bluuebunny/crossref_metadata_2025 huggingface dataset:
Detection of Chlamydia trachomatis ompA DNA in urine by loop-mediated isothermal amplification (LAMP) assay
Authors: Attanayake Hemali , Goonasekara Charitha , Abeygunasekera Nalaka , Elvitigala Jayanthi , Gunasekera Kamani Mangalika
Published: February 2025

Objectives

Efficient real-time PCR kits are commercially available for the detection of Chlamydia trachomatis (CT) genetic material, but at a price. As a result, cost-effective, sensitive and specific CT diagnostic tests are essential for resource limited countries. This study aims to describe the optimization of a loop mediated isothermal amplification (LAMP) assay for the detection of CT ompA DNA in urine.

Methods

Cost-saving modifications included using Bsm polymerase and a nucleic acid gel stain. Crude DNA extraction (method-1) involved centrifuging urine at 14,000 g for 30 min, heating the deposit at 95 °C for 5 min, and centrifuging again at 17,000 g for 1 min. To boost sensitivity, urinary inhibitors were diluted with phosphate-buffered saline washes and a larger urine volume was used (method-2). The LAMP-SYBR GOLD assay was incubated at 56 °C for 60 min, with nucleic acid gel stain color changes observed under UV light. Urine from 326 sexually transmitted diseases clinic attendees was tested with both LAMP-SYBR GOLD and real-time PCR, comparing sensitivity and specificity.

Results

Analytical sensitivity of the LAMP-SYBR GOLD assay was 0.8 copies per reaction volume. Compared to real-time PCR, LAMP-SYBR GOLD assay had sensitivity, specificity, positive predictive and negative predictive values of 71.4 , 99.7, 96.2, 96.7 % respectively. Five of the seven false negative results obtained with method-1 were re-tested using method-2, providing in all the cases the expected positive results.

Conclusions

The LAMP-SYBR GOLD assay showed a sensitivity of 71 % and a high specificity for detecting CT in urine with extraction method-1. The use of method-2 could increase this sensitivity, likely due to the removal of urine inhibitors.
Development of a green and rapid ethanol-based HPLC assay for aspirin tablets and feasibility evaluation of domestically produced bioethanol in Thailand as a sustainable mobile phase
Authors: Thanayutsiri Thana , Mantadilok Siwa , Sapsin Jiradet , Tungwattanaviboon Thada , Wongwatanasin Jetsada , Opanasopit Praneet , Ngawhirunpat Tanasait , Rojanarata Theerasak
Published: February 2025

Despite the growing trend of using ethanol as a greener alternative to hazardous solvents like methanol and acetonitrile in high-performance liquid chromatography (HPLC) analysis, no ethanol-based assay has been developed for aspirin tablets, nor has the potential of domestically produced bioethanol as a mobile phase been explored – until now. This study introduces a novel ethanol-based HPLC assay for aspirin and assesses the feasibility of using locally produced bioethanol. The optimized method, featuring a 40% (v/v) ethanol–water mobile phase adjusted to pH 3.6 with glacial acetic acid, with a 15-cm C18 column at 40°C and UV detection at 237 nm, successfully separated aspirin and its degradation product, salicylic acid, in 5 min. It demonstrated excellent linearity (0.1–0.6 mg·mL−1, r² = 0.9997), sensitivity (LOD = 0.01 mg·mL−1, LOQ = 0.03 mg·mL−1), accuracy, and precision, with no interference from excipients. The method’s performance on commercial aspirin tablets aligned with official pharmacopoeial methods. In a case study using fuel-grade bioethanol (>99.5% purity) derived from sugarcane molasses or cassava from local manufacturers in Thailand, chromatographic and analytical results matched those obtained with imported ethanol, validating its effectiveness. This innovative approach not only reduces costs and dependence on imported solvents but also supports local bio-circular-green economies and promotes greener, more sustainable analytical practices.
Direct pseudo-partitives in US English
Authors: Erbach Kurt , Gergel Remus
Published: February 2025

We present a corpus study looking at direct and indirect pseudo-partitives in US English and show that not only is there regular use of direct pseudo-partitives, but there is only positive evidence of their use with measure/portion readings as opposed to container+contents readings. We account for the data with an analysis in which of is a functional particle in measure/portion readings but is a lexical item specifying a contain relation in container+contents readings.
𝕮-inverse of graphs and mixed graphs
Authors: Alomari Omar , Abudayah Mohammad , Ghanem Manal
Published: February 2025

This article introduces a generalization of the concept of inverse graphs applicable to both graphs and mixed graphs. Given a graph

G

G

with adjacency matrix

A

(

G

)

A\left(G)

, the inverse graph

G

−
1

{G}^{-1}

is defined such that its adjacency matrix is similar to the inverse of

A

(

G

)

