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lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2010:153:0013:0035:en:PD F (Accessed on 3 September 2022)

2.European commission, Heat and Cooling Demand and Market Perspective // Join Research Centre, Institute for Energy and Transport, Luxemburg. 2012. [Electronic resource]. - URL access mode: https://publications.jrc.ec.europa.eu/repository/handle/JRC70962 (Accessed on 3 September 2022)

3.Ibrahim O., Fardoun F., Younes R., Louahlia-Gualous H. Review of water-heating in systems: general selection approach based on energy and environmental aspects // Build. Environ. 2014. Vol. 72. P. 259–286. [Electronic

resource]. - URL access mode: https://www.academia.edu/18547821/Review_of_waterheating_systems_General_selection_approach_based_on_energy_and_environm ental_aspects (Accessed on 5 September 2022)

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A.A. Konysheva1, E.A. Belous2

1 School №118, 2 Nizhny Novgorod State University of Architecture and Civil

Engineering, Nizhny Novgorod, Russia

DISTANCE LEARNING AT SCHOOL

The relevance of this work lies in the fact that modern educational system defines the goals and main objectives of education modernization, among which the main thing is to ensure the current quality of education based on the preservation of its fundamentals and compliance with current and future requirements of personality, society and the state.

Distance learning is education with the help of technologies which allow getting education at a distance. On May 6, 2005 an order of the Ministry of Education and Science of the Russian Federation was issued which says that distance learning technologies are educational technologies implemented mainly by using information and telecommunication technologies with indirect or not completely mediated interaction of a teacher and a student.

Distance learning is a set of educational technologies, in which interaction between a student and a teacher, regardless of their location and distribution in time is done, on the basis of pedagogically organized information technology, primarily with the use of telecommunications and television.

Distance learning offers great opportunities for education and professional development of disabled people, women raising small children, people who cannot interrupt their main work, as well as for people who live in remote areas. Thus, the development of the system of distance education is an important and urgent social and technological problem for our country, which is closely connected with the problem of informatization of the sphere of education. The aim of the work is to consider the basic concept of DE and the aspects of the organization of distance learning in school. The object of the study is distance learning.

The subject of the study is the process of organizing training in a distance

form.

Research objectives:

1.Study the history of the development of distance learning;

2.Analize the concept of distance learning;

3.Consider the forms of distance learning;

4.Identify the advantages of distance education;

5.Study distance learning from the point of view of psychology;

6.Conduct the research.

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The pioneers of satellite technologies of distance learning were the International Association "Znanie" and its collective member, the Modern Humanitarian Academy in the 1990s.

In Russia, the date of the official establishment of distance learning may be considered May 30, 1997, when order № 1050 of the Ministry of Education of Russia, which allows the experiment with distance learning in the field of education, was issued.

In the 21st century, the availability of computers and the Internet has made the spread of distance learning even easier and faster. The Internet is considered to be a huge breakthrough, much bigger than the radio and television. It is now possible to communicate and get feedback from any student, wherever he or she is. The spread of the "fast Internet" has made it possible to use "online" seminars (webinars) for teaching.

From this variety of definitions, the following is considered the most accurate: distance learning is a set of technologies that ensure the delivery of the main volume of learning material, interactive cooperation between students and teachers in the learning process, allowing students to work independently to master the material being taught, as well as in the learning process.

Distance learning, carried out with the help of computer telecommunications, has the following forms of lessons:

Chat sessions are training sessions conducted with the help of chat technologies. Many distance learning institutions have a chat school where the activities of distance educators and students are organized with the help of chat rooms.

Web-lessons are distant lessons, conferences, seminars, business games, labs, workshops and other forms of educational activities carried out with the help of telecommunications and other facilities of the World Wide Web.

For web-lessons, specialized educational web-forums are used; they are a form of users' work on a particular topic or problem with the help of notes left on one of the sites with the corresponding program installed on it. Web forums differ from chat sessions in the possibility of longer (multiday) work and the asynchronous nature of interaction between students and teachers.

