Home – Home – Jornals – Advanced Search

The knowledge of optical and dielectrical properties of ferroelectric films, in particular, strontium-barium niobate films, in the terahertz spectral range is needed to use these films as a basis of active elements and structures for detection and control of terahertz radiation. The properties of strontium-barium niobate films with x = 0.5 grown on oriented sapphire substrates with an applied electrode are studied by the method of pulsed broad-band terahertz spectroscopy in the spectral range of 0.2-1.3 THz. It is found that strontium-barium niobate films can be used to develop devices for detection and control of terahertz radiation.

The growth of the natural oxide of the Cd_x Hg_{1 - x}Te (MCT) compound is studied by methods of laser and spectral ellipsometry. It is found that a non-absorbing oxide film is formed from the very beginning in the case of MCT oxidation with hydrogen peroxide vapors, whereas oxidation with atmospheric oxygen leads to the formation of absorbing layer on the surface at the first stages of the process. When the oxide film thickness reaches 1-2 nm, the oxidation rate drastically decreases. If MCT samples that were stored for a long time (for years) in air at room temperature are heated at T = 200 ºC, the optical thickness of the oxide film decreases.

A comparative analysis of the prospects of creating superthin, light, and highly efficiency solar cells based on A^IIIB^V/InGaAs and A^IIIB^V/Ge heterostructures is performed. Technological problems and prospects of each variant are discussed. A method of thinning of A^IIIB^V/Ge heterostructures with the use of an effective temporal technological carrier is proposed. The method the process to be performed almost with no risk of heterostructure fracture, thinning of the Ge cascade down to several tens of micrometers (or even several micrometers), significant increase in the percentage of good devices being produced, and also convenient and reliable transfer of thinned solar cells to an arbitrary light and flexible substrate. Such a technology offers a possibility of creating high-efficiency thin and light solar cells for space vehicles on the basis of batch-produced A^IIIB^V/Ge heterostructures.

Principal issues of using pyrometry for temperature monitoring is low-temperature processes in the technology of production of semiconductor structures are considered by an example of growing mercury-cadmium-telluride (MCT) layers on the GaAs substrate by the method of molecular beam epitaxy. Optical and thermophysical modes are proposed to describe the processes of radiant heat transfer in a vacuum chamber. Based on these models, it is demonstrated that radiation from the heater and the signal reflected from the chamber walls, which are comparable in magnitude with the measured radiation emitted by the sample, should be taken into account in interpreting data measured by a pyrometer. Methods of useful signal identification are found. Experiments on temperature measurement by a pyrometer mounted on the MCT growth chamber are performed. Results of these experiments are in good agreement with theoretical predictions.

This article is a continuation of the previous articles of these authors in the journal «Philosophy of Education» [1-3]. It reflects the existence of two important approaches to the philosophy of education: the socio-philosophical and philosophical-anthropological ones in the context of interaction of modern civilizations [4; 5]. The article explores the formation and correlation of individual and public consciousness in the educational systems of different civilizations. Accordingly, different system types of modern civilizations are distinguished: self-supporting, parasitic, colonial and closed. It is shown that different types of educational systems, individual and public consciousness are formed in them. With interstate and international interaction of educational systems of different countries, it is necessary to take into account their specificity in different system types of civilizations. What is positive in the formation of one civilization, in another civilization can turn into a negative and even destructive factor when influencing individual and public consciousness.

Russia's current educational policy takes into account the world trends in the development of the education sector and reflects the complex process of seeking and formulating national interests in the field of education, which should become the basic priorities for the education system in general and higher education in particular. The vector of educational policy becomes especially important in the period of the crisis structural transformations of society, as it determines its further development. Despite the fact that over the past decades the state has been carrying out an intensive series of reforms in the sphere of science and education aimed at training practical practitioners who are ready to carry out their activities in the conditions of the emerging knowledge society, nevertheless, the transition of the Russian society to a qualitatively new level of development occurs. The purpose of the work is to identify the reasons for this discrepancy. To solve the problem, it is proposed to turn to the historical and philosophical analysis of the domestic educational policy, since the social and economic crisis that occurred in Russia in the 1990s, is not the first, significantly inhibited the positive processes in the development of science and education. So, no less serious impact on the development of all social institutions of our society was a systemic crisis that occurred in the Russian society at the beginning of the 20th century, which showed that the domestic system of higher education, which was formed in the XIX century in accordance with the European university tradition, did not satisfy the demands placed on the part of the developing socialist society. The paper considers the basic principles of the organization of the system of national education, which were laid in conditions of overcoming the crisis of the beginning of the 20th century and remained virtually unchanged for many decades; the strengths and weaknesses of the educational policy are outlined; an analogy is made with the systemic crisis that occurred in Russia at the turn of the 20th and 21st centuries. The brief historical and philosophical analysis of the changes in the Russian educational policy in the context of crisis situations, conducted in this paper, clearly demonstrated that at critical moments the rigid regulation of the activities of higher education institutions on the part of the state is increasing; at the same time, the educational institutions of the «narrow» practice-oriented specialization come to the forefront, while the classical university education, which is directed not at training a specialist but as bringing up a citizen, a «cultural personality» at the expense of familiarizing the student with various fields of modern knowledge, loses their positions. Ultimately, this fact can lead to a radical transformation of the national mentality, as well as a break with the spiritual and moral traditions of the national culture.

