Reactive trityl derivatives: stabilised carbocation mass-tags for life sciences applications

The rational design of novel triarylmethyl (trityl)-based mass tags (MT) for mass-spectrometric (MS) applications is described. We propose a "pKR+ rule" to correlate the stability of trityl carbocations with their MS performance: trityls with higher pKR+ values ionise and desorb better. Trityl blocks were synthesised that have high pKR+ values and are stable in conditions of MS analysis; these MTs can be ionised by matrix as well as irradiation with a 337 nm nitrogen laser. 13C-Labelled tags were prepared for MS quantitation applications. Moreover, the tags were equipped with a variety of functional groups allowing conjugation with different functionalities within (bio)molecules to enhance the MS characteristics of the latter. The MS behaviour of model polycationic trityl compounds with and without the matrix was studied to reveal that poly-trityl clusters are always singly charged under the (MA)LDI-TOF conditions. Several peptide-trityl conjugates were prepared and comparisons revealed a beneficial effect of trityl tags on the conjugate detection in MS. Trityl compounds containing para-methoxy- and dimethylamine groups, as well as a xanthene fragment, showed considerable enhancement in MS detection of model peptides; thus they are promising tools for proteomic applications. Dimethoxytrityl derivatives allow one to distinguish between Arg- and Lys-containing peptides. Maleimido trityl derivatives are suitable for the efficient derivatisation of thiol-containing peptides in pyridine

Когнитивная парадигма в современной библиографической науке

The bibliography cognitive paradigm is substantiated as essential for the modern society evolving from the being information to the cognitive one. The origins and development of the paradigm reflection in the library and bibliographic studies are discussed. The key components of the cognitive paradigm theoretical core of bibliography, namely mission, concept, terms, that make bibliography a cognitive social institution, are examined. The bibliography social mission is defined as overcoming the cognitive gap by individual and collective society actors during the transition from the information to the cognitive stage. The relevancy of bibliography would rise significantly if it increases its cognitive potential and proves to be fully fledged, independent generator and distributor of knowledge – the concept of bibliographic studies cognitive paradigm. The author demonstrates that bibliography is able to accomplish every process of knowledge transformation: its socialization, externalization, combining and internalization. Within the cognitive paradigm, bibliography is defined as a cognitive institution of the knowledge society with the purpose of knowledge generation and distribution it focuses on the system aspects of the documented knowledge conceptual content. The author also proves the need for enhancing cognitive character of library bibliographic activities and suggests tools and methods to intellectialize its cognitive and information activities.Обоснована когнитивная парадигма библиографоведения в современном обществе в период его эволюции из информационного в когнитивное. Показаны истоки и развитие научной рефлексии этой парадигмы в библиотечно-библиографической науке. Представлены ключевые компоненты теоретического ядра когнитивной парадигмы библиографоведения – миссия, концепт, научные понятия, определяющие библиографию как когнитивный социальный институт. Социальная миссия библиографии определена как обеспечение преодоления индивидуальными и коллективными субъектами общества когнитивного разрыва в период перехода общества от информационного этапа к когнитивному. В статье подчёркнуто, что востребованность библиографии резко возрастёт, если она сможет реализовать и повысить свой когнитивный потенциал, стать полноправным, самостоятельным субъектом производства и распространения знания – концепта когнитивной парадигмы библиографоведения. Продемонстрировано, что библиография способна реализовать все процессы трансформации знания: социализации, экстернализации, комбинирования и интернализации. Библиография в контексте когнитивной парадигмы определена как когнитивный институт общества знания, направленный на производство и распространение библиографического знания – знания о системных аспектах смыслового контента документированного знания. Аргументирована необходимость усиления когнитивизации библиографической деятельности библиотеки, показаны формы и методы интеллектуализации её когнитивно-информационной деятельности

Трансформация деятельности научных библиотек в контексте концепции библиографии как системы свернутого знания

