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The goal of the breeding program is to develop a variety with high productivity potential, capable of realizing this potential in a wide range of environmental conditions. The purpose of the work was to establish the features of the formation of the green forage crop, to estimate the adaptability of varieties and its individual parameters in the conditions of the steppe part of the Rostov region. The climate of the territory was arid, with uneven precipitation and frequent dry winds. The soil cover is represented by southern medium-deep clayey blackearth. The objects of the study were 6 winter varieties of feed triticale of the own breeding. The varieties were sown according to two forecrops, such as weedfree fallow to identify potential productivity opportunities, and millet to determine the capabilities of the variety in conditions close to production. There was found that the largest share of the effect on productivity range was of environmental conditions, 89.0 %, and only 4.6 % of the effect of the variety. The largest mean productivity over the years of study was formed by the variety ‘Styuard’ (90.1; maximum 104.5 t/ha) when laid in fallow, and the variety ‘Bemol 20’ (51.6; maximum 67.1 t/ha) when sown after millet. Green mass productivity is closely related to a number of stems per 1 m2 (r = 0.81). There was determined that during the studying period of green mass, stem stand per 1m2 ranged from 801 (‘Tornado’) to 954 pieces (‘Bemol 20’). By this period stem reduction of the varieties ‘Tornado’, ‘Styuard’, ‘Ariozo’ and ‘Bemol 20’ was 13–16 %, that of the varieties ‘Argo’ and ‘Agraf’ 26 % and 4 % respectively. The productivity range of the varieties when sown in fallow varied from 9.9 % (‘Ariozo’) to 19.5 % (‘Bemol 20’), it was twice as high when sown after millet, from 19.3 (‘Bemol 20’) to 30.3 % (‘Styuard’). Analysis of the adaptability parameters of the studied varieties allowed a comprehensive estimation of the adaptive properties of the varieties. Thus, the variety ‘Agraf’ had rank 1 in terms of stability (S2), ‘Styuard’ in terms of maximum productivity and genetic flexibility (GF), ‘Bemol 20’ in terms of average productivity in the entire set of environments, adaptation coefficient (AC). According to the sum of ranks of the main quantitative and qualitative indicators of adaptability, the variety ‘Argo’ was the best one (sum of ranks 20), with rank 1 for stress resistance (SR), homeostaticity (Hom), and breeding value of the genotype (Sc and GBVi).

In this article, based on system analysis, classification and systematization methods, we offer classification of technologies of managing educational institutions on the basis of five groups of functional processes, inherent to every organization, such as: production; marketing; finance; human resources (HR) management; accounting and analysis of business activities. It is noted that classification of technologies of managing the educational institutions should take into account the current state, conditions and processes occurring in external environment and affect the functioning of the internal environment of the educational institution. Every technology of managing the educational institution included into classification, has been characterized: functional processes of production and their management (strategic planning, scenario planning, balanced scorecard of D. Norton and R. Kaplan (BSC), process oriented management, outsourcing, business engineering/ engineering, reengineering); marketing management (educational marketing, market segmentation, client relationships management system (CRM), brand-strategy, «public relations» technologies, benchmarking); financial management (budgeting, benchmarking, financial control, balanced scorecard of D. Norton and R. Kaplan (BSC), fund rising); human resource (HR) management (knowledge management, couching); management of accounting and analysis of business activities (budgeting, key competences); it also takes into account technologies for management of inter-organizational processes that permeate all groups of technologies listed in the classification, such as innovative, informational and SMART-technologies.

Social responsibility as an awareness of the responsible attitude of the subjects (person, group, community, organization, state, society) to themselves and other subjects of this phenomenon and process is the basis for implementing Sustainable Development Goals. It permeates the entire structure of society both vertically (society – communities – person; state – region – citizen; economy – organization/enterprise (employer) – employee) and horizontally (society – states – economy; communities – regions – organizations/enterprises (employers); person – citizen – employee). The formation of social responsibility is necessary for implementing Sustainable Development Goals and, at the same time, is its basis. The COVID-19 pandemic accelerated the formation and development of the phenomenon of social responsibility as a basis for the implementation of the goals of sustainable development, encouraging new actors of this phenomenon to act, creating conditions for the public (planetary) association to fight COVID-19; changed approaches to the economy, ecology, social sphere, education, etc. These changes can no longer be reversed, and society can only use them as a basis for further implementation of sustainable development goals.

