTICAL APPROACH TO THE FORMATION OF THE NORMATIVE BASE OF EDUCATIONAL TRAINING OF STUDENTS

The effectiveness of managing the educational process largely depends on the structural and logical interaction of the content and structure of educational disciplines. Therefore, there is a need for a scientifically based approach to the organization of the educational process. The outlined problem also becomes relevant in connection with the introduction of industry and professional standards, where the relationships are poorly defined, especially when the profiles of bachelors' training are introduced, the methodology for quantitative assessment of the relationships between the disciplines of the curriculum of specialties has not been developed. The purpose of the article is to solve an important task of managing the educational process - modeling the educational process in the curriculum of the Vocational Education (Digital Technologies) specialty. At the same time, the effectiveness of not only the management of the educational process, but also its quality should be ensured. Highlighting the principle of modular construction of educational subjects, it is expedient to form a graph-tree of the goals of training a specialist, to determine the rules for assessing the relationships between educational disciplines. In the article, models of a formalized approach to the analysis of integral, general and professional competencies, educational achievements of the specialty are built on the basis of a generalized graphical representation of the process of managing the educational process by means of the Professional Education (Digital Technologies) specialty standard, educational and professional program, curriculum. The outlined approach makes it possible to structure regulatory documents in the form of a three-component structure: input impact; initial impact; object. In the study, we considered the methodology of two-level quantitative and qualitative assessment of relationships in the outlined structure. The content-analytic method of evaluating the terminological evaluation of relationships in the content of regulatory documents is presented, a certain emphasis is placed on the method of evaluating the semantic relationship based on the theoretical foundations of graph theory. Research should be continued in the direction of practical use of findings for graph analysis of general and special (professional) competencies and learning outcomes, which will make it possible to avoid a subjective approach to the formation of educational and professional programs and curricula of specialties.
INTERSUBJECT CONNECTIONS IN INFORMATICS LESSONS AT ZZSO

Integrated computer science lessons help to bring students to a conscious and emotionally experienced need to reason and express their thoughts on a certain topic. It is on them that children get the opportunity to use their entire arsenal of previously acquired knowledge, life experience, help to make their own, albeit small, but very necessary independent conclusions and exploratory discoveries for every child. The purpose of this article is to define the content of the concepts "interdisciplinary connections" and "integrated lesson"; consideration of the structure and types of interdisciplinary ties; analysis of foreign and domestic experience in improving the content and methods of teaching computer science using interdisciplinary connections. The following research methods were used in the work: an empirical method of collecting and systematizing materials related to the study of the implementation of interdisciplinary ties in the computer science class and the organization of integrated lessons in educational institutions; terminological analysis, as a result of which the definition of the term interdisciplinary relations was clarified; observation of students, pedagogical experiment, quantitative and qualitative analysis. The presented material of the article made it possible to draw the following conclusions: integrated computer science lessons give the student real opportunities to freely and consciously choose the content of the study and, therefore, the individual trajectory of development; the burden of overwhelming educational requirements is removed; conditions are created for positive learning motivation. The use of integrated lessons contributes to the formation of students' cognitive interests, students directly participate in the learning process. The cognitive activity of students is mostly collective in nature, which creates prerequisites for the interaction of learning subjects, provides an opportunity for the exchange of intellectual values, comparison and agreement of different points of view about the objects studied in the lesson.
Adaptive Neuro-Fuzzy Inference System for Waste Prediction

The volume of landfills that are increasingly piled up and not handled properly will have a negative impact, such as a decrease in public health. Therefore, predicting the volume of landfills with a high degree of accuracy is needed as a reference for government agencies and the community in making future policies. This study aims to analyze the accuracy of the Adaptive Neuro-Fuzzy Inference System (ANFIS) method. The prediction results' accuracy level is measured by the value of the Mean Absolute Percentage Error (MAPE). The final results of this study were obtained from the best MAPE test results. The best predictive results for the ANFIS method were obtained by MAPE of 3.36% with a data ratio of 6:1 in the North Samarinda District. The study results show that the ANFIS algorithm can be used as an alternative forecasting method.
Brain-information Processing for Quick and Stable Human Movements--Stretch-reflex Regulation Based on Visually Updated Body Representation

From the extraordinary performances of athletes to our most common everyday actions, human body movements are heavily governed by unconscious and automatic information processing of sensorymotor flow, some of which is known as a reflex.Our resent research has demonstrated that the brain flexibly regulates stretch reflexes, using body information shaped by integrating multiple sensory cues, including vision.This finding suggests that there is sophisticated brain processing underlying reflex control, in contrast to the classical view of reflexes as simple and primitive.
Image Classification Using Class-Agnostic Object Detection

Human-in-the-loop interfaces for machine learning provide a promising way to reduce the annotation effort required to obtain an accurate machine learning model, particularly when it is used with transfer learning to exploit existing knowledge gleaned from another domain. This paper explores the use of a human-in-the-loop strategy that is designed to build a deep-learning image classification model iteratively using successive batches of images that the user labels. Specifically, we examine whether class-agnostic object detection can improve performance by providing a focus area for image classification in the form of a bounding box. The goal is to reduce the amount of effort required to label a batch of images by presenting the user with the current predictions of the model on a new batch of data and only requiring correction of those predictions. User effort is measured in terms of the number of corrections made. Results show that the use of bounding boxes always leads to fewer corrections. The benefit of a bounding box is that it also provides feedback to the user because it indicates whether or not the classification of the deep learning model is based on the appropriate part of the image. This has implications for the design of user interfaces in this application scenario.
Reservoir Computing with Nanowire Exchange-Coupled Spin Torque Oscillator Arrays

Spin torque oscillators (STOs) feature transient non-linear behaviour that can be exploited for computation. When combined in arrays, they can be networked to produce more complex collective behaviours than single devices alone. We simulate a physical reservoir computer comprising an array of STOs, using a macro spin approximation. We demonstrate that STOs can be networked together in arrays using nanowires, and that by altering the properties of these nanowires we can optimise the magnetic exchange coupling between the oscillators for computational purposes. We train a simulated array of coupled oscillators to compute various time-independent and time-dependent benchmark tasks. We explore the effects of array size, heterogeneous coupling, and connection topologies. We demonstrate the computational potential of programming the exchange coupling in arrays of oscillators through nanowires.
Kegiatan knowledge sharing pada literasi finansial di Komunitas Finansialku

The millennial generation is susceptible consumptive lifestyle. Finansialku Community help millennial generation to improve financial literacy through finance and investment management. The purpose this research to know how knowledge sharing activity in financial literacy at Finansialku Community. The research method was qualitative through case study approach. Based on research result, Finansialku Community have two of knowledge sharing consist of Teletalks and Ngobrolsore. Teletalks is knowledge sharing activity using text chat medium and Ngobrolsore is activity used voices, like Webinar and became a preference to members to learn by listening to knowledge. Knowledge sharing in the community through fourth stage, consist of socialization, externalization, combination, and internalization. Members in socialization stage interact to each other, and share knowledge and experience. Members in externalization stage articulated knowledge in explicit shape. Members have combined many knowledge that externalized in combination stage to create comprehensive and holistic the new knowledge. Members have applied combination knowledge in daily life that members can increase finance literacy. Finansialku Community succeed to increase financial literacy to members. Members of Finansialku Community can increase their skills and they have competence in finance management in the personal, family, and environment stage. Finansialku Community in knowledge sharing have been helping members to increase financial literacy through the best and effective finance management. Therefore, knowledge sharing activity in Finansialku Community is one solutions to increase finance literacy in public.