This study presents the results of the longhorn beetle surveys conducted in three protected natural areas in Ecuador. Species collection was carried out in Yasun & iacute; National Park, El Pahuma Orchid Reserve and Lalo Loor Dry Forest Reserve in different seasons in the years 2008, 2011, and 2018. A total of 39 species of Cerambycidae were collected across the three protected natural areas. Four of them are recorded for the first time for the Ecuadorian fauna: Achryson surinamum (Linnaeus, 1767); Eburodacrys elegantula Gounelle, 1909; Pantomallus fuligineus Bates, 1872; and Colobothea juncea Bates, 1865.
The study of entrepreneurial preferences among students is a strategic planning tool that allows not only to train qualified personnel, but also to create a sustainable national innovative economy, increase its competitiveness and adaptability to modern challenges. The article focuses on the study of entrepreneurial preferences among students, the analysis of this issue in the works of domestic and foreign researchers, and the survey of students from four higher education institutions in the Brest region and the city of Minsk. During the conducted questionnaire, a low level of student involvement in educational programs, business idea competitions, as well as a lack of awareness among students about the business projecting events held at universities, was revealed. The authors have developed a set of proposals for the further development of youth innovative entrepreneurship in higher education institutions of the Republic of Belarus, including the introduction of additional mechanisms for intensifying the participation of students and their involvement in innova-tive entrepreneurial activities, the introduction of a model for developing entrepreneurial competencies among young people based on the model of the innovation and entrepreneurial ecosystem of HEE, the updating of curricula, and others.
Preschool education as the first level of the education system plays a crucial role in preventing social and educational injustice and educating the worldview of the younger generation in a multiethnic educational environment. The concept of intercultural dialogue in the education system in general and preschool education in particular is considered as an essential component of its humanization and democratization. The purpose of this article is to study the manifestation of intercultural dialogue in preschool education in Belarus, Kazakhstan and Russia. For this purpose, a semi–structured in–depth interview with 56 preschool teachers was used: Russia – 20, Kazakhstan - 17, Belarus - 19. In order to process the data obtained by semi-structured in-depth interviews, the axial coding technique was used. The study allowed us to establish that in all three countries: Belarus, Kazakhstan and Russia, preschool teachers pay great attention to the traditional culture of their country, at the same time, as well as to intercultural dialogue, since the axis of the key categories is: "Traditions of celebration", "Intercultural dialogue" and "National identity". The main means of embodying intercultural dialogue and the formation of national and cultural identity as interrelated categories are celebrations and the involvement of parents in the activities of preschool institutions, which make up the densest thematic field, various visualizations are also used, less often folklore. Teachers from all three countries see a variety of perspectives for the implementation of intercultural dialogue in preschool education. The category of "Improvement through intercultural dialogue" in the sayings of teachers of the Republic of Belarus and the Republic of Kazakhstan occupies the first position in terms of frequency of occurrence, in Russia – the second.
The article presents an empirically substantiated scientific description of the peculiarities of understanding of modern Belarusian students understanding of promising and problematic aspects of the use of discussion-based educational methods. The relevance of the research is due to the significance of studying the characteristics of the attitude of students of higher education institutions to the use of discussion-based educational methods that promote the development of communicative and social-role competencies of students, personality-oriented organization of learning. The aim of the study was to obtain and systematize: 1) evaluative judgments of modern Belarusian students about the productivity and justification of the use of discussion-based educational methods; 2) information about the personal meaning given by students to the conduct of educational work using discussion-based methods. The main methods of this research were thematic online questionnaire, quantitative processing and graphical schematization of the obtained results, elements of content analysis with the identification of the characteristic semantic components of the answers presented. 100 students of the pedagogical specialities the Belarusian regional educational institution "Bar-anovichi State University" took part in the survey. 72% of respondents unequivocally recognize the positive impact of discussion-based methods on the level of cognitive and practical training in academic disciplines and on the emotional involvement of students in the process of academic work; the multifaceted personal meaning of using the discussion methods in educational activities was revealed. However, the respondents (18% of the sample) also pointed out the main, in their opinion, problematic aspects of the organization of discussion-based learning. They may be associated, in particular, with the need for increased expenditure of teaching time, the desirability of additional training of teachers and students, the establishment of favorable emotional and personal relationships with students, the activation of par-ticipants with a high level of introversion and the prevention of a chaotic or rigidly regulated discussion, as well as substitution of the topic of discussion; prevention of an excessively subjective and emotional attitude to the issues under discussion, which may prevail over its objective and rational-logical understanding, conflict speech behavior, the importance of the gradually progressive development of communicative skills of discussion participants. The scientific novelty of the research results lies in the complex, multidimensional reflection of the originality of the group of discussion-based educational methods in the reflective experience of a pedagogically oriented student audience; the practical significance is determined by the prospects of taking into account the received materials when teaching university courses in pedagogy, rhetoric, and the culture of pedagogical communication. The results of the study can be taken into account when developing recommendations for the introduction of discussion-based methods of teaching in both contact and distance or mixed (hybrid) format of students' educational training.
The concept of “system differentiation” is revealed, the evolution of the ideas of system differentiation found in the scientific literature is traced, the main requirements to the educational process in higher and secondary education are pointed out. It is shown that the process of teaching in secondary and higher schools based on the principle of systemic differentiation has a personality-oriented nature and involves schoolchildren and students in a step-by-step system of tasks, types and forms of activity and communication. The development of cognitive structures in ontogenesis goes through their progressive complication in accordance with the principle of systems differentiation. This principle reads that more advanced and highly ordered cognitive structures are developing only from more simple and diffusional structures through their gradual differentiation. The education based on the principle of systems differentiation is always a process of solving more and more complicated educational tasks. This process includes three main stages (structural components): 1) introduction-motivation stage; 2) working stage; 3) evaluation stage. These structural components (stages) both exist in the process of teaching special subject and in studying some themes or giving private lessons and other forms of educational lesion in this subject.
