Chenopodium pamiricum (Amaranthaceae) and allied species in Asia : the prolonged misapplication of names

Up to the late 1990s and early 2000s, several small-leaved species of Chenopodium (Amaranthaceae s. lato/Chenopodiaceae s. stricto) were frequently misnamed in floras of central Asia and Siberia. Two widespread taxa, C. prostratum (now accepted as C. karoi) and C. vulvaria, were commonly recognized. However, the latter is absent from Siberia and occurs only in the southwestern central Asia. Further north the name ‘vulvaria’ was misapplied to two species, C. pamiricum and C. grubovii Lomon. & Uotila sp. nova, characterized by procumbent stem branched mostly basally and entire, ovate leaf blade. Chenopodium pamiricum, distinguished by erect stem branched along the whole length and trilobate to entire, trullate leaf blade, was earlier often known by the synonymous name C. iljinii and misapplied to C. grubovii. They can be distinguished from C. vulvaria and C. karoi by their deeply divided perianth lobes and broadly ovate seeds; from each other they mostly differ in the growth habit and leaf characters. Chenopodium karoi is very widely distributed, from the Hindu Kush and the Himalayas to northern and northeastern Asia, C. pamiricum and C. grubovii occur on high mountains from the Hindu Kush, Pamir, and western Himalayas as far as southern Siberia, Mongolia, and central and western China, the latter species being more common in the north. Chenopodium grubovii grows at higher elevations than C. pamiricum and both species usually grow at higher elevations than C. karoi. A key, descriptions, drawings, and distribution maps for these species are provided.Peer reviewe

Systematization of external environment elements of higher education institutions

У статті досліджено існуючі науково-методологічні підходи до структурування факторів зовнішнього середовища організацій, у тому числі закладів вищої освіти. На основі системно-структурного аналізу й узагальнення запропонованих у науковій літературі підходів до формування систем елементів зовнішнього середовища створено чотири специфікації для кожного з виділених рівнів (мікро-, макро-, мезо- і мегасередовища). Усі вони розроблені стосовно закладів вищої освіти. До кожної із специфікацій включено максимально можливу сукупність упорядкованих елементів, які на рівні мікросередовища представлені суб’єктами, об’єднаними в однорідні групи, а на усіх інших рівнях – факторами. На кожному рівні зовнішнього середовища фактори розподілені між сімома сферами (нормативно-правова, економічна, демографічна, науково-технічна, політична, соціокультурна, природно-екологічна). Обґрунтовано необхідність виділення в окрему сферу нормативно-правових та демографічних факторів, що пов’язано з їх великим впливом на заклади вищої освіти. Уточнено склад та запропоновано групування науково-технічних факторів. Сформовані специфікації розглядаються як референтні, які виконують роль базової (еталонної) системи для практичної роботи з визначення основних елементів. Із них кожний заклад вищої освіти відповідно до розв’язуваних завдань та особливостей свого функціонування і стану може обрати необхідні для себе елементи. При цьому елементи зовнішнього середовища на будь-якому рівні можуть бути деталізовані, інтегровані та перегруповані. На усіх рівнях зовнішнього середовища в рамках кожної сфери фактори розташовано за єдиним принципом, внаслідок чого усі специфікації в кожній сфері містять ідентичні фактори.The current scientific and methodological approaches to structuring the factors of the external environment of organizations, including higher education institutions, are examined in the given article. There have been created four specifications for each of the selected levels (micro-, macro-, meso- and mega-environment), utilizing the system-structural analysis and generalization of the approaches proposed in the scientific literature to the external environment elements system formation. All of them are designed for higher education institutions. Each of the specifications includes the maximum possible set of ordered elements, which at the microenvironment level are represented by entities combined into homogeneous groups, and at all other levels are represented by factors. Factors are distributed at each environment level between seven areas (regulatory, economic, demographic, scientific and technical, political, socio-cultural, and environmental). The need to separate normative-legal and demographic factors because they influence higher education institutions has been substantiated. The composition of scientific and technical factors is specified and their grouping is proposed. The specifications are considered as reference, which, acting as a basic (benchmark) system for practical work to determine the basic elements from which each higher education institution can select the necessary elements according to their tasks and functional features. The elements of the external environment at any level can be detailed, integrated and regrouped. At all levels of the environment within each area, the factors are arranged according to a single principle, as a result of which all specifications in each area contain identical factor

Discourse as the basis of pragmatic analysis

The article deals with the problems of discourse definition and its types. The authors analyse different views which concern the including of the term “dialogue” into “discourse” along with “monologue”. Special attention is paid to the description of a literary dialogue having its own features and special interest for pragmatic analysis as almost all utterances are performativeyesBelgorod State Universit

SOCIO-ECONOMIC AND INSTITUTIONAL PRECONDITIONS FOR THE FORMATION OF THE EDUCATIONAL SERVICES MARKET IN HIGHER EDUCATION OF UKRAINE

