The possible reasons of external X-ray radiation of LENR installations

Abstract only.In numerous experimental LENR-related works were presented the results of investigation of hard electromagnetic radiation emitted from working chamber when palladium or nickel samples were exposed to deuterium and hydrogen. Such effects were observed regularly during electrolysis, gas discharge, thermocycling etc. Intensity of this radiation was uncorrelated with heat generation and isotope changes into working chamber. Moreover, this radiation was frequently registered in absolutely abnormal systems - e.g. behind the "black" screen (wall) which thickness much surpasses absorption mean free path of radiation. These abnormal results are similar to the results of investigation of external X-Ray radiation generated on outer surface of closed chamber at cavitation of liquid. In these works the radiation processes have been associated with a liquid (machine oil or water) jet moving through the narrow channel. It has been found during detailed investigation that the outer surface of the working chamber are sources of intense X radiation, generation of which is related to cavitation processes in the liquid jet bulk and subsequent excitation of internal shock waves. Interaction of these shock waves with external surface atoms of water jet, metal tube or thick screen leads to external X-Ray generation. The frequency (energy) of X-radiation depends on the types of atoms on a radiating surface (for a jet, it is water; for a channel, the metal atoms on the surface (e.g. Fe, Cu, Pb, etc) and increases with the increase of atoms charge

Different Approaches to the Development of Online Learning in Higher Education

The relevance of the study is substantiated by the intensive transition of the educational process to the digital environment. In this context, methods and principles of teaching, which are necessary to meet the society needs in modern education, are changing and developing. The authors reveal the issue of the global economy transformation, focusing on digital environments (digitalization). It is highlighted that digitalization contributes to the increasing demand for personnel and the necessity to improve the education system. The analysis of the theoretical features of online education is conducted, methods of its organization are identified, and modern requirements for teaching in higher education are determined. The key concepts that are the basis for the study are clarified. Approaches to the classification of online course formats and their other essential features are generalized. The authors introduce the classification of online learning in terms of time (synchronous, asynchronous) and the classification according to the degree of the educational process integration with online technologies. Additionally, the character of participants’ interaction (web support, blended learning, and fully online learning) is generalized. A review of online courses models by the format of participants’ interaction is carried out (model of online repository courses, xMOOC, cMOOC, hMOOC, ahMOOC, SPOC). The processes of online learning implementation, including e-learning and distance learning technologies in higher education have been revealed. The experience of the development of the first online courses at M. K. Ammosov North-Eastern Federal University is described. As a part of the study, the main approaches to the development of online learning in higher education are identified. The authors of the study focus on the work of the advanced training courses for the academic staff as the opportunity for professional competencies development in the context of online education

Different Approaches to the Development of Online Learning in Higher Education

The relevance of the study is substantiated by the intensive transition of the educational process to the digital environment. In this context, methods and principles of teaching, which are necessary to meet the society needs in modern education, are changing and developing. The authors reveal the issue of the global economy transformation, focusing on digital environments (digitalization). It is highlighted that digitalization contributes to the increasing demand for personnel and the necessity to improve the education system. The analysis of the theoretical features of online education is conducted, methods of its organization are identified, and modern requirements for teaching in higher education are determined. The key concepts that are the basis for the study are clarified. Approaches to the classification of online course formats and their other essential features are generalized. The authors introduce the classification of online learning in terms of time (synchronous, asynchronous) and the classification according to the degree of the educational process integration with online technologies. Additionally, the character of participants’ interaction (web support, blended learning, and fully online learning) is generalized. A review of online courses models by the format of participants’ interaction is carried out (model of online repository courses, xMOOC, cMOOC, hMOOC, ahMOOC, SPOC). The processes of online learning implementation, including e-learning and distance learning technologies in higher education have been revealed. The experience of the development of the first online courses at M. K. Ammosov North-Eastern Federal University is described. As a part of the study, the main approaches to the development of online learning in higher education are identified. The authors of the study focus on the work of the advanced training courses for the academic staff as the opportunity for professional competencies development in the context of online education

Different Approaches to the Development of Online Learning in Higher Education

The relevance of the study is substantiated by the intensive transition of the educational process to the digital environment. In this context, methods and principles of teaching, which are necessary to meet the society needs in modern education, are changing and developing. The authors reveal the issue of the global economy transformation, focusing on digital environments (digitalization). It is highlighted that digitalization contributes to the increasing demand for personnel and the necessity to improve the education system. The analysis of the theoretical features of online education is conducted, methods of its organization are identified, and modern requirements for teaching in higher education are determined. The key concepts that are the basis for the study are clarified. Approaches to the classification of online course formats and their other essential features are generalized. The authors introduce the classification of online learning in terms of time (synchronous, asynchronous) and the classification according to the degree of the educational process integration with online technologies. Additionally, the character of participants’ interaction (web support, blended learning, and fully online learning) is generalized. A review of online courses models by the format of participants’ interaction is carried out (model of online repository courses, xMOOC, cMOOC, hMOOC, ahMOOC, SPOC). The processes of online learning implementation, including e-learning and distance learning technologies in higher education have been revealed. The experience of the development of the first online courses at M. K. Ammosov North-Eastern Federal University is described. As a part of the study, the main approaches to the development of online learning in higher education are identified. The authors of the study focus on the work of the advanced training courses for the academic staff as the opportunity for professional competencies development in the context of online education

