Critical thinking as a premise for the intercultural competence development

The intercultural orientation of education at the present stage is dictated by the objective conditions of the socio-economic and political context of the current century. Intercultural communicative competence is one of the main aspects of professional competence of a specialist. The intercultural orientation of language education is embodied in the objectives of the modern stage of development of the theory of teaching foreign languages. Language today is considered as a special tool for creating and interpreting the “image of the world”, which provides the opportunity to “penetrate” into world culture, as well as the individual’s awareness of their national and cultural identity, which in turn contributes to the formation and socialization of the student’s personality. Such an understanding of the language, as well as the specificity of intercultural communication leads to the need to consider intercultural interaction from the perspective of mental processes. It is thinking that, being the highest stage of human knowledge, allows one to gain knowledge about such objects, properties and relations of the surrounding world that cannot be directly perceived through sensory perception. Thinking is an integral part and a special object of self-consciousness of a person, the structure of which includes understanding oneself as a subject of thinking, differentiation of “one's own” and “other’s” thoughts, awareness of an unresolved problem as one’s own, awareness of one’s attitude to the problem. Critical thinking involves performing certain mental operations along with affective personality parameters. An analysis of intercultural communication from the perspective of cognitive personality parameters allows us to conclude that these parameters correlate with cognitive processes that form the essence of critical thinking and state the need for their interconnected development in the process of forming students' intercultural competence

The role of self-esteem in the development and self-development of a student’s personality

This article uses the concept of self-esteem and its impact on the development of a student's personality. The analysis of the views of some domestic and foreign scientists in this field of scientific knowledge is given. The ways of organizing the evaluative activity of the teacher are indicate

МОТИВ ВЛАСТИ В ИСТОРИОСОФСКОМ ПОЭТИЧЕСКОМ ДИСКУРСЕ М.В. ЛОМОНОСОВА

The article defines the role of M. V. Lomonosov as one of the founders of the Russian state poetic historiosophy of the XVIII century. It is concluded that Lomonosov odic works were focused on the reflection of the rapidly changing present, on glorification of the people who carry the idea of enlightened autocratic power and on popularization of the concept about Russian statehood progressive development. It is emphasized that the main historical character of Lomonosov odes becomes Peter I, who acquires the status of a mythologeme, a cultural hero, the figure that stands between the ancient and new history of Russia. It is concluded that in Lomonosov solemn odes there was created the political historiosophy about Russian government for a quarter of a century - from the end of Anna Ioannovna reign to the beginning of Catherine II reign. The picture of "Imperial happiness" emerging in the poet's mind was formed on the basis of mythologism, naturalistic and secularized providential historicism. Lomonosov made the concept of progressive development for Russian statehood and culture of the XVIII century and it was assimilated by all the authors of odes and epic poems for the second half of the century.El artículo define el papel de M. V. Lomonosov como uno de los fundadores de la historiosofía poética estatal rusa del siglo XVIII. Se concluye que los trabajos de Lomonosov se centraron en el reflejo del presente rápidamente cambiante, en la glorificación de las personas que tienen la idea del poder autocrático ilustrado y en la popularización del concepto sobre el desarrollo progresivo del estado ruso. Se enfatiza que el personaje histórico principal de las odas de Lomonosov se convierte en Pedro I, que adquiere el estatus de mitólogo, héroe cultural, la figura que se encuentra entre la historia antigua y nueva de Rusia. Se concluye que en Lomonosov, durante un cuarto de siglo, se creó la historia política del gobierno ruso, desde el final del reinado de Anna Ioannovna hasta el comienzo del reinado de Catalina II. La imagen de la "felicidad imperial" emergente en la mente del poeta se formó sobre la base del mitologismo, el historicismo providencial naturalista y secularizado. Lomonosov hizo el concepto de desarrollo progresivo para la estadidad y cultura rusa del siglo XVIII y fue asimilado por todos los autores de las odas y los poemas épicos de la segunda mitad del siglo.В статье определяется роль М.В. Ломоносова как одного из создателей российской государственной поэтической историософии XVIII века. Заключается, что одические произведения Ломоносова были ориентированы на отражение быстротекущего изменчивого настоящего, на героизацию носителей идеи просвещенной самодержавной власти и на популяризацию концепции прогрессивного развития русской государственности. Подчеркивается, что главным историческим персонажем ломоносовских од становится Петр I, который обретает статус мифологемы, культурного героя, той фигуры, которая стоит как бы между древней и новой историей России. Делается вывод о том, что в торжественных одах Ломоносова создана политическая историософия российской власти за четверть века - от конца царствования Анны Иоанновны до начала правления Екатерины II. Возникающая в сознании поэта картина «имперского счастья» складывалась на основе мифологизма, натуралистического и секуляризованного провиденциального историзма. Созданная Ломоносовым концепция прогрессивного развития русской государственности и культуры XVIII века и была усвоена всеми авторами од и эпических поэм второй половины столетия

