Bogdan Khmelnitsky Melitopol State Pedagogical University

Field experiments were conducted during the Navarai seasons of 2024 and 2025 (January-March) at ICAR-Krishi Vigyan Kendra, Tamil Nadu Agricultural University, Tiruvallur District of Tamil Nadu to evaluate weed management practices in dry direct sown rice (Oryza sativa L.) in coastal northeastern zone of Tamil Nadu". The experiment was conducted in a Randomized Block Design (RBD) with three replications. Both dicot and monocot weed flora were observed in the experimental field in the past few years in the direct sown rice cultivation. The treatments consisted T1:Pendimethalin @ 1 kg a.i./ha as PE (3 DAS) + One HW; T2:Pendimethalin @ 1 kg/ha as PE (3 DAS) fb Bispyribac-sodium @ 0.02 kg/ha PoE (25-30 DAS); T3: Ready mix of Pretilachlor @ 0.75 kg a.i/ha + Bensulfuron methyl @ 50 g/ha PE (3 DAS) One Hand Weeding (40 DAS); T4::Ready mix of Pretilachlor 0.75 kg a.i/ha + Bensulfuron methyl @ 50 g/ha PE (3DAS) fb Bispyribac-sodium @ 0.02 kg/ha PoE (25-30 DAS);T5: Triafamone @ 20 g a.i/ha + Ethoxysulfuron @15 g a.i/ha as PoE (25-30 DAS) + One HW: T6:Pyrazosulfuron ethyl 10% WP @ 20 g a.i/ha PE (3 DAS) fb Bispyribacsodium @ 0.02 kg/ha PoE (25-30 DAS): T7:Hand weeding twice (20 DAS and 40 DAS) and T8:Un weeded control. Application of Pendimethalin @ 1 kg/ha as PE (3 DAS) fb Bispyribac-sodium @ 0.02 kg/ha PoE (25-30 DAS) showed lesser weed density(10.86 g/m2), higher weed control efficiency (89.4%) at 30 DAS , higher grain (4238 kg/ha) and straw yield (4833 kg/ha) followed by Ready mix of Pretilachlor 0.75 kg a.i/ha + Bensulfuron methyl @ 50g/ha as PE (3 DAS) fb Bispyribac-sodium @ 0.02 kg/ha PoE (25-30 DAS). Hence it is recommended that application of Pendimethalin @ 1 kg/ha as PE (3 DAS) fb Bispyribac sodium @ 0.02 kg/ha PoE in dry direct sown for effective weed management and sustaining the productivity and profitability.

This study investigates the spatiotemporal variations and drivers of air quality across 13 monitoring stations in Hyderabad, Telangana, throughout 2024. Utilizing a dataset of 4,758 observations from the Central Pollution Control Board (CPCB), the research employed two-way ANOVA, Tukey’s HSD posthoc tests, and Principal Component Analysis (PCA) to characterize pollution dynamics. ANOVA results revealed that seasonal meteorological changes were the primary drivers of Air Quality Index (AQI) fluctuations (F = 442.99, p < 0.001), with a significant station-season interaction confirming that seasonal impacts are site-specific. Winter emerged as the most polluted season, with Zoo Park (129.05) and Sanath Nagar (126.07) identified as major hotspots. In contrast, the monsoon season exhibited the best air quality due to the washout effect, particularly at Central University (AQI 38.22). PCA identified three principal components explaining 60.59% of the total variance, with PC1 highlighting nitrogenous pollutants (NO, NO2, NH3) from vehicular and industrial emissions as dominant factors. Correlation analysis further established strong links between nitrogen oxides, while wind speed showed a significant inverse relationship with pollutant stagnation. Although most pollutants remained within NAAQS limits, PM2.5 levels (38.32 µg/m3 ) are approaching the annual safety threshold, necessitating targeted urban emission management.

