UniMorph 4.0:Universal Morphology

The Universal Morphology (UniMorph) project is a collaborative effort providing broad-coverage instantiated normalized morphological inflection tables for hundreds of diverse world languages. The project comprises two major thrusts: a language-independent feature schema for rich morphological annotation and a type-level resource of annotated data in diverse languages realizing that schema. This paper presents the expansions and improvements made on several fronts over the last couple of years (since McCarthy et al. (2020)). Collaborative efforts by numerous linguists have added 67 new languages, including 30 endangered languages. We have implemented several improvements to the extraction pipeline to tackle some issues, e.g. missing gender and macron information. We have also amended the schema to use a hierarchical structure that is needed for morphological phenomena like multiple-argument agreement and case stacking, while adding some missing morphological features to make the schema more inclusive. In light of the last UniMorph release, we also augmented the database with morpheme segmentation for 16 languages. Lastly, this new release makes a push towards inclusion of derivational morphology in UniMorph by enriching the data and annotation schema with instances representing derivational processes from MorphyNet

ON THE CORRELATION BETWEEN FEDERAL EDUCATIONAL STANDARDS AND PROFESSIONAL STANDARDS: PROBLEMS, POSSIBLE APPROACHES, RECOMMENDATION ON ACTUALIZATION

The article addresses the issues of professional standards application under the actualization of state educational standards in the context of legislative changing as relative to allowance of professional standards in the professional education system. The authors report on methodological approaches to the actualization of the federal state educational standards of higher education and exemplary basic educational programs

Competence-based Approach to Learning Outcomes Assessment: Russian Experience in Sociological Education

The paper considers the methodological approaches to the description of the competency outcomes of education when implementing the federal standards of higher education on the example of the Sociology as an area of study. The authors have offered a methodic for assessment of the competences formation which is based on the so called indicators of achievement of each of the related competences and on the distribution of these indicators among all elements (modules) of the educational program of BA or MA in Sociology. In the paper, a list of indicators of universal (to be achieved in each higher education program regardless of the area) and general professional competences of the Bachelor’s and Master’s degrees in Sociology is proposed, as a result of monitoring and evaluation of several educational programs in the area of Sociology; moreover, the authors adduce the examples of content-related, concrete indicators of education called descriptors for competences. Besides, the paper describes the testing schemes which enable to adjust indicators of universal competences and to evaluate the level of competence of students who have completed the related educational level

Concentration and composition of aerosols over the North Atlantic in August 1995

Data on composition of aerosols are considered. Investigations include electron microscopy, grain size, mineralogical and chemical analyses. Samples of aerosols were collected Cruise 37 of R/V Akademik Mstislav Keldysh along a transatlantic section along 40°-50°N. Variability of concentrations and composition of aerosols with distance from continents is shown: concentrations of aerosols decrease by factor of ten and more. Significant portion of mineral components in aerosols collected over the continent is replaced by organic matter due to mechanical differentiation during transportation. Such anthropogenic components as soot, ash, and combustion spheres were detected in all samples. North African dust was found in one sample in the western part of the section