Pedagogical Problems Research Articles

Versatile Training of Taekwondists

This article discusses the pedagogical problems of the versatile training of those involved in taekwondo, one of the types of Korean martial arts, which is an Olympic sport. Despite the fact that taekwondo, being a young type of martial arts, has several principles through which versatile training is carried out, these are: honesty, perseverance, self-control, an indomitable spirit and reverence that make up a certain spiritual and philosophical tradition that was once lost. And based on these principles, the article discusses the versatile training of a taekwondo player. It also takes into account all aspects of training and education, sets the goals of the study on the effectiveness of these processes. The article notes the intellectual training of a taekwondo player, which includes everything that directs to comprehend direct competitive activity, sports phenomena connecting them with it, processes for the worldwide development of mental abilities (qualities and properties). A place is given to self-education and self-education in the comprehensive self-improvement of taekwondo fighters. The article also states that in the process of training an athlete, both psychological preparation for the upcoming competitive activity is brought up, and creative manifestations of self-expression increase, with a peculiar shade of the athlete's individuality in terms of technical, tactical, psychological and other qualities of taekwondo training. The integration of many aspects of the training of taekwondo wrestlers is indicated, taking into account the most complex interrelated aspects of psychological and pedagogical principles and medical and physiological aspects, that at the end conclusions are drawn on the effectiveness of such training, which, through a scientifically constructed systematization of training, lead to the effectiveness of an athlete, taking into account individual abilities.

Human self-determination in higher education: possibilities of antropological and technological solution of the problem

Introduction. The purpose of this article is to argue dialogue philosophy and pedagogy, when these both knowledge decide problem of a person’ self-determination in social institute of education. Materials and Methods. Philosophical concept of a person is offered as methodology for researches of pedagogical self-determinate’s problem. The focus are two abilities of a person. There are reflection and transcending. The study of the famous philosophical anthropologists (G. Zimmel, M. Scheler, Z. Bauman, M. Foucault, V. Podoroga,L.G., Tulchinskii and etc.) makes an opportunities to receive the wealth theoretical material. The first, this material concerns impossibility of human’s logical determination because a human can be identified only ontologically. This definition concerns the way of his being. The secondly, the article affirms an education as authentic way of person’s being, which gives him constant incompleteness and endless desire for self-detrmination. The way of comparative analysis is used to find differences between the concepts of a person and his self-determination in classical (metaphysical) philosophy and in modernity postmetaphysical philosophy. The way of conceptual analysis helped to express the key concepns of the topic – humun, education, self-dtterminate. Results and Discussion. The determination of education and seff-determination as the way of person being have the next conclusions. The First conclusion concern specific characteristics of a person (reflective intelligence and transcending, permanent formation of oneself and search for one's essence. The second conclusion is the next. The social institute of education originates and historically develops as the aid to a person at his educational way of being. A person receives educational knowledge and the methodology and the technology of teaching and learning is developed here. The presented material can contributes to the practical solution of self-determination as pedagogical problem. Philosophical methodology promotes analysis of pedagogical practices, focused for the solution of subject’s formation, comprehension of identity and student’s identification, his re-identity and re-determination. These processes are relevanted today. Conclusions. The conclusion is made about the necessity for cooperation between philosophy and pedagogy. Notable features of modernity (rizomaticity – j. Deleuze, displacement of center and periphery – J Derrida, fluidity – Z. Bauman) make it possible to comprehend pedagogical ways, what take into consideration modernity understanding of a person and his self-determination. The question about the actions the pedagogical techniques and role of human’s inner peace requires special attenttial.

