The basic objective of this paper is to present the relevant methodological and practical aspects of forming the unified external network equivalent. This equivalent consistently respects the effects of primary voltage and frequency control of external power system, including the real possibilities and limitations, as well as the effects of possible action of under frequency load shedding or under frequency protection of generator. The first practical experience in the application of the equivalent has been gained on an example of the synchronous parallel operation of the 2nd UCTE Synchronous Zone. The results obtained show a very good accuracy of unified external network equivalent formed and also show the very high speed of steady-state security assessment in context of real interconnection.

This study investigated the effects of long-term, low-level exposure to radio-frequency radiation (RFR) on various physiological systems in a large rodent population. Two hundred adult male white rats with chronically implanted aortic cannulas were randomly divided into two groups. Animals in the first group were exposed to the low-level RFR environment for approximately 22 hours daily, seven days a week, for six months. Depending on animal orientation within the home cage (all animals singly caged) the estimated whole-body specific absorption rate (SAR) ranged from 0.04 to 0.4 W/kg. The estimated mean whole-body SAR ranged from 0.3 W/kg (medium-sized rats) to 0.35 W/kg (large-sized rats). A second, sham-exposure group was maintained under identical conditions, but were not radiated. Microsamples of blood were withdrawn on a cyclic schedule from the unanesthetized and unrestrained rats. The blood samples were assayed for plasma adrenocorticotropin (ACTH), plasma corticosterone, plasma prolactin, plasma catecholamines (norepinephrine, epinephrine, and dopamine), hematological end points (hematocrit ratio, complete red blood cell count, complete white blood cell count, and a differential count of neutrophils, eosinophils, and monocytes), and cardiovascular end points (heart rate and mean arterial blood pressure). Analysis of the results showed no significant RFR-induced differences in these end points when the RFR-exposed group was compared to the sham-exposed group. Chronic exposure to the low-level, pulsed field resulted in no adverse effects on animal health, as measured by the spectrum of blood-borne end points.

TRIZ (Теория Решеня Изобретательных Задач-Theory of innovative problem solving)-is the method enabling stimulation of creative problem solving by way of using the developed knowledge bases. It has been proved that innovative inventions from certain fields of technologies can be applied not only to technical but also to the social human activities, and thus to education as well. TRIZ exploration begins with the hypothesis that there are no universal principles of finding creative solution for any problem based on innovation and advanced technologies. TRIZ support has shown excellent results in the field of education, as well. The system of education is one of the most complex social systems, burdened with multiple contradictions. The education system's contradictions comprise wishes of parents versus capabilities of children, wishes of teachers versus educational institution capabilities, etc., so that the need arises for presenting the assembling of educational requirements of the society for improving the level of education, versus writing new educational plans, by way of improved technical resources of the society. Basic TRIZ concepts says that creative solutions require removing of contradictions. Being creative, the TRIZ method is an important part of the technological education program at high schools of professional studies and at faculties in the course of studying. An important link to TRIZ method application in education is envisaging of teachers' perceptions in the education technology, which is the first step towards introducing TRIZ method into the educational plan and program at lower educational levels as well. The paper offers and develops application of new models of education management by way of TRIZ method, by the matrix of forty innovative principles, as well as by the matrix of four most influential features, with the special contribution of applying creative principles in the field of education.

No abstract

No abstract