The model of the psychological readiness of students to the professional activity: Theory and practice

© Medwell Journals, 2015. The urgency of the issue stated is determined by the necessity of development of the uniform principles by assessment of psychological readiness for professional activity in students of higher educational institutions regardless of their future specialization. Psychological readiness for professional activity allows the recent graduates to quickly adapt to the working conditions, influences the performance, promotes to the professional and personal development. The objective of the study is to substantiate the choice of the main components of the theoretical model of psychological readiness for professional activity. The study presents different approaches to analysis of the psychological readiness for activity and its structure. By design of the model of psychological readiness for professional activity at the stage of vocational training there have been used the conceptual provisions of B.F. Lomov on the structure of the human psychology as an integral organization incorporating the cognitive, regulatory and communication subsystems. On the basis of theoretical analysis of researches related to the study subject the definition of the psychological readiness as a system attribute of educational-professional activity has been formulated. The content of the model of psychological readiness for professional activity in students and its structure have been presented. The structure includes the units of professional "I-concept", motivation, personal qualities and properties and practically relevant properties and qualities. The substantiation of the empirical study of the specified model has been provided, the results have been described. The results obtained may be used by the practical psychologists in the sphere of education

Formation of psychological readiness for professional activity: Competence approach

© 2016 Popov, Puchkova and Ustin.The relevance of the investigated problem is caused by continuous processes of transformation in system of professional education, which are accompanied by an increase in requirements for young specialists-graduates. The purpose of the article is to reveal the structure of the psychological readiness for professional activity and justify the method of its formation among university students. The leading method in the study of this problem is an experiment, which allows confirming and justifying the proposed instrument of formation of psychological readiness for professional activity among students. The article presents the structure of the psychological readiness for professional activity, which includes the following components: elements of “Self-Concept”, satisfaction with studies in high school, the success of professional training, commitment, self-reliance, self-control, and gives the results of testing of the method of formation of psychological readiness for professional activity of students through the actualization described components. The practical significance of the article is determined by the integration of theoretical knowledge with the ability to implement it in practice according to the proposed method, which is within the competence approach, built on activation of students self-processes as subjects of professional activity

Antiviral Activity of Extracts from Basidiomycetes for Orthopoxviruses

Carried out was evaluation of the effect of water extracts from basidiomycetes in Vero cell culture on variola virus, and vaccinia virus. Antiviral effect demonstrated Inonotus obliquus (Chaga), befungin and melanin from chaga, Ganoderma applanatum (Artist’s Bracket) , Fomitopsis officinalis (Larch Fungus)

Controlled reduction of photobleaching in DNA origami gold nanoparticle hybrids

The amount of information obtainable from a fluorescence-based measurement is limited by photobleaching: Irreversible photochemical reactions either render the molecules nonfluorescent or shift their absorption and/or emission spectra outside the working range. Photobleaching is evidenced as a decrease of fluorescence intensity with time, or in the case of single molecule measurements, as an abrupt, single-step interruption of the fluorescence emission that determines the end of the experiment. Reducing photobleaching is central for improving fluorescence (functional) imaging, single molecule tracking, and fluorescence-based biosensors and assays. In this single molecule study, we use DNA self-assembly to produce hybrid nanostructures containing individual fluorophores and gold nanoparticles at a controlled separation distance of 8.5 nm. By changing the nanoparticles? size we are able to systematically increase the mean number of photons emitted by the fluorophores before photobleaching.Fil: Pellegrotti, Jesica Vanesa. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Parque Centenario. Centro de Investigaciones en Bionanociencias "Elizabeth Jares Erijman"; Argentina. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Física; ArgentinaFil: Acuña, Guillermo. Technische Universität Braunschweig. Institute for Physical and Theoretical Chemistry. NanoBioSciences Group; AlemaniaFil: Puchkova, Anastasiya. Technische Universität Braunschweig. Institute for Physical and Theoretical Chemistry. NanoBioSciences Group; AlemaniaFil: Holzmeister, Phil. Technische Universität Braunschweig. Institute for Physical and Theoretical Chemistry. NanoBioSciences Group; AlemaniaFil: Gietl, Andreas. Technische Universität Braunschweig. Institute for Physical and Theoretical Chemistry. NanoBioSciences Group; AlemaniaFil: Lalkens, Birka. Technische Universität Braunschweig. Institute for Physical and Theoretical Chemistry. NanoBioSciences Group; AlemaniaFil: Stefani, Fernando Daniel. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Parque Centenario. Centro de Investigaciones en Bionanociencias "Elizabeth Jares Erijman"; Argentina. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Física; ArgentinaFil: Tinnefeld, Philip. Technische Universität Braunschweig. Institute for Physical and Theoretical Chemistry. NanoBioSciences Group; Alemani

