383 research outputs found
On Critical Relative Distance of DNA Codes for Additive Stem Similarity
We consider DNA codes based on the nearest-neighbor (stem) similarity model
which adequately reflects the "hybridization potential" of two DNA sequences.
Our aim is to present a survey of bounds on the rate of DNA codes with respect
to a thermodynamically motivated similarity measure called an additive stem
similarity. These results yield a method to analyze and compare known samples
of the nearest neighbor "thermodynamic weights" associated to stacked pairs
that occurred in DNA secondary structures.Comment: 5 or 6 pages (compiler-dependable), 0 figures, submitted to 2010 IEEE
International Symposium on Information Theory (ISIT 2010), uses IEEEtran.cl
Β BRICS influence on global capitalist economy
The paper surveys the BRICSβ performance in the world during the last fifteen years. It analyses the economic environment as well as the possibility of rising of a possible new βglobal powerβ. The paper presents the statistical data on economic growth, international trade, population and currency reserves of the BRICS countrie
Development of cognitive abilities of younger schoolchildren in training mathematics
The article is devoted to the problem of the development of cognitive abilities of students in the development of mathematics in primary school. Mathematics is a subject in the study of which children often experience difficulties associated with their low level of development of cognitive abilities. Cognitive abilities are considered in the article as individual psychological characteristics of the processes of attention, perception, memory, thinking that distinguish one person from another and are manifested in a successful knowledge of the world. To solve the problem of developing cognitive abilities of younger schoolchildren, it is proposed to build the process of teaching mathematics based on a cognitive-visual approach, the main tools of which are visualized tasks and verbal-graphic systematizers. The main purpose of visualized tasks is to develop the ability to βthink about the wordβ and βpeer into the imageβ, to ensure the implementation of visual translation based on the establishment of links between text, drawing and formula. Various types of verbal-graphic systematizers (tables, matrices, supporting