41 research outputs found
Relating the proton, neutron and deuteron structure functions in the covariant Bethe-Salpeter formalism
The neutron structure function F2n(x) is evaluated within the kinematic range
10**(-3)<x<1 from the deuteron and proton data by employing relativistic
theoretical description of F2D(x) and several assumptions on the hihg-x
asymptotics of F2n(x)/F2p(x). It is shown that new measurements of F2D(x) in
the range 0.6<x<0.8 would substantially improve understanding of the relation
between d and u valence quarks in the limit x -> 1.Comment: Revised on January 20, 2004: Modified Figs. 2 and 3 and the reference
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Π€ΠΎΡΠΌΠ° Π»ΠΎΡ Π°Π½ΠΊΠΈ ΠΏΠΎΡΠΊΠΈ Ρ ΠΏΠ»ΠΎΠ΄Π° ΠΏΡΠΈ Π³ΠΈΠ΄ΡΠΎΠ½Π΅ΡΡΠΎΠ·Π΅ III ΡΡΠ΅ΠΏΠ΅Π½ΠΈ ΠΊΠ°ΠΊ ΠΏΡΠ΅Π΄ΠΈΠΊΡΠΎΡ ΠΎΠΏΠ΅ΡΠ°ΡΠΈΠ²Π½ΠΎΠ³ΠΎ Π²ΠΌΠ΅ΡΠ°ΡΠ΅Π»ΡΡΡΠ²Π° Π² ΠΏΠΎΡΡΠ½Π°ΡΠ°Π»ΡΠ½ΠΎΠΌ ΠΏΠ΅ΡΠΈΠΎΠ΄Π΅
BACKGROUND: Fetal hydronephrosis is one of the most common malformations of the urinary system. The main goal of prenatal diagnostics is to identify a risk group with a dilatation of the renal collecting system due to mechanical obstruction of the pelvic-ureteral segment.
AIM: The aim of the study is to definition of a prenatal risk group with a high probability of early surgical intervention in the postnatal period based on an assessment of the predictor properties of the pelvis shape in hydronephrosis grade III.
MATERIALS AND METHODS: A prospective analysis of the results of prenatal ultrasound examination of 77 fetuses (82 renal units) with grade III hydronephrosis (SFU classification) was carried out. The anteroposterior diameter of the pelvis was measured in millimeters at the level of the kidney gate. With the ellipsoid shape of the pelvis, the compression ratio of the ellipse was calculated as the ratio of the small semi-axis of the ellipse to its large semi-axis. All parameters were recorded in the third trimester of pregnancy. The study included cases of hydronephrosis with parenchymal thickness not differing by more than two sigma deviations from the standard value. The first ultrasound examination in the postnatal period was performed during the first month of life and then at 3, 6 and 12 months.
RESULTS: Prenatally, 57 kidneys had an elliptical pelvis and 25 funnel-shaped. The anteroposterior diameter of ellipsoid (16.5 [13; 20]) and funnel-shaped pelvis (15.0 [13; 17.8]) did not differ statistically significantly (p = 0.39). 36 (43.9%) patients were operated on, 29 of them were operated at the age of 13 months, due to the increase in APD from 17.56.0 to 27.98.2 (p = 0.001) and the transition of hydronephrosis to the IV degree by 1 month of life. The remaining 7 children had gradual progression of hydronephrosis and were operated at the age of 12 months and older. In 56.1%, resolution, regression or stabilization of hydronephrosis were noted during dynamic observation lasting 1 year. With a single-variant analysis, it was found that the configuration of the pelvis and the compression ratio of the ellipse statistically significantly correctly predicted the progression of hydronephrosis and the probability of surgery at 69.5% and 80.5%, respectively. At the same time, the compression ratio had a higher sensitivity and specificity.
