Os projetos metódicos como método para aprender futuros professores

The search for the effective means of improving the training of a mathematics teacher led to the idea of creating projects by the students demonstrating the methodology of the teacher's work with the student on the task, theorem or textbook text. The article summarizes the results of the experimental study. The methods of collective subjective experience and visual modeling were considered as basic. The project presentation form was a computer presentation, the animation effects of which allow consistently creating graphic images, as well as organizing a pause in the teacher's dialogue with the students. The conditions for ensuring the students' success in the project development are as follows: 1) observance of the stages of the collective subject experience method; 2) formulation of the task to the methodical project, reflecting the requirements for the results of its creation; 3) reasonableness of methodical decisions by the requirements of the activity approach and the personally oriented training. The requirements of the activity approach are as follows: 1) the existence of the goal as a planned activity result; 2) use of indicative bases of activity, formulated in a generalized form; 3) development of individual steps of activity. The requirements of the personally oriented training are as follows: 1) training orientation to enrich the students' subject experience (Yakimanskaya, 2014). 2) ensuring the leading position of the students in cognitive and reflexive activity; 3) compliance with the requirements for the organization of the training dialogue (motivation of the questions, their general nature, connectedness, focus and stageby-stage nature of the dialogue, recording of the personal experience of the students, initiative of the students and possibilities of the polylogue).La búsqueda de los medios efectivos para mejorar la formación de un profesor de matemáticas condujo a la idea de crear proyectos por parte de los estudiantes demostrando la metodología del trabajo del profesor con el alumno en la tarea, el teorema o el texto del libro de texto. El artículo resume los resultados del estudio experimental. Los métodos de experiencia subjetiva colectiva y modelado visual se consideraron básicos. El formulario de presentación del proyecto fue una presentación en computadora, cuyos efectos de animación permiten la creación consistente de imágenes gráficas, así como la organización de una pausa en el diálogo del docente con los estudiantes. Las condiciones para asegurar el éxito de los estudiantes en el desarrollo del proyecto son las siguientes: 1) Observancia de las etapas del método de experiencia colectiva del sujeto; 2) Formulación de la tarea al proyecto metódico, que refleje los requisitos para los resultados de su creación; 3) Razonabilidad de las decisiones metódicas según los requisitos del enfoque de la actividad y la capacitación orientada personalmente. Los requisitos del enfoque de actividad son los siguientes: 1) La existencia del objetivo como un resultado de actividad planificado; 2) Uso de bases indicativas de actividad, formuladas en forma generalizada; 3) Desarrollo de pasos individuales de actividad. Los requisitos de la capacitación orientada a la persona son los siguientes: 1) Orientación de capacitación para enriquecer la experiencia de los estudiantes en el tema (Yakimanskaya, 2014). 2) Garantizar la posición de liderazgo de los estudiantes en la actividad cognitiva y reflexiva; 3) Cumplimiento de los requisitos para la organización del diálogo de formación (motivación de las preguntas, su naturaleza general, conectividad, enfoque y naturaleza del diálogo etapa por etapa, registro de la experiencia personal de los estudiantes, iniciativa de los estudiantes) y posibilidades del polílogo).A busca de meios eficazes para melhorar a formação de um professor de matemática levou à ideia de criar projetos pelos alunos demonstrando a metodologia do trabalho do professor com o aluno na tarefa, o teorema ou o texto do livro didático. O artigo resume os resultados do estudo experimental. Os métodos de experiência subjetiva coletiva e modelagem visual foram considerados básicos. O formulário de apresentação do projeto foi uma apresentação de computador, cujos efeitos de animação permitem a criação consistente de imagens gráficas, bem como a organização de uma pausa no diálogo do professor com os alunos. As condições para garantir o sucesso dos alunos no desenvolvimento do projeto são as seguintes: 1) Observância das etapas do método de experiência coletiva do sujeito; 2) Formulação da tarefa ao projeto metódico, que reflete os requisitos para os resultados de sua criação; 3) Racionalidade das decisões metódicas de acordo com as exigências do foco da atividade e do treinamento orientado pessoalmente. Os requisitos da abordagem de atividade são os seguintes: 1) A existência do objetivo como resultado da atividade planejada; 2) Uso de bases indicativas de atividade, formuladas de forma generalizada; 3) Desenvolvimento de etapas de atividades individuais. Os requisitos da formação orientada para as pessoas são os seguintes: 1) Orientação de treinamento para enriquecer a experiência dos alunos no assunto (Yakimanskaya, 2014). 2) Garantir a posição de liderança dos alunos na atividade cognitiva e reflexiva; 3) A conformidade com os requisitos para a organização da formação diálogo (motivação das perguntas, a sua natureza geral, conectividade, o foco ea natureza da fase de diálogo e estágio, registrando a experiência pessoal dos alunos, a iniciativa estudante) e possibilidades do polylogo)

