bluuebunny/crossref_metadata_2025_split huggingface dataset:
How Much Reliable Is the Current Belief on Grade Group 1 Prostate Cancer?
Authors: Chung Mun Su , Choi Yeong Jin , Lee Young Sub , Yoon Byung Il , Ha U-Syn 
Published: April 2021

Objective: To evaluate the clinicopathological characteristics of grade group 1 (GG1) prostate cancer in Korean populations.Methods: We retrospectively analyzed 492 consecutive radical prostatectomy specimens from our institution, which included those from 322 men with clinical GG1 and 170 with clinical GG2 tumors between years 2009 and 2018. The incidence of Gleason score (GS) upgrading, extraprostatic extension (EPE), and seminal vesicle invasion (SVI) were evaluated in patients with clinical GG1. In pathological GG1 cases, the distribution of adverse pathological features including EPE, lymphovascular invasion (LVI), perineural invasion (PNI), and biochemical recurrence (BCR) was analyzed.Results: Altogether, 78 (24.2%) out of 322 men in the clinical GG1 group demonstrated upgrading of GS, including 19 men with pathological Gleason score 4 + 3 = 7 and 6 with ≥ pathological Gleason score 4 + 4 = 8 cases. EPE was found in 37 (11.5%) and 22 (8.9%) men in clinical GG1 and pathological GG1 group, respectively. The incidence of LVI and PNI in the pathological GG1 cases was 2.8% (n = 7) and 28.6% (n = 71), respectively. BCR was observed in 4 men in pathological GG1 T2 (n = 226) and 2 men in GG1 T3 (n = 22) group. When we compared the pathological features between pathological GG1 T3 vs. GG2 T2, there was no statistical differences in the incidence of LVI and PNI between the two groups.Conclusions: Contrary to the current concept that GG1 is almost always clinically insignificant, it seems that GG1 still possess its respectable position as a group of cancer with aggressiveness. These findings should be kept in mind when deciding on treatment options for prostate cancer patients in the Asian populations.
USE OF MOBILE APPLICATIONS IN THE LEARNING PROCESS
Authors: BLAZHKO L. , RASSOKHA I. , RENDIUK S. 
Published: April 2021

Nowadays the interest in integrating mobile applications into the learning process is increasing rapidly, so we need such teaching methods that will facilitate and accelerate the transmission of knowledge to students, intensify the process of learning, teach them techniques for independent work with material, increase productivity of learning and teacher's work. Such teaching methods can be implemented through the use of mobile information technology in education. Mobile technology can make the learning process more interesting, meeting today's requirements, providing the right information at the right time.
The article considers the concept of "mobile learning", analyzes the features and directions of its use in modern education. It is noted that the use of mobile electronic devices and applications in higher mathematics allows you to check quickly the solution, to draw the chart in a few minutes as well as to apply them to distance learning, which greatly facilitates and accelerates knowledge, increases students' productivity and independent work. It is also noted that despite the widespread use and availability of mobile phones among students, mobile learning is not widespread in native universities. The didactic principles to which mobile applications should correspond are defined, and also the attention to the basic advantages and disadvantages of the use of mobile applications in learning process of higher mathematics is paid.
PEDAGOGICAL ASPECTS OF USING EDUCATIONAL ANALYTICS AS A TOOL FOR SUCCESS AND QUALITY IMPROVEMENT MONITORING OF FUTURE PHYSICAL CULTURE TEACHERS’ PROFESSIONAL TRAINING IN CONDITIONS OF BLENDED LEARNING
Authors: DANYSKO O. 
Published: April 2021

The article is devoted to defining the essence of the concept ‘educational analytics’ as an automated process of collecting, measuring, analyzing and visualizing data about the subjects of educational process in order to improve the educational environment. The algorithms of using educational analytics to control and evaluate the level of professional training of future physical culture teachers in conditions of blended learning as a tool of improvement the education quality are characterised.
It has been found that blended learning, based on the use of information and communication technologies, contains a significant amount of digital data of online learning systems and a wide range of intellectual analysis to improve the academic success of both the individual student and the educational process as a whole.
The study characterizes the types of combining full-time and e-learning education according to the level of process technologies. Basic effective strategies of using educational analytics in blended courses for students’ profiling and their academic achievements tracking (timely detection of difficulties in mastering certain content; regulation and control of academic activity; development of an empirical framework for educational programme planning and individual academic and professional development strategies) are identified. The key objects of educational analytics in blended learning are characterized (student activity in the form of number of course (Web site)visits; time, spent on tasks’ fulfilment; student productivity in forums and chats (number of reactions, argumentation); electronic testing data (number of attempts, the number of points scored, typical mistakes); the quality of practical tasks’ fulfilment).
The author’s algorithm of using tools and strategies for organizing of blended learning and monitoring the level of educational achievements of future physical culture teachers while the course ‘Adaptive Physical Education’ is presented. The results of empirical research show that blended educational environment provides new approaches and ways to aggregate a wide range of information about students, their academic activity and success, the effectiveness of educational activities in a particular course, the level of mastering the material. It is emphasized that the use of educational analytics provides an opportunity to predict students’ success and determine the effectiveness of educational courses, and thus allows timely to choose strategies of students’ support and to correct the quality of educational content.
ORGANIZATIONAL AND DIDACTIC FEATURES OF SOCIAL REHABILITATION STUDENTS’ PROFESSIONAL TRAINING IN THE USA
Authors: DEMCHENKO J. 
Published: April 2021