A\left(G)

through a diagonal matrix with entries of

±
1

\pm 1

. While this diagonal matrix may or may not exist for graphs with nonsingular adjacency matrices, our study extends the concept to include mixed graphs as well. It has been proven that for certain unicyclic graphs, such a diagonal matrix does not exist. Motivated by this, we generalized the definition of inverse graphs to include mixed graphs, allowing us to find inverse mixed graphs for a class previously shown to lack one.
Salience-dependent disruption of sustained auditory attention can be inferred from evoked pupil responses and neural tracking of task-irrelevant sounds
Authors: Fiedler Lorenz , Johnsrude Ingrid , Wendt Dorothea
Published: February 2025

Stimulus-driven attention allows us to react to relevant stimuli (and imminent danger!) outside our current focus of attention. But irrelevant stimuli can also disrupt attention; for example, during listening to speech. The degree to which sound captures attention is called salience, which can be estimated by existing, behaviorally validated, computational models (Huang & Elhilali, 2017). Here we examined whether neurophysiological responses to task-irrelevant sounds indicate the degree of distraction during a sustained-listening task and how much this depends on individual hearing thresholds. N = 47 Danish-speaking adults (28/19 female/male; mean age: 60.1, SD: 15.9 years) with heterogenous hearing thresholds (PTA; mean: 25.5, SD: 18.0 dbHL) listened to continuous speech while one-second-long, task-irrelevant natural sounds (distractors) of varying computed salience were presented at unpredictable times and locations. Eye tracking and electroencephalography were used to estimate pupil response and neural tracking, respectively. The task-irrelevant sounds evoked a consistent pupil response (PR), distractor-tracking (DT) and a drop of target-tracking (ΔTT), and statistical modelling of these three measures within subjects showed that all three are enhanced for sounds with higher computed salience. Participants with larger PR showed a stronger drop in target tracking (ΔTT) and performed worse in target speech comprehension. We conclude that distraction can be inferred from neurophysiological responses to task-irrelevant stimuli. These results are a first step towards neurophysiological assessment of attention dynamics during continuous listening, with potential applications in hearing-care diagnostics.

Significance statementSuccessful speech-in-noise comprehension in daily life does not only depend on the acuity of the auditory input, but also cognitive factors like attentional control. Being able to measure distraction-dependent neurophysiological responses to peripheral, task-irrelevant stimuli would enable monitoring the extent to which the attentional focus is instantaneously captured away from a target under sustained attention. Here we show that especially pupil response and neural tracking of distractor sounds reflect the degree to which people with both normal and elevated hearing thresholds are distracted. Such a measure could be used to non-invasively track the focus of attention and thus could find application in hearing care diagnostics, where cognitive factors like attentional control are being increasingly recognized as important.
Queer Practices in Tibeto-Vietnamese Vajrayana
Authors: An Hoang Ngoc , Christopher Stephen
Published: February 2025

This essay analyzes how young urban elites spiritualize their LGBTQI+ sexualities through the recent popularization of Tibetan Buddhism in Vietnam. New market conditions have commodified Tibetan Buddhism as an alternative to normative Mahayana practices. For the cohort in this study, a tension has emerged between the perceived inadequacies of state-run Vietnamese Buddhism and Tibetan Buddhism, the latter of which is experienced as individualizing, fast, elite, and wealth-attracting. The essay focuses on three interrelated case studies of lived religiosity: how a Vietnamese-run Tibetan Buddhist sangha has positioned itself as queer-friendly, how trans followers use Tibetan Buddhism to reconcile gender dysphoria, and how Đạo Mẫu is syncretically combined with Tibetan Buddhism. Drawing on fieldwork between 2018 and 2024, the essay explores the overlapping development of sexual and spiritual cosmopolitanism in late socialism.
DEVELOPMENT OF EMOTIONAL INTELLIGENCE AS A FACTOR FOR STRENGTHENING THE MENTAL HEALTH AND ADAPTATION OF STUDENTS IN THE CRISIS CONDITIONS OF THE STATE OF WAR: THEORETICAL JUSTIFICATION OF THE PROBLEM
Authors: Savchuk Borys , Rozman Iryna , Bagriy Mariya , Kopchuk-Kashetska Maria
Published: February 2025

