Better Performance of Students: Education Conditions During Adaptation to the University

Many researchers highlight performance as one of the factors of first-year students’ effective adaptation. The relevance of the studied problem lies in the fact that students having good results of final exams in a comprehensive school face challenges while adapting to the university. In order to ease the process of moving from the usual regular school life to a university period, we offered first-year students a special educational course of study "Introduction to Learning". We tried to determine whether the study of the special course "Introduction to Learning" by first-year students will affect the results of their training during the adaptation period. The leading research method for this problem is comparative analysis which let us identify if the course “Introduction to Learning”, included in the curriculum, affects the learning outcomes during the first semester of the first-year students' adaptation period. Comparing the first semester grades of the groups studied the proposed course, and the groups which did not study one, we received the following results: students of the experimental groups showed higher results in the first half of the year. Our special course supported the process of adaptation by students of the first year and their successful educational process. The developed syllabus of the course “Introduction to Learning” is aimed at preparing students for study in new conditions of a university and at improving learning outcomes of first-year students in the first semester of the adaptation period

Better Performance of Students: Education Conditions During Adaptation to the University

Many researchers highlight performance as one of the factors of first-year students’ effective adaptation. The relevance of the studied problem lies in the fact that students having good results of final exams in a comprehensive school face challenges while adapting to the university. In order to ease the process of moving from the usual regular school life to a university period, we offered first-year students a special educational course of study "Introduction to Learning". We tried to determine whether the study of the special course "Introduction to Learning" by first-year students will affect the results of their training during the adaptation period. The leading research method for this problem is comparative analysis which let us identify if the course “Introduction to Learning”, included in the curriculum, affects the learning outcomes during the first semester of the first-year students' adaptation period. Comparing the first semester grades of the groups studied the proposed course, and the groups which did not study one, we received the following results: students of the experimental groups showed higher results in the first half of the year. Our special course supported the process of adaptation by students of the first year and their successful educational process. The developed syllabus of the course “Introduction to Learning” is aimed at preparing students for study in new conditions of a university and at improving learning outcomes of first-year students in the first semester of the adaptation period

Better Performance of Students: Education Conditions During Adaptation to the University

Many researchers highlight performance as one of the factors of first-year students’ effective adaptation. The relevance of the studied problem lies in the fact that students having good results of final exams in a comprehensive school face challenges while adapting to the university. In order to ease the process of moving from the usual regular school life to a university period, we offered first-year students a special educational course of study "Introduction to Learning". We tried to determine whether the study of the special course "Introduction to Learning" by first-year students will affect the results of their training during the adaptation period. The leading research method for this problem is comparative analysis which let us identify if the course “Introduction to Learning”, included in the curriculum, affects the learning outcomes during the first semester of the first-year students' adaptation period. Comparing the first semester grades of the groups studied the proposed course, and the groups which did not study one, we received the following results: students of the experimental groups showed higher results in the first half of the year. Our special course supported the process of adaptation by students of the first year and their successful educational process. The developed syllabus of the course “Introduction to Learning” is aimed at preparing students for study in new conditions of a university and at improving learning outcomes of first-year students in the first semester of the adaptation period

Распространенность мутации c.5161C>T гена BRCA1 у пациентов с онкологическими заболеваниями из Республики Башкортостан

Introduction. Despite the significant progress in investigation of genetic susceptibility to cancers, there are still unclear questions in the field of molecular epidemiology. Numerous new data obtained using modern sequencing technologies require large case/control studies in different populations.The study objective – to investigate the prevalence of BRCA1*c.5161C>T mutation in unselected breast, ovarian and prostate cancer patients from Bashkortostan.Materials and methods. In the presented study, the prevalence of the BRCA1*c.5161C>T mutation was assessed in breast cancer, ovarian cancer and prostate cancer patients (n = 696). The study cohorts includes individuals of Tatar and Bashkir ethnic origin living in Bashkortostan Republic.Results. The BRCA1 mutation c.5161C>T was detected in patients with breast cancer, ovarian cancer and prostate cancer in individuals of Tatar ethnic origin with a frequency of ~1,3 % (6/449), but not in Bashkirs. This mutation was also detected in two individuals of control group (2/700). We conclude that the contribution of the BRCA1 mutation c.5161C>T to hereditary breast, ovarian and prostate cancers, is likely to be small in Bashkortostan Republic.Conclusion. Further research will be required to investigate whether this mutation also plays a role in other populations of Turkic origin.Введение. На основании многочисленных эпидемиологических и лабораторных исследований в области молекулярной эпидемиологии достигнуты существенные успехи в изучении генетической предрасположенности злокачественных новообразований, но еще остается ряд нерешенных вопросов. Применение современных технологий секвенирования позволило получить новые данные, которые необходимо проанализировать с использованием популяционного подхода с вовлечением в работу больших по численности исследуемых групп.Цель исследования – оценить частоту мутации BRCA1*c.5161C>T у пациентов с раком молочной, железы, яичников и предстательной железы, проживающих в Республике Башкортостан.Материалы и методы. В представленной статье проанализирована встречаемость мутации BRCA1*c.5161C>T у пациентов с раком молочной железы, яичников и предстательной железы татарской и башкирской этнической принадлежности, проживающих в Республике Башкортостан (n = 696).Результаты. Мутация BRCA1*c.5161C>T встречается у пациентов татарской этнической принадлежности с раком молочной железы, яичников и предстательной железы примерно в 1,3 % случаев (6/449); у пациентов-башкир она не обнаружена. Данная мутация также определена в контрольной выборке (2/700). Полученные результаты не подтверждают высокую частоту мутации BRCA1*c.5161C>T у башкир.Заключение. В перспективе необходимы дальнейшие исследования для оценки частоты распространения данного варианта в других популяциях, населяющих Волго-Уральский регион России

