Critical Thinking Technology in the Training of Law Professionals

According to the Federal State Educational Standards of Secondary Vocational Education (FSES SVE), graduates should master general and professional competencies according to the specialty. Students should acquire a certain set of knowledge and skills and gain practical experience in accordance with the Federal State Educational Standard through the study of professional modules. The professional modules are subdivided into interdisciplinary courses. In practice, the challenges in the educational process of secondary vocational education are in the development of general competencies. General competencies include the ability to apply acquired knowledge, skills and practical experience in solving general problems in a wide field of activity. Professional competency is the ability to apply the knowledge, skills and experience gained in solving professional problems in particular activities. The competency-based approach corresponds to the demands of society and employers for specialists capable to apply knowledge in practice, to independently set tasks and solve them in specific situations. Based on the foregoing, the technology for the development of critical thinking is able to satisfy the needs of teachers and students in the conditions of a competency-based approach. The development of thinking skills and abilities of students in the educational process is necessary not only during vocational training or in professional activity, but also in everyday life. This is especially important in the unstable economic and political situation in the Russian Federation and the world at the present time, when it is necessary to quickly, sometimes even radically reorganize their career under the prevailing circumstances. A specific feature of the educational process of secondary vocational education is not only a competency-based approach to learning, but also a modular approach implemented through professional modules. Professional modules and interdisciplinary courses included in them are defined by the FSES SPE, however, in some cases, the variability of the content of the module is allowed, i.e. the educational institution independently decides which interdisciplinary courses to include in the module

Infected pancreatic necrosis: outcomes and clinical predictors of mortality. A post hoc analysis of the MANCTRA-1 international study

: The identification of high-risk patients in the early stages of infected pancreatic necrosis (IPN) is critical, because it could help the clinicians to adopt more effective management strategies. We conducted a post hoc analysis of the MANCTRA-1 international study to assess the association between clinical risk factors and mortality among adult patients with IPN. Univariable and multivariable logistic regression models were used to identify prognostic factors of mortality. We identified 247 consecutive patients with IPN hospitalised between January 2019 and December 2020. History of uncontrolled arterial hypertension (p = 0.032; 95% CI 1.135-15.882; aOR 4.245), qSOFA (p = 0.005; 95% CI 1.359-5.879; aOR 2.828), renal failure (p = 0.022; 95% CI 1.138-5.442; aOR 2.489), and haemodynamic failure (p = 0.018; 95% CI 1.184-5.978; aOR 2.661), were identified as independent predictors of mortality in IPN patients. Cholangitis (p = 0.003; 95% CI 1.598-9.930; aOR 3.983), abdominal compartment syndrome (p = 0.032; 95% CI 1.090-6.967; aOR 2.735), and gastrointestinal/intra-abdominal bleeding (p = 0.009; 95% CI 1.286-5.712; aOR 2.710) were independently associated with the risk of mortality. Upfront open surgical necrosectomy was strongly associated with the risk of mortality (p < 0.001; 95% CI 1.912-7.442; aOR 3.772), whereas endoscopic drainage of pancreatic necrosis (p = 0.018; 95% CI 0.138-0.834; aOR 0.339) and enteral nutrition (p = 0.003; 95% CI 0.143-0.716; aOR 0.320) were found as protective factors. Organ failure, acute cholangitis, and upfront open surgical necrosectomy were the most significant predictors of mortality. Our study confirmed that, even in a subgroup of particularly ill patients such as those with IPN, upfront open surgery should be avoided as much as possible. Study protocol registered in ClinicalTrials.Gov (I.D. Number NCT04747990)

Pedagogical management of resolving conflict situations in educational institution

