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Content available Uwagi o zmienności suewitów
Suevite is the impact breccia rock with glass particles that attracts the attention of researches because of its broad variability. Many characteristics of the environment and impact process determine this attention, and, in consequence, various descriptions and names of the rock are presented in the literature. The Rochechouart impact structure is a good example of suevite or suevite-like rock diversity in its several localities (Rochechouart, Chassenon, LaValette, Montoume). The relationships between suevite components and target rocks can be exemplified by Kara and Popigai and other astroblemes. To simplify the classification of the rock, its main and more stable components (matrix, glass, clasts) should be considered. More detailed analysis of the suevite components can be used for sub-classifications, similarly as it is done for other Earth rocks. In addition, a short description of suevites from various astroblemes is presented. The possibility of the monomict suevite breccia creation is discussed.
The main basic functions of portal systems have to be implemented by the functionality of it platform. The technological platform of portal should be complied with the specified requirements. The basic set of services and components of e-learning portal contains five components for: services performance, user services, data management, portal adaptors, web infrastructure. The paper presents the detailed outcomes of well-known platforms analysis, discusses the advantages and disadvantages of mentioned systems and gives recommendations for customers in making a choice among these platforms.
Recently the authors have developed a time-domain representation of the Currents’ Physical Components (CPC) power theory. Consequently, piece-wise continuous currents and voltages, such as square waves and sawtooth signals, can naturally be taken into account without approximating them by a finite number of harmonics. Based on the time-domain CPC approach, this paper refines and corrects some of the assertions made by Czarnecki in his paper ‘Physical Interpretation of the Reactive Power in Terms of CPC Power Theory’.
Zastosowanie elementów prefabrykowanych w budownictwie infrastrukturalnym, takim jak mosty, wiadukty czy kładki, umożliwia skrócenie czasu realizacji obiektu poprzez zmniejszenie pracochłonności procesów na budowie oraz podniesienie poziomu jakości wykonanych elementów. Produkcja prefabrykowanych elementów betonowych odbywa się we w pełni kontrolowanych jakościowo warunkach zakładu prefabrykacji, co skutkuje np. wysoką jakością wykończenia powierzchni elementu betonowego – np. płyt gzymsowych.
Content available remote Validating Behavioral Component Interfaces in Rewriting Logic
Many distributed applications can be understood in terms of components interacting in an open environment such as the Internet. Open environments are subject to change in unpredictable ways, as applications may arrive, evolve, or disappear. In order to validate components in such environments, it can be useful to build simulation environments which reflect this highly unpredictable behavior. This paper considers the validation of components with respect to behavioral interfaces. Behavioral interfaces specify semantic requirements on the observable behavior of components, expressed in an assume-guarantee style. In our approach, a rewriting logic model is transparently extended with the history of all observable communications, and metalevel strategies are used to guide the simulation of environment behavior. Over-specification of the environment is avoided by allowing arbitrary environment behavior within the bounds of the assumption on observable behavior, while the component is validated with respect to the guarantee of the behavioral interface.
Content available QAM: proposed model for quality assurance in CBSS
Component-based software engineering (CBSE) / Component-Based Development (CBD) lays emphasis on decomposition of the engineered systems into functional or logical components with well-defined interfaces used for communication across the components. Component-based software development approach is based on the idea to develop software systems by selecting appropriate off-the-shelf components and then to assemble them with a well-defined software architecture. Because the new software development paradigm is much different from the traditional approach, quality assurance for component-based software development is a new topic in the software engineering research community. Because component-based software systems are developed on an underlying process different from that of the traditional software, their quality assurance model should address both the process of components and the process of the overall system. Quality assurance for component-based software systems during the life cycle is used to analyze the components for achievement of high quality component-based software systems. Although some Quality assurance techniques and component based approach to software engineering have been studied, there is still no clear and well-defined standard or guidelines for component-based software systems. Therefore, identification of the quality assurance characteristics, quality assurance models, quality assurance tools and quality assurance metrics, are under urgent need. As a major contribution in this paper, I have proposed QAM: Quality Assurance Model for component-based software development, which covers component requirement analysis, component development, component certification, component architecture design, integration, testing, and maintenance.
Plants of the genus Lycoris in Japan are of importance in culture and religion; they are used as ornamental and medicinal plants. Two species are particularly attractive: Lycoris aurea with yellow flowers and Lycoris radiata with red flowers. Both species show a wide biological activity mainly due to the high content of alkaloids. The aim of the study was to compare the mineral composition of Lycoris aurea and Lycoris radiata bulbs. The analyses were carried out on bulbs obtained after the end of flowering. There were significant differences between the tested species in the content of both macronutrients and micronutrients. The bulbs of Lycoris radiata contained significantly more nitrogen, potassium, magnesium, zinc, manganese and iron compared to Lycoris aurea bulbs. In turn, more boron was found in Lycoris aurea bulbs. There were no differences between species in terms of phosphorus, calcium and copper contents in the bulbs. In summary, both species have different nutritional requirements. Lycoris aurea bulbs have the highest nitrogen and magnesium content, while Lycoris radiata bulbs contain the highest amounts of nitrogen and potassium. Bulbs of both species are a rich source of iron and zinc.
