9 research outputs found
Family background and school choice in cities of Russia and Estonia: selective agenda of the Soviet past and present
In this article, we demonstrate the size of family background effects in various regions of Russia and Estonia, concentrating on urban and rural differences, addressing the idea that the family background effect is moderated by school level admission policies. Having common path-dependent educational institutions from the communist period, the countries diff er in both the extensiveness of the welfare state and system level school choice policies. However, we see many commonalities in both systems, especially at the urban school level. The family background eff ect is defi ned as the dependence of student achievement on family background characteristics, such as parental education, income and social status. In operationalising family background, the number of books at home and parental education are used as proxies, and its effect is measured as a percentage of the individual level PISA 2012 score. We contribute to the literature by studying school choice, its key characteristics and moderating effects by school level admission policy in an urban environment
Family Background and School Choice in Cities of Russia and Estonia: Selective Agenda of the Soviet Past and Present
In this article, we demonstrate the size of family background eff ects in various regions of Russia and Estonia, concentrating on urban and rural diff erences, addressing the idea that the family background effect is moderated by school level admission policies. Having common path-dependent educational institutions from the communist period, the countries diff er in both the extensiveness of the welfare state and system level school choice policies. However, we see many commonalities in both systems, especially at the urban school level. The family background eff ect is defi ned as the dependence of student achievement on family background characteristics, such as parental education, income and social status. In operationalising