9q31.2-rs865686 as a Susceptibility Locus for Estrogen Receptor-Positive Breast Cancer: Evidence from the Breast Cancer Association Consortium

BackgroundOur recent genome-wide association study identified a novel breast cancer susceptibility locus at 9q31.2 (rs865686).MethodsTo further investigate the rs865686-breast cancer association, we conducted a replication study within the Breast Cancer Association Consortium, which comprises 37 case-control studies (48,394 cases, 50,836 controls).ResultsThis replication study provides additional strong evidence of an inverse association between rs865686 and breast cancer risk [study-adjusted per G-allele OR, 0.90; 95% confidence interval (CI), 0.88; 0.91, P = 2.01 × 10(-29)] among women of European ancestry. There were ethnic differences in the estimated minor (G)-allele frequency among controls [0.09, 0.30, and 0.38 among, respectively, Asians, Eastern Europeans, and other Europeans; P for heterogeneity (P(het)) = 1.3 × 10(-143)], but no evidence of ethnic differences in per allele OR (P(het) = 0.43). rs865686 was associated with estrogen receptor-positive (ER(+)) disease (per G-allele OR, 0.89; 95% CI, 0.86-0.91; P = 3.13 × 10(-22)) but less strongly, if at all, with ER-negative (ER(-)) disease (OR, 0.98; 95% CI, 0.94-1.02; P = 0.26; P(het) = 1.16 × 10(-6)), with no evidence of independent heterogeneity by progesterone receptor or HER2 status. The strength of the breast cancer association decreased with increasing age at diagnosis, with case-only analysis showing a trend in the number of copies of the G allele with increasing age at diagnosis (P for linear trend = 0.0095), but only among women with ER(+) tumors.ConclusionsThis study is the first to show that rs865686 is a susceptibility marker for ER(+) breast cancer.ImpactThe findings further support the view that genetic susceptibility varies according to tumor subtype

9q31.2-rs865686 as a Susceptibility Locus for Estrogen Receptor-Positive Breast Cancer : evidence from the Breast Cancer Association Consortium

Background: Our recent genome-wide association study identified a novel breast cancer susceptibility locus at 9q31.2 (rs865686). Methods: To further investigate the rs865686–breast cancer association, we conducted a replication study within the Breast Cancer Association Consortium, which comprises 37 case–control studies (48,394 cases, 50,836 controls). Results: This replication study provides additional strong evidence of an inverse association between rs865686 and breast cancer risk [study-adjusted per G-allele OR, 0.90; 95% confidence interval (CI), 0.88; 0.91, P = 2.01 × 10−29] among women of European ancestry. There were ethnic differences in the estimated minor (G)-allele frequency among controls [0.09, 0.30, and 0.38 among, respectively, Asians, Eastern Europeans, and other Europeans; P for heterogeneity (Phet) = 1.3 × 10−143], but no evidence of ethnic differences in per allele OR (Phet = 0.43). rs865686 was associated with estrogen receptor–positive (ER+) disease (per G-allele OR, 0.89; 95% CI, 0.86–0.91; P = 3.13 × 10−22) but less strongly, if at all, with ER-negative (ER−) disease (OR, 0.98; 95% CI, 0.94–1.02; P = 0.26; Phet = 1.16 × 10−6), with no evidence of independent heterogeneity by progesterone receptor or HER2 status. The strength of the breast cancer association decreased with increasing age at diagnosis, with case-only analysis showing a trend in the number of copies of the G allele with increasing age at diagnosis (P for linear trend = 0.0095), but only among women with ER+ tumors. Conclusions: This study is the first to show that rs865686 is a susceptibility marker for ER+ breast cancer