Baikal-GVD

We present the status of the Gigaton Volume Detector in Lake Baikal (Baikal-GVD) designed for the detection of high energy neutrinos of astrophysical origin. The telescope consists of functionally independent clusters, sub-arrays of optical modules (OMs), which are connected to shore by individual electro-optical cables. During 2015 the GVD demonstration cluster, comprising 192 OMs, has been successfully operated in Lake Baikal. In 2016 this array was upgraded to baseline configuration of GVD cluster with 288 OMs arranged on eight vertical strings. Thus the instrumented water volume has been increased up to about 5.9 Mtons. The array was commissioned in early April 2016 and takes data since then. We describe the configuration and design of the 2016 array. Preliminary results obtained with data recorded in 2015 are also discussed

Electron radiation belt dynamics during magnetic storms and in quiet time

The paper discusses the outer electron belt dynamics, adiabatic and nonadiabatic mechanisms of increases and losses of energetic electrons. Under undisturbed conditions, the outer electron belt gradually empties: in the inner magnetosphere due to electron losses in the atmosphere and in the quasi-trapping region due to losses at the magnetopause because drift shells of electrons are not closed there. The latter process does not occur in normal years due to the masking replenishment by freshly accelerated particles, but in years of extremely low activity it leads to a significant decrease in the electron population of the belt. During the magnetic storm main phase, the first reason for the decrease in the electron flux intensity is the adiabatic cooling associated with conservation of adiabatic invariants and complemented by injection of electrons into the atmosphere and their losses at the magnetopause. Electron flux increases involve EB electron injection by the induction electric field of substorm activation and by the large-scale solar wind electric field, with pitch energy diffusion along with adiabatic heating in the recovery phase. The rate of electron flux recovery after a storm is determined by the ratio of nonadiabatic increases and losses; hence the electron flux represents a continuous series from low to very high values. The combination of these processes determines the individual character of radiation belt development during each magnetic storm and the behavior of the belt in the quiet time

Thermal insulation materials on the basis of microsilica

The main areas of silica application have been examined in the paper. It has been found that microsilica can be used in manufacture of wollastonite-containing ceramic matrixes and composite materials with expanding shale and nepheline-process waste as filler

Electrooptic and dielectric properties of ferroelectric liquid crystal/single walled carbon nanotubes dispersions confined in thin cells

Electrooptic and dielectric properties of ferroelectric liquid crystals/chiral carbon nanotubes dispersions were investigated. It was demonstrated that even a small amount of chiral single walled carbon nanotubes affects greatly the performance of ferroelectric liquid crystal cells. Particularly, the spontaneous polarization, the Goldstone mode dielectric strength and the rise time are decreased in doped cells. The experimental results are explained by two effects. First, the spontaneous polarization of the FLC is screened by the π-π electron system of the carbon nanotube. Secondly, π electrons trap the ionic impurities which results in significant modification of the internal electric field inside the cells. © 2009 Elsevier B.V. All rights reserved

Теоретические и методологические основы формирования готовности студентов вуза к медиаобразовательной деятельности

