1,029 research outputs found
Differences among Watershed Sub-Populations in Willingness to Pay for Water Quality Improvements: The Impact of TMDL Development
The Opequon watershed is located in northern Virginia (VA) and the eastern panhandle of West Virginia (WV). In both states, Opequon Creek is classified as impaired based on violations of bacteria, benthic and biologic standards. Both VA and WV are using Total Maximum Daily Load (TMDL) plans to improve water quality within Opequon Creek. However, these TMDL plans are at different stages with VA being completed and WV still in progress. As part of the TMDL process in VA, this research is based on a contingent valuation survey which was developed to measure the expected monetary benefits of TMDL implementation throughout the Opequon watershed. On the basis of log-likelihood tests of grouped tobit models to explain willingness-to-pay (WTP) for watershed clean-up, VA, WV, and VA riparian landowner respondents were found to consist of different populations. Riparian landowners had the highest median annual WTP at 49), and WV the lowest (28. Results show that the TMDL process did impact VA respondent WTP for in-state clean-up.Resource /Energy Economics and Policy,
Fluidity speech formation as a qualitative characteristic of the oral statement of preschool age children with stutter
The research objective is to disclose the subject matter ofΒ speech therapy work focused on fluidity speech formation of preschool age children,Β suffering stutter. Stutter is a difficult disorder of articulation organs suchthat the tempo-rhythmical organisation of statements is distressed that leads toΒ defects and failures of dialogue system, negatively influences on individual developmentΒ of the child; more specifically it generates the mental stratifications, specificΒ features of emotional-volitional sphere, and causes undesirable qualities ofcharacter such as shyness, indecision, isolation, negativism. The author notesΒ that the problem of early stutter correction among junior preschool-aged childrenΒ considered as topical and immediate issue.Β Methods. Concerning the clinical, physiological, psychological and psychologic-pedagogical positions, the author summarizes theoretical framework; anΒ experimentally-practical approbation of an author's method of speech fluidity andΒ stutter abolition of preschool children is described. Stage-by-stage process of correction,spontaneous and non-convulsive speech formation: 1. restraint mode application in order to decrease incorrect verbal output; 2. training exercises to long phonatory and speech expiration; 3. development of coordination and movements rhythm helping to pronounce words and phrases; 4. formation of situational speech, at first consisted of short sentences, then passing to long ones; 5. training to coherent text statements. The research demonstrates data analyses of postexperimental diagnostic