Scientific status of didactics

The research is aimed at scientific justification of didactics referred to the social and humanitarian field of knowledge. The author deals with the scientific character criteria (verity, inter-subjectivity, systemacity and validity) taking into account different scientific rationality types (classical and nonclassical) and identifying post-modernism influence on didactics. Objectives and results of research. Attempts are made to systematize the didactic knowledge and identify its components and structure. Didactic concepts are classified in accordance with its objects: teaching process by the whole, its individual components or educative process aspects that enable to form definite teaching views, studying it from the specific positions. The author singles out holistic-didactic, component and aspect concepts; and specifies the concept of didactic systems and models with its hierarchy. The author highlights the didactic knowledge increment. Apart from traditional empirical theoretical researches, the author’s attention is drawn to the academic pursuit such as a scientific project based on the didactic object specificity of the teaching process which is fully human controlled and realized and doesn’texist without human being. It is shown that basic theoretical ideas of scientific projects are itemized, concretized and enlarged during co-current educative practice, i.e. an adhesion of theory and practice occurs.It is stressed that there are two special directions of didactic development multidimensionality: 1. extension of its semantic field in the context of modern socio-cultural conditions; 2. increase of scientific status related to a conceptual framework improvement, empirically accumulated information arrangement, new hypotheses, theories and concepts’ development. Scientific novelty. The research findings demonstrate well-reasoned statement of the didactics’ scientific status, its particular components and structure from a methodology perspective. Practical importance. The research results show that the revision, structuring and arrangement of didactic knowledge can be used for further researches that will fill up the deficit of knowledge of modern educative process organizationЦель публикации – обоснование научного статуса дидактики, которая относится к социально-гуманитарной отрасли знания. Применительно к дидактике рассматриваются критерии научности (истинность, интерсубъективность, системность и обоснованность), при этом учитываются различные типы научной рациональности (классический и неклассический) и констатируется влияние постмодернизма на дидактику. Задачи и результаты исследования. Автором предпринята попытка систематизировать дидактические знания, выявить их состав и структуру. Дидактические концепции классифицируются в соответствии с их объектами: процессом обучения в целом, его отдельными компонентами или же аспектами процесса обучения, позволяющими сформировать определенные взгляды на обучение и изучить его с конкретных позиций. Разграничиваются целостно-дидактические, компонентные и аспектные концепции. Дано определение дидактических систем и моделей, показана их иерархия. Освещается вопрос приращения дидактического знания. Кроме традиционных эмпирических и теоретических исследований, обозначен такой тип научных изысканий, как научный проект, обусловленный спецификой объекта дидактики – процессом обучения, полностью конструируемым и реализуемым человеком и не существующим вне деятельности человека. Показано, что положенные в основу научного проекта теоретические идеи детализируются, конкретизируются, дополняются в ходе сопутствующей образовательной практики, т. е. во время исследования происходит слияние теории и практики. Подчеркивается многомерность развития дидактики, в которой особо выделяются два направления: 1) расширение ее содержательного поля в контексте современных социокультурных условий; 2) повышение научного статуса, связанное с совершенствованием понятийного аппарата, систематизацией эмпирически накопленного материала, разработкой новых гипотез, концепций, теорий. Научная новизна исследования заключается в аргументированном утверждении научного статуса дидактики, фиксации ее состава и структуры с позиций методологии. Практическая значимость предпринятой работы состоит в том, что «ревизия», структурирование и систематизация дидактического знания помогут задать векторы дальнейших исследований, которые восполнят дефицит знаний об организации современных процессов обучени

Use of the PLIF and LIP methods for definition of non-stationary temperature fields of water droplets

