Дослідження проблеми здимання гірських порід із застосуванням апарату теорії стійкості механічних систем: постановка задачі

Описаны возможные направления развития исследований явлений, сопровождающихся большими пластическими деформациями (исследование геодинамических явлений, явлений потери устойчивости почвы выработки (пучения) и т.п.).Possible directions of development of researches of the effects, attended with large plastic strains are described (research of the geodynamics effects, effects of losses of roadway floor sustainability (rock heaving) etc.)

The Role of Prosodic Sensitivity in Children's Reading Development

While the critical importance of phonological awareness (segmental phonology) to reading ability is well established, the potential role of prosody (suprasegmental phonology) in reading development has only recently been explored. This study examined the relationship between children’s prosodic skills and reading ability. Hierarchical multiple regression analyses examined the unique contribution of word-level and phrase-level prosodic skills to the prediction of three concurrent measures of reading ability in 81 fourth-grade children (mean age 9;3 years). After controlling for phonological awareness and general rhythmic sensitivity, children’s prosodic skills predicted unique variation in word-reading accuracy and in reading comprehension. Phrase-level prosodic skills, assessed by means of an reiterative speech task, predicted unique variance in reading comprehension, after controlling for word reading accuracy, phonological awareness, and general rhythmic sensitivity. These results add to the growing body of evidence of the importance of prosodic skills in reading development

The Child Behavior Checklist Dysregulation Profile in Preschool Children: A Broad Dysregulation Syndrome

Objective Children with concurrent impairments in regulating affect, behavior, and cognition can be identified with the Anxious/Depressed, Aggressive Behavior, and Attention Problems scales (or AAA scales) of the Child Behavior Checklist (CBCL). Jointly, these scales form the Dysregulation Profile (DP). Despite persuasive evidence that DP is a marker for severe developmental problems, no consensus exists on the preferred conceptualization and operationalization of DP in preschool years. We addressed this concern by testing and validating the factor structure of DP in a group of predominantly clinically referred preschool children. Method Participants were 247 children (195 boys and 52 girls), aged 3.5 to 5.5 years. Children were assessed at baseline and 18 months later, using parent and teacher reports, a clinical interview with parents, behavioral observations, and neuropsychological tasks. Results Confirmatory factor analysis showed that a bifactor model, with a general DP factor and 3 specific factors representing the AAA scales, fitted the data better than a second-order model and a one-factor model for both parent-reported and teacher-reported child problem behavior. Criterion validity analyses showed that the DP factor was concurrently and longitudinally associated with markers of dysregulation and clinically relevant criteria, whereas the specific factors representing the AAA scales were more differentially related to those criteria. Conclusion DP is best conceptualized as a broad syndrome of dysregulation that exists in addition to the specific syndromes as represented by the AAA scales. Implications for researchers and clinicians are discussed