ADAPTATION OF LEAN PRODUCTION TOOLS TO EDUCATIONAL ACTIVITIES OF UNIVERSITIES

O uso de tecnologias enxutas pode melhorar a qualidade dos serviços e a eficiência dos gastos com recursos disponíveis, estimular o desenvolvimento da economia do país e melhorar o padrão de vida da população. As autoridades prestam especial atenção à modernização do ensino superior. Nesse sentido, é aconselhável introduzir tecnologias enxutas no processo educacional das instituições de ensino superior, o que nos permitirá identificar e desenvolver a capacidade dessas estruturas de auto- desenvolvimento, não apenas devido ao influxo de informações e finanças externas, mas através do uso de suas fontes internas. A introdução de princípios de produção enxuta nas atividades das universidades pode ajudar a aumentar a eficiência do processo educacional e sua competitividade. Com base nisso, o artigo discute o processo de introdução de ferramentas de manufatura enxuta nas atividades educacionais. É feita uma tentativa de analisar ferramentas de manufatura comparativamente enxutas e a possibilidade de sua aplicação nas atividades educacionais da universidade. O artigo enfatiza que a replicação da experiência existente na implementação de ferramentas de manufatura enxuta garantirá um crescimento constante dos principais indicadores de desempenho e permitirá a formação de um modelo enxuto sustentável de comportamento da população com base na popularização da cultura de economia entre os estudantes.El uso de tecnologías lean puede mejorar la calidad de los servicios y la eficiencia del gasto en recursos disponibles, estimular el desarrollo de la economía del país y mejorar el nivel de vida de la población. Las autoridades prestan especial atención a la modernización de la educación superior. En este sentido, es aconsejable introducir tecnologías lean en el proceso educativo de las instituciones de educación superior, lo que nos permitirá identificar y desarrollar la capacidad de estas estructuras para el autodesarrollo no solo debido a la entrada de información y las finanzas externas, sino a través del uso de sus fuentes internas. La introducción de principios de producción ajustada en las actividades de las universidades puede ayudar a aumentar la eficiencia del proceso educativo y su competitividad. Basado en esto, el artículo discute el proceso de introducción de herramientas de manufactura esbelta en actividades educativas. Se intenta analizar herramientas de fabricación comparativamente esbeltas y la posibilidad de su aplicación en las actividades educativas de la universidad. El artículo enfatiza que la replicación de la experiencia existente en la implementación de herramientas de manufactura esbelta asegurará un crecimiento constante de los indicadores clave de desempeño y permitirá la formación de un modelo lean sostenible de comportamiento poblacional basado en la popularización de la cultura del "ahorro" entre los estudiantes.The use of lean technologies can improve the quality of services and the efficiency of available resource spending, stimulate the development of the country economy and improve the living standards of the population. Authorities pay particular attention to the modernization of higher education. In this regard, it is advisable to introduce lean technologies in the educational process of higher educational institutions, which will allow us to identify and develop the ability of these structures to self-development not only due to the influx of information and external finances, but through the use of their internal sources. The introduction of lean production principles in the activities of universities can help increase the efficiency of the educational process and their competitiveness. Based on this, the article discusses the process of lean manufacturing tool introduction into educational activities. An attempt is made to analyze comparatively lean manufacturing tools and the possibility of their application in the educational activities of the university. The article emphasizes that the replication of existing experience of lean manufacturing tool implementation will ensure a steady growth of key performance indicators and will allow the formation of a sustainable lean model of population behavior based on the popularization of the culture of “thrift” among students

The impact of secondary mineral formation on Na-K-geothermometer readings: a case study for the Valley of Geysers hydrothermal system (Kronotsky State Nature Biosphere Reserve, Kamchatka)

The temperature in the Valley of Geysers (Kamchatka) geothermal reservoir calculated using the feldspar Na-K-geothermometer has been steadily increasing over the past 10 years on average from 165 to 235 °C, which is close to the temperature values of a hydrothermal explosion of the steam and water mixture. For the analysis of chemical geothermometers, TOUGHREACT-simulation was used, with the help of which the previously known Na-K feldspar geothermometer was reproduced on a single-element model and new formulas were obtained for three Na-K geothermometers: zeolite, smectite, and based on volcanic glass. Data of chemical analysis for the period 1968-2018, in which the chloride ion is considered as an inert tracer of geofiltration processes, indicates that after 2007 a significant inflow of infiltration water (its mass fraction is estimated from 5 to 15 %) into the Geyser reservoir. It is assumed that the Na-K increased values of the feldspar geothermometer are not the result of the temperature increase in the Geyser reservoir, but the effect of smectite water dilution

