The European countries have a long history of exposure to large-scale trauma. In the early 1990s the increasing awareness of the consequences of trauma within the mental health community led to the foundation of local societies for psychotraumatology across Europe and the European Society of Traumatic Stress Studies (ESTSS), which celebrated its 25th anniversary in 2018. The focus of this article is to describe the current state of care for survivors of trauma in the 15 European countries where ESTSS member societies have been established. Brief descriptions on the historical burden of trauma in each country are followed by an overview of the care system for trauma survivors in the countries, the state-of-the-art of interventions, current challenges in caring for survivors and the topics that need to be most urgently addressed in the future. The reports from the different countries demonstrate how important steps towards a better provision of care for survivors of trauma have been made in Europe. Given the cultural and economic diversity of the continent, there are also differences between the European countries, for instance with regard to the use of evidence-based treatments. Strategies to overcome these differences, like the new ESTSS training curricula for care-providers across Europe, are briefly discussed.

The article is devoted to the problem of incorporation geographic information systems (GIS) in world school practice. The authors single out the stages of GIS application in school geographical education based on the retrospective analysis of the scientific literature. The first stage (late 70 s – early 90s of the 20th century) is the beginning of the first educational GIS programs and partnership agreements between schools and universities. The second stage (mid-90s of the 20th century – the beginning of the 21st century) comprises the distribution of GIS-educational programs in European and Australian schools with the involvement of leading developers of GIS-packages (ESRI, Intergraph, MapInfo Corp., etc.). The third stage (2005–2012) marks the spread of the GIS school education in Eastern Europe, Asia, Africa and Latin America; on the fourth stage (from 2012 to the present) geographic information systems emerge in school curricula in most countries. The characteristics of the GIS-technologies development stages are given considering the GIS didactic possibilities for the study of school geography, as well as highlighting their advantages and disadvantages.

The research of a human food ration is caused by the great social significance in solving the problem of proper supply the population with food in the world countries. The food problem has a most evident geographic character. The world countries having at their disposal various agro-climatic conditions, demographic resources and population growth rates, socio-economic potential, specialization and labor productivity of agriculture production, are essentially distinguished by the food supply level of population and by structural characteristics of food ration. The formation particulars of the world countries population food ration were considered and characterized in the article. The key characteristics and factors of the world population's food ration were analyzed there. The geographic differences of food ration, as well as the world countries typology by distinctive features of food consumption through their division into groups (nutrition types) according to the content and quantity of basic components in food ration were determined in it.

The purpose of the article: to substantiate the urgency of the problem of providing rural schools with qualified teachers; to characterize digital innovations and their use in rural education in the conditions of COVID-19; to analyze the difficulties and prospects for preparing teachers for the use of digital technologies in distance learning in rural remote schools. The following research methods were used: analytical, empirical, and mathematical statistics. Theoretical analysis of the state of the problem in pedagogical science, in particular, the introduction of digital innovations in the educational process is outlined as a necessary condition for sustainable development of rural education. The results of an empirical study conducted among future teachers on their readiness to work in the future in rural areas are presented. A gap was revealed between young teachers’ professional expectations and real school practice in remote rural schools. Emphasis was placed on the necessity to ensure cooperation between schools, parents, the public, and local businesses to improve the quality of rural education.

The article deals with the problem of implementation of the principles of European education in the New Ukrainian School. In particular, the need to form a set of key competencies at different levels of education was argued. The authors emphasize the importance of educational innovation, readiness of teachers for renewed professional activities; implement integrated educational courses in the field of school education and cross-cutting content lines.

The article is devoted to the problem of incorporation geographic information systems (GIS) in world school practice. The authors single out the stages of GIS application in school geographical education based on the retrospective analysis of the scientific literature. The first stage (late 70 s – early 90s of the 20th century) is the beginning of the first educational GIS programs and partnership agreements between schools and universities. The second stage (mid-90s of the 20th century – the beginning of the 21st century) comprises the distribution of GIS-educational programs in European and Australian schools with the involvement of leading developers of GIS-packages (ESRI, Intergraph, MapInfo Corp., etc.). The third stage (2005–2012) marks the spread of the GIS school education in Eastern Europe, Asia, Africa and Latin America; on the fourth stage (from 2012 to the present) geographic information systems emerge in school curricula in most countries. The characteristics of the GIS-technologies development stages are given considering the GIS didactic possibilities for the study of school geography, as well as highlighting their advantages and disadvantages.

Обґрунтовано необхідність проведення досліджень у напрямі підвищення рівня безпеки бухгалтерських даних в умовах удосконалення системи обліку на основі технологічних інновацій. Описано загальний процес перетворення даних на інформацію в інформаційних системах. Проаналізовано загальну модель функціонування бухгалтерських інформаційних систем. Обґрунтовано сутність поняття бухгалтерських даних у вузькому й широкому розумінні та поняття облікової інформації. Розглянуто поняття безпеки інформаційної системи обліку. Проаналізовано підходи вчених до виокремлення принципів захисту даних. Обґрунтовано сутність окремих принципів захисту бухгалтерських даних (цілісність, конфіденційність, доступність). Визначено систему правил, якої необхідно дотримуватись працівникам бухгалтерської служби для забезпечення цілісності бухгалтерських даних на підприємстві. Визначено причини порушення конфіденційності бухгалтерських даних. Визначено роль принципів безпеки даних у підвищенні якості облікової інформації.

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