The article analyzes organizational and content features of social rehabilitation students’ professional training at higher education institutions in the United States. The two-year college programs for obtaining Associate’s degree, four-year Bachelor’s and interdisciplinary Master’s degree university programs for professional training in social rehabilitation have been characterized. The peculiar features of these programs for each academic degree have been determined. It has been identified that professional training is carried out on an interdisciplinary basis by integrating general scientific, professional and subject-specific knowledge, introducing wide range of elective courses. Three models for training social rehabilitation students have been defined: traditional didactic, problem-solving and facilitated.
Preference is given to the facilitated model, the conceptual idea of which is the idea of an integral professional and personal development of a social rehabilitation student as a subject of educational process throughout the study period and further professional activities. According to these models, the key teaching technologies have been divided into three groups: traditional didactic (demonstration, asking and answering questions), problem-solving (discussions, problem-based situations, conversations) and facilitated (interactive technologies such as round-table discussions, brainstorming activities, case study etc.).
It has been found out that American college and university teachers prefer interactive (group learning, gaming, reflective, combined, integrated, project-based, information and communication) technologies, the essential features of which are the problem-based nature of co-operative learning, partnership and dialogue. Effective use of interactive technologies helps to involve students in the process of cognition, develops students’ critical thinking, encourages them to participate in learning activities, become independent, develop their professional outlook, reflect upon their own educational and cognitive activities by promptly defining their learning outcomes, modeling real life situations, creating the atmosphere of community and co-operation.
It has been found out that the system of professional training provides conditions for professional self-determination, self-development and self-improvement.
EXPENDITURE OF APPLYING THE FUNDAMENTALS OF SELF-MANAGEMENT IN THE PRACTICAL ACTIVITY OF A YOUNG TEACHER
Authors: ISCHENKO V. 
Published: April 2021

This article reveals the role of self-management in the professional activity of a young teacher, which really appears as a set of managerial influences aimed at himself as an active subject in order to bring his personality to the appropriate state necessary for successful implementation of their activities. It is established that the main goal of self-management is the maximum use of one's own capabilities, conscious self-management throughout life (self-determination) and overcoming external circumstances both at work and in one's own life.
It is noted that instead of changing the circumstances, which we are not able to change anyway, we need to change our attitude to them. Therefore, a number of practical recommendations are given for those who want to improve their direct performance of professional functions.
It is determined that the process of self-management in terms of the sequence of specific functions covers six phases, which are in a certain interdependence and, as a rule, are carried out in a certain sequence.
It is substantiated that self-management in the form of various acts of self-research (self-observation, self-concentration, self-report, self-analysis, self-assessment) is a process of purposeful obtaining by the teacher of information on development of qualities necessary for his effective entering the pedagogical profession.
It is established that the need to use management, including self-management, in pedagogy is due to the fact that the entire management system is considered at the level of creating such organizational and psychological and pedagogical conditions that allow for effective development of the educational institution. However, the use of the basics of management was important not only at the level of functioning of the educational institution, but also during the professional activity of the teacher. And so it is emphasized that even a well-structured and well-prepared modern lesson will not be successful if the teacher does not have the skills to manage the class.
Thus, it is noted that the essence of pedagogical activity as a specific form of social management is the use of self-management, which is objectively inherent in each of the participants in the educational process as a sphere of their joint work.
HRYHORIY LEVCHENKO’S SCIENTIFIC AND CREATIVE WORKS IN THE CONTEXT OF THE ARTISTIC LOCAL LORE DEVELOPMENT IN POLTAVA REGION
Authors: KOMYSHAN Y. 
Published: April 2021

