Auswahl der wissenschaftlichen Literatur zum Thema „Attestation à distance“

The article presents the results of the study of standard-setting activities of higher education institutions (certain aspects of said activities under the conditions of the pandemic). The authors conclude that the conditions of the pandemic and the transition to remote work determined the need for corrections in the legislation governing the activities of educational institutions to maintain the level of quality of higher education. In particular, due to students’ mass transition to distance learning, there is a need to create quality standards for distance education and the attestation procedure for universities using blended and distance learning.

Discussed is the problem of some range of challenges, specific for the Russian system of education on the way to massive distant learning in the first half of 2020. The article raises two main questions. The first is the question of providing the conformity of technical requirements, needed for functioning of programs, applying for distant learning, with technical capabilities of computers and other gadgets, that students use to get access to online education programs. Author concludes, that this problem may be partially solved by optimization programs for distant learning for using with low end technic. The second question is the way to make impossible student’s cheating while the attestation including fake technical problems (such as non-working web-camera). The author makes the conclusion about necessity of adding to the distant learning complex special addon for monitoring student’s gadgets during the intermediate certification: its operability, using programs and apps in time of exam.

The article deals with the peculiarities of distance learning organisation in a sport higher education institution during the pandemic. The subject of the study is the process of distance learning organisation in higher education institute during the period of COVID-19 restrictive measures. The Churapchinsky State Institute of Physical Culture and Sport is one of the first higher education institutions located in a rural environment, with more than 90% of its students coming from the heritage and districts of the Republic of Sakha (Yakutia). The specifics of higher education institute imply a large volume of practical training sessions and daily training in selected sports in equipped sports facilities. The distance learning format has made significant adjustments to the content and forms of practical training, in particular student sports training. A total of 320 full-time and part-time students from 7 areas of study took part in the survey. The results revealed the degree of students' readiness for the transition to distance learning, assessment of the possibility of full training for credit-examination session and state final attestation, features of practical training in elective courses of physical education and sports disciplines, the level of satisfaction, advantages and disadvantages in the organization of distance learning in higher education institution. The results of the study can be used to improve the organisation of distance learning in higher education institutions, while maintaining the quality and accessibility of the educational process. The novelty of the study lies in the investigation of the organisation of the distance learning format and the attitudes towards it of the students of a physical education institution located in a rural area. It has been established that the transition of the educational process to a fully distance format in a sports university has intensified the resources of the institute, forcing the use of information technology in training, while revealing certain difficulties.

Abstract This article discusses 40 grammatical features in Japonic and Koreanic in relation to their neighbouring languages in Northeast Asia. The data comprise 66 modern language varieties of 13 different linguistic affinities, and 12 historical languages (including Old and Middle Japanese and Old and Middle Korean). The results generated from a computational phylogenetic tool show a significant distance in the typological profiles of three main clades: Northeast Asian, Japonic-Koreanic, and Sinitic spheres. Typologically, the Japonic and Koreanic languages form a common grammatical type by sharing up to 26/40 features. By tracing their attestation in the historical languages we can see that the converged grammars are likely to be results of typological Altaicization and de-Altaicization. The combination of linguistic and historical evidence points to a chronology in which Japonic and Koreanic had mutually converged by Altaicization and de-Altaicization, respectively, during the 1st millennium BC and AD before eventually diverging in the 2nd millennium AD.

The article provides the analysis of the advantages and disadvantages of distance education, the specifics of educational process and the use of educational content for this form of education. The problems of assessing the quality of educational content for the distance educational process and its effectiveness are determined. The structure of the developed learning management system "Scorina" and the mechanisms for creating educational content, the learning process, attestation of students and the collection of progress statistics are described. A mathematical model of educational process of learning management system "Scorina", and approach to assessing the knowledge of students are presented.The implementation of functional diagram and the algorithm of the module for the intelligent analysis of the quality of educational content of learning management system "Scorina" is proposed. The module is designed to identify the shortcomings in educational content and to improve the materials that could cause the difficulties for students when studying certain issues or topics of the disciplines are studied based on statistical data of student performance. The connection of specific parts of educational content with specific questions of control tests is implemented through special labels created during the development of the content of the studied disciplines. The mining algorithm allows to identify and exclude from the statistical sample the information of the students whose academic performance characteristics are not objectively related to the quality of educational content.