The relevance and practical significance of the raised problem is determined by the deterioration of the mental health of the Ukrainian population, in particular the student youth, under the conditions of the introduction of martial law in Ukraine in 2022. Overcoming this problem requires finding effective tools. One of them is the formation of emotional intelligence.
The purpose of the study is to provide a scientific and theoretical basis for the potential development of emotional intelligence among student youth as a factor in maintaining their mental health and adapting to crisis situations caused by military actions in Ukraine.
Research methods: heuristic-search (for systematization and analysis of scientific sources on the problem in question); analysis and synthesis (for the breakdown and division of processes and phenomena of the formation of emotional intelligence and the combination of disparate data to display the object of research as a whole); content analysis, discourse analysis (for the study of certain aspects of the studied phenomena from the standpoint of scientific discourse).
The results of the research consist in the development of a complex model of the formation of emotional intelligence of student youth in crisis situations. It synthesizes four main theoretical concepts: the first defines emotional intelligence as a cognitive ability aimed at processing information through the prism of emotional perception; the second characterizes emotional intelligence as a person's ability to recognize and understand their own and other people's emotions, intentions, desires, as well as manage them; the third - structures emotional intelligence as levels of a person's possession of 15 abilities; the fourth concerns the combination of personal and interpersonal components in the structure of emotional intelligence,
Conclusions: scientific and theoretical substantiation of the raised problem made it possible to put forward a hypothesis according to which the formation of the emotional intelligence of student youth, in particular, its four components (informational; adaptive behavior; self-control; empathy) can become an effective factor in preserving their mental health and adapting to crisis situations.
ORGANIZATION OF COMPREHENSIVE ASSESSMENT OF CHILDREN’S DEVELOPMENT: A PRACTICE-ORIENTED APPROACH
Authors: Matveieva Nataliia
Published: February 2025

The article describes the regulatory and legal foundations of the organization and implementation of a comprehensive assessment of the development of children of different ages. The purpose, content, main tasks, directions of comprehensive assessment of the development of children of different ages are analyzed. The functions of the specialists of the inclusive resource center are characterized; the specifics of conducting a comprehensive assessment of children's development according to their type of impairment and individual characteristics are disclosed. The specifics of the practical activities of the team of specialists are defined; the specifics of the work of a speech therapist teacher, a special education teacher, a physical therapy teacher (rehabilitator), and a practical psychologist are highlighted. The main principles on which the professional activity of specialists in the process of comprehensive assessment of children's development is based are established and characterized. Stages of comprehensive assessment and directions of individualized work with a child with developmental disorders are delineated. It was noted that the practical activity of the center's specialists after the completion of the comprehensive assessment has its logical continuation, which is expressed in the consultation of teachers of preschool, general secondary, vocational and technical education institutions on the organization of inclusive education. Emphasis is placed on the content of methodological assistance of specialists to pedagogical workers, parents or legal representatives of children with special educational needs. The forms of practical work of specialists in providing psychological-pedagogical and correctional-developmental services to children with developmental disabilities, organization of parents' consultations regarding the choice of a network of educational institutions are disclosed and analyzed. Factors influencing the quality of comprehensive assessment of children's development are emphasized, namely: taking into account the results of observing the child, his environment and conditions of development, psychological and pedagogical characteristics, notebooks, drawings and creative works, documents of additional examinations. The types, forms and methods of work of each of the specialists, areas of comprehensive assessment, tasks and predicted results where analyzed.
ADAPTATION OF A YOUNG SPECIALIST TO PROFESSIONAL ACTIVITY
Authors: Kobal Vasyl , Rozman Ірина
Published: February 2025

The article focuses on ways of adapting a young specialist to pedagogical professional activity. It is noted that the true formation of a teacher occurs with the beginning of professional activity. Only in the classroom does a young teacher understand whether this is his vocation or whether he wants to devote his life to it. Emphasis is placed on the importance of mutual visits for improving the teacher's skills. A young teacher has the opportunity to enrich his teaching experience and plan his professional growth. The goal of collective forms of methodological work is to improve the skills of all teachers in the process of purposefully planned and implemented activities. It is emphasized that the most common collective forms of methodical work in an institution of general secondary education are open lessons.
The purpose of the article is a theoretical justification of the importance of forming pedagogical conditions for the professional self-development of future teachers and determining the level of professional training of future teachers for practical activities. Also, in addition to improving professional growth, there are ways to improve the methodical training of the teacher and the adaptation capabilities of the specialist to professional activity. It was noted that the subject methodical associations of teachers, as centers of methodical work, have an extremely important function of adapting young specialists. Four components of one's own «I» and specific stages of formation of a teacher's professional competence are singled out.
 
It is emphasized that an effective form of self-improvement is imaginary entry into the role of an experienced colleague. But using the experience of others carries the threat of inhibiting one's own initiatives and creativity. Therefore, it is necessary to solve a number of issues: conduct a diagnosis of the work of a young teacher; to promote the study of regulatory and legal documents on education; to improve educational and methodical training of modern teachers; promote the mastery of innovative technologies, advanced methods of teaching and education; to encourage the study and application of best practices in pedagogy. During the adaptation period of a young specialist in an educational institution, special attention should be paid to the level of methodical work. They will be divided into three: school level, city level, regional level. It is noted that in order to improve the professional training of pedagogical personnel in schools, special methodical work is carried out, which encourages teachers to improve their qualifications, contributes to the mutual enrichment of the pedagogical team with pedagogical experience, enables young teachers to learn pedagogical skills from experienced colleagues, ensures the desire of the pedagogical team to find new ones forms and methods of work.
UKRAINIAN STUDIES COMPONENT IN THE WORKS OF AMERICAN WRITERS AS A SOURCE OF NATIONAL IDENTITY FORMATION IN CHILDREN AND YOUTH
Authors: Trukhan Oksana
Published: February 2025

