π-Conjugated Indole Dyads with Strong Blue Emission Made Possible by Stille Cross-Coupling and Double Fischer Indole Cyclisation

Small fluorescent π-conjugated indolyl-based molecules 4–6, 23 are prepared through direct Fischer synthesis or/and Stille cross-coupling method in appreciable yields. Our synthetic results have shown the benefits using Stille approach when Fischer double cyclisation method to access the bisindole dyads 4–6, 23 is not efficient. The synthetic routes to these materials have been designed to investigate the substrate requirements for the respective cyclisation and CC-coupling reactions and to evaluate their wider synthetic applicability. Comparative analysis of the different substituents and the different π-bridging units e. g. pyridine, thiophene and thiazole on the electronic and photophysical properties of the final compounds 4–6, 23 has been carried out. The structure−property relationship of the final bisindole dyads has been investigated via photophysical characterisation, and computational modelling. The obtained compounds absorb near-UV and visible (blue) light, with the spectral range dependent on the nature of the π-bridging units, and are capable of bright blue emission

Particularities of development of conflict resolution competency of trainee teachers

The aim of the study is the theoretical and empirical analysis of the peculiar features of the development of conflict resolution competency of trainee teachers. Attention is drawn to the role of conflict resolution competency of trainee teachers in their future professional activities. The research methodology and its algorithm included a complex psychological and pedagogical experiment, consisting of indicative, formative and control stages. The study of the peculiarities of conflict resolution competency of trainee teachers was carried out on the basis of the Department of Pedagogy, Psychology, Law, History and Philosophy of the Mytischi Branch (MB) of Bauman Moscow State Technical University. In the course of the empirical research, a program for increasing the level of conflict resolution competency of trainee teachers was developed and implemented, with a total duration of five months. It was attended by 120 trainee teachers. The program participants passed the selection based on the multidimensional personality questionnaire "Adaptability", which allowed us to filter out some applicants with low adaptability and lack of motivation to participate in the program. The results of the study proved the efficiency of the developed program. The study also revealed the trends of further research in line with the stated problem

Factors determining individual success in Life-long learning

Introduction. The aim of the research is to analyze the essence of the notion "intellect" and to determine which intellectual abilities are the most important in the achievement of an individual's successfulness in the process of lifelong learning. The tasks of the research are 1) to conduct the theoretical analysis of the scientific literature on the given problem; 2) to work out recommendations for successful individual's lifelong learning. Methods. The method of the research is the scientific analysis of theoretical literature on the given problem. First, general definitions of the intellect are presented. Then more detailed definitions are studied, which underlie certain theoretical approaches. Results. The authors of the article conclude that an individual's intellect is an active component of forming the environment offering him/her the possibility to react flexibly to challenges and situations occurring in the contemporary word. This efficient adequate adaptation, forming and choosing the appropriate environment includes the process of lifelong learning which starts since infancy and continues during the whole human life. Discussion. It is confirmed that in order to use intellectual abilities to learn in an optimal way, an individual should have the possibility to adapt efficiently his/her own particular learning approach (learning style) to the environment by forming or choosing them. Conclusion. The ability to learn and the ability to adapt efficiently to environmental changes are the most important and significant factors of human intellect determining an individual's successfulness in the process of lifelong learning. © 2017

The influence of a psychological and a cognitive component of a student's thinking style on his/her success in lifelong learning