Сосудистые кальцинаты молочной железы как проявление системного атеросклероза

Cardiovascular diseases (CVD) are socially significant diseases and one of the main causes of death among women. There are no effective and uniform screening methods to prevent the prevalence and mortality of CVD. Breast artery calcifications may be one of the available tools for CVD risk stratification. The pathogenesis of calcification of the middle vessel wall, known as Mönckeberg's arteriosclerosis, is different from the pathogenesis of coronary atherosclerosis that coronary arteries. However, research data supports a correlation between breast artery calcifications and risk factors for CVD. These factors include coronary atherosclerosis, detected by CT-coronarography.Purpose. To assess the prevalence of breast arterial calcification and to determine the association with cardiovascular risk factors, coronary artery calcification, atherosclerosis of brachiocephalic arteries and visceral branches of the abdominal aorta.Material and methods. 21 patients were hospitalized in the cardiology department. The patients underwent digital mammography to detect breast arterial calcifications. All patients also underwent CT coronary angiography with angiography of the abdominal aorta.Results. The use of the Wilcoxon-Mann-Whitney W-test with an abnormal distribution showed a correlation between the breast arterial calcifications and the calcium index (p = 0.0028), coronary artery stenosis (p = 0.040), calcification of the thoracic aorta wall (p = 0.035) and stenosis of the visceral branches of the abdominal aorta (p = 0.037).Conclusions. The breast arterial calcifications correlates with a more frequent detection of calcifications in the walls of the coronary arteries and a higher calcium index.Сердечно-сосудистые заболевания (ССЗ) относятся к социально значимым заболеваниям и являются одной из основных причин смертности среди женщин. Отсутствие эффективных и унифицированных методов скрининга препятствует уменьшению заболеваемости и распространенности ССЗ и смертности от них. Сосудистые кальцинаты в молочной железе могут стать одним из доступных инструментов страти фикации риска ССЗ. Патогенез кальциноза средней оболочки артерий, известный как артериокальциноз Менкеберга, отличается от патогенеза атеросклероза интимы, возникающего в коронарных артериях. Тем не менее исследования подтверждают корреляцию между сосудистыми кальцинатами в молочной железе и факторами риска ССЗ. К таким факторам относится атеросклероз коронарных артерий, выявляемый с помощью КТ-коронарографии.Цель работы: изучение связи сосудистых кальцинатов в молочной железе с факторами риска сердечно-сосудистых заболеваний, атеросклерозом коронарных артерий, брахиоцефальных артерий и висцеральных ветвей брюшной аорты.Материал и методы. 21 пациентка, находящаяся на стационарном лечении в отделении кардиологии, была обследована на наличие сосудистых кальцинатов в молочных железах с помощью цифровой маммографии. Также всем пациенткам была выполнена КТ-коронарография с ангиографией брюшной аорты.Результаты. Применение W-критерия Уилкоксона–Манна–Уитни при ненормальном распределении показало взаимосвязь между наличием сосудистых кальцинатов в молочной железе и кальциевым индексом (р = 0,0028), стенозами коронарных артерий (р = 0,040), кальцинозом стенки грудной аорты (р = 0,035) и стенозами висцеральных ветвей брюшной аорты (р = 0,037).Заключение. Наличие кальцинатов в стенках сосудов молочных желез коррелирует с более частым выявлением кальцинатов в стенках коронарных артерий и более высоким кальциевым индексом

The model of the psychological readiness of students to the professional activity: Theory and practice

© Medwell Journals, 2015. The urgency of the issue stated is determined by the necessity of development of the uniform principles by assessment of psychological readiness for professional activity in students of higher educational institutions regardless of their future specialization. Psychological readiness for professional activity allows the recent graduates to quickly adapt to the working conditions, influences the performance, promotes to the professional and personal development. The objective of the study is to substantiate the choice of the main components of the theoretical model of psychological readiness for professional activity. The study presents different approaches to analysis of the psychological readiness for activity and its structure. By design of the model of psychological readiness for professional activity at the stage of vocational training there have been used the conceptual provisions of B.F. Lomov on the structure of the human psychology as an integral organization incorporating the cognitive, regulatory and communication subsystems. On the basis of theoretical analysis of researches related to the study subject the definition of the psychological readiness as a system attribute of educational-professional activity has been formulated. The content of the model of psychological readiness for professional activity in students and its structure have been presented. The structure includes the units of professional "I-concept", motivation, personal qualities and properties and practically relevant properties and qualities. The substantiation of the empirical study of the specified model has been provided, the results have been described. The results obtained may be used by the practical psychologists in the sphere of education