The purpose of the article is to analyze the Ukrainian studies component in the literary works of selected American writers as a source for shaping the national identity of children and youth. Fiction possesses a significant educational potential. Contemporary world literature, encompassing literary works created from the 1990s to the present, is diverse in both content and form. A notable contribution is made by American authors of Ukrainian origin, including Yuriy Tarnawsky, Askold Melnyczuk, Irene Zabytko, Alexander Motyl, Anya Yurchyshyn, Marina Lewycka, Orest Pelekh, Olena Jennings, Dzvinia Orlovsky, and others. While their literary works are written in English, thematically, they are deeply connected with Ukraine, with Ukrainian studies prominently represented in their creative output. This layer of diaspora literature is virtually unknown to Ukrainian students and learners. Nonetheless, it serves as an effective medium for fostering spirituality, national-patriotic sentiments, and historical memory, addressing issues of national identity and the realization of one's national self, which are especially critical in the face of contemporary challenges, such as Russian aggression. This study examines the works of American writers of Ukrainian descent, including Irene Zabytko (notably «The Sky Unwashed», «When Luba Leaves Home», and the short story «Obligation»), Askold Melnyczuk («The House of Widows»). The analysis highlights literary depictions of historical memory, illustrating its connection to traumatic experiences of violence, loss of homeland, and emigration, with Zabytko presenting her narrative through a female perspective. These authors share a common heritage, having been born into families of Ukrainians who emigrated to the United States after World War II. This generation of emigrants is notable for its cultural assimilation, bearing dual identities, which necessitates great resilience to live with such duality.
INTEGRATION AND DIGITALIZATION AS MODERN EDUCATIONAL TRENDS
Authors: KONDUR Oksana , TSIUNIAK Oksana , VERBESCHUK Svetlana
Published: February 2025

The article examines the relevance of the integration approach and digitalization in education, in particular their significance for primary school. It is emphasized that integration contributes to the formation of interdisciplinary connections, the development of critical thinking, creativity and a holistic understanding of the world. The use of an integration approach allows building a holistic understanding of the material, increasing children's motivation to learn. The role of digitalization in the implementation of an integration approach is highlighted, which provides new opportunities for teaching students and improving the educational process. Digital tools contribute to the creation of adaptive learning that takes into account the individual characteristics of students. Modern digital tools that effectively support interdisciplinary learning are described. Examples of their use for creating integrated lessons and projects are given. The emphasis is placed on the need to prepare future teachers for the implementation of integration learning using digital technologies, which includes pedagogical practice and the development of professional digital competencies. A trained teacher is able to introduce these elements into the educational process, ensuring its compliance with modern requirements. A teacher who is proficient in digital technologies and integration techniques helps students not only acquire knowledge, but also develop critical thinking, creativity, communication skills, and digital literacy.
WOMEN'S DIOCESAN SCHOOLS IN THE SYSTEM OF RELIGIOUS EDUCATION IN VOLYN (1864-1917)
Authors: Leliukh Sofia
Published: February 2025

Aim and tasks research is to describe the content, forms, and methods of teaching and spiritual upbringing of girls in the women's diocesan schools of Volyn in the 19th and early 20th centuries. The article analyzes the content and characteristics of the activities of women's religious educational institutions in Volyn – diocesan schools for daughters of the clergy, which were established in Zhytomyr (1864) and Kremenets (1884). The main features of the Volyn Diocesan School's operations during the three-class stage (1864-1884), the six-class stage (1884-1903), and the stage under the 1891 Statute (1903-1914) are defined. It is noted that the goal of women's religious educational institutions was focused on studying the Law of God, prayer practices, and developing household management skills. The content of education at the Volyn Diocesan Women's School is analyzed. Special attention is given to the role of pedagogy as a subject introduced into the curriculum of Volyn's diocesan schools for women at the end of the 19th century, which granted graduates the right to claim the title of home tutors. The importance of establishing a parish school at the Volyn Diocesan School as a practice site for future teachers is emphasized. The main forms and methods of educational activities in women's diocesan schools in Volyn, predominantly reproductive, are identified: reading, copying texts, memorizing them, and reproducing them from memory, as well as written creative assignments. A special place in the network of religious schools in Volyn during the studied period was occupied by women's diocesan schools for girls of clerical origin. Thus, not only boys but also girls born into the families of priests and other representatives of the clergy received religious education and remained within this spiritual estate in adulthood, ensuring the stratification of this social group over a long historical period. The article also examines the personnel of the women's religious educational institutions (headmistress, dean, governesses, teachers, assistant governesses, supervisor of household matters, etc.).
EVOLUTION OF FOREIGN PEDAGOGICAL THOUGHT IN THE RECEPTION OF UKRAINIAN SCIENTISTS
Authors: Kryvtsun Neonila
Published: February 2025

