1,258 research outputs found
Development of French language listening skills in students of humanitarian specialties
Review of the teaching textbook "Teaching foreign language listening: an auditive workshop in the French language", authors E. M. Kolesova and N. N. Sergeeva.Π Π΅ΡΠ΅Π½Π·ΠΈΡ Π½Π° ΡΡΠ΅Π±Π½ΠΎ-ΠΌΠ΅ΡΠΎΠ΄ΠΈΡΠ΅ΡΠΊΠΎΠ΅ ΠΏΠΎΡΠΎΠ±ΠΈΠ΅ Β«ΠΠ±ΡΡΠ΅Π½ΠΈΠ΅ ΠΈΠ½ΠΎΡΠ·ΡΡΠ½ΠΎΠΌΡ Π°ΡΠ΄ΠΈΡΠΎΠ²Π°Π½ΠΈΡ: Π°ΡΠ΄ΠΈΡΠΈΠ²Π½ΡΠΉ ΠΏΡΠ°ΠΊΡΠΈΠΊΡΠΌ ΠΏΠΎ ΡΡΠ°Π½ΡΡΠ·ΡΠΊΠΎΠΌΡ ΡΠ·ΡΠΊΡΒ», Π°Π²ΡΠΎΡΡ Π. Π. ΠΠΎΠ»Π΅ΡΠΎΠ²Π° ΠΈ Π. Π. Π‘Π΅ΡΠ³Π΅Π΅Π²Π°
A flaring X-ray pulsar in Dorado
A study of unusual gamma-ray bursts detected on March 5 and March 6, 1979 in the KONUS experiment on the Venera 11 and Venera 12 spacecraft shows their source to be flaring X-ray pulsar in Dorado
Preliminary results of a gamma-ray burst study in the Konus experiment on the Venera-11 and Venera-12 space probes
Twenty-one gamma-ray bursts and 68 solar flares in the hard X-ray range were detected on Venera-11 and Venera-12 space probes during the initial 50-day observation period. Major characteristics of the equipment used and preliminary data on the temporal structure and energy spectra of the gamma-ray bursts are considered. The pattern of gamma-ray burst frequency distribution vs. intensity, N(S), is established
Konus-Wind and Helicon-Coronas-F Observations of Solar Flares
Results of solar flare observations obtained in the Konus-Wind experiment
from November, 1994 to December, 2013 and in the Helicon Coronas-F experiment
during its operation from 2001 to 2005, are presented. For the periods
indicated Konus-Wind detected in the trigger mode 834 solar flares, and
Helicon-Coronas-F detected more than 300 solar flares.
A description of the instruments and data processing techniques are given. As
an example, the analysis of the spectral evolution of the flares
SOL2012-11-08T02:19 (M 1.7) and SOL2002-03-10T01:34 (C5.1) is made with the
