An Emerging Model for a Farmer Information and Advisory Service for Russia

The breakup of the Soviet Union in 1991 resulted in the collapse of the centralized “command and control” agricultural information system that told farmers what to plant, when to plant it, and where to deliver the harvest. During the 1990s, a new “Farmer Information and Advisory Service” was launched as part of World Bank and other donor projects. This resulted in the creation of a number of different regional services, some connected with universities, some with agricultural administrations, and some with training institutes. These really constitute “fragments” created to suit regional needs rather than potential models for a future national agricultural communication and extension system. However, important lessons have been learned from these experiments. Using experiences from other countries and Russia’s recent experiences, a model for a new agricultural communication and extension system is proposed that would fit Russia’s unique agricultural structure and extensive geography

Технологии сбора статистической информации в библиотечных информационных системах и открытых архивах

The author reviews the experience of RNPLS&T in developing the Open Archive and in particular, in building the system of statistical information acquiring and analysis. The author emphasizes that the RNPLS&T’s main goal is to increase the standards of user library and information services, which is accomplished through building, maintaining, analyzing its collections, databases and databanks, including its e-catalogs, specialized topical dayabases and periodical databases in sciences. For this purpose, the system of acquiring and analyzing statistical information is being built. This system, at a new level, enables to acquire a different segment of data essential for further optimization of information systems and for user services, on the whole. The new technologies enable to keep track of user flows, efficient order processing, and demand for certain subjects and individual publications. The author concludes that this makes a powerful and universal instrument and technology for analyzing the RNPLS&T’s technologies and information systems and forecasting their development with actual information on user behavior. Представлены результаты работ по развитию Открытого архива ГПНТБ России в части создания и совершенствования системы сбора и анализа статистической информации. Отмечено, что для выполнения основной функции ГПНТБ России – повышение качества библиотечно-информационного обслуживания всех категорий пользователей – необходимо формировать и анализировать использование фондов, баз и банков данных, включая электронные каталоги, специализированные тематические базы данных и базы данных научных периодических изданий. Для решения этих задач выстраивается система сбора и анализа статистической информации, которая на новом уровне обеспечивает возможность получения нового среза данных как для дальнейшей оптимизации работы информационных систем, так и для обслуживания пользователей в целом. Констатировано, что в результате внедрения новых технологий появилась возможность отслеживать потоки пользователей, оптимальные пути выдачи заказов, популярность тех или иных тематик, отдельных изданий. То есть появился мощный универсальный инструмент и технология анализа действующих в ГПНТБ России технологий и информационных систем,  а также прогнозирования их развития с учётом реальных данных о поведении пользователей

Analysis of spatial humus distribution in virgin and arable Chernozems in the eroding landscapes

A statistical assessment of data on the content and spatial distribution of humus in virgin and arable Chernozems on slopes in the south of the forest-steppe zone of the Central Russian Upland was performed. The greatest number of statistically significant differences between arable and virgin Chernozems was found for the upper soil layer (0–20 cm

The HITRAN2016 molecular spectroscopic database

This paper describes the contents of the 2016 edition of the HITRAN molecular spectroscopic compilation. The new edition replaces the previous HITRAN edition of 2012 and its updates during the intervening years. The HITRAN molecular absorption compilation is composed of five major components: the traditional line-by-line spectroscopic parameters required for high-resolution radiative-transfer codes, infrared absorption cross-sections for molecules not yet amenable to representation in a line-by-line form, collision-induced absorption data, aerosol indices of refraction, and general tables such as partition sums that apply globally to the data. The new HITRAN is greatly extended in terms of accuracy, spectral coverage, additional absorption phenomena, added line-shape formalisms, and validity. Moreover, molecules, isotopologues, and perturbing gases have been added that address the issues of atmospheres beyond the Earth. Of considerable note, experimental IR cross-sections for almost 300 additional molecules important in different areas of atmospheric science have been added to the database. The compilation can be accessed through www.hitran.org. Most of the HITRAN data have now been cast into an underlying relational database structure that offers many advantages over the long-standing sequential text-based structure. The new structure empowers the user in many ways. It enables the incorporation of an extended set of fundamental parameters per transition, sophisticated line-shape formalisms, easy user-defined output formats, and very convenient searching, filtering, and plotting of data. A powerful application programming interface making use of structured query language (SQL) features for higher-level applications of HITRAN is also provided

