Program Modules Research Articles

The logical structure of modular semantic theories of software systems

AbstractThis paper studies the structure of semantic theories over modular computational systems and applies the algebraic Theory of Institutions to provide a logical representation of such theories. A modular semantic theory is here defined by a cluster of semantic theories, each for a single program's module, and by a set of relations connecting models of different semantic theories. A semantic theory of a single module is provided in terms of the set of Σ‐models mapped from the category Th of Σ‐theories and generating a hierarchy of structures from an abstract model to a concrete model of data. The collection of abstract models representing different modules of a program is formalised as the category of institutions INS, where theory morphisms express refinements, integrations, and compositions between couples of modules. Finally, it is required that a morphism in INS at any level occurs iff the same morphism occurs at the lower level alongside the Th hierarchy.

Development model for assessing the structural complexity of programs

The research is devoted to the estimation the structural complexity of programs. The algorithm of finding cyclomatic routes for program executions is described. By now, two directions of obtaining estimates for the complexity estimates in software modules have been defined: structural and statistical. Both directions connect the value of program complexity with the labor intensity related to their development. The structural complexity of program modules is determined by the number of interacting components, the number and complexity of links between them. The complexity of a program's behavior depends to a large extent on the set of routes through which it is executed. The complexity metric obtained from these positions allows us to determine estimates of the cost of designing the program as a whole, as well as to identify the modules that are likely to contain the most errors, especially the logical ones.

Correlation between Students’ Self-Confidence and Speaking Ability

The title of this research is “THE CORRELATION BETWEEN STUDENT'S SELF-CONFIDENCE AND SPEAKING ABILITY”. The objective of the research is to find out whether there is significant correlation or not between student’s self-confidence and speaking ability of sixth and eighth semester student of 2022-2023 academic year English Language Education Program Faculty of Teacher Training and Education Universitas Muhammadiyah Jember. The researcher use correlational research, quantitative nonexperimental research. The sample of this study is 33 students from sixth and eighth grade semester English Language Education Program Faculty of Teacher Training and Education Universitas Muhammadiyah Jember, which consists of 16 students from 6th semester and 17 students from 8th semester. The collecting data technique used a speaking test and a questionnaire. The results of this study show that there is a significant relationship between self-confidence and speaking ability.

An Analysis of the Relationship Between Female Faculty and Female Resident Representation in Neurosurgery Residency Programs

Promoting minorities within medical specialties has been postulated to be crucial to patient care and recruitment of diverse candidates. This concept has been suspected but not formally studied in the minority of women faculty and trainees in neurosurgery. We aimed to quantitatively investigate the postulated correlation relative to female representation in neurosurgery. Data obtained from accredited neurosurgery residency programs were reviewed. Data describing the percentage of female residents and 6 demographic and 14 program-specific variables were collected. All program websites were reviewed to assess percentages of female faculty and visible commitment to diversity in applicants, evident through communicated policies, statements, or initiatives. Included programs were defined as "low" or "high" percentage of female residents or faculty relative to the grouped median value for both categories; groups were assessed for significant differences. Percentages of female faculty and residents and program-communicated diversity initiatives were investigated for significant correlation. Female faculty and diversity data were available at 117 program sites; 81 programs reported female resident percentages. Analysis revealed a significant positive correlation between female faculty and female resident percentages. Programs with higher female resident percentages had higher levels of diversity in terms of race and ethnicity. No significant correlation was found between the percentage of female faculty or residents and a communicated diversity initiative. This study of current female representation in neurosurgery revealed a previously undocumented positive correlation between percentages of female faculty and female trainees. These data suggest a modifiable barrier to female entry into neurosurgical residency programs.

The Contribution of Microteaching Achievements and Teaching Readiness to Teaching Practicum Achievements in The Civil Engineering and Planning Education Study Program Faculty of Engineering Yogyakarta State University

