THE HISTORICAL DEVELOPMENT OF THE EXPRESSION OF NEGATION IN FRENCH

This research paper studies the evolution of the syntactic realization of negation in French. In the introduction part, it is defined the objective of the research as tracing the development of using words aucun, personne and rien in French negative structures presenting their different practical applications. One of the tasks is to find out if these constructions could be used with the negative marker pas, without inducing a double negation interpretation. The novelty of the research paper is the evolution of the expression of French negation proved by the given examples taken mostly from literary, legal or epistolary texts. The stages of evolution in French negation part shows a detailed analysis of negative markers ne and pas through different stages of their developments presented by various scientists. The evolution of negation in French is generally analyzed by using three main stages, but the investigation proves that there are other approaches for characterizing it, the so-called four stages evolution or even five stages; nevertheless, the final stage is identified by negation expressed by using only marker pas. The next part of this paper The expression of negation in Old and modern French studies the evolution of the undefined aucun, personne and rien, which are presented in the negative constructions in modern French. It is proved that the negation was strengthened by adding an undefined non-negative post verbal element or representing a small amount, such as pas, point, mie, brin, goutte, aucun, personne, rien, etc. It is concluded that in the course of historical development, these words being initially of positive value have taken on a negative coloration and value in modern French.

CREATING INCLUSIVE ENVIRONMENT: LESSONS FOR UKRAINIAN COMMUNITIES

The article provides an overview of international models of social inclusion through the prism of the possibilities of their application in Ukrainian realities. There are three best international practices of social inclusion described and key elements of the inclusive environment (boundlessness, opportunities, and resources to develop capability; community and social connections; flexibility and participation; learning environment) identified in the article. The article also considers that to build an inclusive environment people need to develop the competence in building healthy relationships. In conclusion, it is stated that an inclusive environment minimizes any barriers and provides the conditions for the inclusion of every person according to his or her capabilities and needs. This way the article draws attention to the concept of society for all.

ARRANGEMENT OF THE SOCIAL WORK STUDENTS’ FIELD EDUCATION: THE EXPERIENCE OF UKRAINE

Due to the applied nature of social work, mastering this specialty is possible only through the acquisition of practical skills and competences. This study aimed to determine the place of the field education within the educational programs for bachelors in social work and to characterize the current state of field education in higher education institutions of Ukraine. Field education has been shown to play a minor role in educational programs for training social workers. Based on the analysis of documents, interviews with teachers who organize the practice in their educational institutions, reflection of their professional experience and communication with representatives of social institutions where field education is arranged, as well as with students, identified key problems in the organization of practice, to name lack of quality practice frameworks and higher education policy, lack of resources and student motivation. Possible directions of field education development are discussed in this chapter: introduction of dual education; work with the united territorial communities, creation of university clinics, transition to module training, and further professionalization of Ukrainian social work.

GENDER BIASES OF FOSTER PARENT APPLICANTS: OLD NEW STEREOTYPES?

The process of reforming the state care system for orphans and children deprived of parental care requires research to study the gender aspects of foster parenthood, which affect the distribution of roles in the private family sphere, strategies for raising orphans and children deprived of parental care. The article covers the problem of gender stereotypes of candidates for foster parents, which determine their vision of social and psychological characteristics and expectations of women and men. The results of the study of femininity and masculinity stereotypes using the Bem Sex-Role Inventory and the assessment of ambivalent sexism in the attitudes toward women and men using a short version of the methodology of P. Glick and S. Fiske. It is established that candidates for foster parents demonstrate a greater extent of benevolent rather than hostile sexism and describe a generalized image of women and men as androgynous individuals, but almost a third of respondents' responses concerning women show high indicators on the femininity scale, and concerning men - on the masculinity scale. High levels of hostility to feminism, especially among women, have been reported. Author emphasizes the importance of introducing special training programs for candidates for foster parents in order to disseminate attitudes that correspond to contemporary views of egalitarian family patterns.

THE PROJECT METHOD IS AN EFFECTIVE INTERACTIVE TECHNOLOGY FOR THE FORMATION OF KEY COMPETENCIES OF FUTURE SPECIALISTS

The project method is considered as a pedagogical technology that involves a set of creative methods: research, exploration, and problem solving. The article emphasizes that the chief principle of learning with the help of the project method – “learning through the action”, according to which the essence of the learning process is discovery, a constant, real embodiment of something new. The essence of the project technology is to stimulate students’ interest in certain problems, involving the possession of a certain amount of knowledge, and through project activities that include solving one or a number of problems, show the practical application of acquired knowledge from theory to practice, harmoniously combining academic knowledge with pragmatic, adhering appropriate balance at each stage of training. It was researched that implementation of the project technologies in the educational the process may face certain problems but the active participation of students in the project work opens opportunities in an interesting form to develop their abilities and, most importantly, their personality.