CONCLUSIONS: Fetal hydronephrosis with a funnel-shaped configuration of the pelvis, has a functional nature and regresses after birth during the first year of life. The antenatal ellipsoid configuration of the pelvis, approaching the circumference, is a statistically significant predictor of surgical intervention due to the progression of hydronephrosis due to external causes of obstruction.ΠΠΊΡΡΠ°Π»ΡΠ½ΠΎΡΡΡ. Π€Π΅ΡΠ°Π»ΡΠ½ΡΠΉ Π³ΠΈΠ΄ΡΠΎΠ½Π΅ΡΡΠΎΠ· ΠΎΠ΄ΠΈΠ½ ΠΈΠ· Π½Π°ΠΈΠ±ΠΎΠ»Π΅Π΅ ΡΠ°ΡΠΏΡΠΎΡΡΡΠ°Π½Π΅Π½Π½ΡΡ
ΠΏΠΎΡΠΎΠΊΠΎΠ² ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΌΠΎΡΠ΅Π²ΠΎΠΉ ΡΠΈΡΡΠ΅ΠΌΡ. ΠΡΠ½ΠΎΠ²Π½Π°Ρ Π·Π°Π΄Π°ΡΠ° ΠΏΡΠ΅Π½Π°ΡΠ°Π»ΡΠ½ΠΎΠΉ Π΄ΠΈΠ°Π³Π½ΠΎΡΡΠΈΠΊΠΈ ΡΠΎΡΡΠΎΠΈΡ Π² ΠΈΠ΄Π΅Π½ΡΠΈΡΠΈΠΊΠ°ΡΠΈΠΈ Π³ΡΡΠΏΠΏΡ ΡΠΈΡΠΊΠ° Ρ ΡΠ°ΡΡΠΈΡΠ΅Π½ΠΈΠ΅ΠΌ ΡΠΎΠ±ΠΈΡΠ°ΡΠ΅Π»ΡΠ½ΠΎΠΉ ΡΠΈΡΡΠ΅ΠΌΡ ΠΏΠΎΡΠΊΠΈ Π²ΡΠ»Π΅Π΄ΡΡΠ²ΠΈΠ΅ ΠΌΠ΅Ρ
Π°Π½ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΎΠ±ΡΡΡΡΠΊΡΠΈΠΈ Π»ΠΎΡ
Π°Π½ΠΎΡΠ½ΠΎ-ΠΌΠΎΡΠ΅ΡΠΎΡΠ½ΠΈΠΊΠΎΠ²ΠΎΠ³ΠΎ ΡΠ΅Π³ΠΌΠ΅Π½ΡΠ°.
Π¦Π΅Π»Ρ ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΠ΅ ΠΏΡΠ΅Π½Π°ΡΠ°Π»ΡΠ½ΠΎΠΉ Π³ΡΡΠΏΠΏΡ ΡΠΈΡΠΊΠ° Ρ Π²ΡΡΠΎΠΊΠΎΠΉ Π²Π΅ΡΠΎΡΡΠ½ΠΎΡΡΡΡ ΡΠ°Π½Π½Π΅Π³ΠΎ ΠΎΠΏΠ΅ΡΠ°ΡΠΈΠ²Π½ΠΎΠ³ΠΎ Π²ΠΌΠ΅ΡΠ°ΡΠ΅Π»ΡΡΡΠ²Π° Π² ΠΏΠΎΡΡΠ½Π°ΡΠ°Π»ΡΠ½ΠΎΠΌ ΠΏΠ΅ΡΠΈΠΎΠ΄Π΅ Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ ΠΎΡΠ΅Π½ΠΊΠΈ ΠΏΡΠ΅Π΄ΠΈΠΊΡΠΎΡΠ½ΡΡ
ΡΠ²ΠΎΠΉΡΡΠ² ΡΠΎΡΠΌΡ Π»ΠΎΡ
Π°Π½ΠΊΠΈ ΠΏΡΠΈ Π³ΠΈΠ΄ΡΠΎΠ½Π΅ΡΡΠΎΠ·Π΅ III ΡΡΠ΅ΠΏΠ΅Π½ΠΈ.
