The role of language in cultural transmission between the generations of the Tatars living in China

The question of preservation and transmission of cultural elements from one generation to another is widely discussed within the scope of humanities and natural sciences. This article discusses the phenomenon of cultural transmission between generations of the Tatars residing in the CPR and the role of language in this. The eastern branch of the Tatar emigration is least studied of all in the language aspect, but deserves special attention. Therefore, language features of the Tatar language of the representatives of the Tatar diaspora in China were selected as the object of study of this project. A coverage of approaches to the study of the role of language in the cultural transmission is offered. Each language is a tool for formation, preservation and transmission of national culture. In this connection, the study of language as a cultural code of the nation, and not only as an instrument of communication and cognition is very important. And this is dictated by the process of rethinking the role of language in the cultural creative activity of man. Everything is evidence of the fact that language is not only a means of communication, but also a translator of culture. It is the vocabulary in which culture, realities, social features, and beliefs of the Tatars are mirrored

EXPERIENCE OF ORGANIZING THE PREVENTING MEASURES FOR «ATYPICAL PNEUMONIA» DELIVERY AND SPREADING IN KRASNOYARSK TERRITORY

Analysis of measures for preventing the delivery and spreading of «atypical pneumonia» in Krasnoyarsk region is presented. Effect of counteracting with this infectious disease of the executive authority organs, State Surveillance service, public health and other interested institutions is emphasized. Further preventing measures against «atypical pneumonia» are determined

The Cryo-EM Structure of a Complete 30S Translation Initiation Complex from Escherichia coli

Formation of the 30S initiation complex (30S IC) is an important checkpoint in regulation of gene expression. The selection of mRNA, correct start codon, and the initiator fMet-tRNAfMet requires the presence of three initiation factors (IF1, IF2, IF3) of which IF3 and IF1 control the fidelity of the process, while IF2 recruits fMet-tRNAfMet. Here we present a cryo-EM reconstruction of the complete 30S IC, containing mRNA, fMet-tRNAfMet, IF1, IF2, and IF3. In the 30S IC, IF2 contacts IF1, the 30S subunit shoulder, and the CCA end of fMet-tRNAfMet, which occupies a novel P/I position (P/I1). The N-terminal domain of IF3 contacts the tRNA, whereas the C-terminal domain is bound to the platform of the 30S subunit. Binding of initiation factors and fMet-tRNAfMet induces a rotation of the head relative to the body of the 30S subunit, which is likely to prevail through 50S subunit joining until GTP hydrolysis and dissociation of IF2 take place. The structure provides insights into the mechanism of mRNA selection during translation initiation

Immunoglobulin, glucocorticoid, or combination therapy for multisystem inflammatory syndrome in children: a propensity-weighted cohort study

Background: Multisystem inflammatory syndrome in children (MIS-C), a hyperinflammatory condition associated with SARS-CoV-2 infection, has emerged as a serious illness in children worldwide. Immunoglobulin or glucocorticoids, or both, are currently recommended treatments. Methods: The Best Available Treatment Study evaluated immunomodulatory treatments for MIS-C in an international observational cohort. Analysis of the first 614 patients was previously reported. In this propensity-weighted cohort study, clinical and outcome data from children with suspected or proven MIS-C were collected onto a web-based Research Electronic Data Capture database. After excluding neonates and incomplete or duplicate records, inverse probability weighting was used to compare primary treatments with intravenous immunoglobulin, intravenous immunoglobulin plus glucocorticoids, or glucocorticoids alone, using intravenous immunoglobulin as the reference treatment. Primary outcomes were a composite of inotropic or ventilator support from the second day after treatment initiation, or death, and time to improvement on an ordinal clinical severity scale. Secondary outcomes included treatment escalation, clinical deterioration, fever, and coronary artery aneurysm occurrence and resolution. This study is registered with the ISRCTN registry, ISRCTN69546370. Findings: We enrolled 2101 children (aged 0 months to 19 years) with clinically diagnosed MIS-C from 39 countries between June 14, 2020, and April 25, 2022, and, following exclusions, 2009 patients were included for analysis (median age 8·0 years [IQR 4·2–11·4], 1191 [59·3%] male and 818 [40·7%] female, and 825 [41·1%] White). 680 (33·8%) patients received primary treatment with intravenous immunoglobulin, 698 (34·7%) with intravenous immunoglobulin plus glucocorticoids, 487 (24·2%) with glucocorticoids alone; 59 (2·9%) patients received other combinations, including biologicals, and 85 (4·2%) patients received no immunomodulators. There were no significant differences between treatments for primary outcomes for the 1586 patients with complete baseline and outcome data that were considered for primary analysis. Adjusted odds ratios for ventilation, inotropic support, or death were 1·09 (95% CI 0·75–1·58; corrected p value=1·00) for intravenous immunoglobulin plus glucocorticoids and 0·93 (0·58–1·47; corrected p value=1·00) for glucocorticoids alone, versus intravenous immunoglobulin alone. Adjusted average hazard ratios for time to improvement were 1·04 (95% CI 0·91–1·20; corrected p value=1·00) for intravenous immunoglobulin plus glucocorticoids, and 0·84 (0·70–1·00; corrected p value=0·22) for glucocorticoids alone, versus intravenous immunoglobulin alone. Treatment escalation was less frequent for intravenous immunoglobulin plus glucocorticoids (OR 0·15 [95% CI 0·11–0·20]; p<0·0001) and glucocorticoids alone (0·68 [0·50–0·93]; p=0·014) versus intravenous immunoglobulin alone. Persistent fever (from day 2 onward) was less common with intravenous immunoglobulin plus glucocorticoids compared with either intravenous immunoglobulin alone (OR 0·50 [95% CI 0·38–0·67]; p<0·0001) or glucocorticoids alone (0·63 [0·45–0·88]; p=0·0058). Coronary artery aneurysm occurrence and resolution did not differ significantly between treatment groups. Interpretation: Recovery rates, including occurrence and resolution of coronary artery aneurysms, were similar for primary treatment with intravenous immunoglobulin when compared to glucocorticoids or intravenous immunoglobulin plus glucocorticoids. Initial treatment with glucocorticoids appears to be a safe alternative to immunoglobulin or combined therapy, and might be advantageous in view of the cost and limited availability of intravenous immunoglobulin in many countries. Funding: Imperial College London, the European Union's Horizon 2020, Wellcome Trust, the Medical Research Foundation, UK National Institute for Health and Care Research, and National Institutes of Health