family background, the number of books at home and parental education are used as proxies, and its eff ect is measured as a percentage of the individual level PISA 2012 score. We contribute to the literature by studying school choice, its key characteristics and moderating eff ects by school level admission policy in an urban environment.
ΠΠ½Π΅ΡΡΠΎΡΠ½Π°Ρ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΡ ΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ Π»ΠΈΡΠ½ΠΎΡΡΠ½ΡΡ ΠΈ ΠΌΠ΅ΠΆΠ»ΠΈΡΠ½ΠΎΡΡΠ½ΡΡ Π½Π°Π²ΡΠΊΠΎΠ² Ρ ΠΏΠΎΠ΄ΡΠΎΡΡΠΊΠΎΠ²
In this study, we analyze self-reported development experience of adolescents involved in various
extracurricular activities. We surveyed a large number of students (9th grade) across several regions of
the Russian Federation: St. Petersburg and the Leningrad region, Tomsk and Tomsk region, and Pskov.
The total number of respondents was 3367. The self-assessment of skills and competencies we used a
recently developed YES instrument (Hansen, Larson, 2005). We surveyed the students involved into a
range of organized, adult-let extracurricular activities (in hobby groups, sports teams and clubs), and
analyzed the obtained data using the method of multiple regression. We have established a connection
between specific types of activities and the development of specific personal and interpersonal skills:
adolescents involved in individual sports and martial arts believe that these activities help them to
develop time management skills and goal setting; development of teamwork skills occurs for any sports
and performing activities (dance, theater, etc.); these occupations also help them to acquire the social
capital. Individual sports and martial arts offer the most favorable setting for development of most of
skills and competencies. At the same time, any types of activities (participation in various sports, fine
arts, or academic clubs) assist the youth in building their identities. While all types of extracurricular
activities have a positive impact on the development of personality and interpersonal skills, each type