Konus-Wind data and the flare SOL2003-10-26T06:11 (X1.2) is analyzed in the
2.223 MeV deuterium line with the Helicon-Coronas-F data.Comment: Published version. A list of the Konus-Wind solar flare triggers and
figures of their time profiles are available at
http://www.ioffe.ru/LEA/Solar
ΠΠΈΠ°Π³Π½ΠΎΡΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΎΡΠΈΠ±ΠΊΠΈ ΠΏΡΠΈ Π±ΡΠΎΠ½Ρ ΠΈΠ°Π»ΡΠ½ΠΎΠΉ Π°ΡΡΠΌΠ΅ Ρ Π΄Π΅ΡΠ΅ΠΉ
When diagnosing childhood bronchial asthma misdiagnosis is quite often. According to data o f a consultative department mistakes in bronchial asthma detection are encountered in 62% of patients. Seven to eight hundred bronchial asthmatic children from various regions have been annually treated at the pulmonology clinic of our institute. All the patients had been observed at their residences before they were admitted to the clinic, but diagnostic mistakes were revealed in 5 to 7% of them after the examinationin the clinic.Two hundred and eight childrenβs case reports were analyzed which had the diagnosis changed in the clinic. Underestimation of bronchial asthma was in 173 patients and overestimation was in 35 ones. Only 15.9% of the children had bronchial asthma diagnosed within the initial 6 months of the disease, 18.8% of cases were diagnosed after 2 years and the others were done over 5 or 10 years or later. The children were admitted to the clinic with misdiagnoses of asthmatic or chronic bronchitis, or various chronic non-specific lung diseases (or chronic pneumonia), or such quite rare diseases as cystic fibrosis, William s-Campbell syndrome, m icrolytiasis.Overestimation of bronchial asthma was also encountered in paediatric practice., Different diseases characterized by bronchial obstruction were taken for bronchial asthma. These were larynx, trachea and bronchi disorders, partly bronchial papilloma, tum ours (carcinoid), neurogenous or psychogenous dyspnoe including schizophrenia.To improve bronchial asthma detection in children a computed expert system was created which was shown to be effective in more than 87% of the cases according to the studies perform ed.ΠΡΠΈ Π΄ΠΈΠ°Π³Π½ΠΎΡΡΠΈΠΊΠ΅ Π±ΡΠΎΠ½Ρ