Today, students of higher education study in Ukraine; it is not easy to imagine without information technologies, which are necessary for modern education. Creating a global information space, such technologies penetrate all spheres of human activity, thus becoming an integral part of the educational process. In today's challenges, pandemics, and wars, modern education relies on the informatization of the educational space and distance learning, drawing society's attention to distance learning technologies. During martial law, remote course training in schools and universities makes it possible to receive and continue learning, gain knowledge, and increase training. Using remote platforms to learn educational components is an integral part of the educational process. Training specialists, training, and counseling of higher education seekers in the existing conditions is only possible with modern educational online platforms. The main task is the correct organization of the educational process and for those seeking higher education to successfully acquire the necessary knowledge in specialized disciplines to prepare competent, competitive specialists. Bila Tserkva National Agrarian University applies a distance form of education, which is regulated by regulations (“Regulations on the system of internal quality assurance of education and educational activities at Bila Tserkva National Agrarian University”, “Regulations on the organization of current, semester control and attestation of applicants of professional pre-higher and higher education with the use of distance learning technologies in the regional university center of Bila Tserkva National Agrarian University”, “Regulations on the Moodle learning management system at Bila Tserkva National Agrarian University”). Distance learning in recent years has shown a sufficiently high-quality success rate of higher education applicants and the training of scientific and pedagogical personnel to ensure the educational program Water bioresources and aquaculture at the Bila Tserkva National Agrarian University. Students are provided with electronic versions of manuals, textbooks, lecture courses, and presentations on the Moodle platform and other services. The use of Google digital tools and the Moodle platform, the Zoom service help students of higher education acquire knowledge in their field in an accessible form and comfortable conditions.

At the age of COVID 19 the methodoligist of all the countries faced a new image of cognitive culture, which implies a greater level of independent activity from the student. The teacher got the task of forming this high level. The article emphasizes that for the formation of basic skills of public speaking in a foreign language and the development of communicative competence of students, it is advisable to use such pedagogical technology as debate. Debate is a modern pedagogical technology, which is a special form of discussion, which is conducted according to certain rules. It is a purposeful and orderly, structured exchange of ideas, judgments, opinions. It is emphasized that debates in the educational process occur in the following forms: as a form of lesson; as an element of the lesson: actualization of knowledge, organization of independent work of students, generalization, systematization, consolidation of educational material, providing "feedback"; as a form of attestation and testing of students. It is determined that the target functions and capabilities of the "Debate" technology are wide. The socializing significance is expressed in the fact that debate is a pedagogical tool, a mechanism for involving participants in the norms and values of civil society, which allows students to adapt to modern society, which involves the ability to compete, debate, defend their interests based on existing knowledge and skills. knowledge. The educational value is manifested in the fact that the debate allows participants to develop independence of assessments, moral and ideological position and behavioral attitudes. Debate participants have a higher communication culture, the ability to find a compromise. Developmental significance is expressed in the fact that the debate allows participants to develop will, memory, thinking, including the ability to compare, compare, analyze, find analogies, independently extract and analyze a variety of information on issues relevant to man and society. Didactic value is expressed in the fact that the debate is the basis for the formation of students' general skills and practical skills, as well as the most important qualities needed by modern man. In general, despite the difficulties that arise in the first attempts to adapt the debate to the conditions of the student audience, with the correct organization of all stages of work, this technology can significantly increase the motivation and quality of knowledge acquired by students.