Introduction. Contemporary lecturers should be able to teach a lot of students with different abilities, needs, interests, cultures, backgrounds, approaches to learning, stresses, sometimes with the lack of motivation, self-confidence, persistence, limited perceptional abilities and uncertainty of their future life. Each lecturer has to understand her/his teaching style and accommodate it to their students' learning styles. Methods. The method of the research is the theoretical analysis of scientific literature on the given problem. Learning, psychological and cognitive components of students' thinking styles are examined. Results. The essence of thinking style, the cognitive types, eight psychological types' preferences and appropriate learning strategies are explored. The authors conclude that effective teaching includes the following steps: assessing the developmental needs of students; developing a comprehensive, effective learning program based upon the needs assessment; assessing the individual thinking styles of students and lecturers; planning lecturers' interventions that are compatible with the learning styles needed by students; evaluating teaching outcomes to determine the extent in which program and teaching objectives have been achieved. Discussion. The authors support the point of view of DeBello that most students are capable of analyzing their own thinking style, which gives them a chance of choice and responsibility for their own learning. Conclusion. The more we know our students, their thinking styles in general and the psychological and cognitive components in particular, along with their goals and needs, the more successful the students will be in their life-long and life-wide learning. © 2017

Phenanthrolines decorated with branched lipophilic chains and their yellow emitting heteroleptic iridium(III) complexes: Synthesis, photophysical and acidochromic behaviour, and computational analysis

To improve the solubility and to manipulate the optical properties of phenanthroline-based materials, a series of compounds with branched lipophilic chains Phen1-4 was prepared in three steps with the yield of 22–81%. In addition, a related phenanthroline-based bidental compound Phen5 was synthesised with blocked N sites on imidazolyl units to influence π-π* and n-π* transitions and to increase FPL. The optical properties were analysed by UV–vis absorption and fluorescence spectroscopy, showing a strong emission at 427–437 nm and improved FPL for the series (20–68%). Furthermore, Phen2-4 and bidental Phen5 exhibited a clear acidochromic behaviour with a dramatic shift in absorption spectra of ca. 30 nm achieved after the addition of 1 eq. and 2 eq. of an acid (TFA), respectively. Likewise, all compounds showed a loss of fluorescence under acidic conditions. Next, to test the complexation ability of these ligands, the heteroleptic iridium(III) complexes Ir1-4 were prepared in excellent yields (86–98%), along with the binuclear complex Ir5. Their optical properties revealed strong yellow emission centered at 539–571 nm with FPL of up to 7%; additionally, all complexes exhibited large Stokes shifts (220–290 nm)

Factors determining individual success in Life-long learning

Introduction. The aim of the research is to analyze the essence of the notion "intellect" and to determine which intellectual abilities are the most important in the achievement of an individual's successfulness in the process of lifelong learning. The tasks of the research are 1) to conduct the theoretical analysis of the scientific literature on the given problem; 2) to work out recommendations for successful individual's lifelong learning. Methods. The method of the research is the scientific analysis of theoretical literature on the given problem. First, general definitions of the intellect are presented. Then more detailed definitions are studied, which underlie certain theoretical approaches. Results. The authors of the article conclude that an individual's intellect is an active component of forming the environment offering him/her the possibility to react flexibly to challenges and situations occurring in the contemporary word. This efficient adequate adaptation, forming and choosing the appropriate environment includes the process of lifelong learning which starts since infancy and continues during the whole human life. Discussion. It is confirmed that in order to use intellectual abilities to learn in an optimal way, an individual should have the possibility to adapt efficiently his/her own particular learning approach (learning style) to the environment by forming or choosing them. Conclusion. The ability to learn and the ability to adapt efficiently to environmental changes are the most important and significant factors of human intellect determining an individual's successfulness in the process of lifelong learning. © 2017

The influence of a psychological and a cognitive component of a student's thinking style on his/her success in lifelong learning