ΠΈΠ°Π»ΡΠ½ΠΎΠΉ Π°ΡΡΠΌΡ Ρ Π΄Π΅ΡΠ΅ΠΉ Π½Π΅ΡΠ΅Π΄ΠΊΠΎ ΠΎΡΠΌΠ΅ΡΠ°Π΅ΡΡΡ ΡΠ°ΡΡ
ΠΎΠΆΠ΄Π΅Π½ΠΈΠ΅ Π΄ΠΈΠ°Π³Π½ΠΎΠ·ΠΎΠ². ΠΠΎ Π΄Π°Π½Π½ΡΠΌ ΠΊΠΎΠ½ΡΡΠ»ΡΡΠ°ΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΎΡΠ΄Π΅Π»Π΅Π½ΠΈΡ ΠΎΡΠΈΠ±ΠΊΠΈ Π² Π΄ΠΈΠ°Π³Π½ΠΎΡΡΠΈΠΊΠ΅ Π±ΡΠΎΠ½Ρ
ΠΈΠ°Π»ΡΠ½ΠΎΠΉ Π°ΡΡΠΌΡ Π²ΡΡΡΠ΅ΡΠ°ΡΡΡΡ Ρ 62% Π±ΠΎΠ»ΡΠ½ΡΡ
. Π ΠΊΠ»ΠΈΠ½ΠΈΠΊΠ΅ ΠΏΡΠ»ΡΠΌΠΎΠ½ΠΎΠ»ΠΎΠ³ΠΈΠΈ ΠΈΠ½ΡΡΠΈΡΡΡΠ° Π΅ΠΆΠ΅Π³ΠΎΠ΄Π½ΠΎ Π»Π΅ΡΠ°ΡΡΡ 7 0 0 -8 0 0 Π΄Π΅ΡΠ΅ΠΉ, ΡΡΡΠ°Π΄Π°ΡΡΠΈΡ
Π±ΡΠΎΠ½Ρ
ΠΈΠ°Π»ΡΠ½ΠΎΠΉ Π°ΡΡΠΌΠΎΠΉ, ΠΈΠ· ΡΠ°Π·Π»ΠΈΡΠ½ΡΡ
ΡΠ΅Π³ΠΈΠΎΠ½ΠΎΠ² ΡΡΡΠ°Π½Ρ. ΠΡΠ΅ ΠΏΠ°ΡΠΈΠ΅Π½ΡΡ Π΄ΠΎ ΠΏΠΎΡΡΡΠΏΠ»Π΅Π½ΠΈΡ Π² ΠΊΠ»ΠΈΠ½ΠΈΠΊΡ Π½Π°Π±Π»ΡΠ΄Π°Π»ΠΈΡΡ ΠΏΠΎ ΠΌΠ΅ΡΡΡ ΠΆΠΈΡΠ΅Π»ΡΡΡΠ²Π°, ΠΎΠ΄Π½Π°ΠΊΠΎ ΠΎΡΠΈΠ±ΠΊΠΈ ΠΏΡΠΈ Π΄ΠΈΠ°Π³Π½ΠΎΡΡΠΈΠΊΠ΅ Π±ΡΠΎΠ½Ρ
ΠΈΠ°Π»ΡΠ½ΠΎΠΉ Π°ΡΡΠΌΡ ΠΏΠΎΡΠ»Π΅ ΠΎΠ±ΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π² ΠΊΠ»ΠΈΠ½ΠΈΠΊΠ΅ Π²ΡΡΠ²Π»ΡΡΡΡΡ Ρ 5 -7 % Π±ΠΎΠ»ΡΠ½ΡΡ
.ΠΡΠ»ΠΈ ΠΏΡΠΎΠ°Π½Π°Π»ΠΈΠ·ΠΈΡΠΎΠ²Π°Π½Ρ ΠΈΡΡΠΎΡΠΈΠΈ Π±ΠΎΠ»Π΅Π·Π½ΠΈ 208 Π΄Π΅ΡΠ΅ΠΉ, Π΄ΠΈΠ°Π³Π½ΠΎΠ· Ρ ΠΊΠΎΡΠΎΡΡΡ
Π² ΠΊΠ»ΠΈΠ½ΠΈΠΊΠ΅ Π±ΡΠ» ΠΈΠ·ΠΌΠ΅Π½Π΅Π½. ΠΡΠΈ ΡΡΠΎΠΌ Ρ 173 Π±ΠΎΠ»ΡΠ½ΡΡ
ΠΈΠΌΠ΅Π»Π° ΠΌΠ΅ΡΡΠΎ Π³ΠΈΠΏΠΎΠ΄ΠΈΠ°Π³Π½ΠΎΡΡΠΈΠΊΠ° Π±ΡΠΎΠ½Ρ
ΠΈΠ°Π»ΡΠ½ΠΎΠΉ Π°ΡΡΠΌΡ ΠΈ Ρ 35 β Π³ΠΈΠΏΠ΅ΡΠ΄ΠΈΠ°Π³Π½ΠΎΡΡΠΈΠΊΠ°. ΠΡΠ»ΠΎ Π²ΡΡΠ²Π»Π΅Π½ΠΎ, ΡΡΠΎ Π»ΠΈΡΡ Ρ 15,9% Π΄Π΅ΡΠ΅ΠΉ Π΄ΠΈΠ°Π³Π½ΠΎΠ· Π±ΡΠΎΠ½Ρ
ΠΈΠ°Π»ΡΠ½ΠΎΠΉ Π°ΡΡΠΌΡ Π±ΡΠ» ΡΡΡΠ°Π½ΠΎΠ²Π»Π΅Π½ Π² ΠΏΠ΅ΡΠ²ΡΠ΅ 6 ΠΌΠ΅Ρ Π±ΠΎΠ»Π΅Π·Π½ΠΈ, Ρ 18,8% Π±ΠΎΠ»ΡΠ½ΡΡ
β ΡΠΏΡΡΡΡ 2 Π³ΠΎΠ΄Π°, Π° Ρ ΠΎΡΡΠ°Π»ΡΠ½ΡΡ
ΡΠΏΡΡΡΡ 5, 10 Π»Π΅Ρ ΠΈ Π±ΠΎΠ»Π΅Π΅. ΠΠ΅ΡΠΈ ΠΏΠΎΡΡΡΠΏΠ°Π»ΠΈ Π² ΠΊΠ»ΠΈΠ½ΠΈΠΊΡ Ρ ΠΎΡΠΈΠ±ΠΎΡΠ½ΡΠΌΠΈ Π΄ΠΈΠ°Π³Π½ΠΎΠ·Π°ΠΌ ΠΈ Π°ΡΡΠΌΠ°ΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π»ΠΈΠ±ΠΎ Ρ
ΡΠΎΠ½ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π±ΡΠΎΠ½Ρ
ΠΈΡΠ°, ΡΠ°Π·Π»ΠΈΡΠ½ΡΡ
Ρ
ΡΠΎΠ½ΠΈΡΠ΅ΡΠΊΠΈΡ
Π½Π΅ΡΠΏΠ΅ΡΠΈΡΠΈΡΠ΅ΡΠΊΠΈΡ
Π·Π°Π±ΠΎΠ»Π΅Π²Π°Π½ΠΈΠΉ Π»Π΅Π³ΠΊΠΈΡ
(Ρ
ΡΠΎΠ½ΠΈΡΠ΅ΡΠΊΠ°Ρ ΠΏΠ½Π΅Π²ΠΌΠΎΠ½ΠΈΡ) ΠΈ ΡΠ°ΠΊΠΈΡ
