No abstract

The study of the basics of modeling of technical processes and objects forms the scientific basis for substantiating theoretical conclusions and postulates, classifying and developing the structures of theoretical models and justifying practical methods of preparation and implementation of (construction) production, which, in turn, influence the adoption of legal and regulatory innovations and statements. The article analyzes the types of modeling and models, scientific, technical, legal and regulatory contexts of the use of the concepts of «information modeling» in construction, and compares them with classical methods and tasks of modeling technical systems in solving scientific and engineering problems. The classification of scientific methods of modeling and models of technical objects and systems in construction is carried out. Examples of analytical models from the point of view of their classification and purpose are considered. It is shown that in the absence of clear scientific definitions of the concepts of «information», «model» and «modeling», given in terms of the actual field of knowledge, or application, the concept of «information model» comes into conflict with scientific and engineering ideas about the properties and purpose of the model. An approach is proposed to avoid the misuse of the concepts of «model» and « modeling».

Introduction. Presently, intensively developing digital technologies can be contributed to theoretical models, engineering designs, as well as construction implementation methods. The article addresses the justification of a methodology underlying a deterministic model of construction work arrangements, designed to eliminate a methodological gap between theoretical methods of research and simulation, engineering methods of design and methods of implementing solutions to problems of construction processes. Materials and methods. Relations between the key sets of elements of construction processes were identified to justify the methodology, underlying the deterministic model of construction arrangements, using methods of the general theory of systems. Approaches to development of an organizational and technological platform in the construction industry and researches in the field of organizational and technological reliability of construction processes are also provided. Model elements are presented as a consolidated block diagram of methods, technological and administrative procedures, as well as construction process periods. The authors present a system for classifying theoretical models that are applicable to construction process research. Results. The methodology, underlying the deterministic model of construction process arrangements, is justified by a system of linear equations, describing construction process components. Construction process components are determined by the structural block diagram of construction process arrangement methods. Parameters and variables of equations convey a unified organizational and technological construction platform, and they can serve as a constituent of the criterion of meeting scheduled deadlines in the course of evaluating the organizational and technological reliability of the construction process. Conclusions. The methodology, underlying the deterministic model of construction process arrangements, based on the concept of an organizational and technological platform of construction processes, represents a structure of algorithms designed to coordinate decisions concerning construction processes, obtained using various methods. This coordination is implemented using sets of ratios between technological and organizational parameters of construction processes and the criterion of predicted time reserves needed for the implementation of current processes and related engineering operations, given that resources and time are still available according to the construction schedule.

Our paper aims at assessing the role of education in implementing the strategy for sustainable development. We show how education might be used to promote the provisions set out by the United Nations Development Programme (UNDP) and the UNESCO Sustainable Development Goals (SDGs). We argue that sustainable education might help to give the young people necessary knowledge and skills that are required to understand what the SDGs represent and to take part in implementing the necessary changes and mitigating the climate change and the global warming as well-informed and concerned citizens. Understanding and embracing the concept of sustainability represents one of the main issues of the society and education plays a key role in that process. Thence, we think that the role of education is sustainable development strategy is crucial which requires additional support for education from the governments and private actors.

No abstract