The pedagogical process in an educational institution is determined by the interaction of individuals. Therefore, the decisive factor in the professional development of a teacher is the ability to act as a subject of pedagogical activity and build dialogical interaction with other subjects. Dialogical interpersonal interaction is a prerequisite for the efficient pedagogical activity in an educational institution. In the process of mastering dialogical skills, the professional development of a teacher is ensured. A significant part of the teacher’s professional competencies is associated with interpersonal communications, which focus our attention on the role of dialogical interaction in the professional development of a teacher. Pedagogical competencies are aimed at the implementation of professional activities and the ability to build competent dialogical interaction in the educational process. The optimal result of dialogical interactions is the mastering by the teacher of a certain set of knowledge, professional skills, and personal characteristics, which, in our opinion, could be considered as the criteria of professional growth. We believe that optimization of dialogical interaction between participants in educational relations requires special attention. In the educational institution, it is necessary to pay more attention to the implementation of the communicative potential of the individual, creating a comfortable educational environment for two-way communication. The communicative mobility of all subjects of interaction should be developed at pedagogical councils, training sessions, and parent-teacher meetings with the participation of a school psychologist.O processo pedagógico em uma instituição de ensino é determinado pela interação dos indivíduos. Portanto, o fator decisivo no desenvolvimento profissional de um professor é a capacidade de atuar como sujeito da atividade pedagógica e construir interação dialógica com outras disciplinas. A interação interpessoal dialógica é um pré-requisito para a atividade pedagógica eficiente em uma instituição de ensino. No processo de domínio das habilidades dialógicas, o desenvolvimento profissional do professor é garantido. Parte significativa das competências profissionais do professor está associada à comunicação interpessoal, que focaliza nossa atenção no papel da interação dialógica no desenvolvimento profissional de um professor. As competências pedagógicas visam aimplementação de atividades profissionais e a capacidade de construir uma interação dialógica competente no processo educacional. O resultado ótimo das interações dialógicas é o domínio pelo professor de um determinado conjunto de conhecimentos, habilidades profissionais e características pessoais, que, em nossa opinião, podem ser considerados como critérios de crescimento profissional. Acreditamos que a otimização da interação dialógica entre os participantes nas relações educacionais requer atenção especial. Na instituição de ensino, é necessário dar mais atenção à implementação do potencial comunicativo do indivíduo, criando um ambiente educacional confortável para a comunicação bidirecional. A mobilidade comunicativa de todos os sujeitos de interação deve ser desenvolvida em conselhos pedagógicos, sessões de formação e reuniões de pais e professores com a participação de um psicólogo escolar.El proceso pedagógico en una institución educativa está determinado por la interacción de los individuos. Por tanto, el factor decisivo en el desarrollo profesional de un docente es la capacidad de actuar como sujeto de la actividad pedagógica y construir una interacción dialógica con otros sujetos. La interacción dialógica interpersonal es un requisito previo para la actividad pedagógica eficiente en una institución educativa. En el proceso de dominar las habilidades dialógicas, se asegura el desarrollo profesional de un docente. Una parte importante de las competencias profesionales del docente está asociada a las comunicaciones interpersonales, que centran nuestra atención en el papel de la interacción dialógica en el desarrollo profesional de un docente. Las competencias pedagógicas están orientadas a la implementación de actividades profesionales y la capacidad de construir una interacción dialógica competente en el proceso educativo. El resultado óptimo de las interacciones dialógicas es el dominio por parte del docente de un determinado conjunto de conocimientos, habilidades profesionales y características personales que, en nuestra opinión, podrían considerarse como criterios de crecimiento profesional. Creemos que la optimización de la interacción dialógica entre los participantes en las relaciones educativas requiere una atención especial. En la institución educativa, es necesario prestar más atención a la implementación del potencial comunicativo del individuo, creando un ambiente educativo cómodo para la comunicación bidireccional. La movilidad comunicativa de todos los sujetos de interacción debe desarrollarse en consejos pedagógicos, jornadas de formación y reuniones de padres y profesores con la participación de un psicólogo escolar