Towards Universal Stimuli-Responsive Drug Delivery Systems: Pillar[5]arenes Synthesis and Self-Assembly into Nanocontainers with Tetrazole Polymers

In this work, we have proposed a novel universal stimulus-sensitive nanosized polymer system based on decasubstituted macrocyclic structures—pillar[5]arenes and tetrazole-containing polymers. Decasubstituted pillar[5]arenes containing a large, good leaving tosylate, and phthalimide groups were first synthesized and characterized. Pillar[5]arenes containing primary and tertiary amino groups, capable of interacting with tetrazole-containing polymers, were obtained with high yield by removing the tosylate and phthalimide protection. According to the fluorescence spectroscopy data, a dramatic fluorescence enhancement in the pillar[5]arene/fluorescein/polymer system was observed with decreasing pH from neutral (pH = 7) to acidic (pH = 5). This indicates the destruction of associates and the release of the dye at a pH close to 5. The presented results open a broad range of opportunities for the development of new universal stimulus-sensitive drug delivery systems containing macrocycles and nontoxic tetrazole-based polymers

Phase Evolution from Volborthite, Cu3(V2O7)(OH)2·2H2O, upon Heat Treatment

In the experiments on volborthite in situ and ex situ heating, analogues of all known natural anhydrous copper vanadates have been obtained: ziesite, pseudolyonsite, mcbirneyite, fingerite, stoiberite and blossite, with the exception of borisenkoite, which requires the presence of As in the V site. The evolution of Cu-V minerals during in situ heating is as follows: volborthite Cu3(V2O7)(OH)2·2H2O (30–230 °C) → X-ray amorphous phase (230–290 °C) → ziesite β-Cu2(V2O7) (290–430 °C) → ziesite + pseudolyonsite α-Cu3(VO4)2 + mcbirneyite β-Cu3(VO4)2 (430–510 °C) → mcbirneyite (510–750 °C). This trend of mineral evolution agrees with the thermal analytical data. These phases also dominate in all experiments with an ex situ annealing. However, the phase compositions of the samples annealed ex situ are more complex: fingerite Cu11(VO4)6O2 occurs in the samples annealed at ~250 and ~480 °C and quickly or slowly cooled to room temperature, and in the sample annealed at ~850 °C with fast cooling. At the same time, blossite and stoiberite have been found in the samples annealed at ~480–780 and ~780–850 °C, respectively, and slowly cooled to room temperature. There is a trend of decreasing crystal structure complexity in the raw phases obtained by the in situ heating with the increasing temperature: volborthite → ziesite → mcbirneyite (except of pseudolyonsite). Another tendency is that the longer the sample is cooled, the more complex the crystal structure that is formed, with the exception of blossite, most probably because blossite and ziesite are polymorphs with identical crystal structure complexities. The high complexity of fingerite and stoiberite, as well as their distinction by Cu:V ratio, may explain the uncertain conditions of their formation

Phase Evolution from Volborthite, Cu₃(V₂O₇)(OH)₂·2H₂O, upon Heat Treatment

In the experiments on volborthite in situ and ex situ heating, analogues of all known natural anhydrous copper vanadates have been obtained: ziesite, pseudolyonsite, mcbirneyite, fingerite, stoiberite and blossite, with the exception of borisenkoite, which requires the presence of As in the V site. The evolution of Cu-V minerals during in situ heating is as follows: volborthite Cu3(V2O7)(OH)2·2H2O (30–230 °C) → X-ray amorphous phase (230–290 °C) → ziesite β-Cu2(V2O7) (290–430 °C) → ziesite + pseudolyonsite α-Cu3(VO4)2 + mcbirneyite β-Cu3(VO4)2 (430–510 °C) → mcbirneyite (510–750 °C). This trend of mineral evolution agrees with the thermal analytical data. These phases also dominate in all experiments with an ex situ annealing. However, the phase compositions of the samples annealed ex situ are more complex: fingerite Cu11(VO4)6O2 occurs in the samples annealed at ~250 and ~480 °C and quickly or slowly cooled to room temperature, and in the sample annealed at ~850 °C with fast cooling. At the same time, blossite and stoiberite have been found in the samples annealed at ~480–780 and ~780–850 °C, respectively, and slowly cooled to room temperature. There is a trend of decreasing crystal structure complexity in the raw phases obtained by the in situ heating with the increasing temperature: volborthite → ziesite → mcbirneyite (except of pseudolyonsite). Another tendency is that the longer the sample is cooled, the more complex the crystal structure that is formed, with the exception of blossite, most probably because blossite and ziesite are polymorphs with identical crystal structure complexities. The high complexity of fingerite and stoiberite, as well as their distinction by Cu:V ratio, may explain the uncertain conditions of their formation