examination of stuttering preschool children, proving the efficiency of the authorβs applied method. Scientific novelty. The research findings demonstrate a specific approach to correction and stutter abolition of preschool children. Proposed authorβs approach consists of complementary to each other directions of speech therapy work which are combines in the following way: coherent speech formation corresponding to age norms; the assistance in development of lexical and grammatical means of language; development of communicative skills. Practical significance. The identified methodological recommendations while correction-pedagogical process can be used for formation of communicative children readiness to school training and gaining experience of positive interaction with people around them. Timely measures aimed at speech acquisition of stuttering preschool children can warn possible deviations in mental development and prevent many difficulties due to their social adaptation. It is especially underlined that the guarantee of successful speech therapy work on stutter correction should be aimed at active interaction of experts with teachers of preschool educational institutions and parentsΠ¦Π΅Π»Ρ Π΄Π°Π½Π½ΠΎΠΉ ΡΡΠ°ΡΡΠΈ β ΡΠ°ΡΠΊΡΡΡΡ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΠ΅ Π»ΠΎΠ³ΠΎΠΏΠ΅Π΄ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠ°Π±ΠΎΡΡ ΠΏΠΎ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΏΠ»Π°Π²Π½ΠΎΠΉ ΡΠ΅ΡΠΈ Π΄Π΅ΡΠ΅ΠΉ, ΡΡΡΠ°Π΄Π°ΡΡΠΈΡ
Π·Π°ΠΈΠΊΠ°Π½ΠΈΠ΅ΠΌ.Β ΠΠ°ΠΈΠΊΠ°Π½ΠΈΠ΅ β ΡΡΠΎ ΡΠ»ΠΎΠΆΠ½ΠΎΠ΅ ΡΠ°ΡΡΡΡΠΎΠΉΡΡΠ²ΠΎ ΡΠ΅ΡΠ΅Π²ΠΎΠ³ΠΎ Π°ΠΏΠΏΠ°ΡΠ°ΡΠ°, ΠΏΡΠΈ ΠΊΠΎΡΠΎΡΠΎΠΌ Π½Π°ΡΡΡΠ°Π΅ΡΡΡ ΡΠ΅ΠΌΠΏΠΎ-ΡΠΈΡΠΌΠΈΡΠ΅ΡΠΊΠ°Ρ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΡ Π²ΡΡΠΊΠ°Π·ΡΠ²Π°Π½ΠΈΠΉ, ΡΡΠΎ ΠΏΡΠΈΠ²ΠΎΠ΄ΠΈΡ ΠΊ Π΄Π΅ΡΠ΅ΠΊΡΠ°ΠΌ ΠΈ ΡΠ±ΠΎΡΠΌ ΡΠΈΡΡΠ΅ΠΌΡ ΠΎΠ±ΡΠ΅Π½ΠΈΡ, ΠΎΡΡΠΈΡΠ°ΡΠ΅Π»ΡΠ½ΠΎ Π²Π»ΠΈΡΠ΅Ρ Π½Π° ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ Π»ΠΈΡΠ½ΠΎΡΡΠΈΒ ΡΠ΅Π±Π΅Π½ΠΊΠ°: ΠΏΠΎΡΠΎΠΆΠ΄Π°Π΅Ρ ΠΏΡΠΈΡ
ΠΈΡΠ΅ΡΠΊΠΈΠ΅ Π½Π°ΡΠ»ΠΎΠ΅Π½ΠΈΡ, ΡΠΏΠ΅ΡΠΈΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠΈΒ ΡΠΌΠΎΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎ-Π²ΠΎΠ»Π΅Π²ΠΎΠΉ ΡΡΠ΅ΡΡ ΠΈ ΠΎΠ±ΡΡΠ»ΠΎΠ²Π»ΠΈΠ²Π°Π΅Ρ ΠΏΠΎΡΠ²Π»Π΅Π½ΠΈΠ΅ Π½Π΅ΠΆΠ΅Π»Π°ΡΠ΅Π»ΡΠ½ΡΡ
ΠΊΠ°ΡΠ΅ΡΡΠ² Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠ° β Π·Π°ΡΡΠ΅Π½ΡΠΈΠ²ΠΎΡΡΠΈ, Π½Π΅ΡΠ΅ΡΠΈΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ, Π·Π°ΠΌΠΊΠ½ΡΡΠΎΡΡΠΈ, Π½Π΅Π³Π°ΡΠΈΠ²ΠΈΠ·ΠΌΠ°. ΠΠΎΡΡΠΎΠΌΡ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ° ΡΠ°Π½Π½Π΅ΠΉ ΠΊΠΎΡΡΠ΅ΠΊΡΠΈΠΈ Π·Π°ΠΈΠΊΠ°Π½ΠΈΡ Ρ Π΄Π΅ΡΠ΅ΠΉ ΠΌΠ»Π°Π΄ΡΠ΅Π³ΠΎ Π΄ΠΎΡΠΊΠΎΠ»ΡΠ½ΠΎΠ³ΠΎ Π²ΠΎΠ·ΡΠ°ΡΡΠ° ΡΠ²Π»ΡΠ΅ΡΡΡ ΠΊΡΠ°ΠΉΠ½Π΅ Π°ΠΊΡΡΠ°Π»ΡΠ½ΠΎΠΉ. ΠΠ΅ΡΠΎΠ΄ΠΈΠΊΠ° ΠΈ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΡ ΡΠ°Π±ΠΎΡΡ. Π‘ ΠΊΠ»ΠΈΠ½ΠΈΡΠ΅ΡΠΊΠΈΡ
, ΡΠΈΠ·ΠΈΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
