11 research outputs found
METHODS OF IMPROVEMENT OF PEDAGOGICAL THESIS
The article addresses tools that can tangibly improve the quality of theses on pedagogical sciences. First, we point out that no repressive measures taken by the Higher Attestation Commission (HAC) and dissertation councils can affect the quality of theses, because they regard thesis that have j ust been written. As the main problem the authors mark out social inertia. Overcoming of a formed tradition requires more than administrative measures but the formation of social and scientific mechanisms providing scientific rigor and relevance of a study. These are three mechanisms: a system of specialized scientific conferences (in the worst case - within HAC specialty, but differentiated thematically is more desirable), the system of specialized scientific seminars and the system of specialized scientific journals. All three systems work effectively in other sciences, both natural and human, and ensure the formation of investigator's adequate ideas about the obj ectives, goals, and problems of his research at the stage of its beginning, and not when it is already completed. Formation of the first two of these systems at least requires no additional resources except self-organization and volition of scientific community
ΠΠΏΡΠΈΡΠ½ΠΎ ΠΏΡΠΎΠ·ΠΎΡΡ ΠΌΠ΅Π»Π°ΠΌΡΠ½ΠΎ-ΡΠΎΡΠΌΠ°Π»ΡΠ΄Π΅Π³ΡΠ΄Π½Ρ ΠΏΠΎΠ»ΡΠΌΠ΅ΡΠΈ, ΡΠΎ ΠΌΠΎΠ΄ΠΈΡΡΠΊΠΎΠ²Π°Π½Ρ ΠΏΡΠΎΡΠΎΠ½ΠΎΠ°ΠΊΡΠ΅ΠΏΡΠΎΡΠ½ΠΈΠΌΠΈ ΡΠΏΠΎΠ»ΡΠΊΠ°ΠΌΠΈ
Investigation of reaction water binding in melamine-formaldehyde polymers with proton accepting compounds has shown that the use of dymethil sulfoxide in 1/1 (v/v) ratio provides preparation of optically transparent materials. Introduction of dymethil formamide and dymethil sulfoxide improves the main characteristics of the material, but modification with dymethil formamide reduces the polymer transparency.ΠΠΎΡΠ»ΡΠ΄ΠΆΠ΅Π½Π½Ρ ΠΏΡΠΎΡΠ΅ΡΡΠ² Π·Π²'ΡΠ·ΡΠ²Π°Π½Π½Ρ ΡΠ΅Π°ΠΊΡΡΠΉΠ½ΠΎΡ Π²ΠΎΠ΄ΠΈ Ρ ΠΌΠ΅Π»Π°ΠΌΡΠ½ΠΎ-ΡΠΎΡΠΌΠ°Π»ΡΠ΄Π΅Π³ΡΠ΄Π½ΠΈΡ
ΠΏΠΎΠ»ΡΠΌΠ΅ΡΠ°Ρ
Π·Π° Π΄ΠΎΠΏΠΎΠΌΠΎΠ³ΠΎΡ ΠΏΡΠΎΡΠΎΠ½ΠΎΠ°ΠΊΡΠ΅ΠΏΡΠΎΡΠ½ΠΈΡ
ΡΠΏΠΎΠ»ΡΠΊ ΠΏΠΎΠΊΠ°Π·Π°Π»ΠΎ, ΡΠΎ ΠΏΡΠΈ Π·Π°ΡΡΠΎΡΡΠ²Π°Π½Π½Ρ Π΄ΠΈΠΌΠ΅ΡΠΈΠ»ΡΡΠ»ΡΡΠΎΠΊΡΠΈΠ΄Ρ Π² ΠΎΠ±'ΡΠΌΠ½ΠΎΠΌΡ ΡΠΏΡΠ²Π²ΡΠ΄Π½ΠΎΡΠ΅Π½Π½Ρ 1:1 ΠΌΠΎΠΆΠ½Π° ΠΎΠ΄Π΅ΡΠΆΠ°ΡΠΈ ΠΎΠΏΡΠΈΡΠ½ΠΎ ΠΏΡΠΎΠ·ΠΎΡΡ ΠΌΠ°ΡΠ΅ΡΡΠ°Π»ΠΈ. ΠΠ²Π΅Π΄Π΅Π½Π½Ρ Π΄ΠΈΠΌΠ΅ΡΠΈΠ»ΡΠΎΡΠΌΠ°ΠΌΡΠ΄Ρ ΡΠ° Π΄ΠΈΠΌΠ΅ΡΠΈΠ»ΡΡΠ»ΡΡΠΎΠΊΡΠΈΠ΄Ρ ΠΏΠΎΠΊΡΠ°ΡΡΡ ΠΎΡΠ½ΠΎΠ²Π½Ρ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊΠΈ ΠΌΠ°ΡΠ΅ΡΡΠ°Π»Ρ, ΠΎΠ΄Π½Π°ΠΊ ΠΌΠΎΠ΄ΠΈΡΡΠΊΠ°ΡΡΡ Π΄ΠΈΠΌΠ΅ΡΠΈΠ»ΡΠΎΡΠΌΠ°ΠΌΡΠ΄ΠΎΠΌ Π·Π½ΠΈΠΆΡΡ ΠΏΡΠΎΠ·ΠΎΡΡΡΡΡ ΠΏΠΎΠ»ΡΠΌΠ΅ΡΡΠ²