W artykule skonfrontowano aktualne wymagania odnośnie wprowadzania wyrobu do obrotu z wcześniej obowiązującymi. Większość produkowanych prefabrykatów betonowych objęta jest systemami: 2+, 3, 4. W dalszej części artykułu przedstawiono wymagania związane z zasadami wprowadzania do obrotu na przykładzie niżej wymienionych elementów prefabrykowanych: nadproży i kanałów odwadniających (system 3), belek stropowych, płyt kanałowych, płyt zespolonych Filigran (system 2+), studni, rur (system 4).
The article gives the author’s definition of student’s self-regulation of activity, the system of components of student’s self-regulation of activity in the process of high-school educational is detected. The structural model of high-school graduate students’ self-regulation of activity is represented.
Nowadays the Internet appears to be ubiquitous. Especially young people are eager to enjoy easy access to the network and spend a decent amount of time in front of their electronic devices. Thus, it seems obvious that modern technology should be incorporated into didactic process in schools. Such lessons can be much more appealing to students and increase effectiveness of learning. In order to achieve these aims the lessons must be carefully planned, taking into consideration several important factors. This text discusses some of those crucial aspects.
The article highlights the interpretation of the concept “portfolio” in the terms of pedagogy. It is proved that in education portfolio technology involves integration of quantitative and qualitative evaluation, shifting emphasis to achievement, success, self-esteem of the student, his/her understanding of readiness for professional work. It is noted that the idea of using portfolio technology as a means of assessment in education institutions arose at the turn of the 70-80 years of the ХХ century under the influence of politics and business, according to some sources in Europe, and according to the others –- in the United States. The functions of portfolio are: diagnostic, prognostic, managerial, organizational, analytical, rating, pedagogical, setting goals, motivating, informative, developing, adaptative; the principles of technology are: appropriate, systematic, compliance, heterogeneity, scientific validity and objective evaluation. Portfolio is a part of the initiated studies to determine the values of the person. The following types of portfolio are characterized, namely: the portfolio as a tool for self-assessment of students’ achievements in the process of mastering the disciplines of professional cycle; the portfolio as a tool for autonomous learning of the certain disciplines; the portfolio as a tool to demonstrate the academic product; the portfolio as a feedback tool in the learning process; a diversified portfolio that reflects the different purposes of evaluation and self-assessment of the competence of the future teachers of Physical Culture. There are such portfolio components as a list of references, testimonials, reviews, abstracts at the conferences, articles in scientific journals, certificates of participation in seminars and conferences, certificates of internships, projects. The criteria of evaluation portfolios of students serve to identify such levels of readiness as high, enough, medium, low. The prospects for further research the author sees in further study of the theoretical principles of the portfolio technology and the development of practical recommendations on its implementation in the process of future specialists of physical culture training.
This article contains the description of the basic principles of development of the performance skills of the future musicalart teacher. The following methods were used during the survey: analysis, synthesis, systematization. The appropriate reference and scientific literature was investigated during research. Methodological approaches (comprehensive, humanistic and activity) were applied for the analysis of the term «performance skill of the future musical art teacher». Performance skills of the future musical art teacher – is a part of his professional skills. It includes the system of important professional qualities (musicality, performing reliability, focus on musical and professional activity), musical and professional knowledge (the attainments about the content and the means of musical performance and musical-pedagogical activity), skills (musical performance, interpretive and artistic) which are needed for the identification of the meaning of moral and aesthetic values of music. Based on the definition of the concept given above, its structural components were isolated and characterized: 1) personal and professional component (complex personal and professional qualities and abilities). Important professional qualities include musicality, reliability in a concert performance. Personal qualities are perseverance, dedication, self-control, empathy, emotion; 2) the theoretical component which includes a wide range of theoretical and practical information. These data relate to knowledge of musical performance; 3) operational and technical component includes musically-performing, musically-intellectual and artistic skills. Further pedagogical conditions of formation of performance skills of the future musical art teacher were proposed. These pedagogical conditions include: 1) promotion of educational and professional motivation of the future musical art teachers in order to improve their performance skills; 2) organization assimilation of the content of integrated performance skills of the future teachers of musical art on the basis of electronic aids; 3) the acquisition of experience performing activity of future musical art teachers. As a result, it was concluded that the efficient formation of performance skills of the future musical art teacher is possible under the complex of pedagogical conditions. Also on mastering the content of this integrated concepts and mastering musical performing experience of the future teacher of music. The perspective for further study – is to investigate the impact and effectiveness of the proposed pedagogical conditions of formation of performance skills of the future teacher of musicalart in the educational process.
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