ΠΠ°ΡΠ΅ΡΠΈΠ°Π»Ρ ΠΈ ΠΌΠ΅ΡΠΎΠ΄Ρ. ΠΡΠΎΠ²Π΅Π΄Π΅Π½ ΠΏΡΠΎΡΠΏΠ΅ΠΊΡΠΈΠ²Π½ΡΠΉ Π°Π½Π°Π»ΠΈΠ· ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΎΠ² ΠΏΡΠ΅Π½Π°ΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΠ»ΡΡΡΠ°Π·Π²ΡΠΊΠΎΠ²ΠΎΠ³ΠΎ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ 77 ΠΏΠ»ΠΎΠ΄ΠΎΠ² (82 ΠΏΠΎΡΠ΅ΡΠ½ΡΡ
Π΅Π΄ΠΈΠ½ΠΈΡΡ) Ρ Π³ΠΈΠ΄ΡΠΎΠ½Π΅ΡΡΠΎΠ·ΠΎΠΌ III ΡΡΠ΅ΠΏΠ΅Π½ΠΈ (ΠΊΠ»Π°ΡΡΠΈΡΠΈΠΊΠ°ΡΠΈΡ SFU). ΠΠ΅ΡΠ΅Π΄Π½Π΅Π·Π°Π΄Π½ΠΈΠΉ Π΄ΠΈΠ°ΠΌΠ΅ΡΡ Π»ΠΎΡ
Π°Π½ΠΊΠΈ ΠΈΠ·ΠΌΠ΅ΡΡΠ»ΡΡ Π² ΠΌΠΈΠ»Π»ΠΈΠΌΠ΅ΡΡΠ°Ρ
Π½Π° ΡΡΠΎΠ²Π½Π΅ Π²ΠΎΡΠΎΡ ΠΏΠΎΡΠΊΠΈ. ΠΡΠΈ ΡΠ»Π»ΠΈΠΏΡΠΎΠ²ΠΈΠ΄Π½ΠΎΠΉ ΡΠΎΡΠΌΠ΅ Π»ΠΎΡ
Π°Π½ΠΊΠΈ Π²ΡΡΠΈΡΠ»ΡΠ»ΡΡ ΠΊΠΎΡΡΡΠΈΡΠΈΠ΅Π½Ρ ΡΠΆΠ°ΡΠΈΡ ΡΠ»Π»ΠΈΠΏΡΠ°, ΠΊΠ°ΠΊ ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠ΅ ΠΌΠ°Π»ΠΎΠΉ ΠΏΠΎΠ»ΡΠΎΡΠΈ ΡΠ»Π»ΠΈΠΏΡΠ° ΠΊ Π΅Π³ΠΎ Π±ΠΎΠ»ΡΡΠΎΠΉ ΠΏΠΎΠ»ΡΠΎΡΠΈ. ΠΡΠ΅ ΠΏΠ°ΡΠ°ΠΌΠ΅ΡΡΡ ΡΠ΅Π³ΠΈΡΡΡΠΈΡΠΎΠ²Π°Π»ΠΈΡΡ Π² ΡΡΠ΅ΡΡΠ΅ΠΌ ΡΡΠΈΠΌΠ΅ΡΡΡΠ΅ Π±Π΅ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΡΡΠΈ. Π ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅ Π²ΠΊΠ»ΡΡΠ°Π»ΠΈΡΡ ΡΠ»ΡΡΠ°ΠΈ Π³ΠΈΠ΄ΡΠΎΠ½Π΅ΡΡΠΎΠ·Π° Ρ ΡΠΎΠ»ΡΠΈΠ½ΠΎΠΉ ΠΏΠ°ΡΠ΅Π½Ρ