Transient and localized processes in the magnetotail: a review

Many phenomena in the Earth's magnetotail have characteristic temporal scales of several minutes and spatial scales of a few Earth radii (<I>R<sub>E</sub></I>). Examples of such transient and localized mesoscale phenomena are bursty bulk flows, beamlets, energy dispersed ion beams, flux ropes, traveling compression regions, night-side flux transfer events, and rapid flappings of the current sheet. Although most of these observations are linked to specific interpretations or theoretical models they are inter-related and can be the different aspects of a physical process or origin. Recognizing the inter-connected nature of the different transient and localized phenomena in the magnetotail, this paper reviews their observations by highlighting their important characteristics, with emphasis on the new results from Cluster multipoint observations. The multi-point Cluster measurements have provided, for the first time, the ability to distinguish between temporal and spatial variations, and to resolve spatial structures. Some examples of the new results are: flux ropes with widths of 0.3 <I>R<sub>E</sub></I>, transient field aligned currents associated with bursty bulk flows and connected to the Hall current at the magnetic reconnection, flappings of the magnetotail current sheet with time scales of 100 s–10 min and thickness of few thousand km, and particle energization including velocity and time dispersed ion structures with the latter having durations of 1–3 min. The current theories of these transient and localized processes are based largely on magnetic reconnection, although the important role of the interchange and other plasma modes are now well recognized. On the kinetic scale, the energization of particles takes place near the magnetic X-point by non-adiabatic processes and wave-particle interactions. The theory, modeling and simulations of the plasma and field signatures are reviewed and the links among the different observational concepts and the theoretical frameworks are discussed. The mesoscale processes in the magnetotail and the strong coupling among them are crucial in developing a comprehensive understanding of the multiscale phenomena of the magnetosphere

Neonatal developmental venous anomalies: Clinicoradiologic characterization and follow-up

BACKGROUND AND PURPOSE: Although developmental venous anomalies have been frequently studied in adults and occasionally in children, data regarding these entities are scarce in neonates. We aimed to characterize clinical and neuroimaging features of neonatal developmental venous anomalies and to evaluate any association between MR imaging abnormalities in their drainage territory and corresponding angioarchitectural features. MATERIALS AND METHODS: We reviewed parenchymal abnormalities and angioarchitectural features of 41 neonates with developmental venous anomalies (20 males; mean corrected age, 39.9 weeks) selected through a radiology report text search from 2135 neonates who underwent brain MR imaging between 2008 and 2019. Fetal and longitudinal MR images were also reviewed. Neurologic outcomes were collected. Statistics were performed using x 2, Fisher exact, Mann-Whitney U, or t tests corrected for multiple comparisons. RESULTS: Developmental venous anomalies were detected in 1.9% of neonatal scans. These were complicated by parenchymal/ventricular abnormalities in 15/41 cases (36.6%), improving at last follow-up in 8/10 (80%), with normal neurologic outcome in 9/14 (64.2%). Multiple collectors (P =.008) and larger collector caliber (P <.001) were significantly more frequent in complicated developmental venous anomalies. At a patient level, multiplicity (P =.002) was significantly associated with the presence of ≥1 complicated developmental venous anomaly. Retrospective fetal detection was possible in 3/11 subjects (27.2%). CONCLUSIONS: One-third of neonatal developmental venous anomalies may be complicated by parenchymal abnormalities, especially with multiple and larger collectors. Neuroimaging and neurologic outcomes were favorable in most cases, suggesting a benign, self-limited nature of these vascular anomalies. A congenital origin could be confirmed in one-quarter of cases with available fetal MR imaging

MOLECULAR BIOLOGY OF HEPATITIS B VIRUS AND IMMUNOPATHOGENESIS OF CHRONIC VIRAL HEPATITIS B

Hronic hepatitis B belongs to a category of socially significant diseases due to its wide abundance in the world and high frequency of unfavourable outcomes of this disease. Features of interaction of hepatitis B virus with human immune system, accompanying development of mechanisms of escape from immunological control, is the basis of development of chronic hepatitis B. Molecular-biological features of hepatitis B virus are the basis of the indicated mechanisms, and the content of this review is their examination. Herewith, stages of immunopathogenesis of this disease is the basis of characteristics of interaction of viral proteins with cells of immune system, and isolation of those is accepted in contemporary foreign literature

MECHANISMS OF INTERACTION OF VIRAL CAUSATIVE AGENTS IN PATIENTS CO-INFECTED WITH HUMAN IMMUNODEFICIENCY AND HEPATITIS C VIRUSES

In patients infected with human immunodeficiency virus (HIV) in 20 - 30% of cases co-infection with hepatitis C virus (HCV) is observed, that is associated with common routes of transmission for these causative agents. The main cause of lethal outcome for co-infected patients is liver damage. Thus, analysis of mechanisms of mutual influence of HIV and HCV under the conditions of co-infection gains special attention, that can be examined from both standpoints of direct inter-molecular interaction of 2 viral causative agents, as well as from the position of their immune-mediated effect. Negative effect of HIV on the course of fibrosis process in liver during HCVinfection is associated with the feature of this virus to cause deep alteration in the immune system by direct damage of CD4+ cells, disruption of mechanisms of immunological memory, suppression of functions of liver fraction of NK and NKT, as well as its ability of co-receptor interaction with hepatocytes and stellate cells, enhancing progress of fibrosis alterations and HCV replication in liver. HCV is also established to effect replication of HIV, stimulate infection of macrophages with this virus. All these events facilitate the rise in lethality during HIV and HCV co-infection