This study illustrates the results of experiments to determine the unsteady and non-uniform temperature fields of evaporating water droplets. It is shown that during the warming up of the droplet inside it an inhomogeneous temperature field is formed. In the droplet trace, formation of a region with lower (relative to the gas flow) temperatures of the vapor-gas mixture is observed. The experiments were carried out for droplets with initial radii of 1-2 mm. The speed of the air flow was 0.5-5 m/s. The temperatures of the gaseous medium varied in the range of 20-600 °C. During the research, modern panoramic methods of non-contact flow diagnostics such as “Planar Laser Induced Fluorescence” and “Laser Induced Phosphorescence” (LIP) were used

Experimental Research of Influence of a Relative Particles Positioning in a Gas Stream on Characteristics of their Aerodynamic Traces

The cycle of experimental studies on determination of length of aerodynamic traces of the particles which are flowed round by an air stream is executed. When carrying out researches, panoramic optical methods for diagnostics of multiphase flows of PIV and PTV were used. Velocities of an air flow were varied in the range of 1-3 m/s. The sizes of particles changed from 1mm to 5 mm. The defining influence of the sizes of particles and velocities of an air stream on length of aerodynamic traces is established. Influence of a relative positioning of particles on features of formation of an aerodynamic trace is shown

On the future role of Kaliningrad oblast of Russia as an "international development corridor"

Kaliningrad Oblast of the Russian Federation has a unique position in the Baltic Sea Region due to its physiographic situation and, thereby, it plays an active role in geopolitical and economic processes that occur in the Baltic Sea Region. This, first of all, happens owing to its exclave position that causes to a great extent a necessity for close cross-border integration for the developing economy of the Oblast. The article considers new spatial forms of international economic integration (NSFIEI) contributing to the development of border regions; distinguishing of the border regions as international "development corridors" has been substantiated within the general region classification; the place of Kaliningrad Oblast regarding the level of economic development and maturity of external relations among the border regions of Russia has been shown; its role as an "international development corridor" of Russia and EU has also been viewed. The comparative method and the technique of economic geography classification have been applied. (author's abstract