ДИФФЕРЕНЦИРОВАННЫЙ ПОДХОД КАК ФАКТОР РАЗВИТИЯ ПРОФЕССИОНАЛЬНО-КОММУНИКАТИВНОЙ КОМПЕТЕНЦИИ СТУДЕНТОВ

Dynamically developing world has caused fundamental changes in the field of education, so there come new trends in the implementation of traditional approaches and new aspects in education sphere, in particular in the context of the formation of educational strategies in solving urgent problems of creative realization of students’ personal potential. The relevance of the implementation of the differentiated approach within the educational system in the modernization of Russian education at the present stage is explained by the fact that it makes it possible, on the one hand, to adapt the educational system to the levels of training, students’ individual characteristics and interests, on the other hand – to formulate a desire for self-education, development of the professional competence of future specialists. The differentiated approach in higher education is aimed at overcoming the contradictions between the level of requirements in educational and professional activities and the real possibilities of each student. The implementation of this approach involves updating the content and professional components, taking into account the characteristics of each student these are individual, age and professional. The main purpose of the study was to determine the efficient criteria and indicators on the implementation of the differentiated approach to students that is to their communicative competence, knowledge of foreign language professional terminology, orientation in cognitive professional and communicative values and the nature of a person’s focus on these values. The results of the study showed that in the process of students professional education the differentiated approach performs the following functions: it is a means of development of an individual personality and future student’s creative potential; it affects the personal and professional adaptation of a future student in society; it contributes to the effective formation of conditions for resourceful professional self-realization of a future student.El desarrollo dinámico del mundo ha provocado cambios fundamentales en el campo de la educación, por lo que surgen nuevas tendencias en la implementación de enfoques tradicionales y nuevos aspectos en el ámbito de la educación, en particular en el contexto de la formación de estrategias educativas para resolver los problemas urgentes de la realización creativa de El potencial personal de los estudiantes. La relevancia de la implementación del enfoque diferenciado dentro del sistema educativo en la modernización de la educación rusa en la etapa actual se explica por el hecho de que hace posible, por un lado, adaptar el sistema educativo a los niveles de capacitación, Las características e intereses individuales de los estudiantes, por otro lado, para formular un deseo de autoeducación, el desarrollo de la competencia profesional de futuros especialistas. El enfoque diferenciado en la educación superior tiene como objetivo superar las contradicciones entre el nivel de requisitos en las actividades educativas y profesionales y las posibilidades reales de cada estudiante. La implementación de este enfoque implica actualizar el contenido y los componentes profesionales, teniendo en cuenta las características de cada estudiante: individual, de edad y profesional. El objetivo principal del estudio fue determinar los criterios e indicadores eficientes sobre la implementación del enfoque diferenciado para los estudiantes, es decir, su competencia comunicativa, el conocimiento de la terminología profesional en idiomas extranjeros, la orientación en los valores cognitivos profesionales y comunicativos y la naturaleza de la persona. centrarse en estos valores. Los resultados del estudio mostraron que en el proceso de educación profesional de los estudiantes, el enfoque diferenciado realiza las siguientes funciones: es un medio de desarrollo de una personalidad individual y el potencial creativo del futuro estudiante; Afecta la adaptación personal y profesional de un futuro alumno de la sociedad; contribuye a la formación efectiva de condiciones para la autorrealización profesional ingeniosa de un futuro estudiante.Динамично развивающийся мир вызвал кардинальные изменения в сфере образования, в связи с чем появились новые тенденции в осуществлении традиционных подходов и возникли новые аспекты, в частности в контексте формирования образовательных стратегий в решении насущных задач творческой реализации личностного потенциала студентов. Актуальность реализации дифференцированного подхода образовательной системы в условиях модернизации российского образования на современном этапе объясняется тем, что она дает возможность, с одной стороны, адаптировать образовательную систему к уровням подготовки, индивидуальным особенностям студентов, их интересам, а с другой стороны – сформулировать стремление к самообразованию, развитию профессиональной компетенции будущих специалистов. Дифференцированный подход в высшем образовании направлен на преодоление противоречий между уровнем требований в учебно-профессиональной деятельности и реальными возможностями каждого студента. Осуществление названного подхода предполагает обновление содержательного и профессионального компонентов с учетом особенностей каждого студента: индивидуальных, возрастных, профессиональных. Основная цель исследования состояла в определении критериев и показателей результативности в осуществлении дифференцированного подхода к студентам: коммуникативная компетенция, владение иноязычной профессиональной терминологией, ориентация в познавательных профессионально-коммуникативных ценностях, характер направленности личности на профессионально-коммуникативные ценности. Результаты исследования показали, что в процессе профессионального образования студентов дифференцированный подход выполняет следующие функции: является средством развития индивидуальной личности и развития творческого потенциала будущего студента; оказывает воздействие на личностную и профессиональную адаптацию будущего студента в обществе; способствует эффективному созданию условия для творческой профессиональной самореализации будущего студента

