Analysis of the dynamics of repeated admissions of patients to inpatient compulsory treatment in moscow

Objective. To explore the dynamics of admission of patients for repeated compulsory treatment to a medical setting providing general and specialized psychiatric care. Material and methods. The dynamics of admission of patients for repeated compulsory treatment in the «Moscow Psychiatric clinical hospital No5» for the period 1991—2019 was analyzed based on medical records of two groups of patients: the main group (n=1325) and the comparison group (n=15 100). Results and conclusion. Over the past 5 years, there is a decrease in repeated admissions of patients to compulsory treatment who have committed a new socially dangerous act. This positive dynamic is due to compliance with the principles of continuity and phasing between inpatient and outpatient units of compulsory treatment. The transition of patients from inpatient compulsory treatment to compulsory treatment in outpatient settings is an effective measure to prevent patients from committing repeated socially dangerous acts. © 2020, Media Sphera Publishing Group. All rights reserved

Search for pair production of neutral Higgs bosons in Z0 decays

This paper explores a participatory process between a Law lecturer, an academic literacy practitioner and students as teacher agency was conceptualised and theorised as a means of promoting student success. This position paper identifies and advocates a shift in the role of the lecturer as discipline expert to practitioner to provide students with the much needed community of practice (Wenger 1998) and to bridge the gap between epistemological access to disciplines (Morrow 1993) and student identity. This investigation is premised on the notion that students are usually identified as the only ones lacking in effective academic practices; little attention is given to lecturers’ reluctance or inability to embrace methodologies that make disciplinary practices explicit to students to enable them to become academically literate in the discourse of the university as well as their specialist disciplines. The study draws on interviews with the lecturer and focus group discussions with students. Informed by the theories of New Literacy Studies, Rhetorical Studies and Threshold Concepts, the paper presents the notion of ‘crossing the threshold’ from discipline or content expert to discipline practitioner. The paper suggests that it is through intense and sustained critical conversations between the discipline expert, student and academic literacy practitioner that the role of the lecturer may shift to a shared space where academic literacy is embedded in the methodological practices governing the pedagogy of the discipline. It is also suggested that higher education provide the opportunity and scaffolding for lecturers to move into an academic development role within the parameters of their own faculties and disciplines