Angle-dependent magnetoresistance in the weakly incoherent interlayer transport regime

We present comparative studies of the orientation effect of a strong magnetic field on the interlayer resistance of $\alpha$-(BEDT-TTF)$_2$KHg(SCN)$_4$ samples characterized by different crystal quality. We find striking differences in their behavior which is attributed to the breakdown of the coherent charge transport across the layers in the lower quality sample. In the latter case, the nonoscillating magnetoresistance background is essentially a function of only the out-of-plane field component, in contradiction to the existing theory.Comment: 4 pges, 3 figure

Fullerene Black: Relationship between Catalytic Activity in n-alkanes Dehydrocyclization and Reactivity in Oxidation, Bromination and Hydrogenolysis

The reactivity of fullerene black in oxidation (by air oxygen or ions MnO4–or Cr2O7 2– in solution), bromination (by Br2 or (C4H9)4NBr3) and hydrogenolysis (without hydrogenation catalyst) are studied. The dehydrocyclization of n-alkanes over fullerene black is realized via the monofunctional mechanism, i.e. the dehydrogenation and cyclization stages proceed on the same catalytic center. The addition of alumina to the catalyst transforms dehydrocyclization mechanism to bifunctional one, when fullerene black acts as dehydrogenation agent. Reactivity studies and ESR spectroscopy data for initial and annealed fullerene black show the presence in fullerene black structure of both non-conjugated multiple and dangling bonds. Nonconjugated bonds determine catalytic activity and reactivity of fullerene black. They are localized in amorphous part of fullerene black. Technological aspects of fullerene black as alkanes dehydrocyclization catalyst are discussed

Staggered Spin Order of Localized pi-electrons in the Insulating State of the Organic Conductor kappa-BETS)2Mn[N(CN)2]3

Magnetic properties of the conduction pi-electron system of kappa-BETS)2Mn[N(CN)2]3 have been probed using 13C NMR. At ambient pressure, the metal-insulator transition observed in the resistivity measurements below T~23K is shown to be accompanied by ordering of the pi-spins in a long-range staggered structure. As the metal-insulator transition is suppressed by applying a small pressure of ~0.5 kbar, the pi-spin system maintains the properties of the metallic state down to 5K.Comment: 13 pages, 4 figure

Methane Pyrolysis over Carbon Catalysts

Methane pyrolysis at the temperature range of 550-1000 °C in gas flow reactor with fixed bed of mixed  catalysts based on carbon materials of various structure (fullerene cocoons, fullerene black, vacuum black, cathode deposit, onion-like carbon, glassy carbon, carbon fibers, mineral shungite and graphite) has been studied. Methane pyrolysis products, including stoichiometric amount of hydrogen are C3-C4 alkanes, C2-C4 alkenes, aromatics and pyrolytic carbon. Methane pyrolysis is carried out both on a catalytic surface and in a volume and contribution of the surface is determined by pyrolysis temperature. Materials with curved carbon surface show an activity in methane dehydrogenation at lower temperatures, than materials with planar basic structure elements. Materials with a small specific surface area favor methane aromatization at 950–1000 °C with formation of mainly benzene, toluene and naphthalene. The primary activation of C–H bond in methane at temperatures of lower than 850 °C, as well as the multiple dehydrogenation conversions resulting in the formation of pyrolytic carbon and its precursors (aromatics), are, probably, heterogeneous reactions

ДИСТАНЦІЙНЕ НАВЧАННЯ В СИСТЕМІ МЕДИЧНОЇ ОСВІТИ (ПЕРШИЙ ДОСВІД КАФЕДРИ НОРМАЛЬНОЇ ФІЗІОЛОГІЇ ЗДМУ)