The competitiveness of the professional training of future philologists depends on the opportunities for professional realization, due to the formation of specific competencies, one of which is the competency of teaching activities. The specified factor encourages the creation of students’ conditions to obtain opportunities for professional realization in the practical activity of a teacher in secondary education. The conditions of a prolonged pandemic require the correction of the implementation of any type of educational activity by transferring it to the mode of distance learning which causes the need for students’ special training for pedagogical activities in the conditions of the mixed and distance mode in work of a secondary education. The purpose of the article is to analyze the features of pedagogical internship organization for students of foreign philology in a mixed form of education. The methodology is the analysis of scientific approaches to the definition the concepts "pedagogical practice of future philologists", "distance learning", "information and communication technologies (ICT)"; results’ presentation in the organization of pedagogical practice for philology students; determination of effective means for implementing the practical activities of an English language teacher in the conditions of distance learning which is based on the results of the pedagogical practice for philology students. Results. The pedagogical practice of philology students is aimed at forming the practical skills necessary for teaching a foreign language, in particular in all types of speech activity: speaking, reading, writing, listening. The formation of students' abilities to take into account the peculiarities of the presentation of educational information and the practice of specific foreign language skills for learners in the conditions of distance learning acquires importance. The analysis of the options of several platforms for the implementation of distance learning of a foreign language revealed the greatest effectiveness of the ZOOM program which was confirmed among other things by its selection as a common platform for training by basic colleges in O.M. Beketov National University of Urban Economy in Kharkiv (Ukraine). According to the results of pedagogical practice in the distance learning mode of the basic colleges, the need to correct the program of practices and the content of psychological and pedagogical disciplines and the methodology of teaching a foreign language, taking into account the characteristics of the teacher's activity in the conditions of the distance mode of work with the study group, was determined. In conclusion it should sum up that it is important to focus students on a clear distribution of time for the implementation of all types of speaking activities in a foreign language for students in the classroom and the reflection of these tools at specific stages of a lesson, taking into account the time of assessment and reflection.

Morphometric study of Middle Pleistocene arvalis-like voles from the localities Ozerne 2, Morozivka 2 (Odesa Oblast), and Medzhybizh 1 (Khmelnitsky Oblast) confirms the close phylogenetic relations between Microtus nivaloides and M. agrestis. The time of the first appearance of M. agrestis was different in Central and Eastern Europe, Western Europe, and the Northern Black Sea region. The replacement of M. nivaloides with M. agrestis corresponds to phyletic speciation with different rates of the process within different parts of the (future) species range. Appearance of M. agrestis in Central Europe (Kozi Grzbiet) precedes the appearance of this species in Western Europe. Later, at the beginning of the Zavadivka stage, the species appears in the northern part of Eastern Europe. Then, in the second part of the Zavadivka stage of the Middle Pleistocene, the transition occurs in Ukraine (the Middle Southern Bug area). It is possible that the process of the replacement of M. nivaloides with M. agrestis in the south, in the Northern Black Sea region, was even more impeded. The Azov region was beyond the area of this transition, although it was the part of the range of M. nivaloides. An important factor that slowed down the emergence of M. agrestis in the south of Ukraine could be the positive correlation between body size and increasing water demand of M. agrestis with the increase of temperature. Here, in the southern periphery of the species range, a small form of M. agrestis existed during dry climatic stages. Some specimens of M. agrestis from Medzhybizh 1 were below the low limit of size variation of any recent population of the species. Further expansion to the south and to the east, towards more arid climatic conditions, could have led to further decrease in size in order to optimise water metabolism, which would conflict with other demands, such as competitive success and thermoregulation, and, respectively, could become non-adaptive. Fossil samples with morphology intermediate between M. nivaloides and M. agrestis (Morozivka 2) show that the processes of phyletic evolution rather than expansion is the most probable scenario of the appearance of M. agrestis in the territory of Ukraine.