Educational Policy of Kazakhstan in the Context of Youth Migration

Educational migration largely determines the dynamics and nature of the country’s economic development and is viewed as a factor in increasing the country’s competitiveness and building up human capital. In this context, an increasing problem for Kazakhstan is the regulation of educational migration in the context of fierce competition in the international market of educational services.A review of publications showed that the issues of regulating educational migration from Kazakhstan are not widely covered in scientific discourse. There are practically no scientific works on the political and legal aspects of youth migration. But even if there are such publications, then, as a rule, they are devoted to the analysis of youth migration in Central Asia in general. The relevance of the study is determined by the gradual expansion of educational contacts of Kazakhstan with other countries and the need to identify the competitive advantages of foreign educational systems over the national higher education system of Kazakhstan.The purpose of the article is to consider the main motives, causes and consequences of educational migration from Kazakhstan, to analyze the activities of the authorities and ways of regulating youth migration, develop new effective methods for regulating external migration processes and provide recommendations on minimizing the risks associated with the outflow of young people from the country.In order to identify the main trends and development of educational migration from Kazakhstan, the study was carried out on the basis of collecting information through a questionnaire, as well as its detailed processing and content analysis. Kazakhstani students studying in Russia took part in the survey. The sample consisted of 183 people.As a result of the study, the main reasons for the dynamic growth of educational migration from Kazakhstan were identified, such as the high quality of education abroad, the availability of education in Russian universities, comfortable learning and living conditions for Kazakhstanis, etc. Recommendations for authorities on regulating educational migration that can be used by other countries facing the problem of the outflow of youth abroad in order to receive education. The results of this work can be useful to scientists and teachers engaged in research on various aspects of educational migration in Kazakhstan

The use of microarrays for the identification of the origin of genes of avian influenza viruses in wild birds