ПОЗИЦІЇ ВІТЧИЗНЯНИХ УЧЕНИХ НА ПРОБЛЕМУ ПРОФЕСІЙНОГО САМОВИЗНАЧЕННЯ ЯК ВАЖЛИВОГО ЕТАПУ РОЗВИТКУ МАЙБУТНЬОГО ФАХІВЦЯ

In the article, the author characterizes the issue of professional self-determination, outlining it as an important psychological and pedagogical problem, covering the process of becoming a specialist and his socialization, during which the future specialist acquires readiness for independent, creative professional activity based on awareness and subjective correlation of social requirements with their own potential (analysis of their internal resources) and existing abilities, a set of internal conditions, acquiring the ability to independently make decisions about important professional goals that make sense both for the subject himself and for society. The author reveals the essential characteristics of the phenomenon of «professional self-determination of the individual» from the point of view of domestic researchers. Activity, the ability to make independent choices, and the appropriate level of responsibility are among the most important constants of a specialist's self-determination. The scientist focuses on the directions, approaches and concepts of the development of the mentioned problem: professional orientation, personal activity and holistic approaches; socio-psychological direction; the concept of systemogenesis of professional activity and others. The author proves that in the course of an individual's life path, there is a direct dependence of professional self-determination on the level of maturity of a person, on the nature and methods of identification of the individual in relation to the profession. The researcher emphasizes the importance of the problem of self-determination in the process of becoming a specialist, where he notes the basic principles of professional self-determination of future specialists in the process of their professional training; proves that the presented process of professional development of the individual has specific properties, and the formation of professional self-determination is the primary basis and guarantee of the effectiveness of further professional development of the future specialist.

ЗАСТОСУВАННЯ ІКТ У СУЧАСНИХ УМОВАХ НАВЧАННЯ ІНОЗЕМНОЇ МОВИ МАЙБУТНІХ ІНЖЕНЕРІВ

The article justifies the relevance of the use of information and communication technologies (ICT) in a foreign language and professional disciplines teaching of future engineers in quarantine conditions during the COVID-19 pandemic. The analysis of scientific sources in the context of the use of ICT in education was carried out. One of the most difficult and acute pedagogical problems of foreign language training of students of technical universities in general is to ensure individualization of training and stimulation of students' motivation for self- development. According to the authors of the article, a possible effective means of solving these problems in distance learning is the use of educational blogging technology. The purpose of the article is to highlight and analyze the organization of the educational process in modern conditions with the help of educational ICT during a foreign language and professional disciplines teaching of future engineers, in particular, an educational blog and online exercises of the LearningApps service. The article highlights the main issues of organizing online foreign language teaching for technical students. The method of blogging is partially similar to the project method and the “portfolio” methods. On the one hand, an educational blog should be considered as a project: its creation and regular content requires a pragmatic focus on a result that can be comprehended and applied in real-life practice. In blogging, just like in the project method, students are engaged in a cultural dialogue and have the opportunity to receive feedback from professional linguists and native speakers based on the comment function built into the blog platform. On the other hand, an educational blog serves as an electronic "portfolio" - a means of monitoring and evaluating the quality of a student's independent work and his/her progress in developing professional foreign language competence, which are revealed by comparing the first and last blog post. The blog is also a specific student report, which presents the results of the analysis of English-language materials on professional topics. The article presents a survey of future engineers regarding their assessment of the modern teaching of foreign languages and professional disciplines in higher technical educational establishments. The study was conducted at the Faculty of Electronics at the National Technical University of Ukraine "Igor Sikorsky Kyiv Polytechnic Institute". A distance learning process based on online classes using an educational blog, mind maps and interactive exercises of the LearningApps service was proposed for consideration. In the course of the study, the insufficient level of students’ knowledge and practical skills of a foreign language was determined. The shortcomings of the professional training of future engineers during the study of a foreign language and professional disciplines have been revealed, in particular, the traditional nature of training and the limited use of ICT. It is concluded that the use of ICT in the educational process significantly improves the quality and effectiveness of education, brings students closer to the real conditions of the professional environment, and allows them to qualitatively improve their practical skills. Taking into account the results of the study, it is possible to determine the prospects for further research on the implementation of the above ICT in the study of humanities and science disciplines in the current conditions of the COVID-19 pandemic and martial law in Ukraine.