abstracts, concept cards, flowcharts, intelligence cards, diagrams, charts, etc.) suggest the use of spatial images to help comprehend the information presented. The purpose of the work is to show the possibilities of allocated funds for the development of cognitive abilities of elementary school students in math classes in elementary school. Working on this problem and realizing the intended goal, the following methods were used: study and analysis of psychological, pedagogical and methodological literature, analysis of educational programs, generalization of pedagogical experience, pedagogical observation, study of the products of children's activities and mathematical processing of empirical material. The article clarifies the meaningful connections between cognitive abilities and visualized tasks, substantiates the impact of visualized tasks on individual components of cognitive abilities, develops a set of visualized tasks, presents types of verbal-graphic systematizers that can be used to develop cognitive abilities of younger students in mathematics.Π‘ΡΠ°ΡΡΡ ΠΏΠΎΡΠ²ΡΡΠ΅Π½Π° ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ΅ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΡΡ
ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠ΅ΠΉ ΠΎΠ±ΡΡΠ°ΡΡΠΈΡ
ΡΡ ΠΏΡΠΈ ΠΎΡΠ²ΠΎΠ΅Π½ΠΈΠΈ ΠΌΠ°ΡΠ΅ΠΌΠ°ΡΠΈΠΊΠΈ Π² Π½Π°ΡΠ°Π»ΡΠ½ΠΎΠΉ ΡΠΊΠΎΠ»Π΅. ΠΠ°ΡΠ΅ΠΌΠ°ΡΠΈΠΊΠ° β ΡΡΠΎ ΠΏΡΠ΅Π΄ΠΌΠ΅Ρ, ΠΏΡΠΈ ΠΈΠ·ΡΡΠ΅Π½ΠΈΠΈ ΠΊΠΎΡΠΎΡΠΎΠ³ΠΎ Π΄Π΅ΡΠΈ ΡΠ°ΡΡΠΎ ΠΈΡΠΏΡΡΡΠ²Π°ΡΡ ΡΡΡΠ΄Π½ΠΎΡΡΠΈ, ΡΠ²ΡΠ·Π°Π½Π½ΡΠ΅ Ρ Π½ΠΈΠ·ΠΊΠΈΠΌ ΡΡΠΎΠ²Π½Π΅ΠΌ ΡΠ°Π·Π²ΠΈΡΠΈΡ Ρ Π½ΠΈΡ
ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΡΡ
ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠ΅ΠΉ. ΠΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΡΠ΅ ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠΈ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡΡΡ Π² ΡΡΠ°ΡΡΠ΅ ΠΊΠ°ΠΊ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΠΎ-ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠΈ ΠΏΡΠΎΡΠ΅ΡΡΠΎΠ² Π²Π½ΠΈΠΌΠ°Π½ΠΈΡ, Π²ΠΎΡΠΏΡΠΈΡΡΠΈΡ, ΠΏΠ°ΠΌΡΡΠΈ, ΠΌΡΡΠ»Π΅Π½ΠΈΡ, ΠΎΡΠ»ΠΈΡΠ°ΡΡΠΈΠ΅ ΠΎΠ΄Π½ΠΎΠ³ΠΎ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ° ΠΎΡ Π΄ΡΡΠ³ΠΎΠ³ΠΎ ΠΈ ΠΏΡΠΎΡΠ²Π»ΡΡΡΠΈΠ΅ΡΡ Π² ΡΡΠΏΠ΅ΡΠ½ΠΎΠΌ ΠΏΠΎΠ·Π½Π°Π½ΠΈΠΈ ΠΎΠΊΡΡΠΆΠ°ΡΡΠ΅Π³ΠΎ ΠΌΠΈΡΠ°. ΠΠ»Ρ ΡΠ΅ΡΠ΅Π½ΠΈΡ ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΡΡ
ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠ΅ΠΉ ΠΌΠ»Π°Π΄ΡΠΈΡ
