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Introduction.The full-scale invasion of the troops of the Russian Federation has become one of the greatest challenges since the independence of our state. From the beginning of the confrontation along the entire front line, tankers were conducting defensive and offensive operations, performing combat missions in the open and urban terrain, moving to certain areas and covering the state border. Thus, the range of professional activities of tank units is very wide, they are the "steel backbone" of all the Land Forces of the Armed Forces of Ukraine. The purpose of the article is to publish the results of research on the quantitative and qualitative state of psychological readiness of servicemen of tank units to perform combat missions. Methods. In the analysis of previous sources and scientific information on specific issues related to the research problem, we used both theoretical and empirical research methods, namely: retrospective analysis, synthesis, generalization, comparison, survey, questionnaire and testing. Originality. The article highlights the results of the ascertaining stage of the study of the development of psychological readiness of servicemen of tank units to perform combat missions. The research was conducted on the basis of five components of psychological readiness of tankers, namely: cognitive, motivational, emotional-volitional, functional and individual-psychological. The elaboration and interpretation of the obtained results became the basis for the development of levels of psychological readiness of tankers. Conclusion. Thus, as a result of research on the issue of psychological readiness of the individual, we logically conclude that the phenomenon of psychological readiness of the individual to work is endowed with the properties of general psychological readiness, but with the specific profession of coloring. Since the leading features of the professional activity of servicemen of tank units are constant mental and physical load, it is important the level of development of psychological readiness to perform combat tasks, which is expressed in cognitive, motivational, emotional-volitional, functional indicators and developed to the appropriate level of personal psychological qualities of individuum. According to the results of the study, we conclude that most components of psychological readiness are developed at the average, and sometimes below average, which is insufficient for effective combat missions., У статті висвітлені результати етапу констатування дослідження розвитку психологічної готовності військовослужбовців танкових підрозділів до виконання бойових завдань. Дослідження проводилось на основі п’яти компонентів психологічної готовності танкістів: когнітивного, мотиваційного, емоційно-вольового, функціонального та індивідуально-психологічного. Опрацювання та інтерпретація отриманих результатів стали основою для розроблення рівнів психологічної готовності танкістів: високого, середнього та низького.

�� ������������ ������������������������ �������������������� ������������������������ ���� �������������������������������� �������������������������� �������������������������� ������ ���� ������������ �������������������� ������ ���������������� ���������������������� ���������������� �������������� ��������������������, ������������������������ ���� �������� ���������� ���� �������������� �������������������������������������� �������� �� ���������������������� ������������������ ������������������ ������������������. ������������ ������������������ ������������ ���������������� ���������������������� ���������������� �������������� ��������������������, ���������������������������������� �� �������������� ���������������� ��. �������������� (������������������ ��.��. ��������) �� �������������� ������������ ���������� �� �������������� ��������������������. �� �������������������� ���������������� ������������������ �� ���������������� �������������������� �������������������������� ������ ���� ���������� �������������������� �� ������������������������ ������������������������ ������ �������������������� �������������������������� ������., The article presents the results of a study on the feasibility of using didactic games in mathematics lessons for the development of logical thinking of younger schoolchildren conducted on the basis of one of the specialized secondary schools. The authors link the levels of development of logical thinking of younger schoolchildren, which were diagnosed using the Hans Eysenck methodology (adaptation by N.F. Dik), with the level of knowledge of children in the field of mathematics. The conclusion outlines the identified difficulties in the process of conducting didactic games in a math lesson are identified and recommendations presented for conducting didactic games., �������������������������� ������������-���������������������������������� ������������, ������������ 12 (114) 2021, Pages 126-129