STAGES OF FORMATION OF LEGAL CULTURE AMONG STUDENTS OF HIGHER EDUCATION INSTITUTIONS

The article examines the relevance of the formation of legal culture in future teachers of law as an important element of readiness for professional activity. The components of the concept of legal culture were theoretically established, the pedagogical process was considered, and an attempt was made to identify the main stages for solving the pedagogical problem of forming legal culture among bachelorʼs degree holders. The stages, criteria and functions that constitute the pedagogical basis of the formation of legal culture among students of higher education are defined and theoretically characterized. Ukraineʼs movement towards a democratic, sovereign, pro-European and legal state requires rethinking the role of legal culture. According to the Constitution of Ukraine, the formation of a legal culture must be considered as the acquisition of every citizenʼs right to freedom, the right to protect his life and health, the right to respect and dignity, the right to freedom and inviolability, the right to free movement on the territory of the state, the right to free development his personality, etc. The formation of legal culture must begin with the first steps of a personʼs awareness of legal aspects. And then, at each educational stage, it is necessary to deepen legal knowledge for the formation of legal competence, that is, the acquisition of the ability to protect oneʼs own rights, which are provided for by the current legislation of Ukraine.Taking into account all aspects of the Law of Ukraine “On Education”, the purpose of which is implemented through the formation of key competences, it provides for the formation of legal civil and social competence, which is connected with the implementation of the ideas of democracy, justice, equality, human rights, well-being and a healthy lifestyle, with awareness of equal rights and opportunities.
 Keywords: student of education; legal culture; criterion; stage; institution of higher education; components; readiness; legal system; competence; educational process.

LEARNING MOTIVATION OF FOREIGN LANGUAGE AMONG NON-LINGUISTIC SPECIALTIES’ STUDENTS

The article deals with the issue of the foreign language learning’s motivation among students of non-linguistic specialties. The relevance of the research is due to the ambiguous attitude of non-linguistic specialties’ students to the foreign language subject. We investigate that this is one of the main psychological and pedagogical problems in the framework of the research of psychological and pedagogical conditions for forming a foreign language learning motivation, based on analysis of the learning motivation. There are also noted the classification of motivation, and reasons contributing to a decrease in the motivation of learning. The article reveals evidence that allows us to determine the development level of the foreign language learning motivation among students of non-linguistic specialties, and its dependence on the psychological and pedagogical activity of the teacher during the educational process. Some of the study’s result, that firstly, show the process of forming a learning motivation, which is related to the implementation of different approaches; and secondly, some important factors affecting the students’ interest in the studied subject are summarized in the article.

ТЕОРЕТИКО-МЕТОДОЛОГИЧЕСКИЕ ОСНОВЫ ФОРМИРОВАНИЯ ПРЕДПРИНИМАТЕЛЬСКОЙ КОМПЕТЕНЦИИ СТУДЕНТОВ МЕДИЦИНСКИХ ВУЗОВ

The article analyzes the theoretical and methodological foundations for the formation of entrepreneurial competence of students of a medical institute by means of practice-oriented educational technology, reflecting the understanding of the essence and content of entrepreneurial competence as a pedagogical problem. The purpose of this article is to study the opinion of domestic scientists about the concept of competence, competence, economic competence, economic competence. Economic competencies include, in our opinion, a set of competencies in terms of their possible "economic content", as well as features that can provide a basic level of economic andfinancial literacy of a person. The result of the study was the analysis of a competence-based, vitagenic, practice-oriented approach to solve the problem and determine the theoretical and methodological foundations for the formation of entrepreneurial competence of students of a medical institute.

Greetings from Chile

I met Liv Merete Nielsen at the DRS Limerick 2018 conference. I was studying Chilean teachers' use of design methods to solve pedagogical problems supported by a British Council fund. Peter Lloyd and Derek Jones brought the experience and vision of The Open University's Design Thinking course. They had Nigel Cross as an unavoidable theoretical reference. I also knew Maureen Carroll and Shelley Goldman's work at Stanford University to promote STEM disciplines in vulnerable schools in Palo Alto. Maureen and Shelley built on the IDEO-d.School universe and had Tim Brown and David Kelly as key references.

Self-construction as a model for the formation and development of the professional culture of a lawyer