Forty-two strains of avian influenza viruses were isolated from the wild waterfowls’ feces in the city of Moscow. These viruses, as well as reference strains and some experimental reassortants, were analyzed by microarrays. The microarrays contained 176 probes to the different segments of influenza virus genome. The microarray helps to determine 1) the hemagglutinin and neuraminidase proteins subtype; 2) the primary structure of the C-terminal sequence of the viral NS1 protein, which serves as a ligand for the PDZ domain; 3) the presence of stop codons in the reading frame of PB1-F2 as well as the N66S substitution in the PB1-F2 viral protein; 4) the presence of the polybasic site for hemagglutinin cleavage. The viruses of the H3N1, H3N6, H3N8, H4N6, H1N1, H5N3, and H11N9 subtypes were identified from the group of wild birds’ isolates. All isolates contained the ESEV sequence at the C-terminus of the NS1 protein and the full-length reading frame for the PB1-F2 protein. The replacement of N66S in PB1-F2 was found in six strains. However, the presence of the ESEV sequence (ligand of PDZ domain) in the NS1 virus protein and the N66S substitution in PB1-F2 did not lead to the pathogenicity of these viruses for mice. All isolates demonstrated high yield growth in chicken embryos and were infectious and immunogenic for mice, but did not induce any clinical symptoms.Forty-two strains of avian influenza viruses were isolated from the wild waterfowls’ feces in the city of Moscow. These viruses, as well as reference strains and some experimental reassortants, were analyzed by microarrays. The microarrays contained 176 probes to the different segments of influenza virus genome. The microarray helps to determine 1) the hemagglutinin and neuraminidase proteins subtype; 2) the primary structure of the C-terminal sequence of the viral NS1 protein, which serves as a ligand for the PDZ domain; 3) the presence of stop codons in the reading frame of PB1-F2 as well as the N66S substitution in the PB1-F2 viral protein; 4) the presence of the polybasic site for hemagglutinin cleavage. The viruses of the H3N1, H3N6, H3N8, H4N6, H1N1, H5N3, and H11N9 subtypes were identified from the group of wild birds’ isolates. All isolates contained the ESEV sequence at the C-terminus of the NS1 protein and the full-length reading frame for the PB1-F2 protein. The replacement of N66S in PB1-F2 was found in six strains. However, the presence of the ESEV sequence (ligand of PDZ domain) in the NS1 virus protein and the N66S substitution in PB1-F2 did not lead to the pathogenicity of these viruses for mice. All isolates demonstrated high yield growth in chicken embryos and were infectious and immunogenic for mice, but did not induce any clinical symptoms

Religious and Theological Concepts of Islam in Bashkir, Uzbek and Tajik Proverbs: A Perspective from the Theory of Cultural and Linguistic Transfer

Introduction. The article shows how Bashkir, Uzbek and Tajik proverbs reflect religious ideas of the Islamic peoples. Goals. The study examines a certain thematic group of Bashkir, Tajik and Uzbek proverbs containing religious and theological concepts to illustrate how the Muslim profession of faith yielded somewhat linguistic and cultural transfer. Materials and methods. The paper analyzes patterns contained in the authors’ proverbial database compiled via continuous sampling from a variety of dictionaries (75 publications) and survey results of different aged Bashkir, Tajik and Uzbek native speakers (20 individuals). The employed techniques rest on value criteria when it comes to select value constants, highlight some semantic condensate, and conduct comparative analyses. Results. The contrastive insights into proverbial collections of the three languages that form a sort of a triangle of interconnections (Bashkir and Uzbek — cognate languages, Tajik and Uzbek — contacting ones) are indicative of which religious and theological ideas of Islam did prove most required by the latter’s speakers, stable in relation to external influences, and would receive further axiological comprehension as ‘their own’. Conclusions. The identification of semantic dominants shows a commonality of the languages under consideration. The partial coincidence of the three paremiological clusters is explained by the cultural and linguistic transfer, when Muslim ideas penetrated into the Turkic language environment through Iran and its cultural mediation, while it is through Central Asia that the former arrived in the South Urals. All this attests to a complicated and multi-stage cultural and linguistic transfer ignited by Islam