Teleconferences are usually conducted on the basis of mailing lists using e-mail. Educational teleconferences are characterized by achieving educational goals.

There are also forms of distance learning, when educational materials are sent by mail to the regions. At the core of this system is a method of learning, which is called the "Natural Learning Manner".

There are many different ways of distance learning, for example, distant presence with the help of the robot R.Bot 100. Now in Moscow, in one of the schools, there is an experiment on this kind of distance learning. The disabled

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boy, being at home in front of the computer, hears, sees, talks with the help of the robot. The teacher asks him questions and he answers. The teacher can also see the student because the robot has a monitor. The boy almost has the impression that he is in the classroom with his peers in the class. During the breaks, he can also communicate with his classmates. If the experiment is a success, it might be a step toward a larger project to introduce this kind of distance learning method throughout Russia.

There are some advantages of distance learning:

1.Students save time: There's no time wasted in going to and from college, no time wasted waiting for a bus or train. Students who don't have enough time can turn to distance education.

2.Students can learn at their own pace: Since a student is given all course work beforehand, he or she can study as much or as little as he or she wants every day, as long as they complete their study material within the stipulated time.

3.Students can study whenever, wherever: Except in scenarios where they have to attend an online tutorial at a given time or a lecture through videoconferencing, students can pretty much study whenever they want to, wherever they choose to.

4.Students can save money: For any given program, the fee of a distance education degree (online or otherwise) may be much more affordable than the fee of a regular on-campus degree.

5.Students can pursue a job along with studies: A major chunk of students who actually opt for distance education are those who don't want to give up their jobs but want a higher education, too.

However there are some disadvantages of distance learning:

1.Lack of social interaction: distance learning only limits students to classes and learning materials that are based online.

2.High chances of distraction: With no face-to-face interaction with instructors and other students, those who are enrolled on an online program might find it hard to keep track of their course work and assignments.

3.Complicated technology: Any student seeking to enroll for a distance learning program needs to invest in a range of equipment including computer, webcam and stable internet connection.

4.Questionable credibility of online degrees: Despite its convenience and affordability, distance learning is still not the best option for many due to lack of lack of quality faculty members. Even when the instructors are fully qualified and experienced, they might not find it comfortable to teach in an online environment. The design and delivery of every course differs greatly.

One of the most important problems of higher education is the psychological substantiation of the organization of individual learning in a

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telecommunication computer-based educational environment. This problem is connected with a number of particular psychological and pedagogical problems. At present, there are practically no studies that would deeply and comprehensively reveal the psychological conditions for organizing distance education.

The practical part of the research was a social survey, in which 30 classmates took part. The survey included 5 questions: 1) Did parents help you during distance learning? 2) Did you like studying online? 3) Did you have any difficulties in gaining new knowledge and acquiring new skills? 4) Was your knowledge strengthen or weakened while studying online? 5) Would you choose distance learning for further education? 6) What offline lessons did you enjoy most?

The results of the survey are as follows:

The majority of students (90%) like studying at school more than at home. Half of them (57%) have difficulties mastering the material at home. All students (100%) got help from their parents in distance learning. Most (80%) think that their knowledge has become worse at distance learning. Most students (70%) would not like to use distance learning for educational purposes.

Most of the students liked PE lessons via Skype.

Among the main problems the students mentioned that they had to sit at the computer all the time, there was no movement, they had to stay at home all day and not go out. To conclude it should be stated that most of the students did not like distance learning because there were difficulties with it, the students want to go to school, to learn and communicate in person.

Thus, it can be concluded that the demand for distance learning has increased. Every year there are more and more interactive methods of communication and, consequently, there will be a progress of this method, which will allow minimizing its disadvantages and developing the positive aspects.

References

1.Zajchenko, T.P. Osnovy distancionnogo obucheniya: Teoretikoprakticheskij bazis: Uchebnoe posobie / T.P. Zajchenko, SPb.: Izd-vo RGPU im. A.I. Gercena, 2004. - 167 p.

