The lead content in biological media term infants with hypoxic-ischemic CNS

Introduction: The frequency of births of infants with perinatal pathology has increased in recent years. The aim of this study is to determination of lead content in the biomedias of newborns with hypoxic-ischemic damage of the central nervous system (CNS). Materials and Methods: We studied influence of the lead content in children, which were born with hypoxicischemic lesion CNS (HIL CNS). Determination of this microelement was carried out in the blood serum, erythrocytes and urine of 30 newborn infants which were suffered from asphyxia after birth. The comparison group consisted of 30 healthy full-term newborns. Results: In the biomedias of children with the HIL of the central nervous system, a toxic trace element of lead has been identified which is poorly retained in the placenta, so the fetus is more vulnerable to its toxic effects in the prenatal period. In the article the features of the lead content in serum, erythrocytes and urine in term infants which were born with hypoxic-ischemic CNS lesions are investigated. This group of subjects had increased serum and erythrocyte concentration of lead. The high content of lead in the erythrocytes of children with hypoxia which is already at birth may indicate a transplacental penetration of this toxic trace element and the possibility of its negative impact on the course of pregnancy. Conclusions: The prognostic significance of the lead content was high. Thus, the informative index (Ī) for lead content in serum is 7.40, and the prognostic factor (PC) is + 15.1. As for the prognostic value of the lead content in erythrocytes and urine, very high predictor properties are established for them: Ī = 7.44; PC = + 7.0 and Ī = 13.42; PC = + 16.1 respectively

Developing digital competence of teachers in postgraduate education using Google Workspace for Education

Digital competence is a key skill for teachers in the era of distance education. However, developing digital competence requires appropriate forms and training methods that utilise the available technologies and tools. In this article, we explore how Google Workspace for Education, a cloud service that offers various digital education tools, can foster digital competence among teachers in postgraduate education. We draw on our experience organising and conducting distance learning courses for university teachers at the Department of Open Educational Systems and Information and Communication Technologies of the Institute of Postgraduate Education. We present the theoretical background of competence, digital competence, and distance education and the educational opportunities that Google Workspace for Education provides. Using Google Classroom as the main platform, we describe the effective ways of developing digital competence in distance learning. We analyse the participants' learning outcomes and the benefits of collaborative learning. We also report the results of our research on developing teachers' digital competence based on selected criteria and indicators. We highlight the promising trends and challenges in developing teachers' digital competence in distance education