ВИЗУАЛЬНОЕ ТЕСТ-ОПРЕДЕЛЕНИЕ Pb(II) С ИСПОЛЬЗОВАНИЕМ ИНДИКАТОРНОЙ ЖЕЛАТИНОВОЙ ПЛЕНКИ

A hardened gelatin gel deposited on a transparent polymeric matrix is of interest for the development of highly sensitive methods which combine concentration and subsequent determination of the analyte in the solid phase.For visual test for determination of lead (II) commercial photographic film with immobilized indikator bromopyrogallol red is proposed to use. The optimal conditions for the immobilization of the reagent and the metal complex in the film are determined. The composition and stability of the indicator reaction products are evaluated in solution and heterogeneous water / gelatin film. On the basis of  these studies the technique of visual test determination of lead, based on the formation of complex compounds of Pb (II) c bromopyrogallol red in the medium hardened gelatin gel are found. Metrological characteristics of the proposed method of visual test determination of Pb (II) with the use of the indicator film are developed. Correctness of the methodology for determination of lead was tested on model solutions and real objects.Keywords: bromopyrogallol red, lead (II), the indicator gelatin film, immobilization, visual colorimetry.(Russian)DOI: http://dx.doi.org/10.15826/analitika.2014.18.3.009 P.V Anisimovich1,  Z.A Temerdashev1,  T.B Pochinok1, E.A. Reshetniak2, T.S. Smolenskaya1,  O.Iu. Lomakina1  1Federal state budget educational institution of higher professional education "Kuban State University", Krasnodar, Russian Federation2V.N. Karazin Kharkiv National University, Kharkiv, UkraineСреди прозрачных полимерных сорбентов, используемых  для концентрирования и последующего определения аналита непосредственно в твердой фазе, особый интерес представляет желатиновый отвержденный гель, нанесенный на прозрачную полимерную матрицу.Для визуально-тестового определения свинца(II) предложено использовать коммерческую фотопленку с иммобилизованным металлоиндикатором бромпирогаллоловым красным. Найдены оптимальные условия иммобилизации реагента и металлокомплекса в пленке. Установлен состав и оценена устойчивость продуктов индикаторной реакции в растворе и в гетерогенной системе вода/желатиновая пленка. На основе проведенных исследований разработана методика визуального тест-определения свинца, основанная на образовании комплексного соединения Pb(II) c  бромпирогаллоловым красным в среде  отвержденного желатинового геля. Оценены метрологические характеристики предложенной методики визуального тест-определения Pb(II) с использованием индикаторной пленки: интервал ненадежности обнаружения Pb(II) (1.9-3.7 мкМ), предел обнаружения (3.2 мкМ) и предел определения (3.9 мкМ) металла по цветовой шкале. Правильность определения в модельных растворах и реальных объектах доказана методом «введено-найдено» и независимым методом.Ключевые слова: бромпирогаллоловый красный, свинец(II), индикаторная желатиновая пленка, иммобилизация, визуальная колориметрия.DOI: http://dx.doi.org/10.15826/analitika.2014.18.3.009

Experience of the successful treatment with canakinumab of a patient with NLPC4-associated autoinflammatory syndrome with enterocolitis

The article shows the observation of rare NLPC4-associated autoinflammatory syndrome with enterocolitis and familial cold urticaria. Diagnosis is confirmed molecularly-genetically: previously not described mutation c.928C>T in the heterozygous state in NLRC4 gene is discovered by a method of the new generation sequencing. The use of a monoclonal antibody to the interleukin 1 canakinumab provided complete relief of fever and skin and intestinal symptoms in just 1 week of treatment. Later the signs of inflammation have disappeared completely; the patient’s quality of life improved and life-threatening complications were prevented. The above example demonstrates the high clinical efficacy of canakinumab in the patient with NLRC4-associated autoinflammatory syndrome and suggests promising therapeutic use of interleukin 1 blockers in such patients. There were no adverse events during canakinumab therapy