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We investigated the influence of the silica-based glass composition and its synthesis conditions on the oxidation states of luminescent rare earths like Ce, Tb, and Eu dopant ions. It was found that the repeated melting of the glass led to the stabilization of rare-earth ions in higher oxidation states; in the case of Ce doping, this caused a significant decrease in the scintillation yield, whereas for Tb doping no significant modifications were noticed. Furthermore, it was concluded that the glass matrix influences the rare-earth oxidation state depending on the ions modifying the glass structure. This effect was clearly observed for the Eu-doped series of Ca, Sr and Ba di-silicate glasses, where the conversion of Eu3+ to Eu2+ was found to be dependent on the distortion of the silica network. The influence of glass crystallization on the rare-earth oxidation state stabilization is also discussed.

The rapid development of Industry 4.0 as a result of the Fourth Industrial Revolution brings back the relationship of pedagogy and production to mutual integration that has been their characteristic since ancient times. The study revealed high digital readiness of students (4.24 according to the student assessment and 2.82 according to the teacher assessment on a 5-point scale) and very low readiness of production to accept integrated learning (1.68 and 2.67, respectively), as well as the poor digitalization of the educational process according to the students and teachers, who are more closely familiar with the reality of production (2.03 and 2.45, respectively) © 2021. Nikolay Chapaev et al; published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDeris 4.0 License

The study is dedicated to requirements for the professional training of engineering specialists and the need to determine the significant aspects of their readiness to conduct professional activities. Focus on certain training aspects will make it possible to increase both the quality and the speed of specialist training, as well as contribute to their personal motivation. The purpose of the study is to identify the elements of architecture student readiness to conduct professional activities. The study took place at the Ural State University of Architecture and Art (Russia, Yekaterinburg); it involved 120 fourth and fifth year students of the Faculty of Architecture, as well as 12 faculty teachers and 154 graduates of different graduation years who have from 5 to 20 years of professional experience. Based on the analysis of available research on professional readiness and a preliminary participant survey, a number of elements of students' readiness for professional activities have been identified. The elements of students' readiness to conduct professional activities have been identified. The survey participants described the elements that they believed would most contribute to professional readiness: Motivational-axiological (22% of participants), informational-cognitive (18.8% of participants), personality-reflexive (16.7% of participants) and activity-oriented (13.4%). The study can be useful for vocational education teachers to help them identify the influence of students' personal characteristics on the successful development of their readiness for professional activities. © 2021 Kassel University Press GmbH. All rights reserved.