The aim of the work – to investigate the feasibility of massive open online courses introducing into the higher medical education system.The main body. The issue of higher education institutions of Ukraine transition from traditional distance learning to massive electronic education on the basis of the online open courses is considered, its relevance is proved. Analysis of the major prerequisites for transition success is carried out (a demand for the educational Internet resources from mobile devices; existence of a large number of various electronic resources which are successfully used in practice by higher education institutions in remote educational technologies; maintaining experience for electronic magazines of students’ progress for planning and estimation of training results; essential growth of material costs in the world online training market). Key issues of transition are defined and the basic principles of electronic online courses development are formulated a technique for electronic online course development aimed as the result is given. The technique contains the following four stages: planning of expected training results, course electronic content structuring and training scenarios creation, development of the tests plan and electronic estimated means for automatic control of the planned training results, course realization by means of game mechanics and technologies of network communication between students. Requirements to various forms of control planned in the course of learning results are defined. Finally, the actual tasks of mass open education development in the leading higher education institutions of Ukraine are set forth.Conclusions. The introduction of massive open online courses allows:1) diversifying the methods of presentation of information, namely the use of text, graphic, illustrated and video materials, which allows the teacher to increase the level of information accessibility to students’ perceptions;2) simplifying the process of control of the final level of knowledge through the system of test control Ratos;3) carrying out differentiation and individualization of training, to provide the choice of an individual trajectory of training;4) providing free access to a large number of visual and teaching materials, which contributes to raising the level of interest in the subject and level of knowledge in general;5) using of modern means of communication between teachers and students allows to diversify forms of education.Мета роботи – дослідження доцільності впровадження масових відкритих онлайн-курсів у систему вищої медичної освіти.Основна частина. У даній статті поставлена проблема переходу вузів України від традиційного дистанційного навчання до масового електронного навчання на основі відкритих онлайн-курсів, обґрунтована її актуальність. Проведено аналіз найважливіших передумов для успішного переходу на даний вид навчання (затребуваність освітніх інтернет-ресурсів, які використовуються з мобільних пристроїв; наявність великої кількості різних електронних ресурсів, які успішно використовуються вузами на практиці в дистанційних освітніх технологіях; наявність досвіду ведення електронних журналів успішності студентів для планування й оцінювання результатів навчання). Визначені ключові завдання переходу до розробки онлайн-курсів.Висновки. Впровадження масових відкритих онлайн-курсів дозволяє:1) урізноманітнити методи подання інформації, а саме використання текстових, графічних, ілюстрованих та відеоматеріалів, що дозволяє викладачеві підвищити рівень доступності інформації до сприйняття студентами;2) спростити процес контролю кінцевого рівня знань за допомогою системи тестового контролю Ратос;3) здійснити диференціацію та індивідуалізацію навчання, забезпечити вибір індивідуальної траєкторії навчання;4) надати вільний доступ до значної кількості наочних та дидактичних матеріалів, що сприяє підвищенню рівня зацікавленості предметом і рівня знань взагалі;5) використання сучасних засобів комунікації між викладачами та студентами дозволяє урізноманітнити форми навчання

Developmental malformation of the corpus callosum: a review of typical callosal development and examples of developmental disorders with callosal involvement

This review provides an overview of the involvement of the corpus callosum (CC) in a variety of developmental disorders that are currently defined exclusively by genetics, developmental insult, and/or behavior. I begin with a general review of CC development, connectivity, and function, followed by discussion of the research methods typically utilized to study the callosum. The bulk of the review concentrates on specific developmental disorders, beginning with agenesis of the corpus callosum (AgCC)—the only condition diagnosed exclusively by callosal anatomy. This is followed by a review of several genetic disorders that commonly result in social impairments and/or psychopathology similar to AgCC (neurofibromatosis-1, Turner syndrome, 22q11.2 deletion syndrome, Williams yndrome, and fragile X) and two forms of prenatal injury (premature birth, fetal alcohol syndrome) known to impact callosal development. Finally, I examine callosal involvement in several common developmental disorders defined exclusively by behavioral patterns (developmental language delay, dyslexia, attention-deficit hyperactive disorder, autism spectrum disorders, and Tourette syndrome)