On the basis of information contained in psychological and educational sources, encyclopaedic and monographic publications and the results of their research of the phenomenon of formation of information culture of future navigators, specified under the direction of research definitions of "test", "index", "meter", "level of formation", " means of diagnosing the levels of ", "method of diagnosing the levels of" criteria, indicators, parameters and methods of diagnosing the state of formation of personality-motivational, cognitive and procedural and operational components of the information culture of future navigators, color and Author determined high, medium and low levels of its formation, the technique, subject-specific tests and sets objectives for diagnosing the levels of cognitive and procedural and operational components of the information culture of future navigators. Pedagogical planned and carried out the experiment, the results of which revealed the current state of formation of information culture level of future navigators. Statistical analysis of the data pedagogical experiment showed that the experimental group the number of students, information culture which formed at a low level is 46.67 per cent, respectively, in the control - 42.24 percent, the average level of formation of information culture found in 35.83 per cent of students in the experimental group, the control group the figure is 39.66 percent, a high level of formation of information culture inherent in 17.50 per cent of future navigators in the experimental group and 18.1 percent in the control group. Summary of pedagogical experiment showed that the current system of training is not effective in the formation of information culture of future navigators as an integral part of their professional culture that focuses further research to identify and substantiate pedagogical conditions didactic principles, tools and technologies, implementation and the use of which will theoretically justify, develop and implement the system of professional training of future navigators model of their information culture as a component of professional culture navigators.

Only recently scientists have directed their search to development criterion-level system of diagnostic tool of competence of teachers, including social one. The complexity is connected with the lack of a clear pedagogic performance of evaluation system of training of primary school teachers in high education, the efficiency of their education in postgraduate course for the development of social competence and established methods (procedures) of the development. Despite of the some issues elaborated on the content and structure of the measurement, diagnostic tools evaluation categorical apparatus only conventional scientific view on the question of definition of objective criteria, indicators and levels of social competence of the person are not made. The lack of a clear system of evaluation of the results of primary school teachers training in high education institutions, the effectiveness of social competence of primary school teachers in the system of postgraduate education, established methods lead to development of the appropriate criterion-level tools. According to the limits of the article it focuses on activity-component of social competence primary school teachers. To highlight the criteria, indicators, levels of development in the system of postgraduate education partial methodology is grounded, proprietary methods of research of its three components is proposed. Detailed description of criterion-level tools for evaluation of results of activity of a component of social competence elementary school teacher made the awareness of its semantic content and the relationship between the criteria, indicators and levels of regulation of the specific characteristics of the assessment system possible. The results will be useful in the characteristics of criterion-level instruments of other components of the designated competence and self-monitoring of primary school teachers and future teachers, awareness of the social significance of the abovementioned problems.

The aim of this work was to identify and characterize the levels of development of derivative schema. In order to do so, a questionnaire to 103 university students with previous instruction in Differential Calculus was applied. The questionnaire was composed of three tasks. For the identification of the levels of development of schema and their subsequent characterization, we consider the framework proposed by the APOS theory. In particular, this framework was operationalized through the establishment of 27 variables that allowed for the breakdown of the resolution protocols from the questionnaire into discrete elements. In this way, we obtained a vector associated with each of these variables. The identification of students assigned to each level of development of schema was carried out by a cluster analysis. Subsequently, we performed a statistical analysis of frequencies and implicative, with the 27 variables, which allowed to characterize the levels of development identified.

177-180 В статье рассматриваются проблема развития критического мышления студентов, а также качество интеллектуальной мысли, с помощью прохождения конкретных уровней развития личности. The article describes the problem of students' critical thinking and the quality of intellectual thinking through passing the definite levels of development.

