Об'єктом дослідження є процес транспор тування гірничої маси стрічковим конвеєром при інтенсивному вуглевидобутку. Предмет дослідження -закономірності впливу нерівно мірності вантажопотоку на енергетичні пара метри транспортування і ресурс стрічкового конвеєра в умовах інтенсивного вуглевидобут ку. Встановлено суттєву нерівномірність ван тажопотоку, маси вантажу, що транспор тується, та їх вплив на величину і характер нерівномірності навантаженості двигунів при воду, а також питомі енерговитрати на транс портування і ресурс конвеєра. Використання отриманих результатів сприятиме створенню шахтних стрічкових конвеєрів для високоефек тивного інтенсивного вуглевидобутку Ключові слова: інтенсифікація вуглевидо бутку, конвеєр, вантажопотік, маса вантажу, енерговитрати Объектом исследования являются процес сы транспортирования горной массы ленточ ным конвейером при интенсивной угледобыче. Предмет исследования -закономерности влия ния неравномерности грузопотока на энергети ческие параметры транспортирования и ресурс ленточного конвейера в условиях интенсивной угледобычи. Установлена существенная нерав номерность грузопотока, массы транспорти руемого груза на ленте и их влияние на величину и характер неравномерности нагруженности двигателей привода, а также удельные энерго затраты на транспортирование и ресурс кон вейера. Использование полученных результа тов будет способствовать созданию шахтных конвейеров для высокоэффективной интенсив ной угледобычи Ключевые слова: интенсификация угледобы чи, конвейер, грузопоток, масса груза, энерго затраты UDC 621.314.26:622.647.2

The purpose of the academic paper lies in determining the ratio of synchronous and asynchronous teaching methods in modern pedagogy on the example of the analysis of the activity of higher education institutions within the conditions of quarantine restrictions. The sociological survey was conducted in two stages. Stage I – July – September 2021 (stage of information collection: opinion poll). The second stage is October 2021 (analytical). The advantages of synchronous teaching and learning have been determined, namely: easy interaction; real-time mode; questioning, instant answers, motivation, and help, immediate feedback from the teacher, group classes, high concentration. The disadvantages of synchronous teaching and learning have been identified, namely: physical compliance with the schedule, poor implementation of individualization, appropriate training, poor content of the digital learning platform, poor organization of various communication channels, and low level of digital alternative. The list of benefits of asynchronous learning has been revealed as follows: flexibility, antilocalization, economy, time mobility, one’s own working pace, the schedule convenience, point definition of the purposes. It has been found that the drawbacks of asynchronous learning are as follows: a decrease in an academic discipline, a decrease in socialization, feedback difficulty, limited contact, isolation, the need for self-discipline.

The practical implementation of a positive learning environment in school education needs detailed research. Its effects can be achieved by creating appropriate learning environments and technological support to provide a high-quality education for students. Schools must be purposefully designed to inspire creativity, independence, and a love for learning to provide students with an exceptional education. Great school environments must be prepared to support students' intellectual, physical, social, and emotional development. Schools must also continually improve their campuses in response to students' needs. In terms of positive environment theory, a positive environment can contribute to students' successful academic adjustment. The student's academic success is a result of academic adjustment accordingly and can be assessed through intellectual engagement and self-managed learning. This research aims to establish regularity, promote the implementation of a positive learning environment in school education by surveying schools, establish the ability of educational institutions to provide a positive learning environment in school education, and determine the attitude of students and schoolmasters towards a positive learning environment. Research methods: comparative analysis; survey; systematization, and generalization. Results. As a result of the survey, it was found that students understood a positive learning environment in school education as a fun environment (235 students), a quiet environment (214 students), an environment where schoolteachers are not discouraged (208 students), a background with values (171 students), a place as home (174 students), an environment where ideas are respected (163 students), an environment where there is no fighting (186 students), an environment with rules (185 students), an environment where games are allowed (179 students), an environment where no one is afraid of the schoolmaster (181 students), an environment where responsibilities are performed (172 students), etc. The schoolmasters were found to understand a positive environment in school education as a quiet environment (6 schoolmasters); an environment where everyone feels valued (28 schoolmasters); an environment that focuses on unique and inclusive education (4 schoolmasters); a fair environment for all (16 schoolmasters); an environment where people trust each other (13 schoolmasters); an environment where everyone is at peace (10 schoolmasters); an environment where everyone finds something for themselves (17 schoolmasters); an environment where there is no repression (21 schoolmasters). Based on the research conducted, we found that the existing proposals of schoolteachers and students for the positive learning environment implementation in school education contribute to the solution of the current problems through further educational process improvement. It will ensure a positive learning environment implementation in school education. It was defined that the importance is acquired by the school management and administration tasks for the positive learning environment implementation, which fulfillment will allow fully implement a particular school management and administration target. Ensuring a positive learning environment in school education has been found to contribute to implementing 10 critical competencies according to the New Ukrainian School Concept.

No abstract

Objective. The objective of the study is to consider media education as a means of forming students’ media culture in order to develop a ready-to-live creative personality in modern information conditions. After all, the rapid development in the modern world of information and communication technologies and the mass media system urgently requires the purposeful preparation of the individual for the competent and safe use of them. We see the prospects for further research in the identification and justification of vectors in the preparation of educators who will assist in the development of media literacy professionals. Methods. The article deals with methods, types, techniques and forms of using elements of media education in the initial process in order to socialize students in the modern information and communication space. Results. Media education is a direction of pedagogy, whose representatives advocate the study of the laws of mass communication (press, television, radio, cinema, etc.) by pupils and students. The main tasks of media education are to prepare the next generation for life in modern information conditions, to the perception and understanding of various information, awareness of the consequences of its impact on the psyche, and so on. Media education contributes to the formation of media culture of pupils and students, their socialization in the modern information space. The need for this process is due to the fact that in the context of globalization and the information society, mass media often have a decisive influence on the way people perceive the world. Media education is designed to empower the individual through self-critical media communication training. Therefore, media education should be an integral part of the educational process of children and young people, as media sources and media space affect them differently. A purposeful process of teaching effective and safe interaction with the media, education of a conscious personality would ensure the formation of students’ media immunity, would lead to significant progress in their self-education, self-study and self-actualization. Teachers of general secondary, vocational, technical and higher education institutions should be involved in the implementation of this process.