Energy supply of countryside based on geothermal deposit

Meiosis is a specialized eukaryotic cell division that generates haploid gametes required for sexual reproduction. During meiosis, homologous chromosomes pair and undergo reciprocal genetic exchange, termed crossover (CO). Meiotic CO frequency varies along the physical length of chromosomes and is determined by hierarchical mechanisms, including epigenetic organization, for example methylation of the DNA and histones. Here we investigate the role of DNA methylation in determining patterns of CO frequency along Arabidopsis thaliana chromosomes. In A. thaliana the pericentromeric regions are repetitive, densely DNA methylated, and suppressed for both RNA polymerase-II transcription and CO frequency. DNA hypomethylated methyltransferase1 (met1) mutants show transcriptional reactivation of repetitive sequences in the pericentromeres, which we demonstrate is coupled to extensive remodeling of CO frequency. We observe elevated centromere-proximal COs in met1, coincident with pericentromeric decreases and distal increases. Importantly, total numbers of CO events are similar between wild type and met1, suggesting a role for interference and homeostasis in CO remodeling. To understand recombination distributions at a finer scale we generated CO frequency maps close to the telomere of chromosome 3 in wild type and demonstrate an elevated recombination topology in met1. Using a pollen-typing strategy we have identified an intergenic nucleosome-free CO hotspot 3a, and we demonstrate that it undergoes increased recombination activity in met1. We hypothesize that modulation of 3a activity is caused by CO remodeling driven by elevated centromeric COs. These data demonstrate how regional epigenetic organization can pattern recombination frequency along eukaryotic chromosomes

Reflection of University Students’ Interethnic Tolerance in Russian Media Education: Past and Present

The article is devoted to the analysis of the issue of students’ interethnic tolerance in Russian scientific research. The aim is to identify the main periods of the development of interethnic tolerance issue in the post-Soviet times. Analyzing social and cultural, theoretical and methodological aspects of the research in the context of media education is strategically important for defining the main approaches to the further development of media education.The research was carried out with the financial support of the Russian Foundation for Basic Research (RFBR) as a part of the scientific project No. 19-013-00030 “Reflection of the issue of interethnic tolerance of the student youth in Russian and English-language media education in the post-Soviet period (1992–2020)” carried out at the Rostov State University of Economics. The project manager is PhD in Pedagogy, Associate Professor I. V. Chelysheva

Romance Etymology: Tendencies and Prospects

The article is devoted to the methodology, theory and practice of etymological research in Romance linguistics. The paper presents general regularities of the construction of the Romance etymological dictionaries and the main directions in the modern Romance etymology. The relevance of the work is determined by the special importance of etymology for the Romance languages, which origin and development is well documented, as well as by the limited use of Romance material outside the circle of novelists. Special attention is paid to dictionaries of French and Italian languages. The novelty of the study is due to the fact that the paper identifies the main lines of development of modern etymological studies both in retrospect and in prospect. The article shows how the etymological method that establishes the origin of the word and the historical analysis that recreates the history of the word are combined in the application to the Romance languages, as well as how the phonetic, morphological and semantic components are correlated in the etymological study

Problems of Theory and Practice of Investigative Experiment

The article is devoted to a comprehensive study of the investigative experiment as one of the types of procedural actions performed within the framework of criminal proceedings. In the intro­duction, the genesis of the theoretical foundations of the investigative experiment is considered, the rel­evance of the topic of the article in the modern setting is indicated. The Author identified problems associated with understanding the investigative method of research, which underlies the investigative experiment as an investigative action, noted the controversy of individual judgments expressed in foren­sic literature. The Author refutes an attempt to define the essence of the investigative experiment through the concept of «reproduction». In this regard, the legislative approach to the definition of an investigative experiment has been criticized, which does not make it possible to distinguish an investigative experi­ment from other investigative actions related to the reproduction of actions, events, reconstruction of the situation, etc. Particularly important is the delimitation of the investigative experiment from the veri­fication of testimony on the spot. The necessity of formulating the definition of the concept of an investi­gative experiment through the concept of «experience» is substantiated. In addition, the issues of classifi­cation of investigative experiments, which are based on the intended purpose of the investigative action, are considered. The theoretical and practical significance of the proposed classification is substantiated. The Author of the article describes the features of the tactics of conducting an investigative experiment, depending on its assignment to a particular group. In particular, the features of the use of «props» used in the process of experiments, determining the composition of the participants in the investigative action, the need to recreate the conditions of a real event are reflected. In addition, the issues of using the re­sults of an investigative experiment in proving in criminal cases are raised, in connection with which questions are raised about the features of evaluating the results of the investigative action in question. Thus, within the framework of the article, the epistemological essence of the investigative experiment is investigated, the definition of the concept of this investigative action is formulated, the types of inves­tigative experiments are presented and their content is disclosed. The main tactical recommendations for the production of certain types of investigative experiments are substantiated

