European Researcher. Series A

2488-2501

Authors: Olga A. Iarmonova, Anton B. Petrochenkov, Bernd Krause

A fast mathematical model simulation module based on LabVIEW graphical programming environment has been developed. The module will be used for gas turbine and electrical power system co-simulation, and for testing automation of gas turbine automatic control systems.

2508-2517

Authors: Anastasiia Suslova, Leonid Mylnikov, Bernd Krause

An approach to management of semi-structured scientific research process on the basis of dynamic cognitive map is considered. The approach takes into account interconnections of factors that influence innovative activity and is based on analysis of the following measurable parameters: research activity, innovative activity by branches of industry (applied research), number of developments (applications), demand for technology, geographical spreading, and potential efficiency of innovation.

2530-2535

Authors: Fazira A. Kakzhanova

The modals are a complicated grammatical phenomenon. As of today, the status of modals is still not precisely defined in the linguistics literature, and they are described under different names: modal verbs, modal words, auxiliary modals, or defective verbs. Modals express the result of the conversion of thought processes (deep structure) about the realization of actions into surface structure. As articles determine the status of nouns as indefinite or definite things, modals determine the relation of a person to actions or the quality of an action as realizable or unrealizable. Modals cannot truly be ‘modal verbs’, because they lack the morphological characteristics of verbs (aspect, voice, mood, and tense), and the term ‘defective verb’ is flawed for the same reason. Furthermore, they cannot be ‘auxiliary modals’, because they don’t neutralize their main meanings when they become auxiliary. Thus, I propose to refer to these elements only as modals or modal words.

2544-2554

Authors: Yasemin Esen

Education is an effective tool for effecting change both on an individual and social level and it is a key institution that can minimize the differences among social groups and genders. While teachers are key actors responsible for implementing this basic function of education, they themselves are raised in societies that are stratified by gender. Teachers act as carriers of the values and cultural codes of their societies and have a tendency to support students' opinions and behaviours and educational and professional choices shaped by sexist stereotypes, thereby contributing to inequality. Therefore, one strategy to adopt in combating inequality between genders is to raise awareness and sensitivity of teachers concerning gender inequality. With this strategy in mind, this study seeks to identify the key features of Gender Equality course for pre-service teachers in Turkey.