The study presented in the article aims to investigate the mechanisms for developing student motivation to accumulate a specialized knowledge base on strategic decisions in the context of informatics and digital educational technologies. Modern trends in digital transformation of higher education necessitate the formation of strategic thinking and decision-making capabilities in students under conditions of technological uncertainty. The purpose of the study is to identify key factors influencing students’ motivational processes when mastering strategic competencies and to develop an experimentally validated model of motivational intervention. The methodological basis consisted of a quasi-experimental design with control and experimental groups. The empirical base included 74 third-year students majoring in 02.03.02 “Fundamental Informatics and Information Technologies” and 44.03.02 “Psychological and Pedagogical Education” of Melitopol State University. The experiment employed an adapted the Academic Motivation Scale by R. Vallerand, a technological self-efficacy questionnaire, an original methodology for assessing strategic thinking in informatics, and adaptive learning technologies on the Moodle 4.1 platform. The study results demonstrate a statistically significant increase in intrinsic motivation in the experimental group by 31.4 % with a coefficient of determination R2 = 0.673. A strong positive correlation was established between technological self-efficacy level and motivation for knowledge accumulation (r = 0.796, p < 0.001). The theoretical significance of the work lies in expanding understanding of psychological and pedagogical mechanisms for forming motivation to accumulate specialized knowledge in a digital educational environment. The practical value of the study is determined by the possibility of applying the developed model to improve the effectiveness of educational programs in informatics and related disciplines.

This paper studies the name of Rostov the Great, or Rostov Veliky, the town founded long before the second Rostov, on the Don, appeared on the map in the 18th century. The name Rostov the Great acquired official status in 2025, when the state authorities enforced a federal law, by which in the town’s name appeared a postpositional adjective being in use for at least two centuries. As a result, the town has the composite name now. In accordance with Russian spelling rules one should hyphenate geographical objects’ names - nouns with postpositional adjective: Petropavlovsk-Kamchatsky, Novgorod-Seversky etc. In spite of the rule the astionym Rostov Veliky (Rostov the Great) has separate spelling, this has not only usual reason to which refers the legislator in the expert analysis, but also solid linguistic foundations. Moreover, the author enlightens a correlation between Rostov and Novgorod; the latter was and still can be mentioned with both prepositional adjective (which is an official name now) and postpositional one. There is a visible trace in the adjective Veliky usage with the names of Novgorod and Rostov.

Purpose: This study aimed to analyse the psychological and pedagogical aspects of online learning in Ukraine under conditions of digital transformation, the COVID-19 pandemic, and the ongoing war. It sought to identify the challenges teachers face and propose ways to improve distance education through competency development. Design/Methodology/Approach: The research employed comparative analysis, synthesis, systematisation, and generalisation. The study was conducted as a systematic literature review following the PRISMA 2020 guidelines. A total of 47 peer-reviewed articles published between 2018 and 2025 were analysed, retrieved from Scopus, Web of Science, and Google Scholar databases. The selection focused on empirical studies addressing teachers’ digital competence, psychological well-being, and pedagogical innovations in online education. Findings: Only 38% of teachers demonstrated high digital competence, while 76% lacked sufficient skills for effective online teaching. Emotional burnout (52%), overload (67%), and stress (62%) were prevalent, compounded by technical barriers such as blackouts and unstable Internet (79%). These issues resulted in incomplete courses in 31% of cases. Interventions, including targeted training modules, improved digital competence by 30% and raised average test scores from 45 to 75 points (p < 0.01). Institutions that provided systematic support achieved twice the effectiveness index (8.4 vs. 4.1). Research Limitation: The study was limited to Ukrainian educators, which may affect generalizability across different contexts. Practical Implication: The results highlight the urgent need for structured training in digital pedagogy and integration of online tools to enhance lesson design and learner motivation. Social Implication: Strengthening teachers’ digital skills and psychological resilience is crucial for sustaining education during crises. Originality/Value: This research provides empirical evidence on the intersection of digital competence, stress factors, and institutional support, offering pathways to improve the sustainability of online learning under challenging conditions.