The relevance of the article is determined by the need to comprehend the accumulated in the Ukrainian pedagogical science array of scientific works about personalities who personify the development of foreign pedagogical thought. The purpose of the article is to carry out a synthesised analysis of the research of Ukrainian comparativists on the bearers of foreign pedagogical thought in order to identify the achievements, bottlenecks and prospects for the development of the historiography of this problem. In the process of its preparation, the following methods were used: general scientific (analysis and synthesis, induction and deduction, generalisation and comparison); interdisciplinary (historical and genetic, historical and structural, retrospective); partial scientific (content analysis, discourse analysis); historiographical (monographic, analysis of the main body of sources, analysis of the knowledge system). The results of the study are to clarify the significance and influence on the historiography of the problem raised by the landmark textbooks and manuals by M. Hrytsenko (1973), V. Kravets (1996), I. Zaichenko (2010), D. Skilskyi (2011); identifying a group of methodological works intended for preparation for lectures and seminars, organisation of independent work and educational and scientific work); identifying the tendency to expand the scientific and educational content on the problem raised through interdisciplinary studies in philosophy, psychology, cultural history, etc. The article analyses the process of building up new knowledge on the problem under study, which is reflected in various types of scientific and analytical studies (monographs, dissertations, articles, conference materials). According to the approaches to the study of personalities as carriers of foreign pedagogical thought, they are divided into two groups: 1) conditionally ‘prosopographical’, which study formal and informal communities of figures as representatives of certain scientific, pedagogical, educational trends, directions, schools; 2) personalised, which focus on the study of individual figures (biographies).
LEVEL STRUCTURE OF VALUE-MEANING SELF-REGULATION OF THE PERSON
Authors: Pelekh Vladyslav
Published: February 2025

The concept of «life» of the individual is determined primarily by those values that constitute his/her personal core. At the same time, the unfolding of the essence occurs due to the activity of the individual, both at the conative level (life in itself), and at the cognitive level (a person’s prognostic reflection of the surrounding reality), as well as at the affective level (feelings). Amplification of the value-meaning self-regulation of the individual, mainly in the paradigm of the cognitive sphere, this is a kind of project of life, which in one way or another is realized by the person himself/herself or humanity as a whole. Such a life project can be developed to the maximum extent, that is, the entire future life of a person must be developed in order to realize values, goals and tasks. At the same time, such a project can be condensed in the paradigm of which important scripts of the person’s life can be actualized. The individual’s exit to the level of life design (a strategic level) is impossible without meta-reflection, which provides not only a holistic view of one’s own life, but also its understanding in the paradigm of historical time (of each individual person and of all humanity as a whole). In the same way, through value-semantic self-regulation of the personality, a person can reveal the content of his/her behavior (meanings, senses, processes of saving and processing information, systemic reflection, formulation of goals and planning of the activities), as well as actions (motives, direct reflection of the reality, emotions, objective reflections and operational level of regulation). In this regard, the scheme of the analysis of value-semantic self-regulation of the individual is quite understandable, because the analysis itself is related to the disclosure of the content of these concepts, their dialectic of the development and mutual transitions. However, the most important thing is that these concepts reveal life (behavior and behavioral actions, human activity), which, given the value-meaning self-regulation of the individual, are amplified taking into account the logics of the dynamic structure of a human psyche.
THE FIRST UKRAINIAN PEDAGOGICAL JOURNALS OF GALICIA AS A HISTORICAL SOURCE OF RESEARCH ON THE DEVELOPMENT OF PRIMARY SCIENCE EDUCATION
Authors: Borys Uliana
Published: February 2025

The article is devoted to the coverage of the problems of primary science education on the pages of the Galician magazines «Dom i Shkola» (1863-1864, «Home and School»), «Shkola» (1865, «School»), «Uchytel» (1869-1874, «Teacher») through the prism of the present. This year marks the anniversary of the first Ukrainian-language pedagogical journals in Galicia. The results of the content analysis of publications in the magazines «Dom i Shkola», «Shkola», and «Uchytel» showed that a significant place was occupied by publications that raised the problems of teacher training, the role of teachers in society and educational activities among the rural population, topical issues related to school education, teacher training, the development of primary science education, the place of natural, economic, sanitary, and hygienic knowledge in the system of students' competencies, etc. The theoretical developments of creative teachers and scientists in the field of science education of schoolchildren are highlighted, gender aspects are shown, and it is concluded that these journals are a historical source of research on the development of primary science education. The article highlights the work of V. Ploshchanskyi, a professor at the Lviv Gymnasium, a teacher at the Lviv Preparatory School, who turned the pages of the «Uchytel» («Teacher») magazine into the promotion and dissemination of methods of teaching geography (land surveying) and geographical local history among Ukrainian teachers. He enriched the arsenal of teaching and methodological support for natural education with his methodological findings, and many of his recommendations have not lost their relevance in the current conditions of development of natural education. It also discusses I. Naumovych and other teachers and scientists who emphasised the importance of primary science education, its practice-oriented nature, and outlined its significance and role for the future economic development, economic progress of the region, and improvement of the welfare of Ukrainians as the basis of the theory of national autarky.
MORAL EDUCATION IN CORRECTIONAL INSTITUTIONS OF UKRAINE IN THE 20-30s OF THE XX CENTURY: HISTORICAL AND PEDAGOGICAL REFLECTION
Authors: Petrenko Oksana
Published: February 2025