The article is devoted to the theoretical and pedagogical aspects of the problem of forming the professional culture of the future lawyer. It actualizes the ideas of the developers of several important humanitarian and scientific theoretical constructions: the legal doctrine of the professional culture of a lawyer, the doctrine of legal consciousness, the philosophy and theory of constructivism, the psychological theory of self-awareness, the sociological concept of mass society, and some others.
 It is emphasized that the professional culture of a lawyer should be one of the central objects of attention for the community of scientists and legal educators. An insufficient level of study and practical pedagogical use of autogenic aspects of the formation of the specified phenomenon is noted.
 The conviction is expressed that the valuable content of the ideal model of a lawyer's professional culture testifies to the elitist nature of the legal profession, enables and even dictates the actualization of autogenous components of the process of formation and development of a lawyer's professional culture.
 It is claimed that the professional culture of a lawyer as a component of the general culture of modern society is subject to the deforming influence of the process of massification, the essence of which is the primitivization of the value-meaning structure of society. Conscious and purposeful personal self-construction is considered as a controversial practice regarding that vector of individual socialization that is connected with the process of massification.
 Self-construction is interpreted as a creative, integral process based on the developed self-awareness of the individual. This process involves in-depth self-knowledge, worldview self-determination, purposeful self-change, harmonization of these and other sub-processes.
 It is postulated that the core of personal self-construction is self-knowledge, which is proposed to be understood as an action (construction), an active construction by a person of a model (picture) of the world, in which an important and integral place is occupied by the sufficiently reflected self-concept of the individual. That is, cognition is considered as a process of constructing reality, the "picture" of which determines the parameters of an individual's social activity.
 The process of personal self-construction is considered in terms of stages, which, according to the author of the article, contributes to a deeper understanding of its structural characteristics.
 The main pedagogical problem of the practical implementation of the model of formation of the professional culture of a lawyer based on the principles of self-construction is indicated - the awakening of the future lawyer's need for self-knowledge and self-change, the formation of relevant cognitive and behavioral guidelines.

Включенность подростков в поиск поведенческих паттернов для гармоничного взаимодействия с окружающим миром как фактор духовного развития личности

The research is relevant due to the solution of the scientific and pedagogical problem which is connected with the study of spirituality and the development of an adolescent’s behaviour on its basis. The problem is solved by involving teenagers in mastering behavioural patterns. The article substantiates the conception the study. It consists in understanding the mechanisms of the higher laws of being. In this case not only understanding, but also building one’s life in accordance with these laws and the laws of goodness, leads to the realization of the following idea: the planned things are carried out naturally, which indicates harmonious interaction with the surrounding world. It is noted that spirituality and morality are not identical, but their similarity is determined by the focus on the development and regulation of the relations with the surrounding world “from within”. The purpose of the study is to identify pedagogical tools that contribute to the activated development of adolescents’ consciousness based on spirituality. The research hypothesizes that if we bring teenagers to understanding the fundamentals of the organizing power peculiar to the laws of the universe, and if we equip them with appropriate behavioural patterns, then, as a result of the accumulated experience, teenagers will be able to interact harmoniously with the outside world and to achieve maximum success in everyday life. The sample of the research included teenage schoolchildren (N = 52) (Astrakhan) aged 14–15. The research methods comprise the methodology of ‘Value orientations’ (by M. Rokich), the ‘Unfinished Sentence’ technique, and a clarifying conversation aimed at finding out the peculiarities of understanding spiritual and moral values by adolescents and at identifying their relationships with the surrounding world. Results. On the basis of qualitative changes in the results of the pedagogical experiment, the study proves the significance of involving adolescents in the search for behavioural patterns of harmonious interaction with the outside world. The results also confirm the necessity of such search as a factor of the individual’s spiritual development. Conclusions. The study concludes that the use of the training sessions ‘The Art of Social Communication’ has contributed to the activated involvement of adolescents in the search for behavioural patterns for harmonious interaction with the surrounding world.

Co-creation to Develop Interventions to Facilitate Deep Reflection for Dental Students.

Deep reflective practice is important in healthcare education to allow students to explore emotions associated with the learning experience, access deeper learning and develop their personal and professional identity. Previous research demonstrated that the current methods of reflective practice using logbooks at the end of a clinical session to facilitate reflection within this setting were viewed as suboptimal by staff and student users. To address this problem co-creation, or a 'students as partners' approach, was used to develop and implement a comprehensive intervention to facilitate deep reflection for undergraduate dental students. This included the production of educational resources, and development of an online safe space to reflect. In this paper we discuss the process of using co-creation with undergraduate dental students as a research methodology to successfully produce curricular change with respect to reflective practice by involving the voice and experience of student partners. These student partners were part of a team that included researchers and teaching staff and worked with other stakeholders within the institution within a wider team. This paper demonstrates the positive benefits of using co-creation with undergraduate dental students for students such as increased confidence, developing professional and personal skills and impacting meaningful change. For researchers and educators, the process gave motivation and enjoyment in curricular development to address pedagogical problems and ensured that the developed intervention was sustainable and appropriate. The paper discusses benefits and challenges of co-creation to develop curricular change. This co-creation approach is recommended for solving similar problems in healthcare education.