The author examines the concept of the bibliography as surrogate knowledge. The concept was developed by Prof. Yury Zubov (1924–2006), Dr. Sc. (Pedagogy), a prominent Soviet and Russian bibliographer, researcher, culturologist, in the late 1970s – early 1980s. The fundamentals of the concept are revealed and characterized, namely: 1) formalizing functions of bibliography that enable to structurize and compress the knowledge and knowledge information which makes an imperative for humans’ thinking limited with the brain capacity, time and spatial extent; 2) the concept logical justification based on the study of scientific knowledge genesis, beginning in the antiquity (encyclopedism – differentiation – integration). The scholar proved that bibliography development was determined by the scientific knowledge genesis and its content structure. The essential qualities of bibliography (formalizing qualities and genetic affinity with science and scientific knowledge) determine the concept’s prognostic character. The modern bibliographic activities have been coopting the features of science and scientific knowledge development, namely transdisciplinarity and postnonclassic science rationality norms. The concept key role in the development of scientific libraries in the circumstances of their transforming activities is substantiated.В статье актуализируется концепция библиографии как системы свернутого знания, автором которой в конце 1970-х – начале 1980-х гг. выступил выдающийся советский и российский библиограф, библиографовед, культуролог, педагог, кандидат филологических наук, доктор педагогических наук, профессор Юрий Сергеевич Зубов (1924–2006). Выявлены и охарактеризованы фундаментальные основания этой концепции: 1) формализующие свойства библиографии, позволяющие структурировать и уплотнять знание и информацию о нем, что является императивом для мышления человека, ограниченного пропускными возможностями мозга, временными и пространственными рамками; 2) логика обоснования концепции, базирующаяся на исследовании генезиса научного знания, начиная с античности («энциклопедичность – дифференциация – интеграция»), позволившая ученому показать, что развитие библиографии обусловлено генезисом и структурой содержания научного знания. Отмечено, что обоснованные сущностные свойства библиографии (формализующие свойства и генетическое родство с наукой и научным знанием) обусловливают прогностический характер концепции. Доказано, что современная библиографическая деятельность развивается с учетом таких особенностей развития науки и научного знания, как трансдисциплинарность и постнеклассические нормы научной рациональности. Обоснована ключевая роль концепции для развития научных библиотек в условиях трансформации их деятельности

The concept of student cognitive culture: Definition and conditions for development