THE PROBLEM OF INTERDISCIPLINARITY IN LEARNING PROCESS STUDIES

Introduction. The process of convergence and integration of scientific disciplines involves research in the field of education. Polydisciplinary studies wherein the knowledge is integrated from various scientific disciplines, do not meet the requirements of the solution of complex didactic problems, such as organization of the educational process in the information and educational environment, the construction of education for sustainable development of society, education in modern geopolitical conditions, etc. Thus, the importance of interdisciplinary research with a single subject matter, complementarity of research methods, integrated theoretical grounds and results, will make the contribution to all those scientific fields that are involved in assigned task solution. The aim of the article is to present intermediate results on identification and characteristic features of interdisciplinary studies in the field of education. Methodology and research methods. General scientific theoretical methods of research were used: analysis, comparison, fact-finding, generalization. Results and scientific novelty. An attempt to differentiate the concepts of interdisciplinarity, polydisciplinarity and transdisciplinarity is made. In spite of the fact that these issues are actively discussed in the field of philosophy, there are no precise and unambiguous definitions of these terms; though, there is a research framework, the author of the article makes reference to. The features of an interdisciplinary study are formulated.The functions of didactics as a scientific field are specified. Updating of interdisciplinary studies in education, need of formation of their specific methodologies and expansion of the research field of didactics by means of other interdisciplinary studies and scientific directions are proved. Psycho-didactic and cognitivedidactic studies are considered. Cognitive didactics at the moment does not seem to claim the status of independent scientific discipline as predicted by revealed criteria of interdisciplinarity. It should, however, be noted that in future didactics and cognitive science will combine research efforts on the basis of understanding of common problems and will carry out an ontologization of new scientific reality – cognitive didactics. Realization of this strategic prospect will require not only integration of intellectual resources, but also attraction of organizational and administrative ones, as well as creation of scientific collaborations (associations). The received intermediate results demonstrate updating of cross-disciplinary researches in training, expansion of the research field of didactics at the expense of cross-disciplinary areas of scientific knowledge. Practical significance. Possibilities and scopes for implementation of interdisciplinary studies in the field of didactics, designing of methodologies will allow the experts to deal with current problems of the organization and implementation of education, therefore, to resolve the problems that can not be solved in monoand multidisciplinary studies. Введение. Для подавляющего большинства исследований в сфере образования характерны сближение и интеграция различных научных дисциплин. Этот факт объясняется тем, что для решения сложных дидактических проблем, таких как организация процесса обучения в информационно-образовательной среде, конструирование содержания образования и выбор дидактических средств в соответствии с психологическими изменениями нового подрастающего поколения в целях устойчивого развития общества в современных геополитических условиях и др., недостаточно ни моно-, ни даже полидисциплинарных изысканий, в которых ученые используют и интерпретируют знания из различных научных отраслей. Необходимы междисциплинарные исследования с единым предметом, взаимодополняемостью избранных методов, интегрированными теоретическими основаниями и результатами, которые внесут вклад во все науки, чей арсенал был задействован для решения поставленных задач. Цель публикации – представить промежуточные итоги работы по выявлению и характеристике особенностей междисциплинарных исследований в области образования. Методология и методики исследования. Авторами применялись общенаучные теоретические методы исследования: анализ, сопоставление, установление причинно-следственных связей и обобщение. Результаты и научная новизна. Предпринята попытка разграничить понятия междисциплинарности, полидисциплинарности и трансдисциплинарности. Несмотря на то, что эти вопросы активно обсуждаются в области философии, четких и однозначных дефиниций данных терминов пока не существует, хотя имеются некоторые ориентиры, на которые опирается автор статьи. Сформулированы признаки междисциплинарного исследования. Уточнены функции дидактики как науки. Обоснованы актуализация междисциплинарных исследований в сфере образования, необходимость формирования их специфического методологического аппарата и расширение исследовательского поля дидактики за счет других смежных наук и научных направлений. В качестве примера рассматриваются психодидактические и когнитивно-дидактические исследования. Исходя из выведенных критериев междисциплинарности, сделан вывод о том, что когнитивная дидактика на данный момент не может претендовать на статус самостоятельной научной дисциплины. Однако выдвинуто предположение, что в дальнейшем дидактика и когнитивистика объединят исследовательские усилия на основе понимания общих проблем и осуществят онтологизацию новой научной реальности – когнитивную дидактику. Для реализации этой стратегической перспективы потребуется не только соединение интеллектуальных, но и привлечение орга- низационных и управленческих ресурсов, вплоть до создания научных колла-бораций (объединений). Практическая значимость. Обозначение возможностей и границ применимости междисциплинарных исследований в области дидактики, создание их методологического аппарата позволят специалистам, занимающимся актуальными проблемами организации и осуществления обучения, справляться с многоаспектными, сложными задачами, которые не поддаются решению при моно- и полидисциплинарном подходах.