The goals of this article are to explain the methodological and technological components that were used to plan and implement distance learning and to share the general experience of distance learning using Moodle learning management system at Yuri Fedkovych Chernivtsi National University. The methodology of our work was based on systematizing the experience we gained during the four months of distance learning in the reality of quarantine and shelter-in-place requirements of COVID-19 epidemics. We analyzed and compared various online platforms and information resources and identified their advantages and disadvantages. As a result, a universal approach to organizing and providing instruction remotely has been synthesized. The results. The authors have summarized the challenges facing education and the subjects of the educational process during the introduction of quarantine restrictions and intensive implementation of methods, models, and technologies of distance learning in the training of tourism professionals. The findings show the advantages of distance learning under quarantine conditions. They include accessibility, mobility, manufacturability, and flexibility. We also provide reasoning for our choice of distance learning mode: individual, asynchronous and synchronous. We also show the advantages of the open-source learning management system Moodle for the use in the institutions of higher education that train professionals in the field of tourism. We highlight the following advantages of Moodle as a distance learning platform: unlimited and free distribution, open source, opportunities for communication, tools for assessing students' work and progress, and user-friendly interface. We have established key tendencies of effective solutions of applied challenges in distance learning from the point of view of identifying and adopting different technological platforms and other resources. They include rapid adaptation to new conditions, exploring the affordances of technological platforms for distance learning, building distance courses in Moodle and filling course shells with appropriate learning materials, development of fast algorithms of communication with students, transition to and scheduling of online classes, conducting attestation and qualifying final exams synchronously. We explain our procedural workflow of implementing distance learning using an example of teaching a course on "Ecological Agro-Tourism" to students in specialty code 242, "Tourism" of the educational program "International tourism." We provide a list of pros and cons of distance learning specific for tourism education in Ukraine during quarantine-imposed restrictions. The novelty of this work is in the developed recommendations on optimal approaches to setting up online distance learning and the related specific technology solutions. The implications of this study show the possibilities and ways of incorporating the compiled experience to the educational process of other majors as related to challenges in education due to quarantine-related restrictions. The results of our study were applied to facilitate professional education at Yuri Fedkovych Chernivtsi National University.

L'internet des objets (IoT) est l'une des technologies les plus importantes de notre monde actuel. Il est composé d'appareils connectés dotés de capteurs et de capacités de traitement, tous reliés à une plateforme unique qui les orchestre. L'intégration de ces dispositifs IoT dans de nombreuses applications de la vie réelle (par exemple, le transport, les soins de santé, les industries, ...) a impliqué des améliorations significatives de la performance et de l'efficacité. En conséquence, nous avons assisté à un boom du nombre de dispositifs IoT déployés et de leurs plateformes correspondantes. Ces dispositifs IoT utilisent les données réelles de leur environnement de déploiement et les envoient à la plateforme. Les données collectées par ces dispositifs sont souvent des informations sensibles. Par conséquent, la confidentialité des données des utilisateurs est l'une des principales préoccupations de l'IoT. En outre, les applications IoT reposent sur l'automatisation de tâches fréquentes pour une meilleure efficacité. Malheureusement, le transfert du contrôle d'opérations habituellement contrôlées par l'homme vers l'IoT risque de compromettre la sécurité des utilisateurs de l'IoT. Cette thèse traite des problèmes de confidentialité et de sécurité soulevés par l'IoT. Nous proposons des protocoles de sécurité qui préservent la confidentialité des données des utilisateurs. En plus de la confidentialité, nous voulons concevoir des solutions vérifiables qui garantissent l'exactitude des calculs effectués par les dispositifs IoT et la plateforme. Nous concevons ces solutions en nous concentrant sur leurs performances spécifiquement pour l'IoT. Plus précisément, nous proposons des protocoles qui sont évolutifs pour faire face au nombre croissant de dispositifs IoT. Nous considérons également des protocoles tolérants aux pannes pour faire face à la mobilité et aux abandons fréquents des dispositifs IoT. Nous nous concentrons sur deux protocoles de sécurité : l'agrégation sécurisée et l'attestation à distance. L'agrégation sécurisée est un protocole où un agrégateur calcule la somme des entrées privées d'un ensemble d'utilisateurs. Dans cette thèse, nous proposons le premier protocole d'agrégation sécurisée vérifiable (VSA) qui donne des garanties formelles de sécurité dans le modèle malveillant. Notre solution préserve la confidentialité des entrées de tous les utilisateurs et l'exactitude du résultat de l'agrégation. En outre, nous proposons un nouveau protocole d'agrégation sécurisée tolérant aux pannes (FTSA) basé sur le cryptage additif-homomorphe. Le schéma permet aux utilisateurs de l'agrégation sécurisée de se retirer du protocole et offre un mécanisme pour récupérer l'agrégat sans affecter la confidentialité des données. Nous montrons que le FTSA surpasse les solutions de l'état de l'art en termes d'évolutivité par rapport au nombre d'utilisateurs. D'autre part, un protocole d'attestation à distance est un protocole qui permet à un dispositif IoT (agissant en tant que prouveur) de prouver son intégrité logicielle à la plateforme IoT (agissant en tant que vérificateur). Nous proposons un nouveau protocole collaboratif d'attestation à distance (FADIA) dans lequel les dispositifs collectent des attestations les uns des autres et les agrègent. FADIA traite de l'hétérogénéité et de la nature dynamique de l'IoT en tenant compte de l'équité dans sa conception. L'évaluation de FADIA montre une augmentation de la durée de vie d'un réseau
The Internet of Things (IoT) is one of the most important technologies in our current world. It is composed of connected devices with sensors and processing abilities, all connected to a single platform that orchestrates them. The integration of these IoT devices into many real-life applications (eg., transportation, industries, ...) implies significant performance and efficiency improvements. As a consequence, we have seen a boom in the number of IoT devices deployed and their corresponding platforms. These IoT devices use real-time data from their deployment environment and send them to the platform. The collected data by these devices often consist of sensitive information belonging to the individual who uses this technology. Hence, the privacy of users' data is one of the important concerns in IoT. Moreover, IoT applications rely on automating frequent tasks to achieve better efficiency. Unfortunately, moving control of usually human-controlled operations to the IoT presents some non-negligible risks to the safety of IoT users. This thesis deals with the privacy and safety concerns raised by IoT. We propose security protocols that preserve the privacy of the users' data. In addition to privacy, we design verifiable solutions that guarantee the correctness of the computations performed by the IoT devices and the platform and hence increase trust toward this technology. We design these solutions while focusing on their performance. More precisely, we propose protocols that are scalable to cope with the increasing number of IoT devices. We also consider protocols that are fault-tolerant to cope with the frequent dropouts of IoT devices. We particularly focus on two security protocols: Secure Aggregation and Remote Attestation. Secure aggregation is a protocol where an aggregator computes the sum of the private inputs of a set of users. In this thesis, we propose the first verifiable secure aggregation protocol (VSA) that gives formal guarantees of security in the malicious model. Our solution preserves the privacy of users' inputs and the correctness of the aggregation result. Moreover, we propose a novel fault-tolerant secure aggregation protocol (FTSA) based on additively-homomorphic encryption. The scheme allows users in secure aggregation to drop from the protocol and offers a mechanism to recover the aggregate without affecting the privacy of the data. We show that FTSA outperforms the state-of-the-art solutions in terms of scalability with respect to the number of users. On the other hand, a remote attestation protocol is a protocol that allows an IoT device (acting as a prover) to prove its software integrity to the IoT platform (acting as the verifier). We propose a new collaborative remote attestation protocol (FADIA) in which devices collect attestations from each other and aggregate them. FADIA deals with the heterogeneity and dynamic nature of IoT by considering fairness in its design. The evaluation of FADIA shows an increase in the lifetime of the overall network