S.L. Suvorova, [email protected]. A.V. Knyazheva, [email protected] Shadrinsk State Pedagogical University, Shadrinsk, Russian Federation. Суворова Светлана Леонидовна, доктор педагогических наук, профессор, профессор кафедры теории и практики германских языков, Шадринский государственный педагогический университет, г. Шадринск, [email protected]. Княжева Анна Валерьевна, аспирант, Шадринский государственный педагогический университет, г. Шадринск, [email protected] article considers theoretical foundations for the formation of university students' readiness for media educational activities. The authors formed the frame structure of the terminological field of the problem and described the substantive-semantic content of the central concept of the study “students' readiness for media educational activity”. Readiness for media educational activities is considered from the point of view of structural, functional and systemic approaches and is interpreted as a type of professional readiness, including knowledge of the structure, language and theory of media, perception, interpretation, creation of media text and its adaptation for students, experience in using media technologies and individually professional qualities necessary to implement professional pedagogical activity. The article presents the results of an analysis of the historiography of the problem of the formation of future teachers' readiness for media educational activities in three main periods. For each period the authors analyze the level of formation of scientific ideas on the central concepts of research and the development trends of the problem under study. Based on the data obtained, the scientific basis for the design of the pedagogical system for the formation of university students' readiness for media educational activity is described and a definition of this system is given. The authors consider the interactive approach and the information and communication approach based on the digitalization of education as theoretical and methodological approaches to the development of the system. Статья посвящена рассмотрению теоретических основ формирования готовности студентов вуза к медиаобразовательной деятельности. В рамках исследования авторы сформировали фреймовую структуру терминологического поля проблемы и описали содержательно-смысловое наполнение центрального понятия исследования «готовность студентов к медиаобразовательной деятельности», а также сопряженных понятий. Готовность к медиаобразовательной деятельности рассматривается с точки зрения структурно-функционального и системного подходов и трактуется как вид профессиональной готовности, включающей знания о структуре, языке и теории медиа, умения восприятия, интерпретации, создания медиатекста и адаптации его для учащихся, опыт использования медиатехнологий и индивидуально-профессиональные качества, необходимые для реализации профессиональной педагогической деятельности. В статье представлены результаты анализа историографии проблемы формирования готовности будущих учителей к медиаобразовательной деятельности в трех основных периодах, в каждом из которых авторами сделаны выводы об уровне сформированности научных представлений о центральных понятиях исследования и тенденциях развития исследуемой проблемы. На основании полученных данных описывается научный задел для проектирования педагогической системы формирования готовности студентов вуза к медиаобразовательной деятельности и дается определение данной системы. В качестве теоретико- методологических подходов к разработке системы авторами рассматриваются интерактивный подход и информационно-коммуникационный подход, основанный на цифровизации образования.This research has been funded by the FS source on the topic “The digitalization strategies of the multicultural environment of the university in the context of VUCA” (No. 32Н from 13.04.2020)

Использование игровых платформ управления классом при онлайн-обучении для повышения качества образовательных результатов

Problem and purpose. Problems of social and environmental nature, requirements for providing high-quality support for online education have revealed new conditions for implementation, difficulties and prospects for learning at a distance. The authors suggest using game technologies for managing information interaction in the classroom to support motivation, activate cognition, involve students in collaborative work, and control attendance. Method of research. Theoretical and methodological analysis and generalization of fundamental scientific works on the research problem, processing of the results of control measures and the content of the ClassDojo service (forms, thank-you letters, stickers, posters) are used. The authors took into account the provisions of the system-activity, personality-oriented and communicative approaches. The pedagogical experiment involved 48 students (75% of girls and 25% of boys) from the "Lyceum of Natural Sciences", Kirov. The G-signs criterion was used as a statistical processing method. Results. The features of online learning based on game technologies for managing information interaction through the ClassDojo service are formulated: the content of the educational material is focused on the peculiarities of perception of the modern schoolchild, the inclusion of mobile services activates cognitive interest, supports research and communication practice, intensifies the process of mutual assistance in the group. The empirical value of Gemp=3 less than Gcr=8 (for p=0.01) confirms that the shift towards improving the quality of educational results after using the ClassDojo game service is not accidental. Conclusion. The inclusion of game technologies to support class management in online-learning will help improve the quality of educational results while providing a set of conditions: activation of knowledge, connecting students to information interaction in new ways, expanding the classroom beyond the school walls, changing the roles of participants in the didactic process, the use of mobile applications. © 2020 LLC Ecological Help. All rights reserved

The sociodemographic portrait of a patient living with HIV and visiting AIDS centers in Russia