The article analyses the specifics of moral education in correctional institutions of Ukraine in the historical and pedagogical context. The relevance of the research problem of moral education in correctional institutions of Ukraine in the 20-30s of the XX century has been substantiated. The author characterises the establishment of the system of correctional institutions in Ukraine following the resolutions, circulars, and codes of the 1920s and 1930s. At this time, a new means of educational influence had launched in correctional institutions – «educational and upbringing work», an integral part of which was educational work, including socio-political, moral, labour, physical, hygienic, and sex education. The paper proves that the moral education of convicts implies acquaintance with the moral values of society, formation of personal qualities of the convict, his/her life position, and establishment of moral principles and norms, moral ideals and beliefs, and moral values. It has been proved that, by the socio-political and economic factors of the country's development, approaches to moral education, as well as forms and methods of its implementation, had changed in correctional institutions. Educational work was guided by state-level regulations, as well as by the various local regulations of each institution. The Corrective Labour Code of the USSR (1925) provided for the following forms and methods: forced labour, reading aloud, conversations, lectures, work in workshops, performances, concerts, literary evenings, literary courts, friendly courts, debates, live newspapers, etc. The author describes the practice of moral education in the Poltava labour colony named after M. Horky headed by A. Makarenko (1920-1928), the Poltava agricultural colony named after V. Korolenko (1919-1933), the Chutovo colony «Pioneer» named after May 1st (1920-1925), and the colony-commune «Okhtyrka Children's Town» (1922-1932).
SELF-EDUCATION OF TEACHERS IN THE MODERN EDUCATIONAL INFORMATION AND COMMUNICATION SPACE AS A PATH TO PROFESSIONAL GROWTH
Authors: Basarab Nataliia
Published: February 2025

The modern Ukrainian school requires a teacher who can think critically, is proficient in contemporary teaching methods and technologies, has skills in psychological and pedagogical diagnostics, is capable of independently designing lessons, can predict outcomes, and clearly understands their social responsibility while being a subject of personal and professional growth. The article outlines the essence of the concept of teacher self-education and emphasizes the importance of selfeducational activities for teachers during times of rapid educational reform and information-communication development. It is noted that the main forms of organizing a teacher's self-education are non-formal and informal education. The potential use of information and communication technologies in teacher self-education is also described by participating in seminars, pedagogical readings, scientific-practical conferences, research and experimental work, and online events where teachers exchange experiences, learn about the latest developments in pedagogical science, and develop a culture of professional thinking. Additionally, it is highlighted that an important factor in enhancing a teacher's qualifications is the awareness of the necessity to improve their professional level up to professional mastery, as working with children requires access to various literary sources, media, the internet, and advanced pedagogical practices in order to effectively solve practical tasks and achieve positive results. Thus, it is crucial for a teacher to be continuously engaged in active self-education and the ongoing development of their creative potential, where his or her self-education leads not only to the renewal of knowledge, but also helps to familiarize oneself with the latest pedagogical and psychological research, search for new directions in the methodology and organization of the educational process, and consideration of pedagogical problems at a high scientific level.
AI-GENERATED CONTENT AS A TOOL FOR IMPROVING THE LINGUISTIC COMPETENCE OF STUDENTS
Authors: Humeniuk Iryna
Published: February 2025