When considering the problems of the educational services market formation and functioning in higher education, most authors attribute the emergence of this market to fundamental political and economic changes in Ukraine in the early 1990s and its transition to a market economy. This approach is limited as the market for educational services has existed before. In the process of market expansion into public spheres in Ukraine in the last decade of the 20th century, it got a generally completed form, although its formation has not yet ended and continues to transform. Over the past hundred and fifty years, the socio-economic system in Ukraine has changed three times: the second half of the 19th century – the transition from feudalism to capitalism, the beginning of the 20th century – the transition from capitalism to socialism, the beginning of the 21st century – the reverse transition from socialism to capitalism. The educational services market is one of the components of a market system of the country as a whole. The nature of socio-economic relations, of course, influenced the formation and functioning of the educational services market in higher education, which was under various factors affecting it in different socio-economic and institutional conditions. Therefore, this study considers three main historical stages of the formation of this market, each corresponding to a certain socio-economic system: - development of the educational services market in higher education of Ukraine in the late 19th-early 20th centuries at the stage of formation and rise of capitalism; - functioning of the deformed educational services market in higher education of the Ukrainian SSR after the victory of the socialist revolution and in the Soviet Union era; - widescale introduction of market relations in higher education of modern Ukraine during the period of democratic transformations, changes in the socio-economic and political system, the abandonment of socialism and the return to the capitalist system. This approach, unlike most of those presented in modern Ukrainian economic literature, covers the entire historical period, in which there was a market for educational services in Ukraine’s higher education. To ascertain the peculiarities and the characteristics of the market, at each stage the presence and development of its main elements should be determined. Those elements, as a rule, include goods, demand, supply, competition, and prices for goods or services. At all stages, the principal stimulator for the formation of the educational services market in higher education in Ukraine was the chronic underfunding of state higher education institutions. The dissatisfied demand of the population for higher education was also a significant factor in the formation and development of the educational services market. The market for educational services in higher education became developed after Ukraine had gained independence. Commercialization of educational services in higher education, the creation of private higher education institutions, the corresponding institutional transformations, and the legislative framework formation were typical for this stage. As a general scientific basis of the research, a dialectical method of analysis of socio-economic processes was applied. For the theoretical part of the study, historical-logical and abstract-logical methods were used, which allowed determining the key factors that caused the emergence of the educational services market in higher education of Ukraine, as well as to study the evolution of ideas about it. As the information base of the study, a set of legislative and normative acts of Ukraine and the Ministry of Education and Science of Ukraine, as well as some research works of domestic and foreign scientists concerning various aspects of the formation of the educational services market in higher education were used. For quantitative assessment of the market relations spread in higher education, statistical methods were used to process both complete and selective information. The basis of our research was the data of the State Statistics Service of Ukraine (from 1991 to 2017)

Investigating eukaryotic elongation factor 2 kinase/eukaryotic translation elongation factor 2 pathway regulation and its role in protein synthesis impairment during disuse-induced skeletal muscle atrophy

The principal mechanism underlying the reduced rate of protein synthesis in atrophied skeletal muscle is largely unknown. Eukaryotic elongation factor 2 kinase (eEF2k) impairs the ability of eukaryotic translation elongation factor 2 (eEF2) to bind to the ribosome via T56 phosphorylation. Perturbations in the eEF2k/eEF2 pathway during various stages of disuse muscle atrophy have been investigated utilizing a rat hind limb suspension (HS) model. Two distinct components of eEF2k/eEF2 pathway misregulation were demonstrated, observing a significant (P 2+-dependent process with involvement of Cav1.1. The ratio of T56-phosphorylated/total eEF2 was robustly elevated after 3-day HS, which was completely reversed by 1,2-bis (2-aminophenoxy)ethane-N,N,N',N'-tetraacetic acid-acetoxymethyl ester (BAPTA-AM) and decreased by 1.7-fold (P < 0.05) by nifedipine. Transfection of C2C12 with cytomegalovirus promoter (pCMV)-eEF2k and administration with small molecules were used to modulate eEF2k and eEF2 activity. More importantly, pharmacologic enhancement of eEF2 phosphorylation induced phosphorylated ribosomal protein S6 kinase (T389) up-regulation and restoration of global protein synthesis in the HS rats. Taken together, the eEF2k/eEF2 pathway was up-regulated during disuse muscle atrophy involving calcium-dependent activation of eEF2k partly via Cav1.1. The study provides evidence, in vitro and in vivo, of the eEF2k/eEF2 pathway impact on ribosomal protein S6 kinase activity as well as protein expression of key atrophy biomarkers, muscle atrophy F-box/atrogin-1 and muscle RING finger-1

Reflection of the status and role of social structure in agentive impersonal sentences in german

The article is devoted to the implicit representation of status and role groups in society on the material of impersonal sentences in the german language. The focus is set on the types of the implicit semantic subject, characterized by varying degrees of determination in context: indefinite-personal, generalizedpersonal and definite-personal semantic subject. The authors propose a tripartite paradigm of types of the implicit semantic subject on the basis of its social and role affiliatio