A presente dissertação teve como objetivo investigar os efeitos de privações sensoriais durante a prática inicial de peças para piano, tanto em situação de privação sensorial como em situação pós-privação. Com tal delineamento objetivouaproximar esta temática, trazida para a área da música na década de 1980, às situações mais habituais de prática musical. A hipótese era de que a prática com privação sensorial poderia influenciar a prática de piano em condições habituais, não só pelas diferentes maneiras como as peças seriam aprendidas, como pelas diferentes habilidades que as condições experimentais poderiam requerer dos participantes. Foram delineadas quatro condições de privações sensoriais: (A) privação do piano, com decodificação visual da partitura; (B) privação da partitura e do piano, com decodificação auditiva da gravação da peça; (C) privação da resposta sonora, com decodificação da partitura em um piano elétrico desligado; (D) privação da partitura, com decodificação da gravação em um piano acústico. Quatro participantes fizeram parte da amostra: um de extensão universitária, outro cursando o início da graduação, um terceiro sendo formando, e o quarto de pós-graduação. Cada participante realizou quatro sessões de coleta de dados, nas quais estudou a peça em situação de privação sensorial e em situação pós-privação, em tempo máximo de 30 minutos. Foram realizados registros em áudio e vídeo das sessões de prática assim como entrevistas semiestruturadas. Os registros de performances das práticas com e pós-privação foram submetidos à avaliação de árbitros externos. A análise dos dados juntamente com os relatos dos participantes, concedidos durantes as entrevistas, comprovam a hipótese de que a prática em condições de privação sensorial ofereceu novas abordagens no contato inicial com a obra, promovendo reflexão sobre estratégias de estudo, ampliando recursos expressivos e aprofundando a compreensão de elementos interpretativos. Os resultados mostraram que os comportamentos se distribuíram de maneira diferente entre as situações com e pós-privação, sendo mais variados na primeira. Esta variedade de comportamentos aponta para as especificidades para lidar com as tarefas propostas, relacionando-se também com os níveis de expertise dos participantes, exigências de realização artística e comprometimento com a consecução dos produtos de performance. Na situação pós-privação, os comportamentos se apresentaram de forma mais homogênea, embora tenham sido também revelados diferentes níveis de aproveitamento das informações apreendidas na situação de privação, distintas maneiras de adaptar os conhecimentos prévios adquiridos na prática com privação e diferentes ideais de refinamento e acabamento artístico. Tanto o nível acadêmico dos participantes quanto suas habilidades individuais se mostraram decisivos na maneira como os estudantes abordaram os dois momentos de prática, com privação sensorial e pós-privação sensorial. The present dissertation aimed at investigating the effects of sensory deprivations during the initial practice of short piano compositions, whether in deprivation or post deprivation situations. The Idea of this design was to bring this research field closer to actual situations of musical practice. At the beginning, the hypothesis was that practice with sensory deprivation could influence the piano practice in normal conditions, not only because of the different manners in which the pieces could be learned, but also because of the different abilities that the experimental conditions could require. Four different experimental conditions were designed: (A) deprivation of piano, with visual decoding of the music score; (B) deprivation of piano and score, with auditory decoding of a commercial recording of the practiced composition; (C) deprivation of sound response, with the music score being decoded in a turned-off digital piano; (D) deprivation of score, with the recording being decoded on an acoustic piano. Four participants were part of the research’s sample: one having piano classes at the University’s extension program; one at the sophomore year of the undergraduate piano course; one at the senior year of the undergraduate piano course; and a student at the graduate program. Each participant accomplished four experimental sessions, in which the piano composition was practiced in a situation involving sensory deprivation and in a post-deprivation situation, for the maximum time of 30 minutes. The practice session, the performance products and semi structured interviews were recorded. Performance products were evaluated by external referees. The analysis of data, together with the participants’ speeches given during the interviews, verify the hypothesis that the practice in conditions of sensory deprivation offered new approaches to the initial contact with the compositions, promoting reflection on practice strategies, broadening expressive resources and also brought a deeper comprehension of interpretive elements. Results showed that practice behaviors were employed in different ways in the deprivation and post deprivation situations, with more variety in the first. This variety of behaviors points out to the specificities in order to deal with the proposed tasks, being also related to the participants’ expertise level, their own demands of artistic goals, and commitment with the attainment of the performance products. In the postdeprivation situation the behavior were more homogeneous, even if there were been differences in the degrees in the use of the contents learned during the deprivation situations, different ways of adapting the previous knowledge of the deprivation situation and different goals of artistic refinement. Both the participants’ academic level and their individual abilities were crucial in the ways in which the students worked in the two practice moments, with sensory deprivation and post sensory deprivation.