,Β ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΈ ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΎ-ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΏΠΎΠ·ΠΈΡΠΈΠΉ Π΄Π°Π΅ΡΡΡ ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΎΠ΅Β ΠΎΠ±ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΈ ΠΎΠΏΠΈΡΡΠ²Π°Π΅ΡΡΡ ΡΠΊΡΠΏΠ΅ΡΠΈΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΠΎ-ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠ°Ρ Π°ΠΏΡΠΎΠ±Π°ΡΠΈΡ Π°Π²ΡΠΎΡΡΠΊΠΎΠΉ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΏΠ»Π°Π²Π½ΠΎΠ³ΠΎ Π³ΠΎΠ²ΠΎΡΠ΅Π½ΠΈΡ ΠΈ ΡΡΡΡΠ°Π½Π΅Π½ΠΈΡ Π·Π°ΠΈΠΊΠ°Π½ΠΈΡΒ Ρ Π΄ΠΎΡΠΊΠΎΠ»ΡΠ½ΠΈΠΊΠΎΠ². ΠΠΎΠΊΠ°Π·Π°Π½ ΠΏΠΎΡΡΠ°ΠΏΠ½ΡΠΉ ΠΏΡΠΎΡΠ΅ΡΡ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠ°Π²ΠΈΠ»ΡΠ½ΠΎΠΉ, ΡΠ²ΠΎΠ±ΠΎΠ΄Π½ΠΎΠΉ, Π±Π΅ΡΡΡΠ΄ΠΎΡΠΎΠΆΠ½ΠΎΠΉ ΡΠ΅ΡΠΈ: 1) Π²Π²Π΅Π΄Π΅Π½ΠΈΠ΅ ΡΠ΅ΠΆΠΈΠΌΠ° Π΅Π΅ ΠΎΠ³ΡΠ°Π½ΠΈΡΠ΅Π½ΠΈΡ Ρ ΡΠ΅Π»ΡΡ ΡΠΎΠΊΡΠ°ΡΠ΅Π½ΠΈΡ Π½Π΅Π²Π΅ΡΠ½ΠΎΠΉ Π²Π΅ΡΠ±Π°Π»ΡΠ½ΠΎΠΉ ΠΏΡΠΎΠ΄ΡΠΊΡΠΈΠΈ; 2) ΠΎΠ±ΡΡΠ΅Π½ΠΈΠ΅ Π½Π°Π²ΡΠΊΡ Π΄Π»ΠΈΡΠ΅Π»ΡΠ½ΡΡ
Β ΡΠΎΠ½Π°ΡΠΈΠΎΠ½Π½ΡΡ
ΠΈ ΡΠ΅ΡΠ΅Π²ΡΡ
Π²ΡΠ΄ΠΎΡ
ΠΎΠ²; 3) ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ ΠΊΠΎΠΎΡΠ΄ΠΈΠ½Π°ΡΠΈΠΈ ΠΈ ΡΠΈΡΠΌΠΈΠ·Π°ΡΠΈΠΈΒ Π΄Π²ΠΈΠΆΠ΅Π½ΠΈΠΉ, ΠΏΠΎΠΌΠΎΠ³Π°ΡΡΠΈΡ
ΠΏΡΠΎΠΈΠ·Π½Π΅ΡΠ΅Π½ΠΈΡ ΡΠ»ΠΎΠ² ΠΈ ΡΡΠ°Π·; 4) ΡΡΠ°Π½ΠΎΠ²Π»Π΅Π½ΠΈΠ΅ ΡΠΈΡΡΠ°ΡΠΈΠ²Π½ΠΎΠΉ ΡΠ΅ΡΠΈ Π½Π° ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Π΅ ΡΠ½Π°ΡΠ°Π»Π° ΠΊΠΎΡΠΎΡΠΊΠΈΡ
, Π° Π·Π°ΡΠ΅ΠΌ ΡΠ°Π·Π²Π΅ΡΠ½ΡΡΡΡ
ΠΏΡΠ΅Π΄Π»ΠΎΠΆΠ΅Π½ΠΈΠΉ;Β 5) ΠΎΠ±ΡΡΠ΅Π½ΠΈΠ΅ ΡΠ²ΡΠ·Π½ΡΠΌ ΡΠ΅ΠΊΡΡΠΎΠ²ΡΠΌ Π²ΡΡΠΊΠ°Π·ΡΠ²Π°Π½ΠΈΡΠΌ. ΠΡΠΈΠ²ΠΎΠ΄ΡΡΡΡ Π΄Π°Π½Π½ΡΠ΅ ΠΏΠΎΡΡΡΠΊΡΠΏΠ΅ΡΠΈΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ Π΄ΠΈΠ°Π³Π½ΠΎΡΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΎΠ±ΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π·Π°ΠΈΠΊΠ°ΡΡΠΈΡ
ΡΡ Π΄ΠΎΡΠΊΠΎΠ»ΡΠ½ΠΈΠΊΠΎΠ², ΠΏΠΎΠ΄ΡΠ²Π΅ΡΠΆΠ΄Π°ΡΡΠΈΠ΅ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΡ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠ°Π½Π½ΠΎΠΉ Π°Π²ΡΠΎΡΠΎΠΌ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠΈ. ΠΠ°ΡΡΠ½Π°Ρ Π½ΠΎΠ²ΠΈΠ·Π½Π° ΠΏΡΠ΅Π΄Π»Π°Π³Π°Π΅ΠΌΠΎΠ³ΠΎ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Π° ΠΊ ΠΊΠΎΡΡΠ΅ΠΊΡΠΈΠΈ ΠΈ ΡΡΡΡΠ°Π½Π΅Π½ΠΈΡ Π·Π°ΠΈΠΊΠ°Π½ΠΈΡ Ρ Π΄Π΅ΡΠ΅ΠΉ ΠΌΠ»Π°Π΄ΡΠ΅Π³ΠΎ Π²ΠΎΠ·ΡΠ°ΡΡΠ° Π·Π°ΠΊΠ»ΡΡΠ°Π΅ΡΡΡ Π² ΡΠΎΠΌ, ΡΡΠΎ Π² Π°Π²ΡΠΎΡΡΠΊΠΎΠΉ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΈ ΡΠΎΡΠ΅ΡΠ°ΡΡΡΡ Π²Π·Π°ΠΈΠΌΠΎΠ΄ΠΎΠΏΠΎΠ»Π½ΡΡΡΠΈΠ΅ Π΄ΡΡΠ³ Π΄ΡΡΠ³Π° Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ Π»ΠΎΠ³ΠΎΠΏΠ΅Π΄ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠ°Π±ΠΎΡΡ: ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΡΡΡΠ΅ΠΉ Π²ΠΎΠ·ΡΠ°ΡΡΠ½ΡΠΌ Π½ΠΎΡΠΌΠ°ΠΌ ΡΠ²ΡΠ·Π½ΠΎΠΉ ΡΠ΅ΡΠΈ; ΠΏΠΎΠΌΠΎΡΡ Π΄Π΅ΡΡΠΌ Π² ΠΎΡΠ²ΠΎΠ΅Π½ΠΈΠΈ Π»Π΅ΠΊΡΠΈΠΊΠΎ-Π³ΡΠ°ΠΌΠΌΠ°ΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΡΠ΅Π΄ΡΡΠ² ΡΠ·ΡΠΊΠ°; ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠ²Π½ΡΡ
Π½Π°Π²ΡΠΊΠΎΠ². ΠΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠ°Ρ Π·Π½Π°ΡΠΈΠΌΠΎΡΡΡ. ΠΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΠ΅ Π² ΠΊΠΎΡΡΠ΅ΠΊΡΠΈΠΎΠ½Π½ΠΎ-ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΌ ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΠΈΠ·Π»ΠΎΠΆΠ΅Π½Π½ΡΡ