TIRR regulates mRNA export and association with P bodies in response to DNA damage

To ensure the integrity of our genetic code, a coordinated network of signalling and repair proteins known as the DNA damage response (DDR) detects and repairs DNA insults, the most toxic being double-stranded breaks (DSBs). Tudor interacting repair regulator (TIRR) is a key factor in DSB repair, acting through its interaction with p53 binding protein 1 (53BP1). TIRR is also an RNA-binding protein, yet its role in RNA regulation during the DNA damage response remains elusive. Here we show that TIRR selectively binds to a subset of mRNAs in response to DNA damage with preference for transcripts encoding transcription factors and RNA polymerase II (RNAPII) transcription regulators. Upon DNA damage, TIRR interacts with the nuclear export protein Exportin-1 (XPO1), through its nuclear export sequence (NES). Furthermore, TIRR plays a crucial role in modulation of RNA processing bodies (P bodies/PBs). TIRR itself and TIRR-bound RNA co-localises with PBs, and TIRR depletion results in nuclear RNA retention and impaired PB formation. Finally, the role of TIRR in RNA export contributes to efficient DNA damage response. This work reveals intricate involvement of TIRR in orchestrating mRNA nuclear export and storage within PBs, emphasizing its significance in the regulation of RNA-mediated DNA damage response

Organization of Education Using Modern Distance Learning Technologies in the Context of the COVID-19 Pandemic (on the example of Russian law schools)

The purpose of the article was to find the key problems of transferring the educational process into a distance form, and options for their solution. The changes that have taken place in the world over the past year have posed new challenges for society to which it should have been able to react. The sphere of education found itself in a rather difficult situation. It had to be reorganized in a short time and began to function in a remote communication mode. The author's methodology was based on an empirical study (a survey of teachers and students) to determine the degree of their readiness for a global transition to distance learning. Moreover, sociological, systemic analysis and synthesis scientific methods were used. During the study, the authors have concluded that neither teachers nor trainees were ready for the transformation that took place in the field of education. The problems faced by the participants in the educational process are both technical and psychological. In the technical sphere, there was an acute shortage of equipment used by trainees in the educational process. In addition, the lack of Internet traffic provided made it difficult to exchange information between participants in the educational process.In the psychological sphere, the difficulties have boiled down to the fact that in the new environment the role and degree of responsibility of trainees have increased significantly, which was highly negatively assessed by them. Teachers of the older age group have turned out to be practically unprepared for mastering new methods using technical teaching means. The learning process was mainly reduced to self-preparation of students, during which they were offered to read lecture materials, self-test, independent problem solving and other tasks. At the same time, the interaction between a teacher and trainees was minimized. Some options for the implementation of techniques were proposed in the article. They will help in the future to grade a number of problems, increase the degree of interaction between the teacher and students, making remote learning more convenient and comfortable for many

TIRR regulates mRNA export and association with P-bodies in response to DNA damage

To ensure the integrity of our genetic code, a coordinated network of signalling and repair proteins, known as the DNA damage response (DDR), detects and repairs DNA insults, the most toxic being double-strand breaks (DSBs). Tudor interacting repair regulator (TIRR) is a key factor in DSB repair, acting through its interaction with p53 binding protein 1 (53BP1). TIRR is also an RNA binding protein, yet its role in RNA regulation during the DDR remains elusive. Here, we show that TIRR selectively binds to a subset of messenger RNAs (mRNAs) in response to DNA damage. Upon DNA damage, TIRR interacts with the nuclear export protein Exportin-1 through a nuclear export signal. Furthermore, TIRR plays a crucial role in the modulation of RNA processing bodies (PBs). TIRR itself and TIRR-bound RNA co-localize with PBs, and TIRR depletion results in nuclear RNA retention and impaired PB formation. We also suggest a potential link between TIRR-regulated RNA export and efficient DDR. This work reveals intricate involvement of TIRR in orchestrating mRNA nuclear export and storage within PBs, emphasizing its significance in the regulation of RNA-mediated DDR

