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This paper investigates the density, phase composition, microstructure and mechanical properties (microhardness, fracture toughness) of binderless WC + SiC ceramics obtained by conventional pressureless sintering (CPS) and Spark Plasma Sintering (SPS). α-WC nanopowders obtained by DC arc plasma chemical synthesis and β-SiC powders have been used as raw materials. The content of SiC particles was 1, 3, 5% wt. Excess graphite (0.3, 0.5% wt.) was added to α-WC nanopowders to decrease the volume fraction of W2C particles that negatively affect the mechanical properties of ceramics. WC + 1% wt. SiC + 0.3% wt. C ceramics are shown to have a homogeneous fine-grained microstructure, high relative density, increased microhardness and Palmquist fracture toughness. The CPS and SPS activation energies of WC + SiC nanopowders at an intensive shrinkage stage are determined using the Young-Cutler model. The effect of carbon and SiC particles on the CPS and SPS activation energies of tungsten carbide nanopowders has been analyzed. The CPS activation energies of WC, WC + C and WC + SiC + C nanopowders are shown to be closer to the carbon diffusion activation energy along α-WC grain boundaries. The SPS activation energies of WC and WC + SiC nanopowders turn out to be lower than the carbon grain boundary diffusion activation energy of α-WC.

The article examines the role of dictionaries in the process of formation of linguistic, communicative, cultural, and professional competence of students of non-humanitarian specialties. The formation of lexicographical competence of students is one of the important directions of the development of linguistic, speech and General culture of a modern student. Ability to work with information, organize it, search, analyze words, and apply them depending on the situation of communication can be formed in the course of work with reference books, particularly dictionaries of the modern Russian language. In the course of the discipline "Russian language and speech culture" students not only get acquainted with different dictionaries of the Russian language, learn to work with them, but you can try your hand in the process of compiling academic reference dictionaries for their future profession. The participation in linguistic projects related to lexicographical description of professional vocabulary facilitates not only application of knowledge in practice, but can help develop the skills of work with reference books, will contribute to the awakening of cognitive activity of students, teach them how to respect heritage dictionary, lexicography in General and to its object – word. Work in self-compilation of dictionaries, reference books also expands the students ' knowledge about the language for specific purposes, facilitates the process of entering in professional communication. As examples of successfully implemented lexicographical projects the author cites the dictionaries prepared by the students of the Moscow Polytechnic University.