ΡΠΊΠΎΠ»ΡΠ½ΠΈΠΊΠΎΠ² ΠΏΡΠ΅Π΄Π»Π°Π³Π°Π΅ΡΡΡ ΡΡΡΠΎΠΈΡΡ ΠΏΡΠΎΡΠ΅ΡΡ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΌΠ°ΡΠ΅ΠΌΠ°ΡΠΈΠΊΠ΅ Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΠΎ-Π²ΠΈΠ·ΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Π°, ΠΎΡΠ½ΠΎΠ²Π½ΡΠΌΠΈ ΡΡΠ΅Π΄ΡΡΠ²Π°ΠΌΠΈ ΠΊΠΎΡΠΎΡΠΎΠ³ΠΎ ΡΠ²Π»ΡΡΡΡΡ Π²ΠΈΠ·ΡΠ°Π»ΠΈΠ·ΠΈΡΠΎΠ²Π°Π½Π½ΡΠ΅ Π·Π°Π΄Π°ΡΠΈ ΠΈ ΡΠ»ΠΎΠ²Π΅ΡΠ½ΠΎ-Π³ΡΠ°ΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΡΠΈΡΡΠ΅ΠΌΠ°ΡΠΈΠ·Π°ΡΠΎΡΡ. ΠΠ»Π°Π²Π½ΠΎΠ΅ Π½Π°Π·Π½Π°ΡΠ΅Π½ΠΈΠ΅ Π²ΠΈΠ·ΡΠ°Π»ΠΈΠ·ΠΈΡΠΎΠ²Π°Π½Π½ΡΡ
Π·Π°Π΄Π°Ρ β ΡΡΠΎ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ ΡΠΌΠ΅Π½ΠΈΡ Β«Π²Π΄ΡΠΌΡΠ²Π°ΡΡΡΡ Π² ΡΠ»ΠΎΠ²ΠΎΒ» ΠΈ Β«Π²ΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡΡΡ Π² ΠΎΠ±ΡΠ°Π·Β», ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΠ΅ ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ Π²ΠΈΠ·ΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΠ΅ΡΠ΅Π²ΠΎΠ΄Π° Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ ΡΡΡΠ°Π½ΠΎΠ²Π»Π΅Π½ΠΈΡ ΡΠ²ΡΠ·Π΅ΠΉ ΠΌΠ΅ΠΆΠ΄Ρ ΡΠ΅ΠΊΡΡΠΎΠΌ, ΡΠΈΡΡΠ½ΠΊΠΎΠΌ ΠΈ ΡΠΎΡΠΌΡΠ»ΠΎΠΉ. Π Π°Π·Π»ΠΈΡΠ½ΡΠ΅ Π²ΠΈΠ΄Ρ ΡΠ»ΠΎΠ²Π΅ΡΠ½ΠΎ-Π³ΡΠ°ΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠΈΡΡΠ΅ΠΌΠ°ΡΠΈΠ·Π°ΡΠΎΡΠΎΠ² (ΡΠ°Π±Π»ΠΈΡΡ, ΠΌΠ°ΡΡΠΈΡΡ, ΠΎΠΏΠΎΡΠ½ΡΠ΅ ΠΊΠΎΠ½ΡΠΏΠ΅ΠΊΡΡ, ΠΊΠ°ΡΡΡ ΠΏΠΎΠ½ΡΡΠΈΠΉ, Π±Π»ΠΎΠΊ-ΡΡ
Π΅ΠΌΡ, ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡ-ΠΊΠ°ΡΡΡ, Π΄ΠΈΠ°Π³ΡΠ°ΠΌΠΌΡ, Π³ΡΠ°ΡΠΈΠΊΠΈ ΠΈ Ρ. ΠΏ.) ΠΏΡΠ΅Π΄ΠΏΠΎΠ»Π°Π³Π°ΡΡ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΏΡΠΎΡΡΡΠ°Π½ΡΡΠ²Π΅Π½Π½ΡΡ
ΠΎΠ±ΡΠ°Π·ΠΎΠ², ΠΏΠΎΠΌΠΎΠ³Π°ΡΡΠΈΡ
ΠΎΡΠΌΡΡΠ»ΠΈΡΡ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Π½ΡΡ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΡ. Π¦Π΅Π»Ρ ΡΠ°Π±ΠΎΡΡ β ΠΏΠΎΠΊΠ°Π·Π°ΡΡ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠΈ Π²ΡΠ΄Π΅Π»Π΅Π½Π½ΡΡ
ΡΡΠ΅Π΄ΡΡΠ² Π΄Π»Ρ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΡΡ
ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠ΅ΠΉ ΠΌΠ»Π°Π΄ΡΠΈΡ
ΡΠΊΠΎΠ»ΡΠ½ΠΈΠΊΠΎΠ² Π½Π° ΡΡΠΎΠΊΠ°Ρ
ΠΌΠ°ΡΠ΅ΠΌΠ°ΡΠΈΠΊΠΈ Π² Π½Π°ΡΠ°Π»ΡΠ½ΠΎΠΉ ΡΠΊΠΎΠ»Π΅. Π Π°Π±ΠΎΡΠ°Ρ Π½Π°Π΄ Π΄Π°Π½Π½ΠΎΠΉ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠΎΠΉ ΠΈ ΡΠ΅Π°Π»ΠΈΠ·ΡΡ Π½Π°ΠΌΠ΅ΡΠ΅Π½Π½ΡΡ ΡΠ΅Π»Ρ, ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π»ΠΈΡΡ ΡΠ»Π΅Π΄ΡΡΡΠΈΠ΅ ΠΌΠ΅ΡΠΎΠ΄Ρ: ΠΈΠ·ΡΡΠ΅Π½ΠΈΠ΅ ΠΈ Π°Π½Π°Π»ΠΈΠ· ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΎ-ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΈΡΠ΅ΡΠΊΠΎΠΉ Π»ΠΈΡΠ΅ΡΠ°ΡΡΡΡ, Π°Π½Π°Π»ΠΈΠ· ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ
ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌ, ΠΎΠ±ΠΎΠ±ΡΠ΅Π½ΠΈΠ΅ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΎΠΏΡΡΠ°, ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ΅ Π½Π°Π±Π»ΡΠ΄Π΅Π½ΠΈΠ΅, ΠΈΠ·ΡΡΠ΅Π½ΠΈΠ΅ ΠΏΡΠΎΠ΄ΡΠΊΡΠΎΠ² Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ Π΄Π΅ΡΠ΅ΠΉ ΠΈ ΠΌΠ°ΡΠ΅ΠΌΠ°ΡΠΈΡΠ΅ΡΠΊΠ°Ρ ΠΎΠ±ΡΠ°Π±ΠΎΡΠΊΠ° ΡΠΌΠΏΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Π°. Π ΡΠ°Π±ΠΎΡΠ΅ ΡΡΠΎΡΠ½Π΅Π½Ρ ΡΠΎΠ΄Π΅ΡΠΆΠ°ΡΠ΅Π»ΡΠ½ΡΠ΅ ΡΠ²ΡΠ·ΠΈ ΠΌΠ΅ΠΆΠ΄Ρ ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΡΠΌΠΈ ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΡΠΌΠΈ ΠΈ Π²ΠΈΠ·ΡΠ°Π»ΠΈΠ·ΠΈΡΠΎΠ²Π°Π½Π½ΡΠΌΠΈ Π·Π°Π΄Π°ΡΠ°ΠΌΠΈ, ΠΎΠ±ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΎ Π²Π»ΠΈΡΠ½ΠΈΠ΅ Π²ΠΈΠ·ΡΠ°Π»ΠΈΠ·ΠΈΡΠΎΠ²Π°Π½Π½ΡΡ
Π·Π°Π΄Π°Ρ Π½Π° ΠΎΡΠ΄Π΅Π»ΡΠ½ΡΠ΅ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΡ ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΡΡ
ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠ΅ΠΉ, ΡΠ°Π·ΡΠ°Π±ΠΎΡΠ°Π½ ΠΊΠΎΠΌΠΏΠ»Π΅ΠΊΡ Π²ΠΈΠ·ΡΠ°Π»ΠΈΠ·ΠΈΡΠΎΠ²Π°Π½Π½ΡΡ
Π·Π°Π΄Π°Ρ, ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Ρ Π²ΠΈΠ΄Ρ ΡΠ»ΠΎΠ²Π΅ΡΠ½ΠΎ-Π³ΡΠ°ΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠΈΡΡΠ΅ΠΌΠ°ΡΠΈΠ·Π°ΡΠΎΡΠΎΠ², ΠΊΠΎΡΠΎΡΡΠ΅ ΠΌΠΎΠ³ΡΡ Π±ΡΡΡ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½Ρ Π΄Π»Ρ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΡΡ
ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠ΅ΠΉ ΠΌΠ»Π°Π΄ΡΠΈΡ
ΡΠΊΠΎΠ»ΡΠ½ΠΈΠΊΠΎΠ² Π½Π° ΡΡΠΎΠΊΠ°Ρ
ΠΌΠ°ΡΠ΅ΠΌΠ°ΡΠΈΠΊΠΈ
The role of language representation of the time model in the process of meaning creation
The aim of the article is to demonstrate the language picture of the world, which owes its structural integrity to its relational framework. The archetype βtimeβ is central to the Christian mythology, in fairy tales and other linguocultural artefacts. The thought-language essences representing the category TIME in the modern German language, connect different time modes (past, present, future), allowing to distinguish different worlds. The memory of the ways of the development of the human soul is concentrated in the
The proresilients in multimodal programmes for the prevention of premature ageing
To study the properties of the proresilients in multimodal programs for the prevention of premature agein