ΠΈΠΌΡ, Π½Π΅ ΠΎΡΠ»ΠΈΡΠ°ΡΡΠ΅ΠΉΡΡ Π±ΠΎΠ»Π΅Π΅ ΡΠ΅ΠΌ Π½Π° Π΄Π²Π° ΡΠΈΠ³ΠΌΠ°Π»ΡΠ½ΡΡ
ΠΎΡΠΊΠ»ΠΎΠ½Π΅Π½ΠΈΡ ΠΎΡ Π½ΠΎΡΠΌΠ°ΡΠΈΠ²Π½ΠΎΠ³ΠΎ Π·Π½Π°ΡΠ΅Π½ΠΈΡ. ΠΠ΅ΡΠ²ΠΎΠ΅ ΡΠ»ΡΡΡΠ°Π·Π²ΡΠΊΠΎΠ²ΠΎΠ΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅ Π² ΠΏΠΎΡΡΠ½Π°ΡΠ°Π»ΡΠ½ΠΎΠΌ ΠΏΠ΅ΡΠΈΠΎΠ΄Π΅ Π²ΡΠΏΠΎΠ»Π½ΡΠ»ΠΎΡΡ Π² ΡΠ΅ΡΠ΅Π½ΠΈΠΈ ΠΏΠ΅ΡΠ²ΠΎΠ³ΠΎ ΠΌΠ΅ΡΡΡΠ° ΠΆΠΈΠ·Π½ΠΈ ΠΈ Π΄Π°Π»Π΅Π΅ Π² 3, 6 ΠΈ 12 ΠΌΠ΅Ρ.
Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ. ΠΡΠ΅Π½Π°ΡΠ°Π»ΡΠ½ΠΎ 57 ΠΏΠΎΡΠ΅ΠΊ ΠΈΠΌΠ΅Π»ΠΈ ΡΠ»Π»ΠΈΠΏΡΠΎΠ²ΠΈΠ΄Π½ΡΡ Π»ΠΎΡ
Π°Π½ΠΊΡ, ΠΈ 25 Π²ΠΎΡΠΎΠ½ΠΊΠΎΠΎΠ±ΡΠ°Π·Π½ΡΡ ΡΠΎΡΠΌΡ. ΠΠ΅ΡΠ΅Π΄Π½Π΅Π·Π°Π΄Π½ΠΈΠΉ Π΄ΠΈΠ°ΠΌΠ΅ΡΡ ΡΠ»Π»ΠΈΠΏΡΠΎΠ²ΠΈΠ΄Π½ΡΡ
(16,5 [13; 20]) ΠΈ Π²ΠΎΡΠΎΠ½ΠΊΠΎΠΎΠ±ΡΠ°Π·Π½ΡΡ
Π»ΠΎΡ
Π°Π½ΠΎΠΊ (15,0 [13; 17,8]) ΡΡΠ°ΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈ Π·Π½Π°ΡΠΈΠΌΠΎ Π½Π΅ ΡΠ°Π·Π»ΠΈΡΠ°Π»ΡΡ (p = 0,39). ΠΠΏΠ΅ΡΠΈΡΠΎΠ²Π°Π½ΠΎ 36 (43,9 %) ΠΏΠ°ΡΠΈΠ΅Π½ΡΠΎΠ², ΠΈΠ· Π½ΠΈΡ
29 Π±ΡΠ»ΠΈ Π² Π²ΠΎΠ·ΡΠ°ΡΡΠ΅ 13 ΠΌΠ΅Ρ., Π² ΡΠ²ΡΠ·ΠΈ Ρ Π½Π°ΡΠ°ΡΡΠ°Π½ΠΈΠ΅ΠΌ ΠΏΠ΅ΡΠ΅Π΄Π½Π΅Π·Π°Π΄Π½Π΅Π³ΠΎ Π΄ΠΈΠ°ΠΌΠ΅ΡΡΠ° Ρ 17,5 6,0 Π΄ΠΎ 27,9 8,2 (Ρ 0,001) ΠΈ ΠΏΠ΅ΡΠ΅Ρ