Π² ΡΡΠ°ΡΡΠ΅ ΠΌΠ΅ΡΠΎΠ΄ΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠ΅ΠΊΠΎΠΌΠ΅Π½Π΄Π°ΡΠΈΠΉ Π±ΡΠ΄Π΅Ρ ΡΠΏΠΎΡΠΎΠ±ΡΡΠ²ΠΎΠ²Π°ΡΡ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠ²Π½ΠΎΠΉ Π³ΠΎΡΠΎΠ²Π½ΠΎΡΡΠΈ Π΄Π΅ΡΠ΅ΠΉ ΠΊ ΡΠΊΠΎΠ»ΡΠ½ΠΎΠΌΡ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ, ΠΏΡΠΈΠΎΠ±ΡΠ΅ΡΠ΅Π½ΠΈΡ ΠΈΠΌΠΈ ΠΎΠΏΡΡΠ° ΠΏΠΎΠ»ΠΎΠΆΠΈΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ Ρ ΠΎΠΊΡΡΠΆΠ°ΡΡΠΈΠΌΠΈ. Π‘Π²ΠΎΠ΅Π²ΡΠ΅ΠΌΠ΅Π½Π½ΡΠ΅ ΠΌΠ΅ΡΡ ΠΏΠΎ ΠΏΠΎΠ»Π½ΠΎΡΠ΅Π½Π½ΠΎΠΌΡ ΠΎΠ²Π»Π°Π΄Π΅Π½ΠΈΡ ΡΠ΅ΡΡΡ Π·Π°ΠΈΠΊΠ°ΡΡΠΈΠΌΠΈΡΡ Π΄Π΅ΡΡΠΌΠΈ ΠΏΠΎΠΌΠΎΠ³ΡΡ ΠΏΡΠ΅Π΄ΡΠΏΡΠ΅Π΄ΠΈΡΡ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΡΠ΅ ΠΎΡΠΊΠ»ΠΎΠ½Π΅Π½ΠΈΡ Π² ΠΈΡ
ΠΏΡΠΈΡ
ΠΈΡΠ΅ΡΠΊΠΎΠΌ ΡΠ°Π·Π²ΠΈΡΠΈΠΈ, ΠΈΠ·Π±Π΅ΠΆΠ°ΡΡ ΠΌΠ½ΠΎΠ³ΠΈΡ
ΡΡΡΠ΄Π½ΠΎΡΡΠ΅ΠΉ ΠΏΡΠΈ ΠΈΡ
ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠΉ Π°Π΄Π°ΠΏΡΠ°ΡΠΈΠΈ. ΠΡΠΎΠ±ΠΎ ΠΏΠΎΠ΄ΡΠ΅ΡΠΊΠΈΠ²Π°Π΅ΡΡΡ, ΡΡΠΎ Π·Π°Π»ΠΎΠ³ΠΎΠΌ ΡΡΠΏΠ΅ΡΠ½ΠΎΠΉ Π»ΠΎΠ³ΠΎΠΏΠ΅Π΄ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠ°Π±ΠΎΡΡ ΠΏΠΎ ΠΊΠΎΡΡΠ΅ΠΊΡΠΈΠΈ Π·Π°ΠΈΠΊΠ°Π½ΠΈΡ ΡΠ²Π»ΡΠ΅ΡΡΡ Π°ΠΊΡΠΈΠ²Π½ΠΎΠ΅ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΠ΅ ΡΠΏΠ΅ΡΠΈΠ°Π»ΠΈΡΡΠΎΠ² Ρ Π²ΠΎΡΠΏΠΈΡΠ°ΡΠ΅Π»ΡΠΌΠΈ Π΄ΠΎΡΠΊΠΎΠ»ΡΠ½ΡΡ
ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ
ΡΡΡΠ΅ΠΆΠ΄Π΅Π½ΠΈΠΉ ΠΈ ΡΠΎΠ΄ΠΈΡΠ΅Π»ΡΠΌ
Laws of nanosize molybdenum (VI) oxide layers optical properties change as a result of heat treatment
The spectrophotometric method determines two absorption and reflection spectral areas of nanosize MoO3 layers - short-wave ?330 nanometers. It is stated by spectrophotometric, gravimetric and microscopic methods that in atmospheric conditions MoO3 layers transformation degree (d=10...130 nm) grows at time (1...140 minutes) and heat treatment temperatures (Π’=373...600 Π) (at constant layer thickness) increasing as well as at reduction of layers thickness. The reduction of absorption maxima at ?=350 nm and increase at ?=870 nanometers at heat treatment of MoO3 layers is revealed. The colour centers formation model is offered. It includes the center formation - anionic vacancy with one seized electron ([(VΠ°) ++ Π΅]) during preparation of MoO3 layer, thermal electron transition from a valent zone on a level of the center, the second electron capture by the center ([(Π΅ VΠ°) ++ Π΅])
Thermal transformations of aluminium-aluminium oxide systems in nanosize layers
Aluminium film of more than 2 nm thick indicates, but less than 2 nm do not indicate characteristic absorption and reflection bands for aluminium in range ?=190...1100 nm. By spectrophotometric, gravimetric and microscopic methods it is stated that thickness, mass and absorption, reflection spectrum of aluminium films (d=2...200 nm) undergo considerable transformations as a result of heat treatment in an interval of temperatures 373...600 K during 1...140 min in atmospheric conditions. Kinetic curve of transformation degrees, change of thickness and weights of samples are shown to be satisfactorily described in the context of the logarithmic law. It is established that changes of absorption spectra, thickness and weights of aluminium films are connected with the formation of aluminium oxide on their surface