NOVYE GENETIChESKIE FAKTORY RISKA PRI OSTEOPOROZE

Генетические факторы являются ведущими в нарушении метаболизма костной ткани, в результате чего развивается остеопороз, системное заболевание скелета, основные фенотипические проявления которого - снижение костной массы и нарушение ее микроархитектоники, повышающие риск переломов. В развитых странах с увеличением продолжительности жизни остеопороз становится, наряду с сердечно-сосудистыми и онкологическими заболеваниями, одной из главных причин потери здоровья и смерти. Центральная концепция наследственной природы остеопороза состоит в том, что мутации в структурных генах, связанные с потерей или приобретением функции, не имеют отношения к возникновению заболевания. На развитие остеопороза, согласно этой концепции, решающее влияние оказывают модификации в регуляторных последовательностях генов, вызывающие слабые нарушения экспрессии генов, которые могут компенсироваться или усиливаться под воздействием межгенных взаимодействий и/или экологических факторов. В соответствии с этими представлениями ведется поиск генов-кандидатов, изменение уровня экспрессии которых нарушает баланс процессов моделирования и ремоделирования костной ткани. В связи с этим изменения, выявляемые в популяциях в генах-кандидатах, сопоставляются с данными оценки состояния костной ткани и определения уровня биохимических маркеров костного метаболизма. В работе приводятся данные о новом семействе белков матрикса соединительной ткани - о маленьких богатых лейцином протеогликанах, потенциальных маркерах остеопороза. Рассматриваются их структура, организация генов, классификация, регуляция тканеспецифической экспрессии, связь с экспериментальным остеопорозом

Formation of psychological readiness for professional activity: Competence approach

© 2016 Popov, Puchkova and Ustin.The relevance of the investigated problem is caused by continuous processes of transformation in system of professional education, which are accompanied by an increase in requirements for young specialists-graduates. The purpose of the article is to reveal the structure of the psychological readiness for professional activity and justify the method of its formation among university students. The leading method in the study of this problem is an experiment, which allows confirming and justifying the proposed instrument of formation of psychological readiness for professional activity among students. The article presents the structure of the psychological readiness for professional activity, which includes the following components: elements of “Self-Concept”, satisfaction with studies in high school, the success of professional training, commitment, self-reliance, self-control, and gives the results of testing of the method of formation of psychological readiness for professional activity of students through the actualization described components. The practical significance of the article is determined by the integration of theoretical knowledge with the ability to implement it in practice according to the proposed method, which is within the competence approach, built on activation of students self-processes as subjects of professional activity

Formation of psychological readiness for professional activity: Competence approach

© 2016 Popov, Puchkova and Ustin.The relevance of the investigated problem is caused by continuous processes of transformation in system of professional education, which are accompanied by an increase in requirements for young specialists-graduates. The purpose of the article is to reveal the structure of the psychological readiness for professional activity and justify the method of its formation among university students. The leading method in the study of this problem is an experiment, which allows confirming and justifying the proposed instrument of formation of psychological readiness for professional activity among students. The article presents the structure of the psychological readiness for professional activity, which includes the following components: elements of “Self-Concept”, satisfaction with studies in high school, the success of professional training, commitment, self-reliance, self-control, and gives the results of testing of the method of formation of psychological readiness for professional activity of students through the actualization described components. The practical significance of the article is determined by the integration of theoretical knowledge with the ability to implement it in practice according to the proposed method, which is within the competence approach, built on activation of students self-processes as subjects of professional activity

Formation of psychological readiness for professional activity: Competence approach

© 2016 Popov, Puchkova and Ustin.The relevance of the investigated problem is caused by continuous processes of transformation in system of professional education, which are accompanied by an increase in requirements for young specialists-graduates. The purpose of the article is to reveal the structure of the psychological readiness for professional activity and justify the method of its formation among university students. The leading method in the study of this problem is an experiment, which allows confirming and justifying the proposed instrument of formation of psychological readiness for professional activity among students. The article presents the structure of the psychological readiness for professional activity, which includes the following components: elements of “Self-Concept”, satisfaction with studies in high school, the success of professional training, commitment, self-reliance, self-control, and gives the results of testing of the method of formation of psychological readiness for professional activity of students through the actualization described components. The practical significance of the article is determined by the integration of theoretical knowledge with the ability to implement it in practice according to the proposed method, which is within the competence approach, built on activation of students self-processes as subjects of professional activity