Aim. To study the sociodemographic data of people living with HIV who visit AIDS centers. Subjects and methods. A multicenter open-label study was conducted, which included the retrospective model "A patient's portrait". Outpatient records and questionnaires were analyzed in 7,000 patients older than 18 years of age who had visited AIDS centers in 27 regions of Russia from 1 April to 31 July 2014 and signed their informed consent form to participate in the study. Results. There were women accounting for 49% of the study participants, including one transgender. Their mean age was 35.6 years; the median age was 34 (18-79) years. 77.4% of the women were infected sexually; 57.4% of the men were infected parenterally; the men who had sex with men accounted for 2.5% of the whole group (4.7% among the men). Only 9.8% of the respondents reported that they had used intravenous drugs in the past 6 months. 87.8% of the respondents had secondary and higher education; 68.6% of the patients (73% were male and 64% were female) were employed; 59.3% of the respondents were married or cohabited; 66.2% of the patients reported that they had had sexual contacts with one partner, 14.2% had not had sexual intercourses. 38.3% of the women and 48.8% of the men had a permanent HIV-negative sexual partner. 46% of the study participants had dependent minor children. 30% of the women had given birth to at least one child after the diagnosis of HIV infection. Conclusion. People living with HIV in Russia and visiting AIDS centers do not differ in main social and demographic indicators from the Russian Federation citizens of the same age who do not have HIV. They represent an economically and socially active population and participate in demographic processes so one of the public health priorities is to maintain and improve their quality of life

Организация развивающих лингвистических объединений для обучающихся школы в условиях вуза

S.L. Suvorova, [email protected], A.V. Dubakov, [email protected], Yu.V. Olar, [email protected] Shadrinsk State Pedagogical University, Shadrinsk, Russian Federation. Суворова Светлана Леонидовна, доктор педагогических наук, профессор, профессор кафедры теории и практики германских языков, Шадринский государственный педагогический университет, г. Шадринск, [email protected]. Дубаков Артём Викторович, кандидат педагогических наук, доцент, доцент кафедры теории и практики германских языков, Шадринский государственный педагогический университет, г. Шадринск, [email protected]. Оларь Юлия Вячеславовна, кандидат педагогических наук, доцент, доцент кафедры теории и практики германских языков, Шадринский государственный педагогический университет, г. Шадринск, [email protected] article is devoted to the analysis of peculiarities of organization of developing linguistic associations for schoolchildren on university grounds. Despite the importance and sufficient popularity of learning foreign languages, many schoolchildren experience various difficulties and fail to achieve any meaningful results. Developing linguistic associations organized through additional training are effective in solving language problems. The authors believe that such associations can be organized on pedagogical university grounds, taking into account their didactic, innovative and research potential. The organization of training within developing linguistic associations differs in many ways from the traditional process. Foreign language classes implement the ideas of informal learning, use a set of innovative technologies, embody the ideas of surprise approach. Despite the existing contradictions, developing linguistic associations can become effective in junior school, providing a developing personality-oriented multi-functional space for learning foreign languages. Статья посвящена анализу особенностей организации развивающих лингвистических объединений для обучающихся школы в условиях вуза. Несмотря на всю важность и достаточную популярность изучения иностранных языков, многие обучающиеся общеобразовательной школы испытывают различные трудности и не достигают нужных результатов. Эффективными в устранении языковых проблем являются развивающие лингвистические объединения, организуемые в русле дополнительного образования. Авторы полагают, что подобные объединения могут быть организованы в условиях педагогических вузов, учитывая их дидактический, инновационный и научно-исследовательский потенциал. Организация обучения в рамках развивающих лингвистических объединений по многим параметрам отличается от традиционного процесса. Здесь на занятиях по иностранному языку реализуются идеи неформального обучения, используется комплекс инновационных технологий, воплощаются идеи педагогики удивления. Несмотря на имеющуюся противоречивость, развивающие лингвистические объединения могут стать результативными, представляя собой развивающее личностно-ориентированное полифункциональное пространство для изучения иностранных языков в младшем школьном возрасте