Introduction. Contemporary lecturers should be able to teach a lot of students with different abilities, needs, interests, cultures, backgrounds, approaches to learning, stresses, sometimes with the lack of motivation, self-confidence, persistence, limited perceptional abilities and uncertainty of their future life. Each lecturer has to understand her/his teaching style and accommodate it to their students' learning styles. Methods. The method of the research is the theoretical analysis of scientific literature on the given problem. Learning, psychological and cognitive components of students' thinking styles are examined. Results. The essence of thinking style, the cognitive types, eight psychological types' preferences and appropriate learning strategies are explored. The authors conclude that effective teaching includes the following steps: assessing the developmental needs of students; developing a comprehensive, effective learning program based upon the needs assessment; assessing the individual thinking styles of students and lecturers; planning lecturers' interventions that are compatible with the learning styles needed by students; evaluating teaching outcomes to determine the extent in which program and teaching objectives have been achieved. Discussion. The authors support the point of view of DeBello that most students are capable of analyzing their own thinking style, which gives them a chance of choice and responsibility for their own learning. Conclusion. The more we know our students, their thinking styles in general and the psychological and cognitive components in particular, along with their goals and needs, the more successful the students will be in their life-long and life-wide learning. © 2017

Lifelong learning of gifted and talented students

Introduction. The research explores ways of increasing gifted and talented students' academic motivation and making their learning styles, inherently based on individual approach to self-education, less influenced by a frontal work focus existing in the majority of higher schools. Research Methods. Scientific literature on giftedness was analyzed. The authors also used the method of adaptation by proposing the adapted version of the Multidimensional Model of Learning Approaches by Dunn and Dunn. Besides, group-administered IQ tests were implemented. Research Results. The authors conclude that the educational community should elaborate the curriculum content for gifted and talented students taking into consideration that it is easier to learn, memorize and understand new information if the facts, ideas, concepts and skills are organized around the key concepts and impressive ideas. Discussion. Giftedness is conceptualized in terms of four cognitive categories, two of which are associated with intelligence (general intellectual ability and specific intellectual ability), while the other two (general original/creative thinking and specific creative talent) are linked with creativity. Conclusion. There should be a significant choice of versatile materials, methods and creative learning tasks which would promote the achievements and creativity of gifted and talented students with regard to their individual learning preferences. © 2017

Development and structure of professional competences in the conditions of continuing economic education

Introduction. The transition of the Russian Federation to market economy necessitated economic training of specialists for successful work in the new socio-economic conditions. Methods. The efficiency of economic education is regarded in the context of vocational training, taking into account a set of factors that allow considering economic education as a component of global education. Results. Basing on generally accepted principles of continuing education (basic general education, multilevel structure, diversification, complementarity of general, professional and postgraduate education, versatility, succession, integration of educational structures, flexibility of organizational forms), the authors pay special attention to economic competence drawing on the market economy requirements in the preparation of competitive specialists. Discussion. The principle of economic competence establishes the relationship between knowledge as information and knowledge as an activity necessary to form a competitive specialist with a certain level of economic competence in the course of professional education. Conclusion. Continuing economic education is an obligatory component of continuing vocational education. In the context of market economy, it is focused on the formation of competitive in-demand specialist, possessing necessary economic competences, which are formed in the course of economic training and economic education in vocational education institutions. © Blue Eyes Intelligence Engineering & Sciences Publication

EFFECT OF NETILMICIN ON THE AUDITORY ANALYZER (EXPERIMENTAL STUDY)

The aim of this work was to study the effect of netilmicin on the auditory analyzer of immature animals (rabbits). This paper presents the results of a survey of 20 intact animals and 24 control animals of the experimental group who received netilmicin in a therapeutic dosage equal to 5 mg/kg per day for 7 days starting from the 12th day of life. Auditory function was assessed according to the registration of short stem-evoked potentials (SSEP) and otoacoustic emission distortion product (OEDP). As a result of therapeutic doses of netilmicin the ototoxic effect has been reveales, which manifests itself in raising the registration threshold of the first peak amplitude of the SSEP and lower average OEDP mainly by reducing the amplitude at frequencies of 4 and 6 kHz. At the same time the experimental group showed a reduction in body weight during the observation period. Key words: immature animals (rabbit), netilmicin, auditory analyzer, the hair cells, Short-stem evoked potentials, otoacoustic emission distortion product. (Pediatric Pharmacology. — 2011; 8 (5): 70–75.