Critical Thinking in the Professional Activity of Future Mining Engineers-Geologists
Π‘ΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΌΡ Π³ΠΎΡΠ½ΠΎΠΌΡ ΠΈΠ½ΠΆΠ΅Π½Π΅ΡΡ-Π³Π΅ΠΎΠ»ΠΎΠ³Ρ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎ ΠΎΠ±Π»Π°Π΄Π°ΡΡ ΡΠΌΠ΅Π½ΠΈΡΠΌΠΈ ΠΏΡΠΎΠ²ΠΎΠ΄ΠΈΡΡ Π°Π½Π°Π»ΠΈΠ· ΠΈ ΠΎΡΠ΅Π½ΠΊΡ Π²Π΅ΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ ΡΠΎΡΡΠ°Π²Π° Π³ΠΎΡΠ½ΡΡ
ΠΏΠΎΡΠΎΠ΄, ΡΡΠ΄ ΠΈ ΡΠΈΠΏΠΎΠ² ΠΌΠ΅ΡΡΠΎΡΠΎΠΆΠ΄Π΅Π½ΠΈΠΉ ΠΏΠΎΠ»Π΅Π·Π½ΡΡ
ΠΈΡΠΊΠΎΠΏΠ°Π΅ΠΌΡΡ
. ΠΡΠΎ ΠΏΡΠ΅Π΄ΠΏΠΎΠ»Π°Π³Π°Π΅Ρ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ ΡΠ°ΠΊΠΈΡ
Π»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΎΠΏΠ΅ΡΠ°ΡΠΈΠΉ, ΠΊΠ°ΠΊ ΡΡΠ°Π²Π½Π΅Π½ΠΈΠ΅, Π°Π½Π°Π»ΠΎΠ³ΠΈΡ, ΠΎΠ±ΠΎΠ±ΡΠ΅Π½ΠΈΠ΅. Π£ΠΌΠ΅Π½ΠΈΠ΅ ΠΎΡΠ΅Π½ΠΈΠ²Π°ΡΡ Π΄ΠΎΡΡΠΎΠ²Π΅ΡΠ½ΠΎΡΡΡ ΠΏΠΎΠ»ΡΡΠ΅Π½Π½ΠΎΠΉ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΈ ΡΠ΅ΡΠ½ΠΎ ΡΠ²ΡΠ·Π°Π½ΠΎ Ρ ΡΠΌΠ΅Π½ΠΈΠ΅ΠΌ Π΅Π΅ Π°Π½Π°Π»ΠΈΠ·ΠΈΡΠΎΠ²Π°ΡΡ, Π΄Π΅Π»Π°ΡΡ Π°Π΄Π΅ΠΊΠ²Π°ΡΠ½ΡΠ΅ Π²ΡΠ²ΠΎΠ΄Ρ, ΠΏΡΠΈΠ½ΠΈΠΌΠ°ΡΡ Π²Π΅ΡΠ½ΡΠ΅ ΡΠ΅ΡΠ΅Π½ΠΈΡ. ΠΡΠΎ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎ ΡΠΎΠ»ΡΠΊΠΎ ΠΏΡΠΈ Π½Π°Π»ΠΈΡΠΈΠΈ ΠΊΡΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΌΡΡΠ»Π΅Π½ΠΈΡ Ρ Π±ΡΠ΄ΡΡΠ΅Π³ΠΎ Π³ΠΎΡΠ½ΠΎΠ³ΠΎ ΠΈΠ½ΠΆΠ΅Π½Π΅ΡΠ°-Π³Π΅ΠΎΠ»ΠΎΠ³Π°. Π ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅ ΡΡΠ΅Π΄ΡΡΠ²Π° ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΊΡΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΌΡΡΠ»Π΅Π½ΠΈΡ Π½Π° ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΈΡ
Π·Π°Π½ΡΡΠΈΡΡ
Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΌΠ°ΡΠ΅ΠΌΠ°ΡΠΈΠΊΠ΅ Π²ΡΠ±ΡΠ°Π½ ΠΊΠ΅ΠΉΡ-ΠΌΠ΅ΡΠΎΠ΄ ΠΈΠ»ΠΈ ΠΌΠ΅ΡΠΎΠ΄ Π°Π½Π°Π»ΠΈΠ·Π° ΠΊΠΎΠ½ΠΊΡΠ΅ΡΠ½ΡΡ
ΡΠΈΡΡΠ°ΡΠΈΠΉ.A modern mining geological engineer needs to be able to analyze and evaluate the material composition of rocks, ores and types of mineral deposits. This involves the use of such logical operations as comparison, analogy, generalization. The ability to assess the reliability of the information received is closely related to the ability to analyze it, draw adequate conclusions, and make the right decisions. This is only possible if the future mining engineer-geologist has critical thinking. As a means of forming critical thinking in practical classes in the process of teaching mathematics, a case method or a method of analyzing specific situations was chosen
