Beyond Moore's technologies: operation principles of a superconductor alternative

The predictions of Moore's law are considered by experts to be valid until 2020 giving rise to "post-Moore's" technologies afterwards. Energy efficiency is one of the major challenges in high-performance computing that should be answered. Superconductor digital technology is a promising post-Moore's alternative for the development of supercomputers. In this paper, we consider operation principles of an energy-efficient superconductor logic and memory circuits with a short retrospective review of their evolution. We analyze their shortcomings in respect to computer circuits design. Possible ways of further research are outlined.Comment: OPEN ACCES

Optimized Models of Modes Choice for Displacement of technical Systems Objects

The effectiveness of working processes accomplished by various technological machines to a large extend depends on working quality of supply, transporting and orientating mechanisms which are very often produced as positional hydro-mechanical systems. The choice of their best type and regimes of work requires construction and analysis of models of their optimum steering which are complicated by nonlinearness, multy-criterialness of problem and also by occasional outbreaks of parameters and moments of steering regime changing. It was developed the common structure of such systems allowing within common scheme to vary the complexity degree of PHMS and the methods of inhibitory efforts supplement. For some systems which are complicated in series (from two-measured linear system to nine-measured non-linear) puzzles of the most fast zero-ambit getting are solved and two-criterial problems are analyzed. (T-min-speed, Z(T)- accuracy). There are suggested the computing procedures of optimum PHMS synthesis. The effectiveness of accepted methods of solving is asserted by the analogy of the results of gradually complicated models investigation and by their good analogy with the natural experiment. It was exposed the sense of heuristic methods of improving of approximately optimum steering, their elaboration on the base of theoretical models. The basic methods of optimum PGMS construction were also nominated

CONTENT AND LANGUAGE INTEGRATED LEARNING IN RUSSIAN TECHNICAL UNIVERSITIES

Introduction. The paper presents an overview of and reasons behind Content-Language Integrated Learning (CLIL). Nowadays, CLIL is clearly on its way to becoming an option – not yet an obligation – for higher education in the world. Against the background of internationalization and globalization perspectives, educational institutions around the globe face the need to create borderless education that entails the challenge of programme competitiveness and language acquisition. CLIL is considered as a driver for both. The efficacy of the approach made Russian educators look at its side taking into account the lack of «drag and drop» practices and the specificity of Russian university environment, including national specificity of the country in general.The aim of the article is to work out some recommendations for smooth implementation of CLIL in Russian higher education. Methodology and research methods. The methods involve system-based and comparative analysis, generalization and modeling. Results and scientific novelty. The existing theories and descriptors specifying CLIL approach are analysed; the review of CLIL implementation in higher education abroad is drawn up. The possibilities of inclusion of elements of CLIL approach in educational process of modern higher education institution for the purpose of improvement of language training of experts and a condition of internationalization of high school education in general are considered from the positions of national specifics of the Russian system of higher education, and also culturological, social, economic and political factors.Practical significance of the published material consists in suggestions and recommendations for improvement of university graduates’ language training, which has to correspond ideally to the level sufficient for implementation of international professional activity. According to the authors, the requirement of such preparation should be recorded in educational standards as an indispensable condition of getting higher education. Введение. Статья посвящена теме интегрированного предметно-языкового обучения как инструмента формирования иноязычного коммуникативного пространства университетов. В мировой педагогической литературе данный подход известен как CLIL (Content and Language Integrated Learning), который возник в связи с потребностью решения проблем билингвизма, элиминации межнациональных конфликтов, консолидации общества как фактора социального благополучия и создания конкурентоспособного рынка труда. В дальнейшем распространение CLIL-подхода на уровне высшей школы было обусловлено вызовами глобализации и интернационализации образования, активизацией академической мобильности, развитием общего знания, потребностью в изменениях технологического уклада общества и выработкой быстрой реакции профессиональных сообществ на эти изменения. Цель статьи – представить рекомендации по адаптации CLIL к реалиям российской системы высшего образования и по дальнейшему внедрению подобного рода методик в практику отечественной высшей школы. Методы. Методами исследования послужили системный и сравнительный анализ, обобщение и моделирование. Результаты и научная новизна. Проанализированы существующие теории и дискрипторы, описывающие CLIL-подход, составлен обзор по его использованию на высшей ступени образования за рубежом. С позиций национальной специфики российской системы высшего профессионального образования, а также культурологических, социальных, экономических и политических факторов рассмотрены возможности включения элементов CLIL-подхода в учебный процесс современного вуза с целью улучшения языковой подготовки специалистов и состояния интернационализации вузовского образования в целом. Практическая значимость публикуемого материала заключается в предложениях по совершенствованию языковой подготовки выпускников университетов, которая должна в идеале соответствовать уровню, достаточному для осуществления международной профессиональной деятельности. По мнению авторов статьи, требование такой подготовки следует зафиксировать в образовательных стандартах как обязательное условие получения высшего образования.