2.Malitikov, E.M., Karpenko, M.P., Kolmogorov, V.P. Aktual'nye problemy razvitiya distancionnogo obrazovaniya v Rossijskoj Federacii i stranah SNG / E.M. Malitikov, M.P. Karpenko, V.P. Kolmogorov, Pravo i obrazovanie.

–2000. – №1 (2). – P. 42–54

3.Advantages and disadvantages of distance learning [Electronic resource] – URL access mode: https:// eztalks.com/elearning/advantages-and- disadvantages-of-distance-learning.html (Accessed on 15 September 2022)

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A.I. Deryabina1, E.A. Belous2

1MGIMO, Moscow, 2 Nizhny Novgorod State University of Architecture and

Civil Engineering, Nizhny Novgorod, Russia

INTERPERSONAL CONFLICTS IN ADOLESСENCE

The research entitled “Interpersonal conflicts in adolescence” is dedicated to the study of conflicts. The object of the study is interpersonal conflicts. The subject of the study is the exploration of the nature of conflicts in schools. Conflict is an essential and unavoidable human phenomenon because where there is human interaction there is a likelihood of personal likes and dislikes. These agreements and disagreements among individuals and groups lead them to conflicts. Conflicts are neither constructive nor disruptive but the ways these are handled make them either positive or negative. Schools, like other human organizations, are prone to one or other type of conflict.

The topic under consideration is relevant because a modern person lives in a stressful situation; therefore it is vital for him to understand how to behave in a conflict, so that it will be beneficial for him, and not harmful. It is of utmost importance for every person to be knowledgeable enough to prevent conflict situations and find possible ways of resolving them.

Whenever two individuals opine in different ways, a conflict arises. In a layman’s language conflict is nothing but a fight either between two individuals or among group members. No two individuals can think alike and there is definitely a difference in their thought process as well as their understanding. Disagreements among individuals lead to conflicts and fights. Conflict arises whenever individuals have different values, opinions, needs, interests and are unable to find a middle way.

Conflict is a situation in which interdependent people express (manifest or latent) differences in satisfying their individual needs and interests, and they experience interference from each other in accomplishing these goals.

A conflict not only can arise between individuals but also among countries, political parties and states as well. A small conflict not controlled at the correct time may lead to a large war and rifts among countries leading to major unrest and disharmony.

A conflict has five phases: prelude to conflict, triggering event, initiation phase, differentiation phase and resolution phase.

Conflict can occur between individuals or between groups of many types. Among these variations are: interpersonal conflict between two people, group conflict between two groups, inter-societal conflict between two societies or cultures, and international conflict.

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While “conflict” often has a negative connotation, the effects of conflict can be positive and negative.

More often conflict leads to certain positive outcomes. A few of them are: it provides an individual a chance to think again, undertake self introspection and have a second look at the existing things; attention is immediately drawn to the malfunctioning parts of a system, which indicates that the situation calls for improvement; it energies people, leads to mild stimulation and one is at one's best in times of crisis; it helps them test their capacities.

Each age has its own characteristics that affect the behavior and worldview of people. Adolescence is a long transition period in which a number of physical changes occur related to puberty and adulthood. Psychological features of adolescence among psychologists are called "teenage complexes" for a number of reasons: heightened sensitivity to the evaluation of strangers; extreme arrogance and categorical judgments in relation to others; contradictory behavior: shyness is replaced by cheekiness, ostentatious independence borders on vulnerability; emotional instability and sudden mood swings; fight against common rules and common ideals.

Characteristics of the nature of communication with parents, teachers, classmates and friends have a significant impact on self-esteem in adolescence. The nature of self-evaluation determines the formation of personal qualities. An adequate level of self-esteem creates self-confidence, self-criticism, perseverance, or even excessive self-confidence and stubbornness. Adolescents with adequate self-esteem usually have a higher social status; there are no sharp jumps in their studies. Adolescents with low self-esteem are prone to depression and pessimism.