THE PROBLEM OF INTERDISCIPLINARITY IN LEARNING PROCESS STUDIES

Introduction. The process of convergence and integration of scientific disciplines involves research in the field of education. Polydisciplinary studies wherein the knowledge is integrated from various scientific disciplines, do not meet the requirements of the solution of complex didactic problems, such as organization of the educational process in the information and educational environment, the construction of education for sustainable development of society, education in modern geopolitical conditions, etc. Thus, the importance of interdisciplinary research with a single subject matter, complementarity of research methods, integrated theoretical grounds and results, will make the contribution to all those scientific fields that are involved in assigned task solution.The aim of the article is to present intermediate results on identification and characteristic features of interdisciplinary studies in the field of education.Methodology and research methods. General scientific theoretical methods of research were used: analysis, comparison, fact-finding, generalization.Results and scientific novelty. An attempt to differentiate the concepts of interdisciplinarity, polydisciplinarity and transdisciplinarity is made. In spite of the fact that these issues are actively discussed in the field of philosophy, there are no precise and unambiguous definitions of these terms; though, there is a research framework, the author of the article makes reference to. The features of an interdisciplinary study are formulated.The functions of didactics as a scientific field are specified. Updating of interdisciplinary studies in education, need of formation of their specific methodologies and expansion of the research field of didactics by means of other interdisciplinary studies and scientific directions are proved. Psycho-didactic and cognitivedidactic studies are considered. Cognitive didactics at the moment does not seem to claim the status of independent scientific discipline as predicted by revealed criteria of interdisciplinarity. It should, however, be noted that in future didactics and cognitive science will combine research efforts on the basis of understanding of common problems and will carry out an ontologization of new scientific reality – cognitive didactics. Realization of this strategic prospect will require not only integration of intellectual resources, but also attraction of organizational and administrative ones, as well as creation of scientific collaborations (associations).The received intermediate results demonstrate updating of cross-disciplinary researches in training, expansion of the research field of didactics at the expense of cross-disciplinary areas of scientific knowledge.Practical significance. Possibilities and scopes for implementation of interdisciplinary studies in the field of didactics, designing of methodologies will allow the experts to deal with current problems of the organization and implementation of education, therefore, to resolve the problems that can not be solved in monoand multidisciplinary studies

Geoglobus acetivorans sp. nov., an iron(III)-reducing archaeon from a deep-sea hydrothermal vent

En libre-accès sur Archimer : http://archimer.ifremer.fr/doc/2009/publication-6977.pdfInternational audienceA hyperthermophilic, anaerobic, dissimilatory Fe(III)-reducing, facultatively chemolithoautotrophic archaeon (strain SBH6(T)) was isolated from a hydrothermal sample collected from the deepest of the known World Ocean hydrothermal fields, Ashadze field (1 degrees 58' 21'' N 4 degrees 51' 47'' W) on the Mid-Atlantic Ridge, at a depth of 4100 m. The strain was enriched using acetate as the electron donor and Fe(III) oxide as the electron acceptor. Cells of strain SBH6(T) were irregular cocci, 0.3-0.5 mum in diameter. The temperature range for growth was 50-85 degrees C, with an optimum at 81 degrees C. The pH range for growth was 5.0-7.5, with an optimum at pH 6.8. Growth of SBH6(T) was observed at NaCl concentrations ranging from 1 to 6 % (w/v) with an optimum at 2.5 % (w/v). The isolate utilized acetate, formate, pyruvate, fumarate, malate, propionate, butyrate, succinate, glycerol, stearate, palmitate, peptone and yeast extract as electron donors for Fe(III) reduction. It was also capable of growth with H(2) as the sole electron donor, CO(2) as a carbon source and Fe(III) as an electron acceptor without the need for organic substances. Fe(III) [in the form of poorly crystalline Fe(III) oxide or Fe(III) citrate] was the only electron acceptor that supported growth. 16S rRNA gene sequence analysis revealed that the closest relative of the isolated organism was Geoglobus ahangari 234(T) (97.0 %). On the basis of its physiological properties and phylogenetic analyses, the isolate is considered to represent a novel species, for which the name Geoglobus acetivorans sp. nov. is proposed. The type strain is SBH6(T) (=DSM 21716(T) =VKM B-2522(T))

Territorial differences in the innovative development of Sweden, Finland, and the North-western federal district of the Russian Federation

This article considers the innovative component of the economies of Sweden, Finland, and the Noreth-western federal district (NWFD) of the Russian Federation. The authors present the results of a comparative analysis of research and technological potential of the regions and their administrativeterritorial units in terms of innovative activity development. For the first time, the index of integral assessment of research and technological potential of the NWFD has been calculated in comparison to Sweden and Finland. The NWFD is proved to lag behind Sweden and Finland in terms of innovative development indices; however, the NWFD shows an increase in such indices in catches up in terms of individual indices (mobile communication density and Internet access availability). The authors offer sketch maps showing similarities in the character of territorial differentiation of innovative processes in the NEFD, Sweden, and Finland (which corresponds to the centreperiphery model)