Dynamic and Multipurpose Teaching Models at the First International Exhibition of Mathematics Teaching Material

The International Commission for the Study and Improvement of Mathematical Education (1950) was interested in updating and developing teaching resources to address the pedagogical problems of mathematics teaching in the mid-1950s. As a result of this concern, the First International Exhibition of Mathematical Teaching Material was held in Spain in 1957, an event that had great international repercussions. This work is situated in the field of the history of mathematics education, so the research method used is historical. The aim is to study those mathematical didactic models which, due to their dynamic and multipurpose nature, stood out at the Exhibition. The results show that these materials contributed favorably to the teaching of mathematics, as they made it possible to work on a wide variety of topics and provided numerous advantages over traditional material. The use of these models meant that the mathematical notions or ideas generally arose from the action that the child carried out with the material; they also made the student the main protagonist of their learning.

Overcoming cognitive overload of students through the design and development of the structure of the e-learning system

The introduction and expansion of the use of e-learning systems (ELS) in the higher education system has made the educational resources of universities more accessible, interactive and effective for students. The growth in the number of users and the amount of data in the system leads to a number of technical and pedagogical problems. These include insufficient orientation to cognition and the lack of adequate pedagogical support for the needs of students. This leads to an increase in cognitive load and an increase in the dependence of learning success on the external motivation of students. The article presents some results of the study of the problem of developing a pedagogical model to expand the context of adult education in the higher education system, conducted by the author in 2021-2023. The purpose of the article is to substantiate the theoretical and practical aspects of the model in terms of design and development of the ELS structure. The author conducted a critical analysis of the literature on the problem of using ICT to improve e-learning services. Modern e-learning systems, elements of their architecture, and problems of use in order to improve e-learning are systematized. The role of cognitive schemas and knowledge maps in the design and development of ELS is analyzed. The requirements for ELS based on knowledge mapping and the main elements of its structure have been developed. Using the results of this study in the process of designing and developing ELS will reduce the cognitive load of students and the number of refusals from the course, as well as increase the level of satisfaction with e-learning.

Formation of readiness for professional activity of technical university students as a psychological and pedagogical problem

Based on the results of empirical research, the article shows that higher education should consider the process of formation of students' readiness for professional activity as a psychological and pedagogical problem. This is due to the current system of vocational guidance in secondary schools. As a result, most applicants have no idea about their chosen profession. This makes the problem of forming students' professional readiness for future activities an urgent task of the higher education system. It is shown on the results of the study that, in the opinion of the students themselves, such a task can and should be solved. The results of the study are described, the purpose of which was to identify the level of readiness of students to perform professional activities. The forms of formation of students' readiness for professional activity are considered. Considering the problem of a person's readiness for professional activity in the article, a personality-oriented component containing the properties and qualities of a future specialist is defined as a component, according to psychology. Based on empirical data, it is concluded that the professional readiness in demand today as a set of competencies of a graduate of a higher school, acting as socially significant integrative qualities that are in demand in the field of further professional activity and personal improvement, is the basis of high-quality professional education.

Motor activity of children with disabilities in conditions of mixed education as scientific and pedagogical problem

The key challenges of the educational process in the conditions of war are limited ways of organizing motor activity, reduced motivation to use various forms of such activity and deterioration of the psycho-emotional state of participants in the educational process. Goal of research is to identify pedagogical problems in ensuring the appropriate level of motor activity of children with disabilities in the context of mixed education. Research methods used: theoretical analysis, systematization, comparison of different views on the investigated problem, generalization of data from scientific and methodological and special literature. The results. It was found that motor activity is considered as a means of achieving the highest possible positive result in the specified indicators of the state of functioning of body systems. The leading place in this process is given to expanding the potential of PE in the process of getting an education. The main pedagogical problems that require a systematic and comprehensive solution in the process of inclusive physical education of children with disabilities, which is implemented in a mixed format, are highlighted: ensuring the implementation of the fundamentals of inclusive pedagogy; flexibility in planning and modification of activities aimed at ensuring the optimal level of motor activity of children with disabilities; a comprehensive approach to problem-solving; permanent monitoring and implementation of new domestic and foreign practices for the implementation of high-quality remote physical education, development of motivation in children with disabilities for systematic physical activity; ensuring independent motor activity of children with disabilities in conditions of mixed education; a differentiated approach in the implementation of motor activity; implementation of a multisensory strategy. Conclusions. The possibilities of mixed learning in the implementation of physical education for children with disabilities as a means of realizing the appropriate level of their motor activity have been clarified. The identified problematic aspects lead to the need to develop a new model of the inclusive physical education process for a system-wide solution. This approach is based on interdisciplinary integration processes of using distance technologies and innovative technologies of mixed learning to solve the issues.