of activity can be characterized by its own unique profileΠ Π½Π°ΡΡΠΎΡΡΠ΅ΠΌ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΈ Π°Π½Π°Π»ΠΈΠ·ΠΈΡΡΠ΅ΡΡΡ ΡΡΠ±ΡΠ΅ΠΊΡΠΈΠ²Π½ΡΠΉ ΠΎΠΏΡΡ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΏΠΎΠ΄ΡΠΎΡΡΠΊΠΎΠ²,
Π²ΠΎΠ²Π»Π΅ΡΠ΅Π½Π½ΡΡ
Π² ΡΠ°Π·Π»ΠΈΡΠ½ΡΡ Π²Π½Π΅ΡΡΠΎΡΠ½ΡΡ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΡ. Π ΠΎΠΏΡΠΎΡΠ΅ ΠΏΡΠΈΠ½ΡΠ»ΠΈ ΡΡΠ°ΡΡΠΈΠ΅ Π±ΠΎΠ»ΡΡΠΎΠ΅
ΠΊΠΎΠ»ΠΈΡΠ΅ΡΡΠ²ΠΎ ΡΡΠ΅Π½ΠΈΠΊΠΎΠ² (9 ΠΊΠ»Π°ΡΡ) Π² Π½Π΅ΡΠΊΠΎΠ»ΡΠΊΠΈΡ
ΡΠ΅Π³ΠΈΠΎΠ½Π°Ρ
Π ΠΎΡΡΠΈΠΉΡΠΊΠΎΠΉ ΡΠ΅Π΄Π΅ΡΠ°ΡΠΈΠΈ: Π³. Π‘Π°Π½ΠΊΡ-
ΠΠ΅ΡΠ΅ΡΠ±ΡΡΠ³Π΅ ΠΈ ΠΠ΅Π½ΠΈΠ½Π³ΡΠ°Π΄ΡΠΊΠΎΠΉ ΠΎΠ±Π»Π°ΡΡΠΈ, Π³. Π’ΠΎΠΌΡΠΊΠ΅ ΠΈ Π’ΠΎΠΌΡΠΊΠΎΠΉ ΠΎΠ±Π»Π°ΡΡΠΈ ΠΈ Π² Π³. ΠΡΠΊΠΎΠ²Π΅. ΠΠ±ΡΠ΅Π΅
ΠΊΠΎΠ»ΠΈΡΠ΅ΡΡΠ²ΠΎ ΡΠ΅ΡΠΏΠΎΠ½Π΄Π΅Π½ΡΠΎΠ² β 3367. ΠΠ»Ρ ΠΎΡΠ΅Π½ΠΊΠΈ ΡΡΠ°ΡΠΈΠΌΠΈΡΡ ΡΠ²ΠΎΠΈΡ
Π½Π°Π²ΡΠΊΠΎΠ² ΠΈ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ
ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π»ΡΡ Π½Π΅Π΄Π°Π²Π½ΠΎ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠ°Π½Π½ΡΠΉ ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½Ρ YES (Hansen, Larson, 2005). Π ΡΠ°ΠΌΠΊΠ°Ρ
Π½Π°ΡΡΠΎΡΡΠ΅Π³ΠΎ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠΎΠ²ΠΎΠ΄ΠΈΠ»ΡΡ ΠΎΠΏΡΠΎΡ ΡΠΊΠΎΠ»ΡΠ½ΠΈΠΊΠΎΠ², Π²ΠΎΠ²Π»Π΅ΡΠ΅Π½Π½ΡΡ
Π² ΡΠ°Π·Π»ΠΈΡΠ½ΡΠ΅ Π²ΠΈΠ΄Ρ
Π²Π½Π΅ΠΊΠ»Π°ΡΡΠ½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ, ΠΎΡΠ³Π°Π½ΠΈΠ·ΠΎΠ²Π°Π½Π½ΠΎΠΉ ΠΈ ΠΏΡΠΎΠ²ΠΎΠ΄ΠΈΠΌΠΎΠΉ Π²Π·ΡΠΎΡΠ»ΡΠΌΠΈ (Π³ΡΡΠΏΠΏΡ ΠΏΠΎ ΠΈΠ½ΡΠ΅ΡΠ΅ΡΠ°ΠΌ,
ΡΠΏΠΎΡΡΠΈΠ²Π½ΡΠ΅ ΠΊΠΎΠΌΠ°Π½Π΄Ρ ΠΈΠ»ΠΈ ΠΊΠ»ΡΠ±Ρ). Π’Π°ΠΊΠΆΠ΅ Π±ΡΠ» ΠΏΡΠΎΠ²Π΅Π΄Π΅Π½ Π°Π½Π°Π»ΠΈΠ· ΠΏΠΎΠ»ΡΡΠ΅Π½Π½ΡΡ
Π΄Π°Π½Π½ΡΡ
ΠΌΠ΅ΡΠΎΠ΄ΠΎΠΌ
ΠΌΠ½ΠΎΠΆΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠΉ ΡΠ΅Π³ΡΠ΅ΡΡΠΈΠΈ. Π£Π΄Π°Π»ΠΎΡΡ Π²ΡΡΠ²ΠΈΡΡ Π²Π·Π°ΠΈΠΌΠΎΡΠ²ΡΠ·Ρ ΠΌΠ΅ΠΆΡ ΠΎΡΠ΄Π΅Π»ΡΠ½ΡΠΌΠΈ Π²ΠΈΠ΄Π°ΠΌΠΈ
Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ΠΌ ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½Π½ΡΡ
Π»ΠΈΡΠ½ΠΎΡΡΠ½ΡΡ
ΠΈ ΠΌΠ΅ΠΆΠ»ΠΈΡΠ½ΠΎΡΡΠ½ΡΡ
Π½Π°Π²ΡΠΊΠΎΠ²:
ΠΏΠΎΠ΄ΡΠΎΡΡΠΊΠΈ, Π·Π°Π½ΠΈΠΌΠ°ΡΡΠΈΠ΅ΡΡ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΡΠΌΠΈ Π²ΠΈΠ΄Π°ΠΌΠΈ ΡΠΏΠΎΡΡΠ° ΠΈΠ»ΠΈ Π±ΠΎΠ΅Π²ΡΠΌΠΈ ΠΈΡΠΊΡΡΡΡΠ²Π°ΠΌΠΈ,
