The creation of new types of dairy products for functional purposes with the addition of unconventional oils as sources of polyunsaturated fatty acids (PUFA) is a promising and relevant research sphere. The study aimed to investigate the fatty acid composition of experimental samples of curd spread with different content of flax oil. The fatty acid composition was determined on a Hewlett Packard HP-6890 chromatograph with a flame ionization detector equipped with a 100 m long SP-2560 capillary column. It is established, that the total content of saturated fatty acids in curd spread containing 8 %, 10 %, and 12 % of flax oil was reduced, and the general total content of unsaturated fatty acids increased accordingly by 5.73 %, 6.94 % and 7.31 %, compared to the control sample without flax oil. The gas-chromatographic analysis showed that flax oil is rich in omega-3 PUFA due to its high content of α-linoleic acid, so adding flax oil to the spread led to an increase in its content of α-linolenic acid and, accordingly, increased the content of PUFA of the omega-3 family. Thus, adding 8 %, 10 % and 12 % of flax oil to the curd spread, the content of α-linolenic acid in it increased accordingly by 3.91 %, 4.52 %, and 4.69 %, compared to the control sample. Curd spread with 10 % content of flaxseed oil is characterized by the most optimal fatty acid composition. The ratio of saturated fatty acids to unsaturated in this curd spread is 1.9 : 1, and the ratio between PUFAs of the omega-3,-6, and -9 families are 1.3 : 1: 5.3.

The article explores the issue of the interdisciplinary integration of education for sustainable development (ESD) into the educational process of a higher education institution (HEI). The potential possibilities of the subject "Foreign language" in formation of sustainable development competences have been revealed. The experimental study was conducted with first-year students of the following undergraduate programs: "Primary Education", "Preschool Education", "Speech Therapy, Special Psychology", "Psychology" at Ternopil Volodymyr Hnatiuk National Pedagogical University. The initial level of formation of sustainable development competencies in students at the beginning of the experiment revealed 18.75% with high level, 51.79% – average and 29.46% – low. Hereby, the need to improve the quality of the researched object was established. The conducted ESP learner needs analysis on Sustainable Development Goals (SDGs) confirmed students’ eagerness to learn them in the university ESP course, designed in order to address students’ main lacks, needs and wants relatively the integrated language learning. In accordance with the questionnaire findings and in cooperation with the Foreign Languages Department English teachers there were outlined the content of education, goals of learning, methods and means that contribute to the development of the chosen competences in SDGs by means of English as a medium of instruction. The experimental study implied application of the framework of content and language integrated learning (CLIL) in the integrated ESP by means of working with English-language texts about sustainable development, discussing acute issues, studying English-language normative documents, scientific and methodical works on sustainable development, watching video fragments with their further discussion. The methodology presupposed learners’ group work, project activities, facilitation methods and interactive learning technologies. It was established that learning foreign language with an emphasis on sustainability contributes to increasing the level of sustainable development competencies: at the control stage of the experimental study, twice as many students demonstrated high level, as compared to the ascertainment stage. Observation of the educational process proves the increase in students' language learning motivation in accordance with improvement of the quality of the studied phenomenon.

У статті розглянуто актуальність і необхідність застосування систем, що дозволяють утилізувати тепло пароповітряних сумішей як енергетичних відходів. Розглянуто різні варіанти утилізації на прикладі газових котлів, як джерела великої кількості енергетичних відходів у вигляді димових газів, виділені їх недоліки. Для більш глибокої утилізації тепла пароповітряних сумішей запропоновано можливість застосування теплового насоса, а також удосконалення системи автоматичного керування процесом утилізації тепла димових газів з тепловим насосом у складі, для подальшого підвищення енергетичної ефективності. Представлена параметризована схема технологічного процесу утилізації тепла димових газів. Наведені результати експериментів, по дослідженню процесу утилізації в автоматичному режимі на фізичній моделі, розробленій авторами. Проведено аналіз результатів. Виконана структурна ідентифікація процесу утилізації тепла димових газів як об’єкту керування, виділені основні канали керування, перехресні зв’язки між ними, та найбільш впливові збурення. Складено параметричну схему процесу як об’єкту керування. Проведено параметричну ідентифікацію основних каналів керування, перехресних зв’язків та контрольованих збурень в ході якої отримані математичні моделі основних каналів перетворення координатних дій.

The presented study reveals the theoretical prerequisites for the expediency of applying personally oriented and pragmatic approaches to the integrated learning of English for special purposes, in particular, when studying the learner needs of future journalists. The necessity to explore the specific learner needs in the field of professionally oriented English communication (POEC) of future journalists is determined by the requirement to adapt the language policy in higher education institutions in accordance with the demands for interrelated vocational and professional English language training of a future specialist. The formation of the secondary professional English-speaking personality of a future journalist depends on support of communicative interaction in English at classes; strengthening of conscious language learning; providing the journalism contextualized input; integrated development of POEC skills; compliance with the social and cultural norms of English-language communication in the professional field of journalism and the development of intercultural tolerance. Understanding of the specifics of the POEC is facilitated by the involvement of linguistic and social categories of pragmatics in the context of foreign language learning, especially in the integrated learning of English for the special purposes (ESP) of future journalists, where the social dimension is equally significant as the cognitive one. Based on the consideration of the concept of learner needs and description of the main types, a questionnaire was drawn up for the analysis of the specific learner needs of future journalists in ESP. The questions relate to the objective and subjective educational needs, shed light on the peculiarities of students' perception of the necessity to develop English proficiency for successful journalism career, the frequency of performing specific types of job-related activities at ESP classes, awareness of preferred style, channel and medium of communication, and as well as pragmatic functions of journalist's speech. Levels of English language proficiency and knowledge of journalism terminology are taken into account, as well as the main challenges of learning and the relevance of the possibility of formation of particular skills of POEC within the traditional and integrated ESP.

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