The C(3P) + O2(3Σ−g) ↔ CO2 ↔ CO(1Σ+) + O(1D)/O(3P) Reaction: Thermal and Vibrational Relaxation Rates from 15 K to 20000 K

Thermal rates for the C(3P) + O2(3Σ-g) ↔ CO(1Σ+)+ O(1D)/O(3P) reaction are investigated over a wide temperature range based on quasi classical trajectory (QCT) simulations on 3-dimensional, reactive potential energy...

Characteristics of adaptation opportunities of children of different types of psychosomatic constitution

Methodological approach to allocation of constitutional characteristics of children which subdivided in terms of mental activity orientation type as well as to their mental organisation features' identification and to adaptation opportunities' comparative characteristics is offered in this article. Distinctions of systemic portraits of children who are either introverts, or centroverts, or extroverts, reflect "the constitutional norms" distinctions revealing advantages and disadvantages of each type: thus, introverts are disciplined, logical, assidious when being exposed to long simple monotonous loadings; they show endowments in motor function of the hand, and they are industrious, but inert, disturbing, adynamic; extroverts, on the contrary, are resolute, vigorous and initiative; they have high reactive potential; but what is their disadvantage, is deficiency of attention and randomness, tendency to manifestation of explosive temper; the greatest optimality is peculiar to the centroverts who represent "the constitutional balance". The described differences in social and psychological properties are the basis for creation of the differentiated approaches to upbringing children when optimising adaptation in introvert children by means of decreasing uneasiness, improving mental activity and self-assessment; and in extroverts, by means of decreasing excess activity, aggression, impulsiveness; and in centroverts, by means of increasing randomness and independence. The offered approach will be of interest of experts in the field of pedagogy and psychology, allowing individualising as much as possible upbringing programmes in the conditions of educational institution and family.