The 2015 edition of the GEISA spectroscopic database

The GEISA database (Gestion et Etude des Informations Spectroscopiques Atmosphériques: Management and Study of Atmospheric Spectroscopic Information) has been developed and maintained by the ARA/ABC(t) group at LMD since 1974. GEISA is constantly evolving, taking into account the best available spectroscopic data. This paper presents the 2015 release of GEISA (GEISA-2015), which updates the last edition of 2011 and celebrates the 40th anniversary of the database. Significant updates and additions have been implemented in the three following independent databases of GEISA. The “line parameters database” contains 52 molecular species (118 isotopologues) and transitions in the spectral range from 10−6 to 35,877.031 cm−1, representing 5,067,351 entries, against 3,794,297 in GEISA-2011. Among the previously existing molecules, 20 molecular species have been updated. A new molecule (SO3) has been added. HDO, isotopologue of H2O, is now identified as an independent molecular species. Seven new isotopologues have been added to the GEISA-2015 database. The “cross section sub-database” has been enriched by the addition of 43 new molecular species in its infrared part, 4 molecules (ethane, propane, acetone, acetonitrile) are also updated; they represent 3% of the update. A new section is added, in the near-infrared spectral region, involving 7 molecular species: CH3CN, CH3I, CH3O2, H2CO, HO2, HONO, NH3. The “microphysical and optical properties of atmospheric aerosols sub-database” has been updated for the first time since 2003. It contains more than 40 species originating from NCAR and 20 from the ARIA archive of Oxford University. As for the previous versions, this new release of GEISA and associated management software facilities are implemented and freely accessible on the AERIS/ESPRI atmospheric chemistry data center website

Features of the Work with Autistic Children Organization at the Initial Stage of Education

Особенности интеллектуального, эмоционального, сенсорного развития – это индикаторы развития аутичного ребенка. На начальном этапе их обучения должны быть созданы специальные условия. В статье затрагиваются психологические проблемы современной школы, где сейчас есть острая необходимость специальной методики работы с особенными учащимися. У детей с аутизмом до 5 лет и позже наблюдается характерная задержка речи или мутизм (полное отсутствие речи). Что касается возможности дальнейшего обучения и развития речи (после 5 лет), это зависит от тяжести заболевания – при запущенной тяжелой форме аутизма ребенок может вообще не начать говорить или обозначать свои потребности короткими словами в повелительном наклонении – играть, кушать, спать, пить и т.д. Приведены некоторые результаты исследования и наблюдения из практики, которые свидетельствуют о необходимости подготовки общества и образовательной среды для повышения качества жизни детей с диагнозом “аутизм”. Создаются школы со специальной методикой работы с аутичными детьми. Выводы. К особенностям организации работы с аутистичным ребенком на начальном этапе обучения мы относим: 1) специальную подготовку педагогических работников и специалистов; 2) сознание для ребенка с РАС мотивирующей среды, учитывающей его специфические интересы и особенности переработки сенсорной информации. Материалы статьи представляют практическую ценность для педагогов, реализующих инклюзивное образование, тьюторов, психологов, родителейThe features of intellectual, emotional, and sensory development are indicators of the development of an autistic child. Special conditions should be created at the initial stage of their training. The article touches upon the psychological problems of modern schools, where there is now an urgent need for special methods of working with special students. Children with autism up to 5 years of age and later have a characteristic speech delay or mutism (complete absence of speech). As for the possibility of further learning and speech development (after 5 years), it depends on the severity of the disease – with advanced severe autism, the child may not begin to speak at all or indicate his needs with short words in the imperative mood – to play, eat, sleep, drink, etc. Some research results and observations from practice are given, which indicate the need to prepare society and the educational environment to improve the quality of life of children diagnosed with autism. The materials of the article are of practical value for teachers implementing inclusive education, tutors, psychologists, and parent

Problems and Prospects for the Development of Professional Pedagogical Activity in the Context of IT Penetration into Education

The beginning of the 21st century was marked by the rapid growth of qualitative transformations in all spheres of public life, including in pedagogical activity. Undoubtedly, this was facilitated by the steady development of information and communication technologies (ICT), the transformation of knowledge into a fundamental source of welfare gain as for a separate individual, and for society as a whole. Today, cross-cultural competencies are actively being formed that create opportunities for self-identification of individuals and communities; the dominance of the role of information-filled factors in the composition of sources of information-analytical base, etc. are observed. All this allows us to talk about the formation of the information society, which determines the transformation of professional pedagogical activity and its institutional environment. In our opinion, there is a change in the content of pedagogical activity; it is being transformed into information and analytical activity, as it is implemented by carriers of intellectual and creative resources with the active use of breakthrough information and communication technologies, which, ultimately, allows us to provide the main contribution to improving the level of professional development teacher. It is about the formation of a global information space. Experts note that teachers of non-pedagogical specialties of higher educational institutions in the Russian Federation often do not have basic pedagogical education, which makes it very difficult and even impedes the solution of many educational problems, not to mention the fact that they do not have a proactive character regarding the state of educational practice. Speaking about the teachers' availability of professional and pedagogical training, we assume that, at a minimum, they know such methods of professional pedagogical activity as the algorithmization and problematization of the educational dialogue, which allow them to identify the operations of the activity and determine their optimal sequence; all this also actively involves students in discussions when considering problem situations, etc. All that, in the end, is associated with the need to find relevant information for a professional solution to the problem in question. It is obvious that in modern realities it is necessary to constantly update professional information due to its rapid obsolescence, which in itself requires the active improvement of pedagogical technologies. All this speaks of the need to improve the theoretical and methodological provisions and practical recommendations of professional and pedagogical training of university teachers in the conditions of informatization of education