THE IMPLEMENTATION OF THE SOCIAL AND EMOTIONAL TRAINING INTO THE MODERN EDUCATIONAL ENVIRONMENT

This article focuses on the implementation of social and emotional training into the modern educational environment. One of the key factors in increasing learning productivity is a properly designed educational process. The research results point out that there are the most important research problems concerns to the new model development of an educational process management that includes the issues of shaping a human being as a person. To improve the effectiveness of the educational process management, the urgency of introducing social-emotional learning to the educational process is emphasized in the article. The value and impact of social and emotional learning on each level of education, their interrelation and necessity degree are evaluated in the article. In order to understand how to form the modern educational process is analyzed, and the main features of the concepts such as: social and emotional are defined and highlighted. The research results point out that there are four components of the emotional intelligence. According to the CASEL report, the researches result shows that there are skills that are the most in demand among society today: innovation, complex problem solving, critical thinking and analysis, active learning. This article focuses on the most important recommendations for introducing social and emotional learning in the modern educational process.

HELPING FAMILIES CARING FOR CHILDREN WITH AUTISM: WHAT COULD SOCIAL WORKERS DO?

Based on a systematic analysis of academic literature with empirical research findings (N=22 studies), the key problems of families with children with autism (autism spectrum disorder) are summarized. It is determined that the appearance in a family of a child with autism affects the family livelihood, reduces the quality of family life, creates situations of socio-economic injustice, gender inequality, which requires social work response. The approaches to organizing the work of social workers with families raising children with autism are distinguished: psychological education, structured family therapy, cognitive-behavioral therapy, mindfulness practices, self-management programs and planning skills. The content of practical filling of these interviews and design features are generalized. The SWOT-analysis of opportunities and risks of using the identified interventions in Ukraine was conducted.

PROLEGOMENS TO THE DEFINITION OF THE METHODOLOGICAL FEATURES AND PROSPECTS OF APPLYING OF THE EVENT-ANALYSIS METHOD FOR PROFESSIONAL FORMATION OF PROFESSIONALS IN THE FIELD OF SOCIAL AND MEDIA COMMUNICATIONS

In research the authors outline the essence, methodological features and limitations, organizational difficulties and prospects for the applying of the method of event analysis in public practice. The authors also focus on research opportunities, the benefits of using the method of event analysis in the organization and conducting of applied sociological researches. The reseach has shown the method of event analysis as an effective tool in studying the causes of social phenomena and processes, their chronological development, the dynamics of devepment and other features. The authors also focus on revealing the role and importance of the event analysis method for training specialists in the field of social and media communications, in particular, in the context of forming their general and professional competencies, intensifying their scientific research in order student scientific community create its own innovative research.

TECHNOLOGIES OF INDIVIDUALIZATION OF LEARNING IN PEDAGOGICAL MASTER’S DEGREE PROGRAMME

Different perspectives of the scientists towards content, structure, forms, conditions for efficiency of individualizaion of learning as well as approaches to definitions of tutor, tutorship, tutor technology have been consolidated. In particular it is emphasized that thanks to individualization of learning such important qualities as self-dependence, proactivity, creativity, self-confidence, dedication, research-like style of activities are developed and shaped. Introduction of learning individualizaion technologies in high school education process helps saving time, provides additional opportunities for transition from traditional learning programme to individual self-education without extra burden on students; it encourages gaining necessary professional experience, development of individual style of learning activities; encourages strengthening of individual approaches in acquiring professional knowlege, skills, competencies as well as developing creativity; it also boosts intellectual development of future lecturers, establisment of subject-subject relationship between lecturers and students. Use of tutorship technologies is one of possible ways to implement learning individualization of students. Tutorship as a pedagogical technology meets performance requirements such as (conceptual importance, systemic approach, ability for reproduction, manageability, efficiency, algorithmic presentation, design). Tutorship technology implementation consists of four stages (preparatory and logistical stage; development of tutor’s individual learning programme on a given subject; tutor’s support per se; and completion stage) and does not foresee a separate post of a tutor as tutor’s functions in this case are fulfilled by a lecturer (lecturer-tutor). In such model of pedagogical activities tutor’s support is limited in time and in learning content. Tutorship technology is an opportunity for implementation of the principle of individualizaion of student’s learning; subject-subject relationship between lecturers and students; it changes the role of lecturers who become lecturers-educators, moderators, coaches, facilitators, instructors, mentors, partners, i.e. tutors.