Background: The main purpose of this study was to determine the contribution of micro teaching achievements and teaching readiness to teaching practicum achievements in the Civil Engineering and Planning Education Study Program at Faculty of Engineering, Yogyakarta State University.Methods: This research is an ex-post facto study. The population of this study was 90 students of the Civil Engineering and Planning Education Study Program, class of 2019, with a sample of 73 students. The data collection technique used a questionnaire and documentation methods. Data analysis techniques were carried out using descriptive statistics, prerequisite analysis tests, and multiple regression analysis.Results: The results of the study show that: 1) there is a positive and significant effect of micro teaching achievements to teaching practicum achievements with tcount ttable (2.480 1.993943) at a significance level of 5%, 2) there is a positive and significant effect of teaching readiness to teaching practicum achievements with tcount ttable (25.871 1.993943) at a significance level of 5%, 3) there is a positive and significant effect of micro teaching achievements and teaching readiness together to teaching practicum achievements with R2 = 0.966; Fcount Ftable (1009.222 3.12576424) at a significance level of 5%. The relative contribution of micro teaching achievements is 7.296% and the effective contribution is 7.05%. The relative contribution of teaching readiness is 92.704% and the effective contribution is 89.58%.Conclusion: There is a positive and significant influence of Micro Teaching Achievements and Teaching Readiness on Teaching Practicum Achievements in the Civil Engineering and Planning Education Study Program with a contribution of 96.63%.

Simulation in admissions interviews: applicant experiences and programmatic performance prediction

Background: Admissions interviews are frequently used to assess personal and interpersonal attributes required for successful medical practice. Using simulation in interviews to engage applicants in realistic medical scenarios to assess these attributes is novel. This study evaluates applicant perceptions of simulation within multiple mini-interviews (MMI) and reports on subsequent student program performance. Methods: Physician assistant (PA) program applicants were invited to complete an anonymous post-interview survey that included one free-response question about their admissions experience. We chose to qualitatively analyze the free-response question. Additionally, success metrics of students who experienced simulation-based MMI were compared to prior cohorts who were admitted using traditional interviews. Results: Applicants undergoing simulation-based interviews in MMI had decreased incidences of major professionalism events, greater on-time program progression, and similar board pass rates compared to applicants who experienced traditional interviews. Several themes, highlighting the applicants’ varied responses to the simulation-based MMI, emerged including showcasing strengths and passion, feelings of fairness, accessing program faculty, and impacts on certainty. Conclusions: The use of simulation in admissions interviews is a valuable tool for assessing an applicant’s personal attributes in a clinical setting. Applicants admitted using simulation had improved programmatic performance compared to applicants admitted using traditional interviews. Applicants’ perceptions of simulation in interviews are helpful when designing the admissions experience.

Fostering Educator Buy-in of Language and Literacy in the Science Classroom

This paper describes a project to build linguistic awareness among science educators at multiple levels: pre-service K–12 teachers, in-service K–12 teachers, and university faculty in both education and STEM fields. Educational linguists from a language-focused non-profit research organization created modules on teaching culturally and linguistically diverse students for a Master of Arts in Teaching (MAT) program for middle school science educators at a large urban U.S. university. The module content, which was integrated into three science education methods courses, was designed around three key principles: linguistic understanding, critical language awareness, and pedagogical modeling. A critical component to the project’s success was fostering “buy-in” from the various groups of educators through multiple means, including piloting materials with in-service science teachers, training university faculty on the language and literacy materials, and revising content based on feedback from the MAT program faculty and students. The findings demonstrate that over time, the educators re-examined their roles as teachers of language and literacy and reassessed their thinking related to science instruction, highlighting the efficacy of incorporating language development content into training and professional development for STEM educators at multiple levels.

SeDPGK: Semi-supervised software defect prediction with graph representation learning and knowledge distillation

Context:Constructing an effective defect prediction model relies on a substantial number of labeled program modules. Unfortunately, program module labeling is often time-consuming and error-prone. Semi-supervised software defect prediction (SSDP) can alleviate this issue by incorporating some labeled modules and the remaining unlabeled modules from the same project. Objective:However, previous SSDP methods ignore the significant influence of dependencies between software modules. The potential of knowledge distillation in leveraging labeled instances to guide the learning process and effectively utilizing information from unlabeled instances to improve SSDP performance has not been fully investigated. Method:We propose a novel approach SeDPGK. Specifically, to exploit the graph-structured knowledge, we first construct the program dependence graph to extract control and data dependencies among modules. Then we use graph neural networks (GNNs) to learn the graph representation of the module relationships and encode with the statement semantics of abstract syntax tree and traditional static features for diversity. Second, we integrate multiple GNNs jointly trained as teacher models to ensemble various styles of graph-based networks and generate trustworthy labels for unlabeled modules. Further, to preserve the teacher model’s sufficient structure and semantic knowledge, we adopt a trainable label propagation and multi-layer perception as the student model and mitigate the differences between the teacher and student models using two widespread knowledge distillation functions. Results:We conducted our experiments on 17 real-world projects. The experimental results show that SeDPGK outperforms semi-supervised baselines with an average improvement of 16.9% for PD, 42.5% for FAR, and 8.9% for AUC, respectively. Moreover, the performance improvement is consistently significant across multiple statistical tests. Conclusion:The effectiveness of SeDPGK comes from the aggregation of the different GNNs with heterogeneity. Moreover, the graph structure and semantic features hidden behind the source code play a crucial role in the distillation framework.