Invitato a Costantinopoli da una delegazione nicena, che ne chiedeva l’intervento a sostegno della comunità ortodossa locale, Gregorio di Nazianzo accantonò il desiderio di dedicarsi alla vita contemplativa e si recò nella Neja ÔRwvmh: non poteva certo immaginare che negli anni trascorsi nella capitale (dagli inizi del 379 al luglio del 381) avrebbe conosciuto, a distanza di breve tempo, l’apice e il fallimento della sua attività politico-ecclestiastica. Alla guida di un piccolo gruppo di fedeli, radunati in una sala udienze privata ribattezzata Anastasia, Gregorio esercitò con impegno i suoi doveri pastorali, spendendosi soprattutto nella lotta dottrinale contro l’eresia ariana. L’elezione come vescovo della città, avvenuta per volere dell’imperatore Teodosio, rappresentò il riconoscimento dei meriti del Cappadoce nella restaurazione e nel consolidamento dell’ortodossia nicena, ma, allo stesso tempo, aprì la strada a una stagione tutt’altro che scevra di asprezze, destinata a lasciare amari ricordi nel cuore dell’autore. Chiamato a presiedere il concilio episcopale del 381, indetto con l’obiettivo di risolvere lo scisma antiocheno e condannare le eresie del tempo, il Nazianzeno sperimentò sulla propria i conflitti interni ed i giochi di potere cui si era ridotto l’episcopato. Alla malattia, che debilitò il fisico dell’autore e ne ostacolò la partecipazione a svariate attività pubbliche, si aggiunse l’ostilità dei colleghi, in particolare di alcuni vescovi egiziani, che contestarono la legittimità della sua elezione sul seggio di Costantinopoli, in quanto già vescovo nella sede di Sasima. Stanco e malato, amareggiato dai continui scontri e dall’ennesimo attacco subito dagli avversari, Gregorio decise di farsi da parte e, rassegnate le dimissioni dalla cattedra episcopale, lasciò Costantinopoli, senza neppure aspettare la conclusione del sinodo. Nella natia Cappadocia, lontano fisicamente dal clima tumultuoso e dai dispiaceri della capitale, ma turbato dalle calunnie e dalle ingiustizie subite da coloro che riteneva amici, il Nazianzeno sfogò le proprie delusioni nella scrittura poetica. All’esperienza costantinopolitana e in particolare al contesto delle dimissioni dalla cattedra vescovile fanno riferimento i carmi oggetto di questa tesi di dottorato: II,1,10 (Ai sacerdoti di Costantinopoli e alla città stessa) e II,1,13 (Ai vescovi), rispettivamente di 18 distici elegiaci e 217 esametri. In essi si intrecciano più suggestioni: la meditazione e il riecheggiamento interiore degli eventi che hanno coinvolto l’autore, la difesa del suo operato, ma soprattutto la violenta invettiva contro i vescovi, scaturita non solo dal risentimento per le vicende personali, ma dallo sdegno dell’autore per la corruzione morale e l’impreparazione della gerarchia ecclesiastica. La tesi di dottorato si apre con una bibliografia ricca e aggiornata degli studi concernenti il Cappadoce; in essa sono indicati i diversi contributi, cui si fa riferimento nel mio lavoro. Segue un’ampia introduzione che presenta i carmi sotto molteplici aspetti. Dal momento che l’invettiva contro i vescovi costituisce l’argomento principale di entrambi i componimenti, ho approfondito innanzitutto questo aspetto, ripercorrendone le testimonianze nell’esperienza biografica e nell’opera letteraria dell’autore: da quanto emerso, la polemica contro la gerarchia ecclesiastica raggiunge certamente il suo apice negli eventi costantinopolitani, ma non va ad essi circoscritta, dal momento che se ne ha traccia anche negli scritti gregoriani riconducibili ai primi anni del sacerdozio e al periodo successivo al ritorno a Nazianzo. Si è cercato poi di stabilire la data di composizione dei carmi in analisi, che, dati i contenuti, furono sicuramente scritti dall’autore nel periodo di ritorno in patria, fase in cui gli studiosi