The article explores the prospects of using artificial intelligence (AI), in particular chatbots based on the GPT technology, to teach language disciplines. The author analyzes the impact of such tools on students’ linguistic competence, as well as the problems and advantages of their use in the educational process. The aim and tasks of the study have led to the use of a set of theoretical, empirical, visual and graphical methods. To determine the degree of understanding of the problem of using artificial intelligence in the study of language-related educational components, the methods of analysis of scientific sources, synthesis, generalization, abstraction, and comparison have been used. To determine the linguistic, structural, and semantic markers of the AI-generated text, the descriptive method and the methods of observation and analysis of student works have been used. To find out the position of students on the problem, the methods of survey and mathematical processing of the results have been used. Visual methods (diagram construction) have been used to visualize the results of the survey. In the context of fulfilling the objectives of the study, the author analyzes modern scientific works in the field of education to reveal the problem of using AI tools within the educational components «Modern Ukrainian Language with a Practicum» and «Ukrainian Language for Professional Purposes.» It has been found that in-depth research in this area has not yet been implemented. The author emphasizes the need for changes in teaching methods for the effective use of AI technologies. Important steps include the introduction of tasks that help students identify errors in AI-generated texts. To this end, the article compiles a list of linguistic, structural, and semantic markers of AI-generated text. The risks associated with the use of AI, in particular, the problems of academic integrity and the possible reduction of students' independence, are also considered.
PREPARATION OF FUTURE TEACHERS FOR THE INTEGRATION OF MULTIMEDIA TECHNOLOGIES IN THE EDUCATIONAL PROCESS OF MOUNTAIN SCHOOLS OF Carpathians
Authors: Kotyk Tetiana
Published: February 2025

In today’s world, the training of future teachers requires not only pedagogical knowledge but also technical skills for integrating multimedia technologies into the educational process, especially in remote mountain schools. The article presents the results of an analysis of scientific literature on the technical skills necessary for teachers to effectively use multimedia in teaching. It has been identified that successful integration of multimedia tools requires teachers to be proficient in using presentation software (PowerPoint, Google Slides), editing and integrating video and audio files, applying online platforms (Moodle, Google Classroom), and managing videoconferencing (Zoom, Microsoft Teams). The successful preparation of students also depends on the teacher's ability to create interactive tasks using gamification elements and to analyze results through testing platforms. The authors emphasize that for distance learning, a teacher’s ability to facilitate active online interaction with students and parents is crucial, managing video conferences, integrating multimedia into teaching materials, and maintaining a high level of student engagement in the learning process. This requires deep knowledge of multimedia content editing (video, audio), the use of simulations and interactive programs, and adherence to copyright regulations. Thus, the preparation of future teachers should include training in multimedia work, which will significantly improve the quality of education in the mountain schools of the Carpathian region and enhance students' communication skills.
OVERCOMING LANGUAGE INTERFERENCE: STRATEGIES FOR ENHANCING LATIN AND ENGLISH LEARNING BY HIGHER EDUCATION STUDENTS
Authors: Khvalyboha Tetiana , Khvalyboha Dymytrii
Published: February 2025

This article explores the phenomenon of interference between Latin and English in medical students and offers strategies to mitigate its impact on language acquisition. The simultaneous study of these two languages presents unique challenges for medical students, particularly in phonetics, grammar, and the translation of medical terminology. Latin, the foundational language for medical terminology, and English, the dominant language in modern scientific and medical literature, both require mastery for students to excel in their fields. However, interference – when elements from one language negatively affect the learning of another – often complicates the learning process. The study, conducted among first- and second-year medical students at I. Horbachevsky Ternopil National Medical University, identifies key difficulties students face when learning Latin and English. These include challenges in pronunciation, grammar, and semantics, with phonetic interference being the most pronounced issue. The research findings suggest that while students find Latin more difficult, learning Latin does not significantly hinder English acquisition, and vice versa. However, both languages present distinct phonetic and grammatical challenges that can cause confusion. To reduce interference and enhance language learning outcomes, the article proposes several methods: focusing on pronunciation and stress differences, intensive practice with grammatical rules, bilingual exercises to highlight linguistic contrasts, special phonetics training, and the use of visual aids such as charts and flashcards. These techniques aim to address the primary sources of interference – phonetic and grammatical differences – while facilitating the simultaneous study of both languages. The recommendations derived from this research are designed to improve the quality of medical education in Ukraine by providing effective teaching strategies to help students overcome language interference. Ultimately, by enhancing their proficiency in both Latin and English, students can improve their competitiveness in the global medical field.
USING ACTIVITY-BASED APPROACH TOOLS in the work of after-school care groups IN PRIMARY SCHOOLS
Authors: Groshovenko Olga , Prysiazhniuk Larysa
Published: February 2025

This article explores the application of activity-based approach tools in the work of extended day groups (EDG) in primary schools. The activity-based approach, a modern educational methodology, prioritizes students' active participation in acquiring knowledge, developing skills, and forming key competencies. The study highlights the integration of educational, developmental, and instructional components within EDG activities through the use of this approach, creating favorable conditions for the harmonious development of young learners. The authors analyze contemporary tools of the activity-based approach that can be effectively incorporated into EDG practices, such as interactive teaching methods, project-based learning, integrated lessons, creative workshops, and gamebased technologies. The article provides specific examples of their application across various activities, including organizing independent study sessions, facilitating creative tasks, and conducting extracurricular events. Key advantages of the activitybased approach are outlined, including the promotion of cognitive engagement, the cultivation of critical thinking, increased learning motivation, and the development of students’ social and emotional competencies. The article emphasizes the importance of tailoring teaching methods to the individual needs and abilities of students, as well as the pivotal role of the teacher-coordinator in organizing EDG activities. The practical recommendations and methodological approaches proposed in this study can be utilized by educators to enhance the efficiency and effectiveness of extended day group operations inprimary schools.
USE OF LINGUISTIC GAMES IN ENGLISH LANGUAGE LESSONS IN PRIMARY SCHOOL
Authors: Nakonechna Larysa , Trifonenko Tetiana
Published: February 2025