Characteristics and motivational factors of candidates applying to the Master in Health Professions Education (MHPE) program

ObjectiveTo determine characteristics and motivational factors of applicants applying for MHPE program at a Public-sector University, Karachi. MethodsThis cross-sectional descriptive study, conducted from September till October 2022, included all 60 applicants of MHPE program at Jinnah Sindh Medical University. The survey questionnaire was administered (google form) and comprised questions seeking demographic information, few questions with options to select and 34 statements to be responded on 5-point scale. One open-ended question asking motivational factor/s. Data was analyzed using SPSS and independent sample t-test was used to determine the differences between groups of applicants based on demographic factors. Results48 participants responded, mean age was 35.8 ± 7.3 years, with predominantly males (81.3%), graduates of medical and dental programs (n = 29), and employed in medical education departments (n = 36). Most of the applicants wanted to join the program to improve their teaching skills, especially psychomotor skills teaching (96%) and educational research [90%]. Majority (64.6%) learned about the program through peers, whereas 29.9% independently chose to pursue the program. Their primary motivation stemmed from their inability to secure admission elsewhere and the belief that minimal effort was needed to acquire the degree (mean score 4.58 ± 0.87 and 4.42 ± 0.94), respectively. For medical and dental graduates, comparable responses emerged, displaying a statistically significant correlation (p < 0.05). However, there was mutual disagreement regarding the program's structure and faculty as motivating factors. ConclusionPrimary motivations to earn an MHPE degree were to improve teaching skills. Motivations to apply to this particular program was the failure to be accepted elsewhere and the perception that minimal efforts were needed to complete this program. The program goals and purpose need to be better propagated along with changes in the admission processes in order to encourage those individuals to apply who are motivated to pursue medical education as a career.

The experiences of disabled and neurodiverse Ph.D. students in LIS programs during the COVID-19 pandemic: Weathering the storm

Amid the growing body of research on disability and neurodiversity, disabled and neurodiverse Ph.D. students are not often in the focus, despite the fact that Ph.D. students occupy a unique position of a learner-scholar-teacher in academia. A particular gap is felt in the field of Library &amp; Information Science (LIS). This study stands to address this gap by focusing on the experiences of disabled and neurodiverse Ph.D. students in American and Canadian LIS Programs during the COVID-19 pandemic and in its immediate aftermath. Guided by the Holistic Empowering Methodological Approach (HEMA) that puts participants in the driver’s seat and allows them to determine the nature and extent of participation, the study spotlights participants’ experiences during the remote learning and returning to campus phases of the lingering public health crisis. The findings show that while there was a fair balance of positive and negative experiences during the earlier stage of the pandemic, the stage of returning to campus was associated with additional challenges and an overwhelming number of negative experiences. The article addresses personal, program-related, and environmental factors in both positive and negative experiences, using the findings as a basis for conclusions and recommendations to Ph.D. program administrators and faculty.

Perceived acceptability and appropriateness of a web-based program targeting risk for anxiety in young children and their parents

Abstract Objective This mixed-methods study examined perceived acceptability and appropriateness of a novel digital mental health program targeting anxiety risk (i.e., perfectionism or error sensitivity) in 5-to-7-year-old children and their parents. Methods Parent–child dyads participated in a modular, web-based cognitive-behavioral program targeting negative overreactions to making mistakes. The program, “Making Mistakes”, consisted of a 6-month series of short video clips, journaling activities, and weekly reminders, and modules were delivered to caregivers and children separately. 86 dyads completed self-report measures, 18 of whom participated in semi-structured interviews, following completion of the primary program module. A standard thematic analysis was used to elucidate themes from the parent and child interview content. Results Our quantitative and qualitative results were generally aligned. Children and parents viewed the novel digital mental health program as acceptable and appropriate, favoring the cognitive behavioral strategies such as modeling positive reactions to mistakes, responding positively to child mistakes, and emphasizing effort over outcome. Participants also provided helpful feedback related to program content, delivery, and engagement, as well as suggestions to enhance the program. Conclusions Findings have implications for design and content features of parent-based and dyad-based programs, as well as digital mental health programs focused on reducing anxiety risk.