The Method of Rational Distribution of Academic Disciplines in the System of Higher Education
One of the tasks of the management of the educational institution is the development of measures aimed at improving the training of their graduates. The purpose of this article is to improve the system of planning the workload between disciplines at the university. To achieve this, an optimization model was built on the basis of system analysis and mathematical modeling. As a result, the introduction of this model in the management of the educational process will make it possible to distribute the load within the framework of one direction in such a way as to make it easier for students to master the educational material
Semantic Reconstruction of Vocabulary with a Speed Value Derived from Verbs of Object Movement
The article deals with the verbs of moving an object by the subject, developing the semantics of low and high speed of action. The research is mainly based on the vocabulary of Russian folk dialects, but the facts of the literary language are also involved. Several lexical groups are distinguished, within which βspeedβ meanings can develop, depending on the way of movement indicated by the verbs: without lifting off the ground; by the strength of your movement; by air; appropriation; giving away; putting into something. Within each group, the main models of the development of lexemes with the semantics of speed, determined by the features of the called action, the meaning of affixes and possible associative series are described. It is found that, although the movement of an object by a subject is a fairly extensive lexical group, a limited set of models are presented directly in the designation of speed, which are implemented using synonymous verbs (tyanutβ [pull], tashchitβ [drag] and volochitβ [crawl along]; brosatβ [throw], kidatβ [cast] etc; khvatatβ [grab] etc.). The correlations of the semantics of speed with other semantic fields that arise within the framework of this thematic group are described
On Semantic and Motivationsl Reconstruction of Russian Dialect Word LUTONYA
The question of the origin of Russian dialect word lutonya recorded by dialectal dictionaries in several meanings related to personal characteristics of the man: βslow man,β βscruffy man,β βliar,β βtall manβ is considered. The assumption of belonging of the lexeme to a derivational family of the root lut -, derivatives of which calling linden, linden bark and objects made of linden, is proved. It is noted that in the dialects the meanings of the word lutonya broadly correspond to the semantic models that are typical for synonymous lexemes, and therefore motivationally proved. However, the suffix - on - which can be found if