Π΄ΠΎΡΡΠ°ΡΠΎΡΠ½ΠΎ ΡΠ΅Π΄ΠΊΠΈΡ
Π·Π°Π±ΠΎΠ»Π΅Π²Π°Π½ΠΈΠΉ, ΠΊΠ°ΠΊ ΠΌΡΠΊΠΎΠ²ΠΈΡΡΠΈΠ΄ΠΎΠ·, ΡΠΈΠ½Π΄ΡΠΎΠΌ ΠΠΈΠ»ΡΡΠΌΡΠ°-ΠΠ΅ΠΌΠΏΠ±Π΅Π»Π»Π°, ΠΌΠΈΠΊΡΠΎΠ»ΠΈΡΠΈΠ°Π·.Π ΠΏΠ΅Π΄ΠΈΠ°ΡΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΏΡΠ°ΠΊΡΠΈΠΊΠ΅ Π²ΡΡΡΠ΅ΡΠ°Π΅ΡΡΡ ΠΈ Π³ΠΈΠΏΠ΅ΡΠ΄ΠΈΠ°Π³Π½ΠΎΡΡΠΈΠΊΠ° Π±ΡΠΎΠ½Ρ
ΠΈΠ°Π»ΡΠ½ΠΎΠΉ Π°ΡΡΠΌΡ. ΠΠΎΠ΄ Π²ΠΈΠ΄ΠΎΠΌ Π±ΡΠΎΠ½Ρ
ΠΈΠ°Π»ΡΠ½ΠΎΠΉ Π°ΡΡΠΌΡ ΡΠΊΡΡΠ²Π°Π»ΠΈΡΡ Π΄ΡΡΠ³ΠΈΠ΅ Π·Π°Π±ΠΎΠ»Π΅Π²Π°Π½ΠΈΡ, ΠΊΠΎΡΠΎΡΡΠΌ ΡΠ²ΠΎΠΉΡΡΠ²Π΅Π½ ΡΠΈΠ½Π΄ΡΠΎΠΌ Π±ΡΠΎΠ½Ρ
ΠΈΠ°Π»ΡΠ½ΠΎΠΉ ΠΎΠ±ΡΡΡΡΠΊΡΠΈΠΈ. ΠΡΠΎ ΠΏΠΎΡΠ°ΠΆΠ΅Π½ΠΈΡ Π³ΠΎΡΡΠ°Π½ΠΈ ΠΈ ΡΡΠ°Ρ
Π΅ΠΎΠ±ΡΠΎΠ½Ρ
ΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ Π΄Π΅ΡΠ΅Π²Π°, Π² ΡΠ°ΡΡΠ½ΠΎΡΡΠΈ ΠΏΠ°ΠΏΠΈΠ»Π»ΠΎΠΌΠ° Π±ΡΠΎΠ½Ρ
Π°, ΠΎΠΏΡΡ
ΠΎΠ»ΠΈ (ΠΊΠ°ΡΡΠΈΠ½ΠΎΠΈΠ΄), ΠΎΠ΄ΡΡΠΊΠ° Π½Π΅ΠΉΡΠΎΠ³Π΅Π½Π½ΠΎΠ³ΠΎ ΠΈ ΠΏΡΠΈΡ
ΠΎΠ³Π΅Π½Π½ΠΎΠ³ΠΎ Π³Π΅Π½Π΅Π·Π°, Π² ΡΠΎΠΌ ΡΠΈΡΠ»Π΅ ΡΠΈΠ·ΠΎΡΡΠ΅Π½ΠΈΡ.ΠΠ»Ρ ΡΠ»ΡΡΡΠ΅Π½ΠΈΡ Π΄ΠΈΠ°Π³Π½ΠΎΡΡΠΈΠΊΠΈ Π±ΡΠΎΠ½Ρ
ΠΈΠ°Π»ΡΠ½ΠΎΠΉ Π°ΡΡΠΌΡ Ρ Π΄Π΅ΡΠ΅ΠΉ Π±ΡΠ»Π° ΡΠΎΠ·Π΄Π°Π½Π° ΠΊΠΎΠΌΠΏΡΡΡΠ΅ΡΠ½Π°Ρ ΡΠΊΡΠΏΠ΅ΡΡΠ½Π°Ρ ΡΠΈΡΡΠ΅ΠΌΠ°, ΠΊΠΎΡΠΎΡΠ°Ρ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½Π°, ΠΊΠ°ΠΊ ΠΏΠΎΠΊΠ°Π·Π°Π»ΠΈ ΠΏΡΠΎΠ²Π΅Π΄Π΅Π½Π½ΡΠ΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ, Π±ΠΎΠ»Π΅Π΅ ΡΠ΅ΠΌ Π² 87% ΡΠ»ΡΡΠ°Π΅Π²
Psychological and pedagogical support for the social workers professional development
The effectiveness of psychological andpedagogical support is determined by the following factors: self-determination and voluntary participation; activating education results; taking into account and developing social workersβ educational needs; the use of the dichotomic and humanistic approaches; social workersβ selfdetermination; interactive mode of cooperation, democratic style of communicatio
Algorithmic approach based on logical qualifiers of subcontractors during creation of large machine-building complexes