collocano buona parte della produzione poetica del Cappadoce. Più precisamente ho individuato il terminus post quem nel luglio del 381, mese in cui la cattedra costantinopolitana lasciata vacante dal Nazianzeno fu affidata a Nettario: in entrambi i testi, infatti, si fa riferimento a questo personaggio, sebbene non sia menzionato esplicitamente. Segue un’analisi dettagliata della struttura compositiva e delle tematiche dei carmi, nella quale si mostra come, pur nella loro diversità, le due poesie presentino moltissime consonanze e parallelismi a livello strutturale, in particolare nella parte incipitaria, in cui si registra la condivisione dello stesso verso iniziale, e nella sezione conclusiva. Sempre nell’introduzione è affrontato lo studio della tradizione manoscritta e dei rapporti tra i codici: i carmi in oggetto risultano attestati in 34 manoscritti (di cui 17 fondamentali per la costituzione del testo) databili dall’XI al XVI secolo e riconducibili alle raccolte antiche Σ e Δ, nei quali sono traditi sempre uno di seguito all’altro: nello specifico II,1,13 precede immediatamente II,1,10. La parte centrale della tesi è costituita dal testo critico di ciascun carme, seguito da traduzione e commento. La tesi costituisce il primo lavoro di questo tipo per il carme II,1,13; II,1,10 è stato invece oggetto di studio di due recenti edizioni: quella dei primi undici poemata de seipso del Nazianzeno curata da Tuilier - Bady - Bernardi per LesBL ed edita nel 2004 e un’edizione commentata di Simelidis, pubblicata nel 2009. Suddetti lavori non hanno rappresentato un ostacolo al progetto. Nessuno di essi infatti ha previsto lo studio simultaneo dei due testi poetici, che, a mio giudizio, non possono essere compresi a fondo se svincolati l’uno dall’altro; non sono risultati immuni da pecche sotto il profilo della critica testuale; il commento è assente nell’edizione francese, scarno e non sempre condivisibile in quella del Simelidis. La tesi è infine corredata da tre appendici che permettono di seguire la fortuna dei componimenti poetici. La prima di esse è dedicata al Commentario di Cosma di Gerusalemme ai Carmi del Nazianzeno, collocato tra la fine del VII e inizio l’VIII secolo. Il commentario, tradito da un unico manoscritto, il Vaticanus graecus 1260 del XII secolo, ha visto la sua editio princeps nel 1839 a cura del cardinale Angelo Mai nel secondo volume del suo Spicilegium Romanum, ristampata con lievi modifiche nel volume 38 della Patrologia Graeca. Una più recente edizione è stata curata da Lozza nel 2000. Nell’opera di Cosma vengono analizzati trentaquattro versi di carme II,1,13 e due di carme II,1,10; l’ampiezza delle citazioni va da un minimo di un verso a un massimo di 5. Segue un’appendice dedicata alle parafrasi bizantine, che in alcuni manoscritti contenenti i carmi, accompagnano il testo poetico. Tali spiegazioni in prosa, composte in un momento non precisabile della trasmissione dell’opera gregoriana, sono anonime, di diverso livello letterario e da intendere come un testo in continua evoluzione, oggetto di modifiche da parte di ciascun copista. Nel caso dei testi in oggetto le parafrasi trasmesse sono tre, chiamate, sulla scia di studi precedenti, Paraphr. 1, Paraphr. 2, Paraphr. 3 e delle quali la tesi fornisce l’editio princeps. L’ultima appendice è costituita dalla traduzione latina dei carmi di Giacomo Oliva da Cremona, redatta nella seconda metà del XVI secolo per incarico del Cardinal Guglielmo Sirleto e testimonianza del grande interesse per il Cappadoce in questo periodo storico. Il lavoro dell’Oliva, rimasta inedito per la morte del committente e probabilmente anche per il suo scarso valore letterario, è trasmesso da due manoscritti autografi, il Vaticanus Barberinianus lat. 636 (B) e il Vaticanus lat. 6170 (V) e trova nella tesi la sua editio princeps.