ΡΡΠΈΡΠ°ΡΡ, ΡΡΠΎ Π΄Π°Π½Π½ΡΠ΅ Π²ΠΈΠ΄Ρ ΡΠΏΠΎΡΡΠ° ΠΏΠΎΠΌΠΎΠ³Π°ΡΡ ΠΈΠΌ Π² ΡΠ°Π·Π²ΠΈΡΠΈΠΈ Π½Π°Π²ΡΠΊΠΎΠ² ΡΠ°ΠΉΠΌ-ΠΌΠ΅Π½Π΅Π΄ΠΆΠΌΠ΅Π½ΡΠ°
ΠΈ ΠΏΠΎΡΡΠ°Π½ΠΎΠ²ΠΊΠΈ ΡΠ΅Π»Π΅ΠΉ; Π½Π°Π²ΡΠΊΠΈ ΠΊΠΎΠΌΠ°Π½Π΄Π½ΠΎΠΉ ΡΠ°Π±ΠΎΡΡ ΡΠ°Π·Π²ΠΈΠ²Π°ΡΡΡΡ Π² ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠ΅ Π·Π°Π½ΡΡΠΈΠΉ
Π»ΡΠ±ΡΠΌΠΈ Π²ΠΈΠ΄Π°ΠΌΠΈ ΡΠΏΠΎΡΡΠ° ΠΈΠ»ΠΈ ΠΏΠΎΡΡΠ°Π½ΠΎΠ²ΠΎΡΠ½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ (ΡΠ°Π½ΡΡ, ΡΠ΅Π°ΡΡ ΠΈ Ρ.Π΄.); ΡΠ°ΠΊΠΎΠΉ
ΡΠΎΠ΄ Π·Π°Π½ΡΡΠΈΠΉ ΡΠ°ΠΊ ΠΆΠ΅ ΠΏΠΎΠ·Π²ΠΎΠ»ΡΠ΅Ρ ΠΏΡΠΈΠΎΠ±ΡΠ΅ΡΡΠΈ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΠΉ ΠΊΠ°ΠΏΠΈΡΠ°Π». ΠΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΡΠ΅ Π²ΠΈΠ΄Ρ
ΡΠΏΠΎΡΡΠ° ΠΈ Π±ΠΎΠ΅Π²ΡΠ΅ ΠΈΡΠΊΡΡΡΡΠ²Π° ΠΏΠΎΠ·Π²ΠΎΠ»ΡΡΡ ΡΠ°Π·Π²ΠΈΠ²Π°ΡΡ Π±ΠΎΠ»ΡΡΠΈΠ½ΡΡΠ²ΠΎ Π½Π°Π²ΡΠΊΠΎΠ² ΠΈ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ. Π
ΡΠΎ ΠΆΠ΅ Π²ΡΠ΅ΠΌΡ Π»ΡΠ±ΠΎΠΉ Π²ΠΈΠ΄ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ (Π»ΡΠ±ΡΠ΅ Π²ΠΈΠ΄Ρ ΡΠΏΠΎΡΡΠ°, ΠΈΠ·ΠΎΠ±ΡΠ°Π·ΠΈΡΠ΅Π»ΡΠ½ΠΎΠ΅ ΠΈΡΠΊΡΡΡΡΠ²ΠΎ ΠΈΠ»ΠΈ
Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΊΠ»ΡΠ±Ρ) ΠΏΠΎΠΌΠΎΠ³Π°Π΅Ρ ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΠΈ ΡΠ°Π±ΠΎΡΠ°ΡΡ Π½Π°Π΄ ΡΠ²ΠΎΠ΅ΠΉ Π»ΠΈΡΠ½ΠΎΡΡΡΡ. Π₯ΠΎΡΡ Π²ΡΠ΅ Π²ΠΈΠ΄Ρ
Π²Π½Π΅ΡΡΠΎΡΠ½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΏΠΎΠ»ΠΎΠΆΠΈΡΠ΅Π»ΡΠ½ΠΎ Π²Π»ΠΈΡΡΡ Π½Π° ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ Π»ΠΈΡΠ½ΠΎΡΡΠΈ ΠΈ ΠΌΠ΅ΠΆΠ»ΠΈΡΠ½ΠΎΡΡΠ½ΡΡ
Π½Π°Π²ΡΠΊΠΎΠ², ΠΊΠ°ΠΆΠ΄ΡΠΉ Π²ΠΈΠ΄ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΎΠ±Π»Π°Π΄Π°Π΅Ρ ΡΠ²ΠΎΠΈΠΌΠΈ ΡΠΎΠ±ΡΡΠ²Π΅Π½Π½ΡΠΌΠΈ ΡΠ½ΠΈΠΊΠ°Π»ΡΠ½ΡΠΌΠΈ
Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊΠ°ΠΌ
ΠΠ½Π΅ΡΡΠΎΡΠ½Π°Ρ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΡ ΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ Π»ΠΈΡΠ½ΠΎΡΡΠ½ΡΡ ΠΈ ΠΌΠ΅ΠΆΠ»ΠΈΡΠ½ΠΎΡΡΠ½ΡΡ Π½Π°Π²ΡΠΊΠΎΠ² Ρ ΠΏΠΎΠ΄ΡΠΎΡΡΠΊΠΎΠ²
In this study, we analyze self-reported development experience of adolescents involved in various
extracurricular activities. We surveyed a large number of students (9th grade) across several regions of
the Russian Federation: St. Petersburg and the Leningrad region, Tomsk and Tomsk region, and Pskov.