Compiling Task by Students in the Classes on to Mathematics as a Tool for the Formation of Universal Competencies
Π ΡΡΠ°ΡΡΠ΅ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°Π΅ΡΡΡ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΡ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΊΡΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΌΡΡΠ»Π΅Π½ΠΈΡ Ρ ΠΏΠΎΠΌΠΎΡΡΡ ΡΠ°ΠΌΠΎΡΡΠΎΡΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΡΠΎΡΡΠ°Π²Π»Π΅Π½ΠΈΡ ΡΡΡΠ΄Π΅Π½ΡΠ°ΠΌΠΈ Π·Π°Π΄Π°Ρ, ΡΠ²ΡΠ·ΡΠ²Π°ΡΡΠΈΡ
ΠΌΠ°ΡΠ΅ΠΌΠ°ΡΠΈΠΊΡ ΡΠΎ ΡΠΏΠ΅ΡΠΈΠ°Π»ΡΠ½ΡΠΌΠΈ Π΄ΠΈΡΡΠΈΠΏΠ»ΠΈΠ½Π°ΠΌΠΈ Π³ΠΎΡΠ½ΠΎΠ³ΠΎ Π΄Π΅Π»Π° ΠΈ ΠΏΡΠΈΠΊΠ»Π°Π΄Π½ΠΎΠΉ Π³Π΅ΠΎΠ»ΠΎΠ³ΠΈΠΈ.The article discusses the possibility of forming critical thinking with the help of students independently compiling tasks that connect mathematics with special disciplines of mining and applied geology
Formation of Professional Qualities of Future Mining Engineers when Studying the Topic "Differential Equations"
Π ΡΡΠ°ΡΡΠ΅ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°Π΅ΡΡΡ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΡ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΡ ΠΊΠ΅ΠΉΡ-Π·Π°Π΄Π°Ρ Π΄Π»Ρ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ
ΠΊΠ°ΡΠ΅ΡΡΠ² Π±ΡΠ΄ΡΡΠΈΡ
Π³ΠΎΡΠ½ΡΡ
ΠΈΠ½ΠΆΠ΅Π½Π΅ΡΠΎΠ² Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΌΠ°ΡΠ΅ΠΌΠ°ΡΠΈΠΊΠ΅.The article discusses the possibility of using case problems to develop the professional competence of future mining engineers in the process of teaching mathematics
ΠΡΠ΅Π½ΠΊΠ° ΠΏΠΎΡΠ»Π΅Π΄ΡΡΠ²ΠΈΠΉ Π½Π΅ΡΠ²ΠΎΠ΅Π²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎ ΡΡΠ°Π½ΡΠΏΠΎΡΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ»ΡΠΆΠΈΠ²Π°Π½ΠΈΡ ΡΠ΅Ρ ΠΎΠ² ΠΏΡΠ΅Π΄ΠΏΡΠΈΡΡΠΈΡ
[For the English abstract and full text of the article please see the attached PDF-File (English version follows Russian version)].ABSTRACT In real conditions, the schedule of transport maintenance of production facilities is very often violated, inter-operative downtime of technical equipment, of vehicles of cargo loading and unloading operations, production units and rolling stock arises. The authors propose to move towards the adaptive form of the schedule of organization of transportation through a dynamic transport task with delays in the network setting. The main criterion for optimization is establishing of minimum transport and production costs. The article presents a methodology