Актуальність полягає у розробці діагностичної системи, яка б виступила об’єктивним індикатором сформованості відповідних рівнів базових професійних компетентностей випускника вищого навчального закладу за названою вище спеціальністю. Завдання: добір оптимальних діагностичних методів дослідження; збір інформації за допомогою діагностичних методик; кількісна та якісна обробка результатів. За зведеними результатами педагогічного експерименту встановлено, що по кожній із базових компетентностей відповідно до їхнього нормативного рівня сформованості належить найбільша кількість студентів, а відповідно до креативного – найменша. The urgency is to develop a diagnostic system that acted as an objective indicator of formation of appropriate levels of basic professional competences a graduate student at the above field. To find out the condition of formation of basic professional competence of future teachers of physical culture, we realized pedagogical diagnostics existing level of formation in the study as students trained in traditional terms. However it must be noted that in Ukraine in the content of regulations is still no specially designed standardized diagnostic procedures to determine the level of formation of professional competence of graduates of the specialty "Teacher of Physical Education" at any of the stages of its multi-level training. It is therefore necessary to initiate the development of such a diagnostic system that acted as an objective indicator of formation of appropriate levels of basic professional competences a graduate student at the above field. This would help develop, improve and adjust the content of programs of academic disciplines, a variety of methods and technologies of training future teachers of physical training to implement the competence approach in education. When choosing methods of diagnostic procedures, we adhere to standardized requirements for their validity, reliability, informativeness, availability, use, application possibilities frontal and relative ease of processing empirical data. To study the formation of the state of basic professional competence of future teachers of physical culture, we have developed a diagnostic program that meets the following requirements: economy, availability, reliability, informativeness, clarity. Objective: selection of optimal diagnostic methods of research; collecting information through diagnostic techniques; quantitative and qualitative processing results. For the consolidated results of pedagogical experiment found that for each of the basic competences according to their standard level of formation belongs to the largest number of students, and according to the creative – the smallest. This fact confirms the need to develop and implement the educational process of higher education institutional framework of competence approach and its implementation in the professional training of future teachers of physical training adequate pedagogical conditions of formation of basic professional competencies and relevant technological and methodological resource in the study of professional disciplines.

У статті висвітлено основні результати експериментального вивчення стану сформованості економічної компетентності молодших спеціалістів у процесі фахової підготовки в агротехнічних коледжах. На основі результатів розглянуто характеристику сформованості показників за виділеними критеріями, графічно відображено рівні сформованості структурних компонентів та загальний рівень економічної компетентності. Проаналізовано чинники впливу на формування економічної компетентності, представлено окремі аспекти ефективного формування даної інтегративної характеристики., В статье отражены основные результаты экспериментального изучения состояния сформированности экономической компетентности младших специалистов в процессе профессиональной подготовки в агротехнических колледжах. На основании результатов рассмотрена характеристика сформированности показателей по выделенным критериям, графически отображены уровни сформированности структурных компонентов и общий уровень экономической компетентности. Проанализированы факторы влияния на формирование экономической компетентности, представлены отдельные аспекты эффективного формирования данной интегративной характеристики., The article highlights the main results of the experimental study of the formation of the economic competence of junior specialists during their professional training in Agricultural Colleges. On the basis of our results we examined characteristics of formation of indicators for selected criteria, displayed graphically the levels of formation of structural components and the overall level of economic competence. The factors influencing the formation of economic competence are analyzed; some aspects of effective formation of the integrative characteristics are represented.