The currently stepped price competition stage, in other words, the quality of competition is defined by whether the quality of engineering products depends both on the assembly and on those parts of the product, which is going. The suggested information-analytical tender system, including remote maintenance, connects with the help of web technologies the enterprise financial structure of the workstations operators and authorized persons of contractors located in different geographical areas of the world to form an effective infrastructure for the production, including the incorporation of Russian and foreign small and medium-sized businesses in the technological chain of transnational corporations
Training as Optimal Form of Work with Parents of Primary School Pupils when Forming Inclusive Educational Space
The research urgency is caused by necessity to resolve the contradictions between the active introduction in educational institutions of practices of inclusive education and a lack of willingness of parents to collaborative learning and integrating the interaction of all children. The article focuses on the search for optimal forms of work with parents of pupils - normal typical children and children with disabilities - at the first stage of general secondary education (primary school). Attention is paid to the role of training as a method of forming the competence of parents in inclusive education and their readiness to the training of the child in terms of educational inclusion. The results of experimental activities (2015-2017) are presented, the aim of which was to identify the effectiveness of training in working with parents of students of primary school in the formation of inclusive educational space. It is shown that using training in working with parents is congruent with their socio-andragogical characteristics and effective from the point of view of the formation of their competence in the field of inclusive education, acceptance of its conditions, characterized by heterogeneity and polysubjectiveness
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