The article analyzes the transformation of the idea of unity and harmonization of interethnic relations in the Soviet and post-Soviet periods. The reasons are identified, which has exacerbated the situation of interethnic relations in the USSR in the second half of the 80s of the twentieth century and led to the «parade of sovereignties» in the national republics and autonomies. One of the reasons was the effectively conducted throughout the period of Soviet power policy of «indigenization», which was not in contradiction with the ideas of international education, but led to the strengthening of the ruling elites of the titular nationalities. As a result, in the early 90-ies of the twentieth century, instead of the concept of a multicultural society, there was put forward the idea of a multicultural variety of ethnic groups, the basis of the interaction of which was only cooperation on a contractual basis. The aggravation of the economic, social and political contradictions brought to the surface the national and the ethnic contradictions. It is emphasized that political debate and a long process of division of powers between the Federal centre and regional authorities began to be broadcasted by the education system and culture. As a result, by the end of the twentieth century, a new generation of people was formed, which worship of Western values and hate the Soviet past, which, however, was permeated with the idea of international education. Thus, the idea of unity of peoples of Russia was indirectly rejected. The shift towards Western values has resulted in Russia in the inversion of the basic principles of social organization, which involved all segments of the population into the adaptive and maladaptive processes, the dynamism of which created the situation of openness of the axiological system. Russia in the late twentieth century actually repeated the practice of the models of multiculturalism in Western Europe, based on the idea of the nation not as an ethnocultural community, but as multicultural with the opposition and the titular «other» ethno-social groups and received the same result, atomization of the country. The negative effects of the «parade of sovereignties» to the beginning of the XXI century led to the emergence of the work of scientists and ethno-sociologists characterized by lack of desire for radical changes and harsh criticism of the Soviet past. They again began to turn to the idea of progressive integration and actually return to a policy of internationalism (or multiculturalism). Socio-political and economic situation in the country required the development of new policy documents on harmonization of interethnic relations, strengthening of Patriotic education. The emphasis has shifted from the formation of the ethnic identity of the individual to civic education.

Modern social management is becoming increasingly multi-level and complex. Of particular importance are the patterns and results of governance at the national and global levels. Therefore, these forms of management require special research on the socio-philosophical level, and the results should be reflected both in scientific knowledge and in education. A number of key problems are being actualized: determining the essence of relations between law, power and government; identifying the fundamental mechanisms of interaction between these social phenomens; developing the conceptual bases of social management in interrelation with law and authority; determining the specifics of state and global governance; reflecting the results obtained in the legal, political, social and philosophical and other branches of social and humanitarian education.

From the standpoint of philosophy, it can be noted that in different civilizational and cultural types of development of the countries, in the latter historically formed specific socio-legal subsystems (spheres), including with constitutional and unconstitutional legal bases, as well as various sciences -philosophical concept of law. Theoretical and practical socio-cultural approaches to law in different countries have special features of organization and manifestation, correspond to different forms of socio-political governance, have their advantages and disadvantages in certain social conditions. Accordingly, there are actual problems: the research of these social and legal concepts and approaches not only on the specific legal, but also on the philosophical, legal and socio-philosophical levels; to identify the correlation and harmonization of the various levels of knowledge obtained from the standpoint of conceptual and legal security - for individual countries. It is also necessary to reflect the knowledge gained in the relevant academic disciplines of professional legal education.

In this article, the necessity is substantiated of qualitative improvement of subordinate rulemaking as a critical factor in the practical implementation of laws in the conditions of high dynamics of social life and the need for the prompt legal response to the occurring changes. In the aspect of division of powers between the Russian Federation and subjects of Federation, according to the Russian Constitution, the author examines the legal scope of joint competence of Federation and its subjects. It is indicated that, in the joint jurisdiction of the Russian Federation and its subjects, there are accepted the same type of laws that creates an excessive number of laws and a high probability of their non-observance, giving rise to an increase in unsystematic and chaotic phenomena in the legislation. The novelty is the proposal to take a fresh look at regulation of subjects of reference, in accordance with article 72 of the Constitution of Russia, namely: to amend the Constitution of Russia, charging the subjects of the Russian Federation on subjects of joint jurisdiction with accepting not the laws of subjects in fulfillment of their powers, but subordinate regulatory enactments of legislative (representative) and executive authorities of the subjects of the Federation. In higher education institutions, in the discipline of «Constitutional law», while studying the legislative process, students should be encouraged to focus on subordinate rule-making as the most important mechanism of law enforcement.