In the context of Ukraine's integration into the European space, more and more Ukrainian scholars pay attention in their scientific research to the local lore component of the study of various spheres of Ukrainian culture, more often raise issues of national culture and people's attitude to their historical heritage. The artistic life of a particular region, which has its peculiarities and traditions, becomes of interest not only as a component of the general culture of Ukraine but also as a part of European culture.
We believe that the high value of contemporary artists’ contribution to the development of the artistic culture of Poltava region is one of the most pressing issues today.
Among the outstanding names in Poltava, one of the honorary places is occupied by Hryhoriy Semenovych Levchenko, who is the Ukrainian choral conductor, a composer, a music teacher, a professor, Honored Worker of Culture of Ukraine, Honored Artist of Ukraine, a founder and an artistic director of the Ukrainian Folk Choir "Kalyna" of Poltava V.G. Korolenko National Pedagogical University.
The article considers the path of Hryhoriy Levchenko’s personal and professional development. It is determined that an important factor in shaping his personality was the national-aesthetic environment of his homeland, along with an early acquaintance with music culture, education in various educational institutions (including music ones), the influence of his teachers, educators, and persistent systematic work.
It is proved that H. Levchenko combines high professionalism, active civil position, bright national self-identification, incredible diligence, a wide range of moral qualities, spirituality in his artistic and professional activity, which is an indisputable example for a great number of students and followers.
It is determined that the scientific-creative and pedagogical-educational components of Hryhoriy Levchenko’s artistic and pedagogical activity are aimed at training future teachers not only in the field of art but also at forming future specialists in the field of natural sciences, etc. In their pedagogical practice, they will contribute to a better understanding of the Ukrainian cultural heritage and the development of cultural cooperation with other countries; preserving and increasing of our region traditions; will be capable of national self-awareness, moral and patriotic upbringing of the young generation, which is an important basis for the formation of a highly spiritual pedagogical elite of Poltava region.
THEORETICAL ANALYSIS OF THE PROBLEM OF PROFESSIONAL ADAPTATION OF TEACHERS OF SECONDARY EDUCATION INSTITUTIONS
Authors: KUZMENKO N. , PROTSENKO I. 
Published: April 2021

The article «Theoretical analysis of the problem of professional adaptation of secondary school teachers» is devoted to the theoretical substantiation of the adaptation of young teachers to the professional activity of secondary schools. The presented research uses a set of interrelated methods: theoretical (analysis of pedagogical, psychological literature and teaching materials to determine the real state of training of future secondary education teachers), empirical (questionnaires, surveys and interviews). allows to calculate and assess the level of socio-psychological adaptation of future teachers ZZSO.In the process, a set of research methods was used: theoretical: analysis of philosophical, managerial, psychological and pedagogical domestic and foreign pedagogical literature on the research topic to clarify the state of the problem; systematization, comparison, generalization and modeling of scientific and theoretical material for studying the essence and content of professional adaptation of teachers.
The methodological and theoretical basis of the study are the leading provisions of pedagogy, psychology, philosophical concepts devoted to the study of socio-professional adaptation of young teachers); conceptual ideas for self-realization of the individual; provisions on activity - personal orientation of the pedagogical process; creating a comfortable environment; theoretical and practical developments on aspects of adaptation of young professionals. The method of analysis allowed to generalize the essence of the basic concepts: "adaptation", "professional adaptation", "maladaptation". Based on the analysis and synthesis of scientific and pedagogical literature, professional adaptation is mostly understood by managers as a one-sided process of mastering the existing requirements for professional activity (with adaptation to specific requirements of a particular school) and is not considered as a process of active introduction of new ideas. activities. As a result of such an approach, sufficient conditions are not created for a high level of activity, creativity of teachers, their self-expression in professional activities. Analyzing the content of primary adaptation as a whole, school principals do not clearly understand and comprehend the content of secondary adaptation of teachers (related to changes in the type of educational institution, changes in student assessment, introduction of new information and computer technologies, rather dynamic changes in mental development of children, crisis stages in the professional development and professional career of teachers themselves, as well as transformational processes in society).
FORMATION OF SOCIAL ACTIVITY OF STUDENT YOUTH BY MEANS OF STUDENT SELF-GOVERNMENT IN THE COURSE OF PROJECT ACTIVITY
Authors: PECHONKINA L. , MANZYUK M. 
Published: April 2021