The extent of surgery for anal rectal cancer (ARC) is determined by the clinical efficacy of neoadjuvant chemoradiotherapy (CRT). An approach using medium intensity ultrasound combined with chemotherapy was developed. Advantages of sonodynamic chemotherapy (SD CT) were evaluated to improve the CRT efficacy and the quality of life of patients with ARC affecting the skin.Material and methods. 34 patients with morphologically verified сТ2–3N0–1M0 ARC received 2 cycles of polychemotherapy (PCT): intravenous bolus of mitomycin C 10 mg/m2 on days 1 and 29 + continuous infusion of 5-fluorouracil 1000 mg/m2 daily on days 1–4 and 29–32. Patients received CRT 3 weeks after the second PCT cycle. Prior to each session of standard external and intracavitary irradiation, 18 patients of the main group received a 2-hour extemporaneous mixture to the primary tumor site: 5 mg of the Coletex SP-1 hydrogel material with propolis based on sodium alginate plus 100 mg of gemcitabine-medac together with mid-frequency ultrasound (0.88 MHz, I =1.0 Вm/cm2, Patent No. 2638616). 16 controls received capecitabine 825 mg/m2 orally twice a day with 12-hour intervals during the radiation course.Results. Controlled general clinical effect after external irradiation + SD CT in the main group was 25.7 % (p

Graph clustering is an important problem in network analysis. This problem can be approached by first finding a large cluster subgraph (i.e., a subgraph in which every connected component is a complete graph), perhaps in a relaxed form (connected components may have missing edges), and then assigning each of the remaining vertices to one of the connected components of the cluster subgraph according to some optimization criteria. The more vertices can be included in the initial cluster subgraph (also referred to as independent union of clusters), the more "clusterable" the graph is. This paper proposes a framework for establishing asymptotic bounds on the cardinality of independent unions of clusters in Erdős‐Rényi random graphs G(n,p)$$ G\left(n,p\right) $$ with constant p$$ p $$, referred to as uniform random graphs. In particular, sufficient conditions ensuring O(logn)$$ O\left(\log n\right) $$ (where n$$ n $$ is the number of nodes) upper bounds with probability 1 are developed and shown to be applicable for the maximum independent union of cliques as well as some clique relaxations. In addition, it is shown that every graph must have an independent union of cliques of cardinality at least Ω(logn)$$ \Omega \left(\log n\right) $$. Since this bound is asymptotically tight on uniform random graphs, this suggests that these graphs can be viewed as a "least clusterable" class of graphs. [ABSTRACT FROM AUTHOR]

A male Myotis alcathoe (FA = 32,1 mm, D5 = 41 mm, G = 4,1 g) was caught using mist-net on 12 September 2016 near the entrence of the Medova Cave (49°49'16,3"N, 24°05'23"E; 357 m a.s.l.), which is located in the southeastern outskirts of Lviv city (Western Ukraine). This is the first record of M.alcathoe in the city of Lviv. Observations of M. alcathoe at the cave entrance during the swarming period confirms the use of underground shelters by this species for hibernation. The species is part of the bat communities of old deciduous forests, which was confirmed by ultrasound investigations in summer.

The article highlights the main features of the virtual educational environment, the advantages and formats of using virtual reality in learning a foreign language. The purpose of the article is to study the role and possibilities of virtual reality as a necessary component in learning a foreign language. The methodological concept is aimed at shaping the role and capabilities of virtual reality as a necessary component in foreign language learning. The results of the study show the importance of the main modules of the multimedia virtual environment for learning cultures and languages in institutions of higher education; the technology of writing a pedagogical script for a computerized course is proposed for the design of distance courses for learning a foreign language, the construction of a high-quality virtual language environment, and the methods of using virtual reality tools are presented. The experimental work was devoted to the study of the role and possibilities of virtual reality as a necessary component in learning a foreign language; the degree of change in the memory of students of higher education, operational characteristics of thinking, perception in the process of using virtual reality educational programs. The change of attention, which is closely related to the functioning of cognitive processes, was also studied. [ABSTRACT FROM AUTHOR]