Calculation of francium hyperfine anomaly

The Dirac-Hartree-Fock plus many-body perturbation theory (DHF+MBPT) method has been used to calculate hyperfine structure constants for Fr. Calculated hyperfine structure anomaly for hydrogen-like ion has been shown to be in good agreement with analytical expressions. It has been shown that the ratio of the anomalies for $s$ and $p_{1/2}$ states is weakly dependent on the principal quantum number. Finally, we estimate Bohr--Weisskopf corrections for several Fr isotopes. Our results may be used to improve experimental accuracy for the nuclear $g$ factors of short-lived isotopes.Comment: 5 pages, 3 tables, 2 figures. arXiv admin note: text overlap with arXiv:1703.1004

Precision calculation of energy levels for four-valent Si I

We report results of the calculation of the low-lying levels of neutral Si using a combination of the configuration interaction and many-body perturbation theory (CI+MBPT method). We treat Si I as an atom with four valence electrons and use two different starting approximations, namely $V^{N-2}$ and $V^{N-4}$. We conclude that both approximations provide comparable accuracy, on the level of 1%

The Scientific and Social Activity of Professor N. N. Saltykov in Russia in 1894–1919

The scientific and social activity of Professor N. N. Saltykov in Russia in period 1894–1919 is presented

Methodological and pedagogical potential of reflection in development of contemporary didactics

Applicability of the issue under research is preconditioned by the need of practical pedagogics to expand methodological and methodical tools of contemporary didactics. The purpose of the article is to detect the methodological core of reflection as a form of thinking and to provide insight thereinto on the basis of systematic attributes of the didactic method. The leading approach to research into this issue is a conceptual genetic approach which enables comprehensive examination of reflection as a form of thinking that provides for generation of new ideas, knowledge and transformation of activity. The main deliverables of the work are that the main interpretations of reflection, its ontological attributes are provided, the core of the method as a way of research into the object and management of activity is described, the didactic method is defined, and the attributes thereof which enable substantiating the reflexive method as a didactic one and describing reflexive techniques are detected, thus allowing introduction of reflection into the categorical framework of the pedagogics. The contents of the article may be of use for theoretic research and are of practical value for pedagogues as they enable developing techniques on the basis of the reflexive method and introducing them into the pedagogical practice. © 2016 Chupina, Pleshakova and Konovalova