Conflicts in schools are an integral part of the educational process. By itself, conflict between peers is not unusual. This conflict encompasses the opportunity for personal growth because of the increased need to learn to defend their position in front of classmates, to have their own point of view on any issue. Conflicts at school are often sporadic, that is, breaking out from time to time between all the students. They might have the following roots:

1.Mismatch of personalities, a clash of different opinions on a particular issue (one careless word can provoke the development of the conflict; young men and girls at this age do not yet have sufficient tolerance and tolerance towards others, so they see everything in black and white and any event give their own assessment);

2.A struggle for the opportunity to be the chief among peers (a child who has leadership qualities of character, will strive to demonstrate to others their strength; the boys often bring their own superiority through physical strength, while girls learn to manipulate gracefully);

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3.Multiple offenses and misunderstandings (the situation when the class bullied the weak and defenseless);

4.First love (unrequited feelings can lead to dramatic outcomes: apathy, inner emptiness and unwillingness to open to anyone the depth of their experiences).

The practical part of the research was a social survey, in which 84 people of 16-18 ages took part. The survey included the task to choose the main reasons for conflicts: a) between teachers and teenagers [Fig.1]; b) between parents and teenagers [Fig.2]; c) between peers [Fig.3].

The results of the Sociological questionnaires:

Why do teachers and teens get into conflicts?

Conflicts between peers

Figures 1-3. Question 1-3

In the course of a sociological questionnaire, it was found out that the main reasons for conflicts are grading policy and unfair rules (conflicts between teachers and teens), grades and cell phones (conflicts between parents and teens), multiple offence and misunderstanding (conflicts between peers). Thus, it can be concluded that the origin of conflicts is diverse and requires individual approach to resolve them.

A conflict is the moment of truth in a relationship like a test of its health, a crisis that can weaken or strengthen it, a critical event that may bring lasting resentment, smoldering hostility, and psychological scars. Conflicts can push people away from each other or pull them into a closer and more intimate union;

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they contain the seeds of destruction and the seeds of greater unity; they may bring about armed warfare or deeper mutual understanding.

Conflict in a family or a school with teens, openly expressed and accepted as a natural phenomenon, can be far healthier than most people think. Members have the opportunity to experience conflict, learn how to cope with it, and be better prepared to deal with it in later life. Any conflict may actually be beneficial, provided that the conflict gets resolved constructively.

In recent years, conflict situations are a frequent reality in schools and homes, and their identification, understanding, and management characterize a continuous concern area for the psychologists and education science professionals, fundamentally because of their impact on the teachers’, students’ and parents’ performance. These conflicts affect the quality of the learning environment. In this sense, emotions affect the teacher–student, student-student, and parent-student relationship and help to understand the climate profile, so when positive emotions are developed, it is more likely that conflicts are successfully solved.

References

1.Characteristics of the adolescence [Electronic resource] – URL access mode: https://www.lorecentral.org (Accessed on 13 September 2022)

2.The importance of teacher student relationships [Electronic resource] – URL access mode: https://www.locusassignments.com/the-importance-of- teacher-student-relationships/ (Accessed on 13 September 2022)

3.Conflict [Electronic resource] – URL access mode: https://www.iedunote.com/conflict (Accessed on 15 September 2022)

4.Conflicts with teens [Electronic resource] – URL access mode: https://raisingchildren.net.au/teens/communicating- relationships/communicating/coflict-management-with-teens (Accessed on 15 September 2022)

N.S. Artemiev1, E.V. Obolyaeva1, E.А. Belous2

1 Lyceum №8, 2 Nizhny Novgorod State University of Architecture and Civil

Engineering, Nizhny Novgorod, Russia

FORK TOYS OF NIZHNY NOVGOROD REGION

A toy is one of the roots of culture. Since its origin, it hasn't only entertained, but has also been an important component in passing down traditions from generation to generation, helping to consolidate life experience,

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