Prevalence and Correlates of Prohibited Questions in Internal Medicine and Pediatrics Fellowship Interviews During One Appointment Year

Abstract Purpose This study sought to investigate how frequently applicants to internal medicine (IM) and pediatrics fellowships are subjected to prohibited questions, how correlates of these interview questions compare between IM and pediatrics fellowship applicants, and which applicant subgroups are most affected. Method The National Resident Matching Program (NRMP) emailed an anonymous survey to all applicants for the 2021 appointment year to the Medical Specialties Matching Program (i.e., IM fellowship Matches) and Pediatric Specialties Fellowship Match who certified rank order lists (ROLs). The survey addressed specific questions regarding the use of legally prohibited questions and questions that violate the NRMP’s Match Participation Agreement during interview-related activities. Experiences of respondents were compared by preferred subspecialty and respondent demographics within IM and pediatrics. Results The final response rates of IM and pediatrics fellowship applicants who certified ROLs, including complete and partial surveys, were 21.7% (1,483/6,847) and 23.4% (385/1,648), respectively. Of the IM and pediatrics respondents, 432/1,296 (33.3%) and 97/366 (26.5%), respectively, reported being asked at least one prohibited demographic question. The most commonly asked prohibited questions pertained to relationship or marital status (IM: 312/1,296, 24.1%; pediatrics: 69/367, 18.8%), national origin (IM: 200/1,296, 15.4%; pediatrics: 30/365, 8.2%), and family planning (IM: 104/1,288, 8.1%; pediatrics: 14/366, 3.8%). Nearly 25% of IM and pediatrics respondents reported being asked to identify other programs they applied to or interviewed with. Most often, these questions came from program faculty (IM: 238/303, 78.5%; pediatrics: 69/88, 78.4%) or program directors (IM: 84/303, 27.7%; pediatrics: 18/88, 20.5%). Conclusions Substantial proportions of IM and pediatrics fellowship applicants reported being asked prohibited questions during fellowship interview-related activities. Additional educational efforts are needed to eradicate such questions from the interview process.

Perceptions of Remediation Policies and Procedures in Pharmacy Education

ObjectiveThis study aimed to (1) explore the perceptions of current remediation processes among pharmacy program administrators and faculty, and (2) identify factors surrounding successful or unsuccessful remediation in a pharmacy program. MethodsThis qualitative study used the following 3 stakeholder focus groups with distinct perspectives: didactic faculty, experiential faculty, and administrators. A screening survey was used to identify eligible participants, and quota sampling was used to represent various institution types and stakeholder experience. Focus groups were conducted using structured interview questions by an expert interviewer who was not part of the research team. Data were coded using the constant comparison method until consensus was achieved on the identified themes. ResultsThree themes associated with remediation were identified with 12 coded categories. The codes discussed by all 3 stakeholder groups included methods to identify students who need remediation, types of remediation, remediation challenges, consequences of remediation, remediation effectiveness, and necessary improvements to the remediation process. The didactic and experiential faculty groups discussed the management of remediation plans, methods of remediation prevention, and lessons learned from remediation. The timing of remediation was discussed by didactic faculty. The experiential faculty noted the need for preceptor development to provide timely feedback and ensure successful remediation. All 3 groups mentioned having clear policies and procedures for successful remediation. ConclusionOverall, faculty and administrators had similar perceptions regarding remediation practices. The differences in concerns about remediation were most notable between the experiential and didactic faculty. While all 3 groups believed that remediation may be useful and necessary, challenges remain and monitoring is needed to determine the most effective practices, particularly in experiential education.

Work-Life Balance of Faculty in Professional Physical Therapist Education: A Mixed-Methods Study.