lutonya is a derivative from the root lut -, is not found in βsubjectβ tokens. This observation suggests an effect on the form of the word of folk etymology rapprochement with diminution name Lukyan (variant lutonya is proposed by onomasts along with Lutokha , Lutosha and othres). The author points out that the name Lutonya belongs to the character of folk tales, while there is no direct correspondence between the qualities of the character and the given dialect meanings of the lexeme lutonya . It is suggested that, at the formal level, a well-known folk text may support the functioning of the lutonya appellative
Designations of Speed Derived from Verbs of Motion (Based on Vocabulary of Russian Folk Dialects)
The article refers to the Russian dialect items, naming the speed of an action or movement. The Russian North lexis is mainly covered. Motivational analysis of the words is made, revealing the models of nomination of speed through naming of ways of moving: walking, running, flying, jumping, etc. Classification of main semantic types of verbs, which motivate linguistic units with the meaning of speed or sluggishness, is proposed. Word-forming structure of the derivatives, based on the most productive models, is described. Special attention is paid to the words with unclear internal form. During the analysis, the author concludes that the vocabulary of linear motion is highly productive in the nomination of speed. Frequent are the models of naming velocity though the capacity to move ( hodko βin a fast mannerβ, brodkiy βbrisk, capable to walk a lot and fastβ, etc.); stem reduplication in order to highlight the semantics of intensity ( begom begatβ βto do something fast and promptlyβ, letkom sletatβ βto walk fastβ etc.); extension of the meaning of verbs of movement and their derivatives, in other words, the use of the corresponding words to describe speed of any activity ( Ya segodnya nabegom propolola )
Evidence for the production of Ar metastable negative molecular ions in two-phase argon detectors for dark matter searches
The recent studies of electroluminescence (EL) properties in two-phase argon
detectors for dark matter searches have revealed the presence of unusual
delayed pulses in the EL signal in the form of two slow components with time
constants of about 5 and 50 s. These components were shown to be present
in the charge signal itself, which clearly indicates that drifting electrons
are temporarily trapped on two states of metastable negative argon ions which
have never been observed before. In this work, using the pressure dependence of
the ratio of slow component contributions measured in experiment, it is shown
that these states are those of two types of metastable negative molecular ions,
and $\mathrm{Ar}_2^{*-}(a \
^4\Sigma_g^+)$ for the higher and lower energy level respectively.Comment: 4 pages, 2 figure
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