Composition and Structure Influence on Properties of Elastomeric Composites with Silicon Dioxide Fillers

The problem of finding effective polymer elastomer fillers now is actual task. This chapter presents experimental studies of composites based on industrial synthetic butadiene-styrene rubber with amorphous silicon dioxide filler particles, obtained from rice husk ash processing products. The new methodology was developed for producing highly dispersed fillers powders with micro- and nano-sizes using a planetary ball mill. The synthesized composites surface structure was investigated using scanning electron and atomic force microscopy. The composites elastic-strength properties were studied by tensile testing machine. The significant influence of the surface functionality and the carbon/silicon dioxide ratio in fillers on the elastomeric composites mechanical properties is shown. It is concluded that these new classes of reinforcing fillers can be recommended for practical use

Transmutation in biological & chemical systems

This panel will address underlying transmutation processes observed in nature, approaches to modeling, simulation, and applications of these observations that may lead to a greater understanding of mechanisms in LENR/AHE. The attached file contains slides from a presentation made by V. I. Vysotskii during the panel discussion

Different Approaches to the Development of Online Learning in Higher Education

The relevance of the study is substantiated by the intensive transition of the educational process to the digital environment. In this context, methods and principles of teaching, which are necessary to meet the society needs in modern education, are changing and developing. The authors reveal the issue of the global economy transformation, focusing on digital environments (digitalization). It is highlighted that digitalization contributes to the increasing demand for personnel and the necessity to improve the education system. The analysis of the theoretical features of online education is conducted, methods of its organization are identified, and modern requirements for teaching in higher education are determined. The key concepts that are the basis for the study are clarified. Approaches to the classification of online course formats and their other essential features are generalized. The authors introduce the classification of online learning in terms of time (synchronous, asynchronous) and the classification according to the degree of the educational process integration with online technologies. Additionally, the character of participants’ interaction (web support, blended learning, and fully online learning) is generalized. A review of online courses models by the format of participants’ interaction is carried out (model of online repository courses, xMOOC, cMOOC, hMOOC, ahMOOC, SPOC). The processes of online learning implementation, including e-learning and distance learning technologies in higher education have been revealed. The experience of the development of the first online courses at M. K. Ammosov North-Eastern Federal University is described. As a part of the study, the main approaches to the development of online learning in higher education are identified. The authors of the study focus on the work of the advanced training courses for the academic staff as the opportunity for professional competencies development in the context of online education.La relevancia del estudio se fundamenta en la transición intensiva del proceso educativo al entorno digital. En este contexto, los métodos y principios de enseñanza, que son necesarios para satisfacer las necesidades de la sociedad en la educación moderna, están cambiando y desarrollándose. Los autores revelan el tema de la transformación de la economía global, centrándose en entornos digitales (digitalización). Se destaca que la digitalización contribuye a la creciente demanda de personal y la necesidad de mejorar el sistema educativo. Se realiza el análisis de las características teóricas de la educación en línea, se identifican los métodos de su organización y se determinan los requisitos modernos para la enseñanza en la educación superior. Se aclaran los conceptos clave que son la base del estudio. Los enfoques para la clasificación de los formatos de cursos en línea y sus otras características esenciales se generalizan. Los autores introducen la clasificación del aprendizaje en línea en términos de tiempo (síncrono, asíncrono) y la clasificación según el grado de integración del proceso educativo con las tecnologías en línea. Además, el carácter de la interacción de los participantes (soporte web, aprendizaje combinado y aprendizaje totalmente en línea) se generaliza. Se realiza una revisión de los modelos de cursos en línea por el formato de interacción de los participantes (modelo de cursos de repositorio en línea, xMOOC, cMOOC, hMOOC, ahMOOC, SPOC). Se han revelado los procesos de implementación del aprendizaje en línea, incluidas las tecnologías de aprendizaje electrónico y aprendizaje a distancia en la educación superior. Se describe la experiencia del desarrollo de los primeros cursos en línea en Universidad Federal del Nordeste M. K. Ammosov. Como parte del estudio, se identifican los principales enfoques para el desarrollo del aprendizaje en línea en la educación superior. Los autores del estudio se centran en el trabajo de los cursos de capacitación avanzada para el personal académico como la oportunidad para el desarrollo de competencias profesionales en el contexto de la educación en líne