Plan zemelʻnogo otvoda kolfonda "Tagancha" Krivorogskogo okruga Sofievskogo raĭona ploshchadiʻ︠u︡ 4983 desi︠a︡tin

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Plan zemelʻnogo otvoda uchastka litera "K" kollektivov "Kalininovka" i "Novai︠a︡ Zhiznʻ" Krivorogskogo okruga Sofievskogo raĭona ploshchadiʻ︠u︡ 569 desi︠a︡tin

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Plan uchastka kolfonda litera "B" Krivorogskogo okruga Mikhaĭlovskogo raĭona ploshchadiʻ︠u︡ 495 desi︠a︡tin

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Plan uchastka kolonizat︠s︡ionnogo fonda pod literami "A" i "B" Krivorogskogo okruga Mikhaĭlovskogo raĭona ploshchadiʻ︠u︡ 1356 desi︠a︡tin

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Plan uchastka kolonizat︠s︡ionnogo fonda poselok "Chervonnyĭ" ( Ėrbardaĭter), Dnepro-Petrovskogo okruga, Sinelʻnikovskogo raĭona, ploshchadiʻ︠u︡ 793 desi︠a︡tin

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Plan uchastka kolfondalitera "D" Krivorogskogo okruga Mikhaĭlovskogo raĭona ploshchchadiʻ︠u︡ 874 desi︠a︡tin

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Plan zemelʻnogo otvoda kolfonda "Niva" Krivorogskogo okruga Sofievskogo raĭona ploshchadiʻ︠u︡ 861 desi︠a︡tin

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Plan zemelʻnogo otvoda kolfonda "Novai︠a︡ Zhiznʻ" Krivorogskogo okruga, Mikhaĭlovskogo raĭona ploshchadiʻ︠u︡ 303 desi︠a︡tin

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Plan zemelʻnogo otvoda kollektiva "Novyĭ Putʻ" Krivorogskogo okruga Mikhaĭlovskogo raĭona ploshchadiʻ︠u︡ 717 desi︠a︡tin

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Plan uchastka gosfonda kollektiva "Trud" Krivorogskogo okruga i raĭona ploshchadiʻ︠u︡ 107 desi︠a︡tin

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Plan zemelʻnogo otvoda s.-kh. arteli "Krasnyĭ Pakharʻ" Krivorogskogo okruga, Sofievskogo raĭona ploshchadiʻ︠u︡ 1380 desi︠a︡tin

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Some properties of indium-tin oxide-films

Thin films of indium-tin oxide have been deposited by DC diode sputtering from an indium-tin alloy target in an argon, hydrogen and oxygen atmosphere. Films with sheet resistance of 11 ohms/square and 80% light transmission have been obtained. The effect of cathode composition and gas mixture on sheet resistance and optical transmission properties of the films have been studied.

Catalytic vapor-phase oxidation of p-xylene over tin vanadate

Rates of oxidation of p-xylene were measured in the temperature range 320 to 420 °C using tin vanadate as catalyst in an isothermal differential flow reactor. The amounts of p-xylene converted were determined by analyzing the main products (p-tolualdehyde, maleic anhydride, p-toluic acid and traces of terephthalic acid). Negligible amounts of products of complete combustion were formed. The reaction rates obtained for p-xylene followed the relation, Image based on the redox model. The mechanism of the reaction was determined by conducting different sets of experiments and it was found that the reaction followed the parallel-consecutive mechanism, in which p-tolualdehyde and maleic anhydride were formed from the parallel route whereas p-toluic acid was formed from the consecutive route.

Education, pedagogy and sport for development: Addressing seldom asked questions

This special issue features the growing field of Sport for Development. Importantly few questions have been raised about the educative quality of sport for development programs or the pedagogies by which they are delivered. This seems to be something of an oversight since; by definition development infers some sort of learning or educative process. This introductory paper provides an editorial commentary and summary on the papers included in this issue. We also comment on Sport for Development as a growing field of research and identify what might be some fruitful areas of research direction based on the papers included in the issue. Our reading of the papers suggest that there are important concerns related to pedagogy and educational practices in sport for development projects that stem from a dominance of neoliberal agendas, unintended though this may be. At the same time however, it is apparent that this challenge is being met head on by a growing number of researchers, and reports of this progress can be found in this issue.

The performance in context model: A 21st century tertiary dance teaching pedagogy

Despite tertiary institutions acknowledging that reflective practice is an essential component of undergraduate dance teacher training, there is often a disparity between the tertiary students’ reflective skills and the more sophisticated reflective ability needed to navigate the 21st century workforce (Silva 2008). This paper charts the evolution of a dance teaching reflective pedagogy within a suite of three units across a three-year undergraduate dance teacher-training course for school, community and studio dance teachers. This reflective pedagogy based on exploration, collaboration, critical questioning and connections with community forms the basis of a model of tertiary dance teacher- training; the Performance in Context Model (PCM). Over the past four years, through four cycles of action research, the PCM pedagogy, context and engagement with community has developed into a successful model integrating practical dance teaching skills, artistry and community engagement. The PCM represents a holistic collaborative approach to dance teacher education: the marrying of ‘teacher-as-artist’, ‘teacher-as-performer’ and ‘teacher-as-researcher’. More specifically, it emphasises the need for mature, reflective, receptive and flexible approaches in response to dance teaching and learning. These are enacted in a variety of contexts, with tertiary dance teaching students identifying as teaching artists, as well as researchers of their own practice.