Theoretical Aspects of the Problem of Forming the Culture of Tolerance of Students in the Media Space

In the process of reforming and modernizing modern Russian education, the problems of searching for new methods, technologies, techniques and methods of the educational process in the work with the younger generation, presented in Russian and foreign pedagogical science, are actualized. This is the reason for the interest in the problems of education by means and on the material of mass media (television, radio, cinema, the press, the Internet, etc.). Modern QMS have a significant impact on the worldview, life priorities and interests of young people, as well as the enormous opportunities that media education offers for the development of analytical thinking, media security and social adaptation of young people in a rapidly growing information flow. The intensification of this process in connection with the active introduction of the Internet, communication networks and the increasing media threat associated with manifestations of extremism, terrorism and, as a result, the need to ensure the media safety of student youth has increased significantly in recent decades. The life of the modern generation is closely connected with the media of communication and information, which in turn actualizes the need to develop analytical skills, independent thinking and safe strategies of existence in the media space. Of particular relevance is the problem of forming a culture of inter-ethnic tolerance in the work with students, including representatives of different ethnic groups living in the Russian Federation, their personal social position, level of inter-ethnic culture. In the context of the intensification of the media flow and the rapid development of media in all spheres of life of today's students, the tasks related to identifying the main prospects for media education for the development of inter-ethnic tolerance are actualized. Theoretical analysis of the use of media education potential, including forms and methods aimed at the development of interethnic tolerance of modern students, the reduction of media attitudes related to extremist orientation, which will contribute to the development of their independent, conscious attitude of respect, trust and peace-loving attitude towards other peoples based on constructive dialogue positions, non-violent interaction and intercultural exchange opportunities.В процессе реформирования и модернизации современного российского образования актуализируются проблемы поиска новых методик, технологий, приемов и методов образовательного процесса в работе с подрастающим поколением, представленных в отечественной и зарубежной педагогической науке. Этим обусловлен интерес к проблемам образования средствами и на материале средств массовой коммуникации (телевидения, радио, кинематографа, прессы, сети Интернет и т.д.). Современные СМК оказывают значительное влияние на мировоззрение, жизненные приоритеты и интересы молодежи, а также огромными возможностями, которые открывает медиаобразование для развития аналитического мышления, медиабезопасности и социальной адаптации молодых людей в условиях стремительно растущего информационного потока. Интенсификация данного процесса в связи с активным внедрением Интернет, коммуникационных сетей и возрастанием медиаугроз, связанных с проявлениями экстремизма, терроризма и, как следствие – необходимостью обеспечения медиабезопасности студенческой молодежи существенно возросла в последние десятилетия. Жизнь современного поколения тесно связана со средствами массовой коммуникации и информации, что в свою очередь актуализирует необходимость развития аналитических навыков, самостоятельного мышления и безопасных стратегий существования в медиапространстве. Особую актуальность проблема формирования культуры межэтнической толерантности приобретает в работе со студенческой молодежью, включая представителей разных народностей, проживающих в РФ, их личной социальной позиции, уровня межнациональной культуры. В условиях интенсификации медийного потока и бурного развития медиа во всех сферах жизни современной студенческой молодежи актуализируются задачи, связанные с выявлением основных перспектив медиаобразования для развития межэтнической толерантности. Теоретический анализ использования потенциала медиаобразования, включая формы и методы, направленные на развитие межэтнической толерантности современного студенчества, снижению медиарисков, связанных с экстремистской направленностью, которые будут способствовать выработке их самостоятельной, сознательной позиции уважения, доверия и миролюбивого отношения к другим народам, основанного на конструктивных диалогических позициях, ненасильственном взаимодействии и возможностях межкультурного обмена.Исследование выполнено при финансовой поддержке Российского фонда фундаментальный исследований (РФФИ) в рамках научного проекта № 19-013-00030 «Отражение проблемы межэтнической толерантности студенческой молодежи в российском и англоязычном медиаобразовании постсоветского периода (1992-2020)», выполняемого в Ростовском государственном экономическом университете

Using of Critical Thinking Technology at Different Stages of Lexical Skill Formation

В статье рассматривается применение технологии развития критического мышления на разных этапах формирования речевого лексического навыка. Дано определение понятия лексического навыка, перечислены основные этапы его формирования, описаны приемы технологии развития критического мышления.The article discusses the use of critical thinking technology at different stages of lexical skill formation. The definition of the lexical skill is given, the main stages of its formation are listed. Technologies for the critical thinking development are described