Proceedings Of The 23Rd Paediatric Rheumatology European Society Congress: Part Two

PubMe

STUDI KOMPARASI KONSEP PENDIDIKAN AKHLAK MENURUT KH AHMAD DAHLAN DAN ABDUL MUNIR MULKHAN

MUSTHOFA ANGGA PRASETYO. Studi Komparasi Konsep Pendidikan Akhlak Menurut KH Ahmad Dahlan dan Abdul Munir Mulkhan. Skripsi. Yogyakarta: Jurusan Pendidikan Agama Islam. Fakultas Imlu Tarbiyah dan Keguruan UIN Sunan Kalijaga, 2017. Latar belakang penelitian ini adalah tingkah laku remaja yang menyimpang akhlak sering menimbulkan kegelisahan dan permasalahan masyarakat. Penyimpangan akhlak tersebut biasanya diwujudkan dalam bentuk kenakalan atau kejahatan seperti yang belakangan ini sering terjadi yaitu seks bebas, tawuran remaja atau kampung, pergaulan bebas, penyalahgunaan narkotika, mabuk-mabukan, membolos sekolah, membully teman dan lain sebagainya. Hal tersebut dikarenakan lingkungan pergaulan yang buruk bagi remaja atau peserta didik. Selain itu juga dikarenakan rendahnya atau kurang maksimalnya pendidikan agama khususnya pendidikan akhlak dikalangan remaja atau peserta didik, sehingga nilai-nilai akhlak tidak terinternalisasi secara sempurna. Oleh karena itu, perlu adanya revitalisasi pelaksanaan pendidikan akhlak di sekolah. Pokok permasalahan dalam penelitian ini ialah bagaimana implikasi konsep pendidikan akhlak KH Ahmad Dahlan dan Abdul Munir Mulkhan daapat diterapkan dalam pembelajaran di sekolah. Penelitian ini bertujuan untuk mengetahui persamaan dan perbedaan konsep pendidikan akhlak menurut KH Ahmad Dahlan dan Abdul Munir Mulkhan serta bagaimana implikasinya terhadap pendidikan akhlak saat ini. Penelitian ini merupakan penelitian kepustakaan (library research) karena keseluruhan proses penelitian memanfaatkan berbagai macam pustaka yang relevan terhadap masalah yang diteliti. Adapun pendekatan yang digunakan dalam penelitian ini adalah pendekatan filosofis. Metode pengumpulan data yang digunakan yaitu metode dokumentasi dan wawancara. Studi dokumentasi dilakukan terhadap sumber primer dan skunder, berupa karya-karya tokoh tersebut dan juga tulisan terkait pemikiran tokoh yang relevan dengan penelitian. Penelitian ini menggunakan analisis deskriptif, yaitu analisis yang ditujukan untuk mendeskripsikaan atau menggambarkan pemikiran tokoh tersebut. Hasil penelitian menunjukkan bahwa pemikiran KH Ahmad Dahlan bersifat religious sedangkan pemikiran Abdul Munir Mulkhan bersifat rasionalis. Konsep pendidikan akhlak KH Ahmad Dahlan dan Abdul Munir Mulkhan mempunyai persamaan dan perbedaan. Persamaan tersebut meliputi 1) Pendidik 2) Metode Pendidikan Akhlak. Adapun perbedaan pemikiran keduanya terkait pendidikan akhlak meliputi 1) Pendidikan Akhlak 2) Peserta Didik 3) Materi Pendidikan Akhlak. KH Ahmad Dahlan yang membentuk perilaku keagamaan melalui ilmu dan amal, nilai-nilai akhlak diajarkan kepada peserta didik untuk kemudian dapat diamalkan dalam kehidupan sehaari-hari. Begitu juga Abdul Munir Mulkhan yang berpendapat bahwa pendidikan akhlak itu membentuk perilaku keagamaan peserta didik melalui metodologi keteladanan, pengenalan nilai, stimulai kognitif dan pengembangan empati (peran). Meskipun pendekatan yang dilakukan berbeda, akan tetapi tujuan pendidikan akhlak keduanya sama, yaitu untuk membentuk peserta didik yang berakhlakul karimah