El objetivo de esta investigación es caracterizar grados de desarrollo de la competencia docente “mirar con sentido” el pensamiento matemático de los estudiantes en el ámbito específico de la derivada de una función en un punto. A partir de los resultados de las investigaciones previas sobre la derivada diseñamos un cuestionario formado por tres tareas a partir de las respuestas de estudiantes a 3 problemas sobre el concepto de derivada en un punto. Los resultados han permitido generar descriptores de niveles de desarrollo de la competencia docente “mirar con sentido” el pensamiento matemático de los estudiantes. Estos resultados aportan información para el diseño de intervenciones en la formación de profesores de matemáticas que tengan como uno de sus objetivos el desarrollo de la competencia docente “mirar con sentido” el pensamiento matemático de los estudiantes. The goal of this study is to characterize pre-service mathematics teacher’s professional noticing of secondary school students’ mathematical thinking in the case of derivative of a function at a point. We designed a test with three tasks taking into account previous research about secondary school students’ understanding of derivative. The analysis has allowed building a framework for the development of pre-service teachers’ professional noticing of students’ mathematical thinking. These findings have implications for the design of mathematics teacher education programs with a specific focus on the development of pre-service teachers’ professional noticing of students’ mathematical thinking. Esta investigación ha recibido el apoyo de los Proyectos I+D+i EDU2011-27288 y PSI2008-02289 del Ministerio de Ciencia e Innovación. España. Y del Proyecto emergente GRE10-10 de la Universidad de Alicante, España.

Побудовано модель процесу формування дослідницької компетентності майбутніх фахівців у навчальному процесі вищого навчального закладу. В моделі виділено етапи (підготовчий, базовий, інтеграційний), стадії (самовизначення, самовираження, самореалізації) і відповідні їм три рівні (низький, середній, високий) розвитку дослідницької компетентності студентів. A model of the formation of the research competence of future professionals in the educational process of higher education was built. The model selected stages (preparatory, basic, integration), stage (self-determination, self-expression, self-realization) and the corresponding three levels (low, medium, high) of the research competence of students.

We use factor analysis to derive a robust measure of religiosity from items reported in five waves of the World Value Survey. Our measure of religiosity is negatively correlated with per capita income. Development apparently causes religiosity to fall to about half its pre-modern level. Most components of the demand for religion are reduced by development. The supply of religion declines once churches lose control over the institutions providing collective goods like education, health, and social security. These goods used to be supplied by churches jointly with religious services but tend to be supplied by the state with rising levels of develop¬ment. Aspects of supply and demand are integrated in a CES production function framework that can explain the direction of causality in the observed negative correlation between income and religiosity.

Šio straipsnio tikslas - apžvelgti Lietuvos, kaip kandidatės į ES, ekonominę padėtį, kuri susiklostė per pastaruosius ketverius metus. Tai labai plati tema, todėl nėra galimybių įsigilinti į tam tikrus raidos ypatumus. Pagal galimybes pateiksime Lietuvos duomenis kitų dviejų Baltijos valstybių - Latvijos ir Estijos kontekste, kartu palygindami su ES arba kai kurių ES šalių duomenimis, siekdami išryškinti, ar Lietuvos siekis stoti į ES yra pakankamai realus ir kokį atstumą mums tektų įveikti ten patekus Development of Lithuanian economy is surveyed for the period 1995-1999 I half in the paper. The period, except 1999, was very successful and Lithuania was among leading Central and East European countries by most of the macroeconomic indicators. When corn- Pared data for Lithuania with that for Estonia and Latvia, one can sec no difference in levels of development of these countries, thus there is no reason to claim that Estonia was included into the first group of the EU candidates because of its advancement in economic development. In the paper, the most attention is paid to development and structure of DGP, to analysis of infliation, monetary policy, balance of payments and functioning of banking system. The main conclusions appear at the end of the paper. Among them: if economy of the EU grows 2% annually while Lithuanian economy makes 5%, Lithuania may achieve EU average only in 37,9 years and in 23,8 years the level of Greece, the weakest economy in the EU. Deflation does not pose any real danger, however, balance of payments may become dangerously high. Banking system proved to be the strongest chaim of economy best prepared for Russian crisis