Introduction. Nowadays, knowledge is the main resource for the innovative economy. In the information society, there is the contradiction between the gradually increasing flow of new information and the inability of users to understand it. Education, including higher vocational training, should play a key role in bridging that cognitive gap. However, the current educational standards and programmes of universities, as well as the lower level of cognitive skills and students’ competencies, do not meet the requirement to solve the global problem related to the processes for changing the knowledge structure and total informatisation of human activities. In particular, against the background of the achievements of modern epistemology, there is still no scientific-based interpretation of the student cognitive culture, which formative factors have not been also identified yet.The aim of the present article is to define the concept of cognitive culture of a university student and the conditions for its development.Methodology and research methods. The methodological framework of the research is based on cognitive, informative and cultural approaches to the discussed problem. The analytical-synthetic method and the method of comparative analysis were applied in the course of the research.Results and scientific novelty. The definition of a student cognitive culture is defined on the basis of the modern principles of cognitive functioning and its subjects (unity of consciousness, unconscious and activity; co-evolution of individual, collective and social, etc.), as well as the classical model of knowledge transformation. Student involvement in all types of information activities is substantiated as the main criterion for assessing cognitive culture maturity. A technocognitive environment with integrative character is considered as the condition for development and achievement of a high level of student cognitive culture. The version of structural technocognitive environment is proposed and the content of each of the components is described.Practical significance. The present research material is primarily addressed to the specialists involved in improving the quality of higher education. The main provisions of the article and the author’s conclusions can be employed as a theoretical basis to organise the cognitive environment at the university. To further the present research, the author intends to identify the specifics of the development of student cognitive culture in various educational fields, as well as to investigate the computer component of the student internal thinking as a part of his or her cognitive culture.Введение. Для инновационной экономики главным ресурсом являются знания. Вместе с тем в информационном обществе все больше углубляется противоречие между непрерывно увеличивающимся потоком новой информации и неспособностью пользователей к ее осмыслению. В преодолении этого когнитивного разрыва ключевая роль должна принадлежать образованию, в том числе и прежде всего системе высшей профессиональной подготовки. Однако действующие образовательные стандарты и программы вузов, а также низкий уровень когнитивных навыков и умений студентов не позволяют удовлетворить требование решения глобальной проблемы, связанной с процессами изменения структуры познания и тотальной информатизацией человеческой деятельности. В частности, на фоне достижений современной эпистемологии до сих пор отсутствует научно обоснованная трактовка когнитивной культуры студента и не выделены факторы ее формирования. Цель публикации и представленного в ней изыскания состоит в определении понятия когнитивной культуры студента вуза и условий развития этой культуры.Методология и методики. Методологической основой работы были когнитивный, информационный и культурологический подходы к обсуждаемой проблеме. В процессе исследования применялись аналитико-синтетические методы и метод сравнительного анализа. Результаты и научная новизна. На основе совокупности принципов функционирования познания и его субъектов (единства сознания, бессознательного и деятельности; коэволюции индивидуального, коллективного и социального и др.), а также классической модели трансформации знания дана авторская интерпретация понятия когнитивной культуры студента и обоснован критерий оценки ее зрелости – вовлеченность обучающегося во все виды информационной деятельности. В качестве условия развития и достижения высокого уровня когнитивной культуры студента рассмотрена технокогнитивная среда, обладающая интеграционным характером: предложен вариант ее структуры и описано содержание каждого из компонентов. Практическая значимость. Материалы исследования адресованы в первую очередь специалистам, занимающимся вопросами повышения качества высшего образования. Основные положения статьи и выводы автора могут использоваться как теоретическая база организации когнитивной среды вуза. Продолжением изучения аспектов этого процесса может стать выявление специфики развития когнитивной культуры у студентов разных специальностей и направлений подготовки, а также анализ машинного компонента внутреннего мышления студента как части его когнитивной культуры.The study was performed with the support from the Government of the Russian Federation (Decree no. 211, 2013 Mar 16, Agreement no. 02.A03.21.0011).Статья выполнена при поддержке Правительства РФ (постановление от 16.03.2013 г. № 211, соглашение № 02.A03.21.0011)

The role of lipid droplets in the emergence of diabetes mellitus type 2

The increased incidence of diabetes mellitus type 2 (DM2T) all over the world and in Russia in particular, indicates a lack of effectiveness of antidiabetic therapy and suggests the existence of gaps in the understanding of the mechanisms of onset and clinical course of this disease as well as a concomitant lack of effectiveness of antidiabetic therapy. It is known that metabolic disorders that cause DM2T are caused by disturbances in mitochondrial activity resulting in increased cellular fatty acid inclusions and insulin resistance. The present review presents the current state of knowledge about new cellular structures, fat inclusions or, using a more conventional term, lipid droplets (LDs), as a pathological feature accompanying the occurrence of DM2T. The review describes the biochemical and functional characteristics of LDs and their possible role in the onset and development of diabetes. The interrelationship of LDs and mitochondria and the effect of LDs on the nervous system are considered. Particular attention is paid to highlighting the effect of the microbiota of the gastrointestinal tract on the dynamics of the emergence of LDs. The GIT microbiota plays an important role in the development and course of many human diseases associated with metabolic disorders. Further knowledge of the relationship between the gastrointestinal microbiota and the dynamics of LD emergence will uncover new aspects of the molecular mechanism of mitochondrial function, which gives the prospect of preventive approaches in the treatment of obesity, metabolic disorders and diabetes

Assessment of the actual nutrition of rural adolescents of the Irkutsk region because of revision of the norms of physiological needs for energy and nutrients

