SIMULATION OF LOCOMOTIVE REPAIR ORGANIZATION BY THE METHODS OF QUEUE SYSTEMS THEORY

Purpose. The article is aimed to evaluate the influence of locomotives` operation and reliability indicators on the system of locomotives repair organization in depot, using the methods of queue theory. Methodology. The article describes the locomotive repair workshop using the terms and concepts of the queue systems theory (QST). The tasks solved during simulation of the repair workshop operation are formulated, the list of initial data and simulation results is given. A graphical simulation environment Simulink was used as a software simulation tool. Findings. It was established that the main indicators of locomotive depot operation are affected by the volume of traffic, the reliability of locomotives, the rule used to select locomotives from the queue, the number of operating repair bays. The developed model of the depot repair workshop will make possible rational planning of the repair workshop`s equipment use, the human capital, the time of putting the locomotives into repair taking into account the workshop loading uniformity, as well as to improve the repair parts supply logistics. This model in a simplified form describes the repair process of the main diesel locomotive fleet, and can be supplemented depending on the repair type performed in the depot. Originality. The paper presents the locomotive repair depot as an object of the queue systems theory. The simulation model of the locomotive repair depot was developed. It allows analyzing the influence of various factors on the system of locomotives` repair organization in the depot. Practical value. The obtained results make it possible to determine the influence of locomotives` operation and reliability indicators on the organization of the locomotive repair depot operation. In further studies, the developed model can be used to improve the system of repair organization on the railway network when introducing new series of locomotives and changing the strategy of their maintenance

Collaborative trails in e-learning environments

This deliverable focuses on collaboration within groups of learners, and hence collaborative trails. We begin by reviewing the theoretical background to collaborative learning and looking at the kinds of support that computers can give to groups of learners working collaboratively, and then look more deeply at some of the issues in designing environments to support collaborative learning trails and at tools and techniques, including collaborative filtering, that can be used for analysing collaborative trails. We then review the state-of-the-art in supporting collaborative learning in three different areas – experimental academic systems, systems using mobile technology (which are also generally academic), and commercially available systems. The final part of the deliverable presents three scenarios that show where technology that supports groups working collaboratively and producing collaborative trails may be heading in the near future

Inflammatory Regulation of CNS Barriers After Traumatic Brain Injury: A Tale Directed by Interleukin-1

Several barriers separate the central nervous system (CNS) from the rest of the body. These barriers are essential for regulating the movement of fluid, ions, molecules, and immune cells into and out of the brain parenchyma. Each CNS barrier is unique and highly dynamic. Endothelial cells, epithelial cells, pericytes, astrocytes, and other cellular constituents each have intricate functions that are essential to sustain the brain’s health. Along with damaging neurons, a traumatic brain injury (TBI) also directly insults the CNS barrier-forming cells. Disruption to the barriers first occurs by physical damage to the cells, called the primary injury. Subsequently, during the secondary injury cascade, a further array of molecular and biochemical changes occurs at the barriers. These changes are focused on rebuilding and remodeling, as well as movement of immune cells and waste into and out of the brain. Secondary injury cascades further damage the CNS barriers. Inflammation is central to healthy remodeling of CNS barriers. However, inflammation, as a secondary pathology, also plays a role in the chronic disruption of the barriers’ functions after TBI. The goal of this paper is to review the different barriers of the brain, including (1) the blood-brain barrier, (2) the blood-cerebrospinal fluid barrier, (3) the meningeal barrier, (4) the blood-retina barrier, and (5) the brain-lesion border. We then detail the changes at these barriers due to both primary and secondary injury following TBI and indicate areas open for future research and discoveries. Finally, we describe the unique function of the pro-inflammatory cytokine interleukin-1 as a central actor in the inflammatory regulation of CNS barrier function and dysfunction after a TBI

High power gain for stimulated Raman amplification in CuAlS2

Cataloged from PDF version of article.The spontaneous Raman spectra of the chalcopyrite structure crystal CuAlS2, which is promising for nonlinear optical applications, has been investigated at 8 and 300 K. The main aim of this study is to compare the absolute spontaneous Raman scattering efficiency in CuAlS2 crystals with that of their isomorphous analog, zinc-blende structure GaP crystals, known as one of the most efficient materials for amplification. Observation of a high value of absolute scattering efficiency S/L d Omega (where S is the fraction of incident power that scatters into the solid angle d Omega and L is the optical path length with S/L d Omega=9.5X10(-5) cm(-1) sr(-1)), together with relatively narrow linewidth (Gamma=5.1 cm(-1), full width at half maximum at room temperature and Gamma=1.5 cm(-1) at 8 K for the strongest Gamma(1) phonon mode of CuAlS2 at 314 cm(-1)) indicate that CuAlS2 has the highest value of the stimulated Raman gain coefficient g(s)/I where I is the incident laser power density, The calculated value of this gain is g(s)/I=2.1X10(-6) cm(-1)/W at 300 K and 50X10(-6) cm/W, at 8 K for 514.5 nm laser excitation, and is larger than those for the appropriate vibrational modes of various materials (including GaP, LiNbO3, Ba2NbO5O15, CS2 and H-2) investigated so far. The calculations show that cw Raman oscillator operation in CuAlS2 is feasible with low power threshold of pump laser. (C) 1996 American Institute of Physics

