Headings of the journal
"Educational Resources and Technologies"

Annotation: The article explores a new direction “subsidiary metaheuristics”. The article proposes a new metaheuristic algorithm, which the authors called the coverage algorithm. The difference between heuristics and metaheuristics in relation to subsidiary systems is shown. Metaheuristic algorithms are modifiable according to the control situation. The iterative process of finding solutions is common to heuristics and metaheuristics. The significance of the situation for metaheuristic transformations is shown. A typical scheme of heuristic algorithms with a fixed sequence of actions is presented. An example of the formation of algorithms of subsidiary metaheuristics is described. The problem of covering an arbitrary-shaped area with areas is considered. The complexity of the problem lies in the fact that this area is unknown and is determined iteratively during the coating process. It is shown that subsidiary systems and algorithms are multi-purpose, a group of typical goals of a subsidiary algorithm is identified. The algorithm of covering the area of the site with areas associated with the movement of the robot is described. The feature of the metaheuristics algorithm is the use of information from sensors. It is noted that a subsidiary system with a metaheuristic control algorithm should include coordination mechanisms in space.

Annotation: The article describes a new type of geoinformation modeling – semasiological modeling. The research is based on the interdisciplinary transfer of linguistics methods to the field of geoinformatics. The article introduces and substantiates a new concept of “geoinformation semasiological modeling”, which is considered as an alternative to information onomasiological modeling. The similarity and difference between geoinformation semasiological modeling and informational onomasiological modeling is shown. The transformation of the semasiological approach in geoinformatics is shown. The importance of information units in geoinformation semasiological modeling is stated. The basic principles of geoinformation semasiological modeling are considered: system, integration, compositional, resource, situational and complementary ones. The polysemy in this type of modeling is shown, which is due to the multivariance of the results, the need for the use of qualitative comparative analysis is noted. A brief description of qualitative comparative analysis and its application to geoinformation semasiological modeling is given. The necessity of applying a logical approach to comparative analysis, which is aimed at combining qualitative and quantitative research strategies, is emphasized.

Annotation: The article describes the category of information units in terms of their application in complex domain models. The variety of tasks solved with the use of information units generates a variety of their types and groups. In the information modeling of the subject area, it is important to build a single complementary system of information units. In this regard, the generalization and systematization of ways of forming and presenting information units in complex models is relevant. The article describes the transformation of the category of information units with the development of information sciences and technologies of their practical application. The article provides an empirical systematics of information units. It is noted that the complementary system of information units, bound by the rules of syntax, sets the information language. Semantic information units that serve as the basis for the interpretation and transfer of knowledge are described. The examples show the directions of application of semantic information units depending on the nature of the object being modeled.

Annotation: As a rule, enlightenment means scientific enlightenment. However, it is quite possible to talk about other types of enlightenment, including philosophical and religious enlightenment. After the revolution of 1917–1921 in Russia, the Church was separated from the state, and religious education and education – from the school, education and enlightenment in which began to have a purely scientific character. As a result, over several decades of the existence of the Soviet secularist or secular state and education, a certain skew has formed in the ratio of scientific and religious public education: if in the field of scientific education there is a real acquaintance of a person with the basic scientific concepts, ideas, theories and pictures of the world, then in the field of religious education – instead of acquaintance with real religious ideas – a person is offered, as a rule, caricature interpretations of them. This leads to an unjustified representation of the correlation and interaction of science and religion as hostile and contradictory views on the world and man, which becomes one of the destabilizing factors in the development of modern Russian society. The object of the study is the correlation and interaction of scientific and religious public enlightenment and education. The subject of the study is a distorted view of the antagonism of scientific and religious ideas about the world and man. The purpose of the work is to substantiate the position not only about the absence of this antagonism and the peaceful coexistence of science and religion, but also about their complementarity. The research methods are empirical generalization, deductively and inductively organized conclusions, conclusions by analogy, abstraction, idealization, thought experiment and comparative analysis. The result of the work and one of its conclusions is the position according to which science and religion, by their nature, not only do not oppose each other and can peacefully coexist, but also complement each other, being equally necessary for both man and society; and the balance and harmonization of their relationships may fully be one of the essential factors of sustainable social development. The scope of application of the research results is educational multidimensional interactions in both secondary and higher education.

Annotation: The article reveals the main properties and features of spatial information. These features define the specifics of its processing. The systematics of spatial information models is given. The content of the spatial information model is revealed. The process of constructing a spatial model is presented as a reflection of a real object, which is located in a certain external environment and in a certain information situation. The mechanism of transition from one spatial model to another according to the principle of complication is shown. The types of auxiliary models that are used in the construction of a spatial model are described. Spatial metamodeling is described as a tool for generalizing and extracting knowledge. The principles of spatial modeling are outlined: the principle of “reflection of reality”, the methodological principle of isomorphism, the principle of complication of the spatial model. The systematics of the types of spatial modeling is given. The value of coordinate support in spatial modeling is shown. Modeling of the spatial information situation is described. It is noted that, taking into account the growing importance and expansion of the scope of spatial information, the development and modernization of methods of its processing is an urgent scientific direction and requires further research.