The purpose of this mixed-methods study was to explore perceptions of work-life balance (WLB) of full-time faculty in professional physical therapist (PT) education programs. Studies show that faculty are at risk of diminution of WLB and subsequent burnout due to job expectations and changing educational landscapes. Limited evidence exists to describe perceived WLB of faculty in professional PT education. Full-time faculty in professional PT education programs (n = 239) responded to an online survey and 16 participated in focus group discussions. The Work/Nonwork Interference and Enhancement Survey (W/NW Scale), faculty characteristic prompts, and open-ended questions were disseminated electronically to all accredited professional PT education programs within the United States. Focus groups were conducted to further explore nuances of WLB. Frequencies and percentages were calculated for survey categorical variables with means and standard deviations for continuous variables. Differences in W/NW Scale and faculty characteristics were analyzed using independent-samples Mann-Whitney U tests. Open coding and an iterative process of thematic analysis was used to analyze the qualitative data. Medians for all W/NW Scale dimensions were between 2 and 3 out of 5. W/NW Scale dimension scores differed significantly in each of the faculty characteristics of gender, defined workload, and faculty job searching (Z = -2.399 to -3.517, P ≤ .016). Qualitative data yielded 3 main themes: 1) implicit and explicit job duties; 2) leadership; and 3) individual boundaries. Ebb and flow of WLB emerged as an overarching theme. This study offers a portrayal of the lived experience of faculty regarding WLB. Results offer useful information about faculty demographics, work-related factors, and personal responsibilities. One limitation was that cultural, community, and religious demands were not explored. Findings may facilitate improved understanding of faculty WLB perceptions and can guide leadership to optimize the balance between faculty's paid work and personal life.

Using an Online Assessment Tool to Teach Authentic Assessment to Early Childhood Teacher Candidates

Early childhood teacher candidates (TCs) need preparatory experiences using authentic assessments to inform their instructional practices with rural learners and their families. The shift to virtual field placements in response to COVID-19 restrictions pushed faculty in teacher preparation programs to reimagine how to engage TCs in meaningful experiences using authentic assessments with children and families. This study explores how TCs experienced authentic assessment practices using an online assessment management system, Assessment, Evaluation, and Programming System Interactive (AEPS i), during virtual field experiences. Fifty-five undergraduate and graduate TCs from 11 universities (10 U.S. &amp; 1 international) completed a 45-item survey about their experience. Teacher candidates articulated knowledge and skills aligned with best practices underpinning authentic assessments. The virtual learning environment created opportunities for faculty to reimagine practices for promoting TCs’ understandings of assessment in early childhood special education contexts. We discuss implications for training TCs in rural areas to use authentic assessment.

Healthcare professional education: Creativity, dialogue and co-production in an interconnected world

The short communication reports on the methodologies and societal implications of a research project based on learning, development and changing identity for participants (students and 'service users') within a BSc(Hons) Physiotherapy programme module of study. Focus is placed upon co-production within a participatory approach based on the processes of creativity and open dialogue proposed by the theoretical physicist, David Bohm.

Instructing to Impact: Exploration of Doctor of Physical Therapy Education Instruction of Social Determinants of Health and Health Equity for People With Disabilities.

The aim of this study was to explore the instruction of social determinants of health (SDOH) for people with disabilities (PWD) in doctor of physical therapy (DPT) education programs. A sequential mixed methods study informed by a five-member disability community advisory panel was conducted. Qualitative semi-structured interviews with educators (n = 10) across 4 DPT programs in the Midwest were conducted and analyzed thematically. The qualitative findings formed the basis of the quantitative phase. An online survey was conducted with faculty of DPT programs in the United States (n = 254) with the most knowledge of instruction of SDOH and health equity for PWD (n = 74; 29% response rate). Quantitative data were analyzed with descriptive statistics and triangulated with qualitative data. SDOH for PWD is an emerging component of instruction in DPT curricula. Five themes included: emerging instruction of SDOH for PWD; conceptual frameworks informing instruction; instructional strategies; barriers to integration of SDOH for PWD; and facilitators to integration of SDOH for PWD. Quantitative analysis revealed that 71 respondents (95.9%) included disability in health equity discussions primarily focused on health care access. Limited time (n = 49; 66.2%) was the most frequently reported barrier, and educator interest in disability health equity was the most frequently reported facilitator (n = 62; 83.7%) to inclusion of the SDOH for PWD in health equity discussions. Opportunities exist in DPT curricula to build on instructional strategies, integrate SDOH frameworks, and amplify facilitators to integration of SDOH for PWD. To meet the needs of the 67 million Americans living with disabilities, students must have the knowledge and skills to address the complex needs of this historically marginalized population. Understanding the DPT education landscape around SDOH for PWD can guide DPT educators to more fully prepare their students to recognize and ameliorate health disparities faced by PWD.