In modern primary schools, there is a problem of forming and improving the communicative skills of students, as well as maintaining students' interest in learning, and in learning a foreign language in particular. This article is devoted to one of the aspects of the methodology of teaching a foreign language in primary school - the use of linguistic games as an effective means of improving the communicative competence of students. The purpose of the article is to consider the possibilities of using game technologies in English lessons in primary school. The relevance of the topic of the article is due to the need to find such methods and techniques in organizing English lessons that would best contribute to the assimilation of educational material by younger schoolchildren, develop speech skills and abilities, and form a creative communicative personality.younger schoolchildren, we found that perhaps the best for students to perceive are game learning technologies. Through games, children express themselves, learn about the world, build models of interpersonal relationships and contacts with the world around them. Games in an easy, relaxed form help students overcome the difficulties they encounter when learning a foreign language. The article analyzes and summarizes the concept of «linguistic game» as a type of didactic game. We also considered the classification of this teaching method, justified the need to use language games in the educational process, described the functions and forms of linguistic educational games. We also provide an overview of some linguistic games that we have successfully used in the process of teaching English and were convinced of their effectiveness both for improving the speech of schoolchildren and for creating a favorable friendly atmosphere in the student community.
El laberinto del Minotauro: Corposensibilidades y mitos del género en la escuela
Authors: Montoya-Rivera Irene , Flórez Vahos Hoovaldo
Published: February 2025

El artículo de investigación propuesto, busca comprender los modos sensibles en los que se manifiestan el cuerpo y el género a través de experiencias cotidianas que se despliegan en el mundo escolar. Proceso que se desarrolla a través del taller performático denominado el Laberinto del Minotauro, que apoyado en la dimensión estética y la investigación-creación despliega una ruta pedagógica que se vale de prácticas corporales, performativas y narrativas. Estas buscan producir saberes acerca de los modos en los que se configura el género en la población participante del estudio, así como las relaciones que entre estos se articulan alrededor de la cultura de lo escolar. Desde allí surge la transformación de las fronteras genéricas entre lo femenino y lo masculino, hacia unas de orden más igualitario en varios de los rituales que dan cuenta del género en la escuela, en relación a las formas de expresión entre pares, el vestuario, los escenarios de socialización, lo identitario, el encuadre de pertenencia al grupo social, el cuidado de sí y del otro y el lugar de la familia, entre otros.
Masculinidad y limitación visual en la escuela. Un marco conceptual que se explora desde la perspectiva corporal
Authors: Flórez Vahos Hoovaldo
Published: February 2025

Este artículo se centra en explorar la perspectiva conceptual de las masculinidades desde una perspectiva interseccional con la diversidad corporal visual. Considerando tanto a estudiantes varones invidentes como aquellos de baja visión, con edades comprendidas entre los 14 y 18 años, en un Colegio Estatal de la ciudad de Bogotá en Colombia. Reconociendo que a lo largo de la historia y en la actualidad, la sociedad ha excluido a individuos con diversas características corporales, este escrito como uno de los resultados del estudio investigativo de tipo cualitativo de corte biográfico busca compartir reflexiones y claves basadas en las teorías de sus categorías, permitiendo analizar las dinámicas sociales, lo relacional, los conflictos, las resistencias, las realidades, los significados y prácticas de algunos varones con esta diversidad corporal. Este proyecto de investigación denominado “Producción de Masculinidades en el Contexto Escolar: Performatividad y Circulación de Sentidos desde una Intersección Género/Diversidad Corporal en una Escuela de Bogotá” se encuentra articulado a la línea de Investigación “Género, Discursividad y Extradiscursividad de Las Masculinidades”, adscrita al Grupo de Investigación CORPOREIDADES, GÉNEROS Y EDUCACIÓN adscrito al Instituto para la Investigación Educativa y el Desarrollo Pedagógico – IDEP. Algunas conclusiones nos muestran que las escuelas perpetúan patrones de hegemonía bien definidos. La masculinidad se construye de manera comunitaria, afectando y configurando las emociones y sus consecuencias. Los hombres con discapacidad visual en el entorno escolar están en desventaja social en comparación con aquellos sin discapacidad. Estos estudiantes, que se ajustan a una masculinidad subordinada, emplean estrategias para adaptarse al entorno escolar y mitigar las características consideradas menos masculinas, ya que las limitaciones impuestas a los hombres con discapacidad provienen de los cuerpos videntes.