The article considers the essence and ways of solving an important task of a modern secondary school - the formation of social activity of student youth. Possibilities of student self-government in the context of solving this problem are analyzed. One of the ways of social activation of schoolchildren is considered - their involvement in work on various projects, during the implementation of which students learn to identify socially significant problems and make fruitful efforts to solve them.
The purpose of the article is to substantiate the feasibility of using student government projects to form the social activity of student youth.
The results of the research are given, which give grounds to consider student self-government as an actual and perspective means of activating schoolchildren as members of society, young citizens of Ukraine. One of the activities of student government, which is comprehensive and contributes to its effectiveness and influence in the school and out-of-school environment, is a project activity, which today has a wider scope and deserves further study, in particular in the context of solving educational problems of secondary school .
LABOR ACTIVITY AS A MEANS OF SENSITIVITY EDUCATION AMONG PRESCHOOL CHILDREN
Authors: STANICHENKO O. 
Published: April 2021

The article analyses the question of theoretical and methodological basis of labor education of preschool year children. The focus of this study is on the need to look at moral education through a retrospective of labor education. Much attention is given to the work teachers of the past (D. Locke, K. Ushinsky, A. Makarenko, V. Sukhomlinsky, etc.) who used work as a means of comprehensive development of the child. In Soviet times, thorough systematic research was conducted in this area (Z. Borysova, T. Vvedenska, V. Nechayeva, V. Pavlenchyk). Considering the issue of preschooler labor education, researchers have proved the educational significance of children's work in educational institutions, linking it with the formation of individual moral qualities. Modern Ukrainian scientists (G. Byelyenka, O. Dolynna, M. Mashovets, O. Nyzkovska) recommend to promote the active participation of children in hard work from an early age that will determine the formation of their work skills and positive attitude to work. They argue that labor education in preschool childhood contributes to the effective development of moral qualities of individual, the improvement of the educational process. The necessary moral qualities of the child's personality are formed in the relationship of labor and moral education. They are responsibility, diligence, mutual assistance, etc. The analysis of scientists’ research shows that the up-to-date development of this problem is marked by the lack of attention to it.
The author gives the reasons for the necessity of cultivating the sensitivity by means of labor activity within the preschool children. Extensive coverage is given to involving preschoolers in hard work that is associated with the care of animals and plants, having the aim to improve the morality of personality. The author points out that the effectiveness of the use of labor in nature as a form of work in preschool education, in order to improve children sensitivity through daily taking care of animals and plants. The author argues that sensualy-joyful knowledge of the natural environment by preschool children, their humane perception of living beings is a reliable background for the formation of sensitivity in childhood. At the same time, the study confirms that children are not isolated from suffering, grief and worries. Having the opportunity for such an experience, children understand the necessity of care process.
21 ST CENTURY SKILLS IN SCHOOL EDUCATION IN THE UNITED KINGDOM
Authors: TIMENKO M. 
Published: April 2021

The author of the article considers and characterizes the main current trends in the development of school education in the UK. The author describes the necessary skills of the XXI century for students of secondary schools in Great Britain and the conditions of their formation. These are skills such as: joint problem solving, responsibility, critical thinking, creativity, emotional intelligence, cooperation, decision making, IT skills, self-regulation, communication, flexibility and adaptability, respect, information and economic literacy, etc. The author also describes the so-called soft skills (flexible) and hard skills (hard). The article notes the role of the 21st century teacher, which today cannot be limited to knowledge transfer, but to focus, discuss and, of course, evaluate students' progress so that they know when more support is needed, as today's innovative schools design classes for knowledge. , not its transportation.
It is argued that modern and relevant and key skills of the 21st century include: problem solving, critical thinking, creativity, collaboration, decision making, IT skills, self-regulation, communication, respect, information and economic literacy, which in turn require appropriate teaching methods of the 21st century. The role of teachers can no longer be limited to knowledge transfer, but should be well-guided, discussed and, of course, evaluated by students' progress so that they know when more support is needed. Today, innovative schools design classrooms for the pursuit of knowledge, not its transportation.
FEATURES OF THE USE OF AUDIOVISUAL TEACHING AIDS IN TEACHING THE COURSE "BIOGEOGRAPHY"
Authors: KHANNANOVA O. , SHKURA T. 
Published: April 2021

The article is devoted to the consideration of pedagogical and organizational conditions for the use of audiovisual teaching aids in teaching the course "Biogeography" at Poltava Pedagogical University named after V.G. Korolenko. The ways of introduction of modern video teaching aids in the educational process are analyzed.
It is proved that the use of audiovisual teaching aids in the study of disciplines "Biogeography", "Biogeography with the basics of landscape science" is aimed at deepening the acquisition of knowledge, skills and abilities about the peculiarities of the distribution of living organisms on Earth. Learning material illustrated using audiovisual teaching aids is an effective form of learning. The optimal use of audiovisual media allows you to develop classes more informative, interesting and meaningful, but requires much more time to prepare from the teacher in order to clearly organize the participants in the educational process.