Centering the Scholarly Practitioner Within the EdD

The Educational Doctorate (EdD) is designed to meet the needs of current practitioners who aim to expand their professional expertise by leveraging deep knowledge and research methods to address specific and contextualized problems of practice. This approach centers on developing scholarly practitioners that are equipped with the skills necessary to bridge the knowledge-to-doing gap and contribute meaningfully to school improvement (CPED, 2020; Donovan, 2013; Hochbein &amp; Perry, 2013; Jackson &amp; Sun, 2022; Lewis et al., 2020; Perry, Zambo, &amp; Crow, 2020). To achieve this goal, program faculty and their respective thinking must be concerned with and oriented to the scholarly practitioner and their unique positionality. This paper explores two considerations related to centering scholarly practitioners and their impact to illustrate the possibilities inherent within EdD programs.

The dominants of practical training in the design of educational programmes of pedagogical profile

Introduction. Various aspects of practical training are being revised under the influence of integration, digitalisation and other transformations. The orientation of the educational vector towards practiceoriented training models involves identifying the components of practical training, conditions for its implementation, as well as studying and identifying effective approaches to its design. The purpose of the article is to identify the dominants of practical skills training of students in the design of educational programmes of pedagogical profile. Materials and methods. The research materials were 96 bachelor's educational programmes developed and implemented in 2019-2022 in different Russian universities in the fields of training “Pedagogical education” and “Special (defectological) education”, normative documents regulating the organisation of practical training at the level of higher education. The main research methods were comparative, focused on identifying the invariant components of the practical training system, and descriptive, used in characterising its individual aspects. Results. Models for designing practical training have been identified, the organizational model predominates (80%), in other cases (20%) various structural and content models are used. Distinctive design features of practical training have been identified: formal combination of disciplines and practices within the modules of the educational program (74%), intradisciplinary integration of learning components (17%), interdisciplinary partial integration of learning components (9%). The invariant structural features of modern models of practical education, forming its dominants, which include target, procedural-activity, content, and result aspects, have been established. Conclusion. The obtained research materials are significant for deeper understanding of the essence of practical training, allow to identify its invariant components, which are characterized by predictive potential and ensure the integrity of professional and personal development of a future teacher.

ВИКОРИСТАННЯ МОДУЛІВ КОМП’ЮТЕРНОЇ ПРОГРАМИ KDAM ДЛЯ ДИНАМІЧНОГО АНАЛІЗУ БАТАННОГО МЕХАНІЗМУ ПРИ ФОРМУВАННІ БАГАТОШАРОВИХ ТКАНИН

In the work, using the KDAM computer program module, a dynamic analysis of the batten mechanism of a heavy loom in the production of multilayer technical fabrics was carried out. The computer module allows you to determine the projections and full reactions in the hinges of the batten mechanism at the time of the weft thread surf in the zone of formation of multilayer fabrics, taking into account the structure of protective layers, main power layers and the method of connecting layers to each other. The influence of the structure of multilayer fabrics on the magnitude of dynamic reactions in the hinges of the batan mechanism was established. Multi-layer technical fabrics are used for the production of power grabs for laying pipes of oil and gas pipelines. Pipes are delivered with factory insulation. These fabrics have a high density of the main threads in the cross section of the power grip. The main thread system consists of the warp threads of the protective layers, the warp threads of the power layers, and the warp threads that bind the layers together. The formation of an element of multilayered technical fabric takes place by wefting the weft thread in the working area. Taking into account the very significant tension of the threads of the base, the strength of the surf can reach significant indicators. In the process of surf, there is a shock impact on the batting mechanism of the weaving loom. The resulting dynamic reactions in the hinges need to be evaluated, namely how the structure of multilayer fabrics affects the magnitude of the dynamic reactions in the hinges of the baton mechanism. Changing the structure of the multilayer technical fabric allows to reduce the tension of the base of the protective layers and power layers, which will lead to a decrease in the magnitude of the surf force and, as a result, to a decrease in dynamic reactions in the hinges of the batten mechanism. This will significantly reduce the wear in hinge pairs and increase the durability of the mechanism. To solve the complex task of dynamic analysis of the batting mechanism during the formation of multilayer fabrics, it is necessary to use specialized software complexes. The use of special computer modules allows you to determine the projections and full reactions in the hinges of the batting mechanism at the moment of the weft thread in the zone of formation of multilayer fabrics, taking into account the structure of protective layers, main power layers and the method of connecting the layers together.