Background. The rational nutrition of the child population is given great medical importance as a factor in preserving the health and development of the child. A complete and balanced diet in terms of the content of basic nutrients ensures the normal growth and development of the child’s body.The aim. To analyze of the actual nutrition of adolescents living in rural areas of the Irkutsk region.Materials and methods. The study involved 69 rural adolescents aged 11–17 years (34 boys, 35 girls). The actual nutrition was studied by the method of 24-hour nutrition reproduction. The energy value of the diet was determined, the nature of the provision of the diet with basic macro- and microelements was studied. The obtained values were compared with the norms of  physiological needs for energy and nutrients in 2008 and 2021.Results. The analysis of actual nutrition revealed deviations from the principles of  healthy nutrition: insufficient energy value of the diet, deficiency of proteins and  fats. The diet of  adolescents was characterized by an insufficient content of the main groups of macro- and micronutrients – vitamins A, C and D, essential trace elements, and a deficiency of dietary fiber. The diet of adolescents was characterized by increased sodium intake. The calculated ratio of proteins, fats, carbohydrates indicated a carbohydrate type of diet.Conclusion. Despite the great attention to the problem of balanced nutrition of adolescents, the question of the impact of nutrition on the health of a teenager, considering the regional factor, remains open. Recommendations for the development of a regional program for the organization of proper nutrition for school-age children are of great practical importance

Forming the ICT competency of future pedagogues under informational-educational environment at University

The article views the opportunities of forming the competency in the sphere of informationalcommunicational technologies (further − ICT competency) of future pedagogues under informational-educational environment at university. The stages of forming the ICT competency are substantiated, as well as tasks and content for each stage, methods and forms used. Special attention is paid to preparing the future pedagogues to organization of the educational process, based on activity approach and use of information-communicational technologies. When forming the ICT competency of future pedagogues, the great role belongs to the informational-educational environment at university, faculty, department and discipline, where the educational process takes place. The university professors must comprehend the need and efficiency of using modern information and pedagogical technologies in educational process, as well as the specificity of organizational forms of working with electronic educational resources. As an example of forming the ICT competency of future pedagogues, the article presents the experience of projecting the content of a discipline “Informational technologies in education” for Bachelors majoring in “Pedagogical education” and a discipline “Informational technologies in professional activity” for the future Masters of Pedagogy. The content of these disciplines was designed by the authors for the students of Nizhniy Novgorod State Pedagogical University named after Kozma Minin.Keywords: ICT competency of a pedagogue, informational-educational environment, professional standard of a pedagogue, project activit

КОНВЕРСИОННЫЕ ИНТЕНЦИИ И СОВРЕМЕННЫЙ ИСЛАМ: ПОПЫТКИ КЛАССИФИКАЦИИ «ПУТЕЙ В ДУХОВНУЮ ПРАКТИКУ» (НА ОСНОВЕ МОНИТОРИНГА ПО РЕСПУБЛИКЕ ТАТАРСТАН)

This article is devoted to one of the aspects of revitalization of religious life on post-soviet space — returning/coming into  Islam  in contemporary Russia. The article attempts to systematize probable ways of becoming a person as a practicing believer. Author’s positions are enforced by data  received during  the monitoring of religious situation in Tatarstan that is carried out by the chair  of religious studies of Kazan Federal  University since 2011. Also authors raise a question about formatting of adequate religious-studies terminology in context of the  problem of transition  of person from  position of declared Islamic identity to position of practicing believer — in Russian orthodox tradition we have  a concept of “in-churchment”, that has no direct analog  in Islamic tradition. Данная статья посвящена одному из аспектов возрождения религиозной жизни на постсоветском пространстве — возвращению/приходу в ислам в современной России. В статье предпринята попытка систематизировать возможные пути становления человека в качестве практикующего верующего. Позиции авторов подкрепляются данными, полученными в ходе длящегося с 2011 г. мониторинга религиозной ситуации в Татарстане, проводимого кафедрой религиоведения Казанского федерального университета. Также авторы ставят вопрос о выработке адекватной религиоведческой терминологии применительно к проблеме перехода человека из состояния декларируемой исламской идентичности в состояние практикующего верующего — в русской христианской традиции имеется термин «воцерковление», прямого аналога которому в исламской традиции нет