ΠΎΠ΄ΠΎΠΌ Π³ΠΈΠ΄ΡΠΎΠ½Π΅ΡΡΠΎΠ·Π° Π² IV ΡΡΠ΅ΠΏΠ΅Π½Ρ ΡΠΆΠ΅ ΠΊ 1-ΠΌΡ ΠΌΠ΅ΡΡΡΡ ΠΆΠΈΠ·Π½ΠΈ. ΠΡΡΠ°Π»ΡΠ½ΡΠ΅ 7 Π΄Π΅ΡΠ΅ΠΉ ΠΈΠΌΠ΅Π»ΠΈ ΠΏΠΎΡΡΠ΅ΠΏΠ΅Π½Π½ΠΎΠ΅ ΠΏΡΠΎΠ³ΡΠ΅ΡΡΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ Π³ΠΈΠ΄ΡΠΎΠ½Π΅ΡΡΠΎΠ·Π° ΠΈ Π±ΡΠ»ΠΈ ΠΎΠΏΠ΅ΡΠΈΡΠΎΠ²Π°Π½Ρ Π² Π²ΠΎΠ·ΡΠ°ΡΡΠ΅ 12 ΠΌΠ΅Ρ. ΠΈ ΡΡΠ°ΡΡΠ΅. Π 56,1 % ΠΎΡΠΌΠ΅ΡΠ΅Π½Ρ ΡΠ°Π·ΡΠ΅ΡΠ΅Π½ΠΈΠ΅, ΡΠ΅Π³ΡΠ΅ΡΡΠΈΡ ΠΈΠ»ΠΈ ΡΡΠ°Π±ΠΈΠ»ΠΈΠ·Π°ΡΠΈΡ Π³ΠΈΠ΄ΡΠΎΠ½Π΅ΡΡΠΎΠ·Π° Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ Π΄ΠΈΠ½Π°ΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π½Π°Π±Π»ΡΠ΄Π΅Π½ΠΈΡ ΠΏΡΠΎΠ΄ΠΎΠ»ΠΆΠΈΡΠ΅Π»ΡΠ½ΠΎΡΡΡΡ 1 Π³ΠΎΠ΄. ΠΡΠΈ ΠΎΠ΄Π½ΠΎΠ²Π°ΡΠΈΠ°Π½ΡΠ½ΠΎΠΌ Π°Π½Π°Π»ΠΈΠ·Π΅ ΠΎΠ±Π½Π°ΡΡΠΆΠ΅Π½ΠΎ, ΡΡΠΎ ΠΊΠΎΠ½ΡΠΈΠ³ΡΡΠ°ΡΠΈΡ Π»ΠΎΡ
Π°Π½ΠΊΠΈ ΠΈ ΠΊΠΎΡΡΡΠΈΡΠΈΠ΅Π½Ρ ΡΠΆΠ°ΡΠΈΡ ΡΡΠ°ΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈ Π·Π½Π°ΡΠΈΠΌΠΎ ΠΏΡΠ°Π²ΠΈΠ»ΡΠ½ΠΎ ΠΏΡΠΎΠ³Π½ΠΎΠ·ΠΈΡΠΎΠ²Π°Π»ΠΈ ΠΏΡΠΎΠ³ΡΠ΅ΡΡΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ Π³ΠΈΠ΄ΡΠΎΠ½Π΅ΡΡΠΎΠ·Π° ΠΈ Π²Π΅ΡΠΎΡΡΠ½ΠΎΡΡΡ ΠΎΠΏΠ΅ΡΠ°ΡΠΈΠΈ Π² 69,5 ΠΈ 80,5 % ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²Π΅Π½Π½ΠΎ. ΠΡΠΈ ΡΡΠΎΠΌ ΠΊΠΎΡΡΡΠΈΡΠΈΠ΅Π½Ρ ΡΠΆΠ°ΡΠΈΡ ΠΎΠ±Π»Π°Π΄Π°Π» Π±ΠΎΠ»Π΅Π΅ Π²ΡΡΠΎΠΊΠΎΠΉ ΡΡΠ²ΡΡΠ²ΠΈΡΠ΅Π»ΡΠ½ΠΎΡΡΡΡ ΠΈ ΡΠΏΠ΅ΡΠΈΡΠΈΡΠ½ΠΎΡΡΡΡ.