The total number of respondents was 3367. The self-assessment of skills and competencies we used a
recently developed YES instrument (Hansen, Larson, 2005). We surveyed the students involved into a
range of organized, adult-let extracurricular activities (in hobby groups, sports teams and clubs), and
analyzed the obtained data using the method of multiple regression. We have established a connection
between specific types of activities and the development of specific personal and interpersonal skills:
adolescents involved in individual sports and martial arts believe that these activities help them to
develop time management skills and goal setting; development of teamwork skills occurs for any sports
and performing activities (dance, theater, etc.); these occupations also help them to acquire the social
capital. Individual sports and martial arts offer the most favorable setting for development of most of
skills and competencies. At the same time, any types of activities (participation in various sports, fine
arts, or academic clubs) assist the youth in building their identities. While all types of extracurricular
activities have a positive impact on the development of personality and interpersonal skills, each type
of activity can be characterized by its own unique profileΠ Π½Π°ΡΡΠΎΡΡΠ΅ΠΌ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΈ Π°Π½Π°Π»ΠΈΠ·ΠΈΡΡΠ΅ΡΡΡ ΡΡΠ±ΡΠ΅ΠΊΡΠΈΠ²Π½ΡΠΉ ΠΎΠΏΡΡ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΏΠΎΠ΄ΡΠΎΡΡΠΊΠΎΠ²,
Π²ΠΎΠ²Π»Π΅ΡΠ΅Π½Π½ΡΡ
Π² ΡΠ°Π·Π»ΠΈΡΠ½ΡΡ Π²Π½Π΅ΡΡΠΎΡΠ½ΡΡ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΡ. Π ΠΎΠΏΡΠΎΡΠ΅ ΠΏΡΠΈΠ½ΡΠ»ΠΈ ΡΡΠ°ΡΡΠΈΠ΅ Π±ΠΎΠ»ΡΡΠΎΠ΅
ΠΊΠΎΠ»ΠΈΡΠ΅ΡΡΠ²ΠΎ ΡΡΠ΅Π½ΠΈΠΊΠΎΠ² (9 ΠΊΠ»Π°ΡΡ) Π² Π½Π΅ΡΠΊΠΎΠ»ΡΠΊΠΈΡ
ΡΠ΅Π³ΠΈΠΎΠ½Π°Ρ
Π ΠΎΡΡΠΈΠΉΡΠΊΠΎΠΉ ΡΠ΅Π΄Π΅ΡΠ°ΡΠΈΠΈ: Π³. Π‘Π°Π½ΠΊΡ-
ΠΠ΅ΡΠ΅ΡΠ±ΡΡΠ³Π΅ ΠΈ ΠΠ΅Π½ΠΈΠ½Π³ΡΠ°Π΄ΡΠΊΠΎΠΉ ΠΎΠ±Π»Π°ΡΡΠΈ, Π³. Π’ΠΎΠΌΡΠΊΠ΅ ΠΈ Π’ΠΎΠΌΡΠΊΠΎΠΉ ΠΎΠ±Π»Π°ΡΡΠΈ ΠΈ Π² Π³. ΠΡΠΊΠΎΠ²Π΅. ΠΠ±ΡΠ΅Π΅
ΠΊΠΎΠ»ΠΈΡΠ΅ΡΡΠ²ΠΎ ΡΠ΅ΡΠΏΠΎΠ½Π΄Π΅Π½ΡΠΎΠ² β 3367. ΠΠ»Ρ ΠΎΡΠ΅Π½ΠΊΠΈ ΡΡΠ°ΡΠΈΠΌΠΈΡΡ ΡΠ²ΠΎΠΈΡ