for calculating the cost parameters needed to solve the task. The methodology allows to determine the cost of the components of the transport process, characteristic of the metallurgical plant. The calculation of cost coefficients is presented using the example of transportation required by the blast furnace shop. Keywords: transportation organization, metallurgical plant, railway transport, transport and production costs, dynamic transportation task with delays, cost parameters.Π’Π΅ΠΊΡΡ Π°Π½Π½ΠΎΡΠ°ΡΠΈΠΈ Π½Π° Π°Π½Π³Π». ΡΠ·ΡΠΊΠ΅ ΠΈ ΠΏΠΎΠ»Π½ΡΠΉ ΡΠ΅ΠΊΡΡ ΡΡΠ°ΡΡΠΈ Π½Π° Π°Π½Π³Π». ΡΠ·ΡΠΊΠ΅ Π½Π°Ρ
ΠΎΠ΄ΠΈΡΡΡ Π² ΠΏΡΠΈΠ»Π°Π³Π°Π΅ΠΌΠΎΠΌ ΡΠ°ΠΉΠ»Π΅ ΠΠΠ€ (Π°Π½Π³Π». Π²Π΅ΡΡΠΈΡ ΡΠ»Π΅Π΄ΡΠ΅Ρ ΠΏΠΎΡΠ»Π΅ ΡΡΡΡΠΊΠΎΠΉ Π²Π΅ΡΡΠΈΠΈ).Π ΡΠ΅Π°Π»ΡΠ½ΡΡ
ΡΡΠ»ΠΎΠ²ΠΈΡΡ
Π³ΡΠ°ΡΠΈΠΊ ΡΡΠ°Π½ΡΠΏΠΎΡΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ»ΡΠΆΠΈΠ²Π°Π½ΠΈΡ ΠΏΡΠΎΠΈΠ·Π²ΠΎΠ΄ΡΡΠ²Π΅Π½Π½ΡΡ
ΡΠ΅Ρ
ΠΎΠ² ΠΎΡΠ΅Π½Ρ ΡΠ°ΡΡΠΎ Π½Π°ΡΡΡΠ°Π΅ΡΡΡ, Π²ΠΎΠ·Π½ΠΈΠΊΠ°ΡΡ ΠΌΠ΅ΠΆΠΎΠΏΠ΅ΡΠ°ΡΠΈΠΎΠ½Π½ΡΠ΅ ΠΏΡΠΎΡΡΠΎΠΈ ΡΠ΅Ρ
Π½ΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΡΠ΅Π΄ΡΡΠ², ΡΡΡΡΠΎΠΉΡΡΠ² Π³ΡΡΠ·ΠΎΠ²ΡΡ
ΡΡΠΎΠ½ΡΠΎΠ², ΠΏΡΠΎΠΈΠ·Π²ΠΎΠ΄ΡΡΠ²Π΅Π½Π½ΡΡ
Π°Π³ΡΠ΅Π³Π°ΡΠΎΠ² ΠΈ ΠΏΠΎΠ΄Π²ΠΈΠΆΠ½ΠΎΠ³ΠΎ ΡΠΎΡΡΠ°Π²Π°. ΠΠ²ΡΠΎΡΡ ΠΏΡΠ΅Π΄Π»Π°Π³Π°ΡΡ ΠΏΠ΅ΡΠ΅ΠΉΡΠΈ ΠΊ Π°Π΄Π°ΠΏΡΠΈΠ²Π½ΠΎΠΉ ΡΠΎΡΠΌΠ΅ Π³ΡΠ°ΡΠΈΠΊΠ° ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ ΠΏΠ΅ΡΠ΅Π²ΠΎΠ·ΠΎΠΊ ΠΏΠΎΡΡΠ΅Π΄ΡΡΠ²ΠΎΠΌ Π΄ΠΈΠ½Π°ΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΡΠ°Π½ΡΠΏΠΎΡΡΠ½ΠΎΠΉ Π·Π°Π΄Π°ΡΠΈ Ρ Π·Π°Π΄Π΅ΡΠΆΠΊΠ°ΠΌΠΈ Π² ΡΠ΅ΡΠ΅Π²ΠΎΠΉ ΠΏΠΎΡΡΠ°Π½ΠΎΠ²ΠΊΠ΅. ΠΡΠ½ΠΎΠ²Π½ΠΎΠΉ ΠΊΡΠΈΡΠ΅ΡΠΈΠΉ ΠΎΠΏΡΠΈΠΌΠΈΠ·Π°ΡΠΈΠΈ - ΠΌΠΈΠ½ΠΈΠΌΠ°Π»ΡΠ½ΡΠ΅ ΡΡΠ°Π½ΡΠΏΠΎΡΡΠ½ΠΎ- ΠΏΡΠΎΠΈΠ·Π²ΠΎΠ΄ΡΡΠ²Π΅Π½Π½ΡΠ΅ ΡΠ°ΡΡ
ΠΎΠ΄Ρ. Π ΡΡΠ°ΡΡΠ΅ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Π° ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠ° ΡΠ°ΡΡΡΡΠ° ΡΡΠΎΠΈΠΌΠΎΡΡΠ½ΡΡ
ΠΏΠ°ΡΠ°ΠΌΠ΅ΡΡΠΎΠ², ΠΏΠΎΠ·Π²ΠΎΠ»ΡΡΡΠ°Ρ ΠΎΠΏΡΠ΅Π΄Π΅Π»ΠΈΡΡ Π·Π°ΡΡΠ°ΡΡ Π½Π° ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΡ ΡΡΠ°Π½ΡΠΏΠΎΡΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠ°, Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠ½ΡΠ΅ Π΄Π»Ρ ΠΌΠ΅ΡΠ°Π»Π»ΡΡΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΊΠΎΠΌΠ±ΠΈΠ½Π°ΡΠ°. ΠΡΠΈΠ²Π΅Π΄ΡΠ½ ΡΠ°ΡΡΡΡ ΡΡΠΎΠΈΠΌΠΎΡΡΠ½ΡΡ
ΠΊΠΎΡΡΡΠΈΡΠΈΠ΅Π½ΡΠΎΠ² Π½Π° ΠΏΡΠΈΠΌΠ΅ΡΠ΅ ΠΏΠ΅ΡΠ΅Π²ΠΎΠ·ΠΎΠΊ, Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΡΡ
Π΄ΠΎΠΌΠ΅Π½Π½ΠΎΠΌΡ ΡΠ΅Ρ
Ρ
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