Studying gender at the lessons of Russian language: Symbolic and semantic approaches

The article is devoted to the studying gender at the lessons of Russian language. This paper examines the symbolic meaning of the word and reveals the concept of the word semantics relatively to inanimate nouns. To reveal the matter of the problem the words-concepts are used as an example. In the article the authors connect the essence of gender category with symbolic and semantic hypothesis of the ancient grammarians, according to which natural biological category "sexus" is correlated with grammatical category "genus". As a didactic material the authors present quotes from literary works, proverbs and sayings, which focus on the development of speech, enrichment of vocabulary and the formation of cultural competence of students. Having analyzed the structural and semantic principle of study of the category of gender in the Russian language by the example of culture lexemes, having studied the literature on research problem, having considered a learner as a linguistic personality, putting forward the lingvocultural approach to learning the Russian language as dominant, authors come to the conclusion, that the symbolic-semantic principle helps multifaceted language training

Studying gender at the lessons of Russian language: Symbolic and semantic approaches

The article is devoted to the studying gender at the lessons of Russian language. This paper examines the symbolic meaning of the word and reveals the concept of the word semantics relatively to inanimate nouns. To reveal the matter of the problem the words-concepts are used as an example. In the article the authors connect the essence of gender category with symbolic and semantic hypothesis of the ancient grammarians, according to which natural biological category "sexus" is correlated with grammatical category "genus". As a didactic material the authors present quotes from literary works, proverbs and sayings, which focus on the development of speech, enrichment of vocabulary and the formation of cultural competence of students. Having analyzed the structural and semantic principle of study of the category of gender in the Russian language by the example of culture lexemes, having studied the literature on research problem, having considered a learner as a linguistic personality, putting forward the lingvocultural approach to learning the Russian language as dominant, authors come to the conclusion, that the symbolic-semantic principle helps multifaceted language training

Studying gender at the lessons of Russian language: Symbolic and semantic approaches

The article is devoted to the studying gender at the lessons of Russian language. This paper examines the symbolic meaning of the word and reveals the concept of the word semantics relatively to inanimate nouns. To reveal the matter of the problem the words-concepts are used as an example. In the article the authors connect the essence of gender category with symbolic and semantic hypothesis of the ancient grammarians, according to which natural biological category "sexus" is correlated with grammatical category "genus". As a didactic material the authors present quotes from literary works, proverbs and sayings, which focus on the development of speech, enrichment of vocabulary and the formation of cultural competence of students. Having analyzed the structural and semantic principle of study of the category of gender in the Russian language by the example of culture lexemes, having studied the literature on research problem, having considered a learner as a linguistic personality, putting forward the lingvocultural approach to learning the Russian language as dominant, authors come to the conclusion, that the symbolic-semantic principle helps multifaceted language training

Studying gender at the lessons of Russian language: Symbolic and semantic approaches

The article is devoted to the studying gender at the lessons of Russian language. This paper examines the symbolic meaning of the word and reveals the concept of the word semantics relatively to inanimate nouns. To reveal the matter of the problem the words-concepts are used as an example. In the article the authors connect the essence of gender category with symbolic and semantic hypothesis of the ancient grammarians, according to which natural biological category "sexus" is correlated with grammatical category "genus". As a didactic material the authors present quotes from literary works, proverbs and sayings, which focus on the development of speech, enrichment of vocabulary and the formation of cultural competence of students. Having analyzed the structural and semantic principle of study of the category of gender in the Russian language by the example of culture lexemes, having studied the literature on research problem, having considered a learner as a linguistic personality, putting forward the lingvocultural approach to learning the Russian language as dominant, authors come to the conclusion, that the symbolic-semantic principle helps multifaceted language training