ОСОБИСТІСНО-ОРІЄНТОВАНИЙ ПІДХІД ЯК ОДИН ІЗ ОСНОВОПОЛОЖНИХ ДИДАКТИЧНИХ ПРИНЦИПІВ ВИКЛАДАННЯ ДИСЦИПЛІНИ “ХІРУРГІЯ” НА КАФЕДРІ ХІРУРГІЇ № 1 З УРОЛОГІЄЮ ТА МАЛОІНВАЗИВНОЮ ХІРУРГІЄЮ ІМЕНІ ПРОФ. Л. Я. КОВАЛЬЧУКА ТЕРНОПІЛЬСЬКОГО ДЕРЖАВНОГО МЕДИЧНОГО УНІВЕРСИТЕТУ ІМЕНІ І. Я. ГОРБАЧЕВСЬКОГО

The aim of the work – to share the experience of organizing the educational process at the L. Ya. Kovalchuk Department of Surgery No. 1 with Urology and Minimally Invasive Surgery,  I. Horbachevsky Ternopil State Medical University  on the basis of a person-oriented approach.The main body. Personality-oriented approach in pedagogy is designed to provide the widest possible opportunities for the comprehensive development of the student’s personality. Based on the foregoing, modern higher education envisages a fundamental practical training and a comprehensive development of a holistic, socially adapted personality. Didactic principles of the organization of the educational process in our institution determine the internal university normative documents. Department of Surgery No. 1 with Urology and Minimally Invasive Surgery named after prof. L. Ya. Kovalchuk prepared working programs for the fourth, fifth and sixth courses of the medical university, which envisages the structuring of the subject into practical and theoretical parts, the distribution of hours for practical classes and self-development. Organization of study using the “One Day” method allows to allocate enough time for communication of the teacher with each student of the academic group, because 6 hours are allocated for conducting classes with one group. Practical work carried out “near the bed of the patient”, the possibility of communication with the patient, the opportunity to take part in all stages of hospitalization of the patient and in all stages of his treatment, as well as visiting the library, the computer class of the department during the hour of independent work of students, the seminar discussion and control of knowledge, provides the opportunity to fully consolidate the material to the student and assess his level of knowledge by the teacher.Conclusion. Didactic forms of teaching the discipline of Surgery at the L.Ya. Kovalchuk Department of Surgery No. 1 with Urology and Minimally Invasive Surgery, I. Horbachevsky Ternopil State Medical University respond to the principle of a person – oriented approach in higher medical education and not only  ensure the formation of professional competencies provided by the current educational standards, but also contribute to the comprehensive development of the personality of the future doctor.Мета роботи – поділитися досвідом організації навчального процесу на кафедрі хірургії № 1 з урологією та малоінвазивною хірургією імені проф. Л. Я. Ковальчука Тернопільського державного медичного університету імені І. Я. Горбачевського на засадах особистісно-орієнтованого підходу.Основна частина. Особистісно-орієнтований підхід у педагогіці покликаний забезпечити максимально широкі можливості для всебічного розвитку особистості студента. Виходячи із вищенаведеного, сучасна вища освіта передбачає фундаментальну практично-професійну підготовку та всебічний розвиток цілісної, соціально адаптованої особистості.Дидактичні засади організації навчального процесу в нашому закладі визначають внутрішні університетські нормативні документи. Кафедрою хірургії № 1 з урологією та малоінвазивною хірургією імені проф. Л. Я. Ковальчука складено робочі програми на четвертий, п’ятий та шостий курси медичного університету, якими передбачено структурування предмета на практичну та теоретичну частини, розподіл годин на практичні заняття та самоопрацювання. Організація навчання за методикою “Єдиного дня” дозволяє приділити достатньо часу спілкуванню викладача з кожним студентом академічної групи, адже 6 годин виділені на проведення заняття з однією групою. Практична робота, проведена “біля ліжка хворого”, можливість с пілкування з пацієнтом, можливість брати участь у всіх етапах госпіталізації хворого та у всіх етапах його лікування, а також відвідування бібліотеки, комп’ютерного класу кафедри під час години самостійної роботи студентів, семінарське обговорення та контроль знань дають можливість повноцінно закріпити матеріал студенту й оцінити рівень його знань викладачем.Висновок. Дидактичні форми організації викладання дисципліни “Хірургія”  кафедрою хірургії № 1 з урологією та малоінвазивною хірургією імені проф. Л. Я. Ковальчука Тернопільського державного медичного університету імені І. Я. Горбачевського відповідають принципу особистісно-орієнтованого підходу у вищій медичній освіті та не тільки забезпечують формування професійних компетенцій, передбачених чинними галузевими стандартами, але й сприяють всебічному розвитку особистості майбутнього лікаря

Sources and Determinants of Vitamin D Intake in Danish Pregnant Women

Vitamin D deficiency during pregnancy has been associated with the development of several adverse health outcomes, e.g., pre-eclampsia, gestational diabetes mellitus, preterm delivery, low birth weight, birth length, and bone mineral content. The aims of the present study were to estimate the intake and sources of vitamin D in Danish pregnant women and to examine potential determinants of vitamin D intake of the recommended level (10 µg per day). In 68,447 Danish pregnant women the mean ± SD for vitamin D intake was 9.23 ± 5.60 µg per day (diet: 3.56 ± 2.05 µg per day, supplements: 5.67 ± 5.20 µg per day). 67.6% of the women reported use of vitamin D supplements but only 36.9% reported use of vitamin D supplements of at least 10 µg. Supplements were the primary source of vitamin D for the two higher quartiles of total vitamin D intake, with diet being the primary source for the two lower quartiles. Determinants of sufficient total vitamin D intake were: high maternal age, nulliparity, non-smoking, and filling out of the Food Frequency Questionnaire (FFQ) during summer or fall. We propose that clinicians encourage vitamin D supplementation among pregnant women, with special focus on vulnerable groups such as the young, smokers and multiparous women, in order to improve maternal and fetal health both during and after pregnancy