ΠΠ°ΠΊΠ»ΡΡΠ΅Π½ΠΈΠ΅. Π€Π΅ΡΠ°Π»ΡΠ½ΡΠΉ Π³ΠΈΠ΄ΡΠΎΠ½Π΅ΡΡΠΎΠ· Ρ Π²ΠΎΡΠΎΠ½ΠΊΠΎΠΎΠ±ΡΠ°Π·Π½ΠΎΠΉ ΠΊΠΎΠ½ΡΠΈΠ³ΡΡΠ°ΡΠΈΠ΅ΠΉ Π»ΠΎΡ
Π°Π½ΠΊΠΈ, ΠΈΠΌΠ΅Π΅Ρ ΡΡΠ½ΠΊΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ ΠΏΡΠΈΡΠΎΠ΄Ρ ΠΈ ΡΠ΅Π³ΡΠ΅ΡΡΠΈΡΡΠ΅Ρ ΠΏΠΎΡΠ»Π΅ ΡΠΎΠΆΠ΄Π΅Π½ΠΈΡ Π² ΡΠ΅ΡΠ΅Π½ΠΈΠ΅ ΠΏΠ΅ΡΠ²ΠΎΠ³ΠΎ Π³ΠΎΠ΄Π° ΠΆΠΈΠ·Π½ΠΈ. ΠΠ½ΡΠ΅Π½Π°ΡΠ°Π»ΡΠ½Π°Ρ ΡΠ»Π»ΠΈΠΏΡΠΎΠ²ΠΈΠ΄Π½Π°Ρ ΠΊΠΎΠ½ΡΠΈΠ³ΡΡΠ°ΡΠΈΡ Π»ΠΎΡ
Π°Π½ΠΊΠΈ, ΠΏΡΠΈΠ±Π»ΠΈΠΆΠ°ΡΡΠ°ΡΡΡ ΠΊ ΠΎΠΊΡΡΠΆΠ½ΠΎΡΡΠΈ, ΡΠ²Π»ΡΠ΅ΡΡΡ ΡΡΠ°ΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈ Π·Π½Π°ΡΠΈΠΌΡΠΌ ΠΏΡΠ΅Π΄ΠΈΠΊΡΠΎΡΠΎΠΌ ΠΎΠΏΠ΅ΡΠ°ΡΠΈΠ²Π½ΠΎΠ³ΠΎ Π²ΠΌΠ΅ΡΠ°ΡΠ΅Π»ΡΡΡΠ²Π° Π² ΡΠ²ΡΠ·ΠΈ Ρ ΠΏΡΠΎΠ³ΡΠ΅ΡΡΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ Π³ΠΈΠ΄ΡΠΎΠ½Π΅ΡΡΠΎΠ·Π° Π²ΡΠ»Π΅Π΄ΡΡΠ²ΠΈΠ΅ Π²Π½Π΅ΡΠ½ΠΈΡ
ΠΏΡΠΈΡΠΈΠ½ ΠΎΠ±ΡΡΡΡΠΊΡΠΈΠΈ
Education and information technology: Blended learning and inquiry-based learning innovative solutions
The purpose of the article is to justify the use of information technologies in the innovative educational process of training future professionals. The article analyzes the current needs and trends in the field of professional training. The changes taking place in modern education are reflected. Particular attention is paid to the features of the use of information technologies in the educational process and the introduction of modern pedagogical technologies. Relevant innovative pedagogical technologies and their features are determined, in particular, blended learning and inquiry-based learning are considered in detail. The article presents the results of the study on the demand for the use of information technologies in the educational process. Β© 2020, Institute of Advanced Scientific Research, Inc.. All rights reserved