Π½Π°Π²ΡΠΊΠΎΠ² ΠΈ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ
ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π»ΡΡ Π½Π΅Π΄Π°Π²Π½ΠΎ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠ°Π½Π½ΡΠΉ ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½Ρ YES (Hansen, Larson, 2005). Π ΡΠ°ΠΌΠΊΠ°Ρ
Π½Π°ΡΡΠΎΡΡΠ΅Π³ΠΎ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠΎΠ²ΠΎΠ΄ΠΈΠ»ΡΡ ΠΎΠΏΡΠΎΡ ΡΠΊΠΎΠ»ΡΠ½ΠΈΠΊΠΎΠ², Π²ΠΎΠ²Π»Π΅ΡΠ΅Π½Π½ΡΡ
Π² ΡΠ°Π·Π»ΠΈΡΠ½ΡΠ΅ Π²ΠΈΠ΄Ρ
Π²Π½Π΅ΠΊΠ»Π°ΡΡΠ½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ, ΠΎΡΠ³Π°Π½ΠΈΠ·ΠΎΠ²Π°Π½Π½ΠΎΠΉ ΠΈ ΠΏΡΠΎΠ²ΠΎΠ΄ΠΈΠΌΠΎΠΉ Π²Π·ΡΠΎΡΠ»ΡΠΌΠΈ (Π³ΡΡΠΏΠΏΡ ΠΏΠΎ ΠΈΠ½ΡΠ΅ΡΠ΅ΡΠ°ΠΌ,
ΡΠΏΠΎΡΡΠΈΠ²Π½ΡΠ΅ ΠΊΠΎΠΌΠ°Π½Π΄Ρ ΠΈΠ»ΠΈ ΠΊΠ»ΡΠ±Ρ). Π’Π°ΠΊΠΆΠ΅ Π±ΡΠ» ΠΏΡΠΎΠ²Π΅Π΄Π΅Π½ Π°Π½Π°Π»ΠΈΠ· ΠΏΠΎΠ»ΡΡΠ΅Π½Π½ΡΡ
Π΄Π°Π½Π½ΡΡ
ΠΌΠ΅ΡΠΎΠ΄ΠΎΠΌ
ΠΌΠ½ΠΎΠΆΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠΉ ΡΠ΅Π³ΡΠ΅ΡΡΠΈΠΈ. Π£Π΄Π°Π»ΠΎΡΡ Π²ΡΡΠ²ΠΈΡΡ Π²Π·Π°ΠΈΠΌΠΎΡΠ²ΡΠ·Ρ ΠΌΠ΅ΠΆΡ ΠΎΡΠ΄Π΅Π»ΡΠ½ΡΠΌΠΈ Π²ΠΈΠ΄Π°ΠΌΠΈ
Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ΠΌ ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½Π½ΡΡ
Π»ΠΈΡΠ½ΠΎΡΡΠ½ΡΡ
ΠΈ ΠΌΠ΅ΠΆΠ»ΠΈΡΠ½ΠΎΡΡΠ½ΡΡ
Π½Π°Π²ΡΠΊΠΎΠ²:
ΠΏΠΎΠ΄ΡΠΎΡΡΠΊΠΈ, Π·Π°Π½ΠΈΠΌΠ°ΡΡΠΈΠ΅ΡΡ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΡΠΌΠΈ Π²ΠΈΠ΄Π°ΠΌΠΈ ΡΠΏΠΎΡΡΠ° ΠΈΠ»ΠΈ Π±ΠΎΠ΅Π²ΡΠΌΠΈ ΠΈΡΠΊΡΡΡΡΠ²Π°ΠΌΠΈ,
ΡΡΠΈΡΠ°ΡΡ, ΡΡΠΎ Π΄Π°Π½Π½ΡΠ΅ Π²ΠΈΠ΄Ρ ΡΠΏΠΎΡΡΠ° ΠΏΠΎΠΌΠΎΠ³Π°ΡΡ ΠΈΠΌ Π² ΡΠ°Π·Π²ΠΈΡΠΈΠΈ Π½Π°Π²ΡΠΊΠΎΠ² ΡΠ°ΠΉΠΌ-ΠΌΠ΅Π½Π΅Π΄ΠΆΠΌΠ΅Π½ΡΠ°
ΠΈ ΠΏΠΎΡΡΠ°Π½ΠΎΠ²ΠΊΠΈ ΡΠ΅Π»Π΅ΠΉ; Π½Π°Π²ΡΠΊΠΈ ΠΊΠΎΠΌΠ°Π½Π΄Π½ΠΎΠΉ ΡΠ°Π±ΠΎΡΡ ΡΠ°Π·Π²ΠΈΠ²Π°ΡΡΡΡ Π² ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠ΅ Π·Π°Π½ΡΡΠΈΠΉ
Π»ΡΠ±ΡΠΌΠΈ Π²ΠΈΠ΄Π°ΠΌΠΈ ΡΠΏΠΎΡΡΠ° ΠΈΠ»ΠΈ ΠΏΠΎΡΡΠ°Π½ΠΎΠ²ΠΎΡΠ½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ (ΡΠ°Π½ΡΡ, ΡΠ΅Π°ΡΡ ΠΈ Ρ.Π΄.); ΡΠ°ΠΊΠΎΠΉ
ΡΠΎΠ΄ Π·Π°Π½ΡΡΠΈΠΉ ΡΠ°ΠΊ ΠΆΠ΅ ΠΏΠΎΠ·Π²ΠΎΠ»ΡΠ΅Ρ ΠΏΡΠΈΠΎΠ±ΡΠ΅ΡΡΠΈ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΠΉ ΠΊΠ°ΠΏΠΈΡΠ°Π». ΠΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΡΠ΅ Π²ΠΈΠ΄Ρ