This chapter addresses Paul Ricoeur's Oneself as Another (1992), in which he presents his most profound problematization of reciprocity through a questioning of the concepts of solicitude, promise, otherness, and attestation, among others. Ricoeur appears to distance himself from the concept of reciprocity, and instead he promotes the concept of mutuality. He views the former as leading to conflict, and the latter to benevolence. Ritual exchanges of “mutual” gifts should then be understood as exceptional moments that lead to “states of peace,” furthermore leading to the relationship of agapē. However, it is questionable whether one can accept Ricoeur's interpretation, which underestimates the element of struggle and differentiation that is a foundational factor in the ceremonial gift and underlies every bond of reciprocity, including the bond stated by the Golden Rule.

Abstract With their variable quality and limitations, historical attestations cannot offer a complete picture of the geographic range and social dissemination of Mobilian Jargon for its recorded history, much less its origin; the pidgin probably extended across greater distances to communities not mentioned here and over longer periods than documented by the presently available records. Yet a closer examination of historical and ethnographic historical attestations, arranged by individual communities (both larger as well as smaller ones), provides a cumulative picture of Mobilian Jargon’s geographic distribution during its colonial and modern history with the following comparative ranges for its eastern and western varieties; see Fig. 10.1.

Abstract Attic-Ionic occupies a distinctive place among Ancient Greek dialect groups. It is both the best-attested group (by far) and the group that most obviously constitutes a clade in a reasonably strict sense of the term. This chapter discusses the origin and diversification of the Attic-Ionic dialect group, as well as distinctive changes that spread through the group after it was well diversified. The relative chronology of changes affecting the Attic dialect is discussed in detail, with references to earlier work, since our extensive attestation of Attic makes that relative chronology exceptionally easy to recover (thus providing a natural laboratory for studies of linguistic relative chronology in the distant past). Most of the chapter discusses phonological changes, but the (few) shared morphological changes are also treated, notably the origin and spread of secondary 3pl. -σαν.