An example of web-based students’ laboratory work of the Department of Organic Products Technology of the Lviv Polytechnic National University is given. By computer modeling written in JavaScript, students have the opportunity to conduct their own additional experiments of one of the main processes of organic synthesis, namely the alcohols dehydration reaction. Through setting their own process conditions, students receive simulated values. The obtained values can be used to plot the dependences of the process parameters on the conditions, giving the opportunity to further train themselves by interpreting the results obtained from the graphs. Two variants of modeling calculation of chemical process are given. Additional experimental values also make it possible to more accurately plot dependencies that will better reflect the process. Students will have the opportunity to improve their skills to formulate conclusions about the process and the conditions of chemical process.
Carrying out high-quality training in the conditions of quarantine restrictions puts forward new actual tasks for carrying out practical laboratory works and activities. Model of Implementation Online-Education Systems for Educational Process Supporting at the high education institutions and schools has been discussed. The problem of the development software of virtual laboratory work is relevant, because preparing high-quality virtual laboratory work is a time-consuming task for the natural sciences. E-learning laboratory work are mainly remote and should be integrated with Learning Management System for more effective learning process. A set of three hierarchical models with learning objectives, level of complexity and specificity have been taking into account in the implemented Learning Management System. Learning objectives in the cognitive, affective and sensory domains are related with Blooms taxonomy.
In 1970, Academician V.M. Glushkov published a paper, in which he, along with a discussion of some of the problems of artificial intelligence, formulated a research programme called Evidence Algorithm (EA), containing his vision of the problem of a computer-aided support of a human in theorem proving in mathematics. He suggested to make a research on the creation of an automated theorem-proving system with a formal language of a natural type as its input language, with a proof search procedure constructed on the notion of a computer evidence of a machine-made proof step developing in accordance with a knowledge accumulated by the system during its operation, and with the possibility of a human to make intervention in the proof search process. Two attempts have been made in order to implement this programme. The first led to the appearance in 1978 of the Russianlanguage automated theorem-proving system, denoted by RuSAD, and the second – to the appearance in 2002 of the English-language system for automate deduction, denoted by EnSAD. And if the development and trial operation of RuSAD were stopped in 1992 after the output from service of the ES-line computers, EnSAD, after its placement on the website “nevidal.org”, is still online available now. This work is mainly devoted to the description of the approaches to the creation and realization of the evidential “engines” of both RuSAD and EnSAD – a topic insufficiently covered in publications on EA, RuSAD, and EnSAD.
This paper presents the structuring of a new approach to countering cyber threats – Threat Hunting. This concept is proactive threat search, mainly a manual process with elements of automation, in which the analyst uses his knowledge and skills to check large amounts of information for indicators of compromise, according to a predetermined hypothesis of the presence of a threat. All key elements of Threat Hunting approach were explained as well as functional diagram for a deep understanding and application of this approach in practice by specialists in the field of cybersecurity was proposed in the paper.
The article deals with the levels, types and kinds of cyber-training and provides a generalized classification. Such types of cyber-training as Capture the Flag and Cyber Range (Red Team / Blue Team) are considered in detail. As a separate approach, the gamification of cybertraining in the form of board and computer games is highlighted and analyzed. Further promising areas of research in the field of organization and conduct of cyber-training are suggested.