Critical Thinking Technology in the Training of Law Professionals

According to the Federal State Educational Standards of Secondary Vocational Education (FSES SVE), graduates should master general and professional competencies according to the specialty. Students should acquire a certain set of knowledge and skills and gain practical experience in accordance with the Federal State Educational Standard through the study of professional modules. The professional modules are subdivided into interdisciplinary courses. In practice, the challenges in the educational process of secondary vocational education are in the development of general competencies. General competencies include the ability to apply acquired knowledge, skills and practical experience in solving general problems in a wide field of activity. Professional competency is the ability to apply the knowledge, skills and experience gained in solving professional problems in particular activities. The competency-based approach corresponds to the demands of society and employers for specialists capable to apply knowledge in practice, to independently set tasks and solve them in specific situations. Based on the foregoing, the technology for the development of critical thinking is able to satisfy the needs of teachers and students in the conditions of a competency-based approach. The development of thinking skills and abilities of students in the educational process is necessary not only during vocational training or in professional activity, but also in everyday life. This is especially important in the unstable economic and political situation in the Russian Federation and the world at the present time, when it is necessary to quickly, sometimes even radically reorganize their career under the prevailing circumstances. A specific feature of the educational process of secondary vocational education is not only a competency-based approach to learning, but also a modular approach implemented through professional modules. Professional modules and interdisciplinary courses included in them are defined by the FSES SPE, however, in some cases, the variability of the content of the module is allowed, i.e. the educational institution independently decides which interdisciplinary courses to include in the module.De acuerdo con los Estándares Educativos del Estado Federal de Educación Secundaria Vocacional (FSES SVE), los graduados deben dominar las competencias generales y profesionales de acuerdo con la especialidad. Los estudiantes deben adquirir un cierto conjunto de conocimientos y habilidades y adquirir experiencia práctica de acuerdo con el Estándar Educativo del Estado Federal a través del estudio de módulos profesionales. Los módulos profesionales se subdividen en cursos interdisciplinarios. En la práctica, los desafíos en el proceso educativo de la educación secundaria vocacional están en el desarrollo de competencias generales. Las competencias generales incluyen la capacidad de aplicar los conocimientos adquiridos, las habilidades y la experiencia práctica en la resolución de problemas generales en un amplio campo de actividad. La competencia profesional es la capacidad de aplicar los conocimientos, las habilidades y la experiencia adquirida en la resolución de problemas profesionales en determinadas actividades. El enfoque por competencias responde a las demandas de la sociedad y los empleadores de especialistas capaces de aplicar los conocimientos en la práctica, para establecer tareas de forma independiente y resolverlas en situaciones específicas. Con base en lo anterior, la tecnología para el desarrollo del pensamiento crítico es capaz de satisfacer las necesidades de docentes y estudiantes en las condiciones de un enfoque por competencias. El desarrollo de las habilidades y habilidades de pensamiento de los estudiantes en el proceso educativo es necesario no solo durante la formación profesional o en la actividad profesional, sino también en la vida cotidiana. Esto es especialmente importante en la inestable situación económica y política en la Federación de Rusia y en el mundo actual, cuando es necesario reorganizar rápidamente, a veces incluso radicalmente, su carrera en las circunstancias imperantes. Una característica específica del proceso educativo de la educación secundaria profesional no es solo un enfoque del aprendizaje basado en competencias, sino también un enfoque modular implementado a través de módulos profesionales. Los módulos profesionales y los cursos interdisciplinarios incluidos en ellos son definidos por la FSES SPE, sin embargo, en algunos casos, se permite la variabilidad del contenido del módulo, es decir, la institución educativa decide de forma independiente qué cursos interdisciplinarios incluir en el módulo

Investigation of Mechanical Engineering Academicians’ Use of Distance Education Technologies

The aim of this study is to determine the use of distance education technologies, conditions of use and how often they use various computer applications, and also to investigate the use of these applications by academicians who teach in the Department of Mechanical Engineering. In the research carried out with the scanning model, there were 370 volunteers from various universities in Russia, consisting of academicians who teach in the field of mechanical engineering. The research was carried out in the spring term of 2020–2021; before the research, a 6-week online training was given to mechanical engineer academicians. In the study, the ‘distance education technologies’ measurement tool developed by the researchers and compiled by experts in the field was used. The measurement tool was delivered to the academicians via the online method and collected. The analysis of the data was carried out by using the SPSS programme, frequency analysis, t-test and ANOVA test, and the results were added to the research with tables. Accord-ing to the results obtained from the research, although the distance education technologies of the academicians who teach in the field of mechanical engineering are satisfactory, the rate of academicians never using new technologies in the teaching process is quite low and the rate of using them very often is quite high