Transforming Energy and Pedagogy

Transforming Energy and Pedagogy

The sociolinguistic problems of English medium instruction in the Middle East and North Africa: Implications for epistemic access.

The global spread and dominance of English in higher education has reached alarming heights. While there has been a drive to argue for the relevance and importance of education through local languages, English has snatched the biggest slice of the cake by subtly imposing itself as the sole global language of education. This paper interrogates the sociolinguistic problems posed by the hegemony of English language. It argues that globalization and internationalization work in tandem with neo-colonial and neoliberal operations to create a class of global citizens that must support the economic aspirations of English imperial expansion and sustenance. The arguments are drawn from the experiences of Middle East and North Africa as well as lessons from Eastern and Southern Africa. The paper adopts a critical approach in order to place urgency against the onslaught of English medium of instruction in global higher education. This is done by problematizing the rhetoric of globalized and internationalized education. The paper then draws conclusions on epistemic access in the context of burgeoning knowledge economies. It argues that English medium of instruction is implicated in stalling access to knowledge for the great majority in order to cater for and safeguard the economic dominance of the elite minority.

ISSUES OF IMPROVING THE PEDAGOGICAL OPPORTUNITIES OF VOCATIONAL TRAINING OF STUDENTS IN GENERAL EDUCATION SCHOOLS

On August 7, 2020, the decision of the Republic of Uzbekistan No. 446 "On the approval of normative legal documents regulating the system of continuous primary, secondary and secondary special professional education in the Republic of Uzbekistan" was adopted by our state on vocational training of young people and their proper orientation. In accordance with it, the tasks of organizing career guidance activities in general education schools in cooperation with the regional departments of the Ministry of Public Education of the Republic of Uzbekistan, improving the system and content of vocational training based on the needs of society based on the achievements of science, culture and modern innovative technology have been defined. Therefore, conducting vocational training of students in general education schools, researching its scientific and pedagogical foundations are among the urgent pedagogical problems.

Teaching as a pedagogical responsibility: an introduction

ABSTRACT In this special issue, the research interest is focused on classroom activities. To adequately understand and examine the classroom situation, the wholeness and complexity of the teaching situation should be maintained and paid attention as much as possible throughout the research process. In dialogues and comparisons between the German concept of Didaktik and the American concepts of curriculum theory and pedagogy, the differences between a European, continental, and Anglo-Saxon conceptualization of education often have been emphasized. Inspired by both the German tradition of Bildung and the American philosophy of pragmatism, we here understand classroom activity as communication on selected parts of collective knowledge and social culture, shaping the conditions for both the continuity and renewal of society. Furthermore, the concept of didactics is viewed as the conceptualization of empirically based pedagogical problems in classrooms. Even if both the traditions of Bildung and pragmatism embrace a reflective approach, Dewey’s pragmatism places more emphasis on freedom and openness in terms of communication across social boundaries and on a mutual dependency between education and democracy. In terms of democracy, a Deweyan view of pragmatism could thus contribute to the German didactic tradition and the meanings of the concepts of didactics and pedagogical responsibility.

Design and research activity of students as a pedagogical problem

This article presents the origins of the design and research activities of students. A system of means that form the design and research activities of students has been developed. Four types of design and research activities of students (imitative, reproductive, partially exploratory and creative) and the mechanisms of their formation are described. The main ways of activating the project activity of students are revealed: the formation of learning motives, the use of problematic elements, the system of various types of project work, the connection of the studied material with the life and personal experience of the student. Work built on active cognitive activity brings students feelings of deep satisfaction, develops their imagination , develops a creative initiative, forms a worldview and moral character. We have made an attempt to analyze the theoretical foundations, methods and techniques of activating the project activity of students in the lessons of the course of mathematical analysis.