ΡΠΏΠΎΡΡΠ° ΠΈ Π±ΠΎΠ΅Π²ΡΠ΅ ΠΈΡΠΊΡΡΡΡΠ²Π° ΠΏΠΎΠ·Π²ΠΎΠ»ΡΡΡ ΡΠ°Π·Π²ΠΈΠ²Π°ΡΡ Π±ΠΎΠ»ΡΡΠΈΠ½ΡΡΠ²ΠΎ Π½Π°Π²ΡΠΊΠΎΠ² ΠΈ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ. Π
ΡΠΎ ΠΆΠ΅ Π²ΡΠ΅ΠΌΡ Π»ΡΠ±ΠΎΠΉ Π²ΠΈΠ΄ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ (Π»ΡΠ±ΡΠ΅ Π²ΠΈΠ΄Ρ ΡΠΏΠΎΡΡΠ°, ΠΈΠ·ΠΎΠ±ΡΠ°Π·ΠΈΡΠ΅Π»ΡΠ½ΠΎΠ΅ ΠΈΡΠΊΡΡΡΡΠ²ΠΎ ΠΈΠ»ΠΈ
Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΊΠ»ΡΠ±Ρ) ΠΏΠΎΠΌΠΎΠ³Π°Π΅Ρ ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΠΈ ΡΠ°Π±ΠΎΡΠ°ΡΡ Π½Π°Π΄ ΡΠ²ΠΎΠ΅ΠΉ Π»ΠΈΡΠ½ΠΎΡΡΡΡ. Π₯ΠΎΡΡ Π²ΡΠ΅ Π²ΠΈΠ΄Ρ
Π²Π½Π΅ΡΡΠΎΡΠ½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΏΠΎΠ»ΠΎΠΆΠΈΡΠ΅Π»ΡΠ½ΠΎ Π²Π»ΠΈΡΡΡ Π½Π° ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ Π»ΠΈΡΠ½ΠΎΡΡΠΈ ΠΈ ΠΌΠ΅ΠΆΠ»ΠΈΡΠ½ΠΎΡΡΠ½ΡΡ
Π½Π°Π²ΡΠΊΠΎΠ², ΠΊΠ°ΠΆΠ΄ΡΠΉ Π²ΠΈΠ΄ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΎΠ±Π»Π°Π΄Π°Π΅Ρ ΡΠ²ΠΎΠΈΠΌΠΈ ΡΠΎΠ±ΡΡΠ²Π΅Π½Π½ΡΠΌΠΈ ΡΠ½ΠΈΠΊΠ°Π»ΡΠ½ΡΠΌΠΈ
Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊΠ°ΠΌ
Molecular Phylogenetic Analyses Indicate a Wide and Ancient Radiation of African Hepatitis Delta Virus, Suggesting a Deltavirus Genus of at Least Seven Major Clades
Hepatitis D virus (HDV) is a satellite of hepatitis B virus (HBV) for transmission and propagation and infects nearly 20 million people worldwide. The HDV genome is a compact circular single-stranded RNA genome with extensive intramolecular complementarity. Despite its different epidemiological and pathological patterns, the variability and geographical distribution of HDV are limited to three genotypes and two subtypes that have been characterized to date. Phylogenetic reconstructions based on the delta antigen gene and full-length genome sequence data show an extensive and probably ancient radiation of African lineages, suggesting that the genetic variability of HDV is much more complex than was previously thought, with evidence of additional clades. These results relate the geographic distribution of HDV more closely to the genetic variability of its helper HBV