Anti-interleukin-21 antibody and liraglutide for the preservation of β-cell function in adults with recent-onset type 1 diabetes: a randomised, double-blind, placebo-controlled, phase 2 trial

BACKGROUND: Type 1 diabetes is characterised by progressive loss of functional beta-cell mass, necessitating insulin treatment. We aimed to investigate the hypothesis that combining anti-interleukin (IL)-21 antibody (for low-grade and transient immunomodulation) with liraglutide (to improve beta-cell function) could enable beta-cell survival with a reduced risk of complications compared with traditional immunomodulation.METHODS: This randomised, parallel-group, placebo-controlled, double-dummy, double-blind, phase 2 trial was done at 94 sites (university hospitals and medical centres) in 17 countries. Eligible participants were adults aged 18-45 years with recently diagnosed type 1 diabetes and residual beta-cell function. Individuals with unstable type 1 diabetes (defined by an episode of severe diabetic ketoacidosis within 2 weeks of enrolment) or active or latent chronic infections were excluded. Participants were randomly assigned (1:1:1:1), with stratification by baseline stimulated peak C-peptide concentration (mixed-meal tolerance test [MMTT]), to the combination of anti-IL-21 and liraglutide, anti-IL-21 alone, liraglutide alone, or placebo, all as an adjunct to insulin. Investigators, participants, and funder personnel were masked throughout the treatment period. The primary outcome was the change in MMTT-stimulated C-peptide concentration at week 54 (end of treatment) relative to baseline, measured via the area under the concentration-time curve (AUC) over a 4 h period for the full analysis set (intention-to-treat population consisting of all participants who were randomly assigned). After treatment cessation, participants were followed up for an additional 26-week off-treatment observation period. This trial is registered with ClinicalTrials.gov, NCT02443155.FINDINGS: Between Nov 10, 2015, and Feb 27, 2019, 553 adults were assessed for eligibility, of whom 308 were randomly assigned to receive either anti-IL-21 plus liraglutide, anti-IL-21, liraglutide, or placebo (77 assigned to each group). Compared with placebo (ratio to baseline 0·61, 39% decrease), the decrease in MMTT-stimulated C-peptide concentration from baseline to week 54 was significantly smaller with combination treatment (0·90, 10% decrease; estimated treatment ratio 1·48, 95% CI 1·16-1·89; p=0·0017), but not with anti-IL-21 alone (1·23, 0·97-1·57; p=0·093) or liraglutide alone (1·12, 0·87-1·42; p=0·38). Despite greater insulin use in the placebo group, the decrease in HbA1c (a key secondary outcome) at week 54 was greater with all active treatments (-0·50 percentage points) than with placebo (-0·10 percentage points), although the differences versus placebo were not significant. The effects diminished upon treatment cessation. Changes in immune cell subsets across groups were transient and mild (<10% change over time). The most frequently reported adverse events included gastrointestinal disorders, in keeping with the known side-effect profile of liraglutide. The rate of hypoglycaemic events did not differ significantly between active treatment groups and placebo, with an exception of a lower rate in the liraglutide group than in the placebo group during the treatment period. No events of diabetic ketoacidosis were observed. One participant died while on liraglutide (considered unlikely to be related to trial treatment) in connection with three reported adverse events (hypoglycaemic coma, pneumonia, and brain oedema).INTERPRETATION: The combination of anti-IL-21 and liraglutide could preserve beta-cell function in recently diagnosed type 1 diabetes. The efficacy of this combination appears to be similar to that seen in trials of other disease-modifying interventions in type 1 diabetes, but with a seemingly better safety profile. Efficacy and safety should be further evaluated in a phase 3 trial programme.FUNDING: Novo Nordisk