Methods remote testing of knowledge in Volgograd state medical university

В отличие от большинства информационных ресурсов тестирования знаний в основу системы дистанционного тестирования Волгоградского государственного медицинского университета заложен принцип полного доступа к содержанию тестовых заданий. Система обеспечивает поддержку самостоятельной работы учащихся, студентов и курсантов на основе изучения электронных книг тестовых заданий и online-контроля знаний. Информация о проведении самостоятельного и аудиторного тестирования знаний сохраняется в базе данных учебных достижений, что позволяет сформировать паспорт качества подготовки студента и практикующего специалиста, а также обеспечивает контроль самостоятельной работы обучающихся со стороны преподавателя.The system of Volgograd State Medical University remote testing based on the principle of full access to all the tests. It provides the student homework using the ebook tests and test on-line. The information is stored in a database of educational achievements that allows us to analyze training students and physicians, as well as provides control of homework students by the teacher

Regulation Mechanism of H. sapiens Tutase II

TUT2 is a human non-canonical poly(A) polymerase which polyadenylates, monoadenylates, and monouridylates mRNA and miRNA in the cytoplasm (Chung et al., 2016). GLD2, the C. elegans homolog of TUT2 requires a partner protein, GLD3, for catalytic activity. OAS1, a structural homolog of GLD2, requires double-stranded RNA (dsRNA) induced conformational change to become a catalytically active oligoadenylate synthetase. Comparison of the OAS1•dsRNA and GLD2•GLD3 co-crystal structures revealed that dsRNA and GLD3 occupy equivalent sites on OAS1 and GLD2. The current model based on C. elegans is that GLD3 binding to GLD2 creates a positively charged RNA binding site (Nakel et al., 2015). However, based on the OAS1•dsRNA structure, we propose an alternative model in which GLD3 induces a conformational change in GLD2. To investigate these models, we used human TUT2 $\Delta$1-155, which is equivalent to the crystallized C. elegans GLD2. Surprisingly, we found that this construct is constitutively catalytically active and can polyadenylate RNA in isolation. Additionally, we found that at a concentration of 1.4 $\mu$M, a human BICC1 homologous fragment to GLD3 does not affect the activity of TUT2. Our findings indicate the nucleotidyl transferase domain in TUT2 alone is sufficient for polyadenylation

PHYSICAL EDUCATION AS MEANS OF TEACHING TOLERANCE IN MULTIETHNIC ENVIRONMENT OF THE MEDICAL UNIVERSITY

В работе обобщён многолетний опыт массовой оздоровительно-спортивной работы среди зарубежных студентов в медицинском вузе. Показана роль дисциплины «Физическая культура» в воспитании толерантности зарубежных студентов.The long-term experience in sports and health improving work with foreign students of the Medical University is presented in the research. The role that discipline "Physical Education" plays in tolerance teaching of foreign students is revealed

THE ROLE OF UNIVERSITIES IN ENSURING THE HUMAN RESOURCES OF THE VOLGOGRAD REGION

The article touches the issues of employment of graduates of educational institutions of Volgograd region. The authors analyze the contingent of students and faculty members of universities and university branches, activities of their centers to promote the employment of graduates. The results of monitoring of the regional labor market and skill( mix issue experts over the past 5 years

Rapid RNase L-driven arrest of protein synthesis in the dsRNA response without degradation of translation machinery

Mammalian cells respond to double-stranded RNA (dsRNA) by activating a translation-inhibiting endoribonuclease, RNase L. Consensus in the field indicates that RNase L arrests protein synthesis by degrading ribosomal RNAs (rRNAs) and messenger RNAs (mRNAs). However, here we provide evidence for a different and far more efficient mechanism. By sequencing abundant RNA fragments generated by RNase L in human cells, we identify site-specific cleavage of two groups of noncoding RNAs: Y-RNAs, whose function is poorly understood, and cytosolic tRNAs, which are essential for translation. Quantitative analysis of human RNA cleavage versus nascent protein synthesis in lung carcinoma cells shows that RNase L stops global translation when tRNAs, as well as rRNAs and mRNAs, are still intact. Therefore, RNase L does not have to degrade the translation machinery to stop protein synthesis. Our data point to a rapid mechanism that transforms a subtle RNA cleavage into a cell-wide translation arrest

Gravity mapping in the southern Weddell Sea region, Antarctica (Scale 1:2 000 000)

New maps of free-air and the Bouguer gravity anomalies on the Weddell Sea sector (70-81° S, 6-75° W) of Antarctica are presented. These maps are based on the first computer compilation of available gravity data collected by ''Sevmorgeologia'' in 1976-89 in the southern Weddell Sea and adjacent coasts of western Dronning Maud Land (WDML) and Coats Land. The accomplished gravity studies comprise airborne observations with a line spacing of about 20 km and conventional measurements at over-the-ice points, which were spaced at 10-30 km and supplemented by seismic soundings. Hence, anomalies on the maps represent mainly large-scale and deep crustal features. The dominant feature in free-air gravity map is a large dipolar gravity anomaly stretching along the continental margin. Following the major grain of seabed morphology this shelf-edge/slope anomaly (SESA) is clearly divided into three segments characterized by diverse anomaly amplitudes, wavelengths and trends. They are associated with continental margins of different geotectonic provinces of Antarctica surrounding the Weddell Sea. Apparent distinctions in the SESA signatures are interpreted as the gravity expression of tectonic, deep crustal structure segmentation of the continental margin. The prominent gravity highs (100-140 mGal) of the shelf edge anomaly mapped along WDML are assumed to represent high-density mantle injections intruded into the middle/lower crust during initial rifting of continental breakup. Enlarged wavelengths and diminished amplitudes of the gravity anomaly westwards, along the Weddell Sea embayment (WSE) margin, reflect a widening of the continental slope and a significant increase in thickness of underlying sediment strata. Low amplitude, negative free-air anomalies in the Filchner-Ronne Ice Shelves (FRIS) contrast sharply with the dominating positive anomalies offshore. This indicates a greater sedimentary thickness of the basin in this area. Crustal response to the enlarged sediment load is impressed in mostly positive features of the Bouguer gravity field observed here. Two pronounced positive Bouguer anomalies of 50-70 mGal and an average widths of 200 km dominate the Weddell Sea embayment margins towards the Antarctic Peninsula and the East Antarctic craton. They correlate well with very deep seabed troughs (> 1000 m below sea level). The gravity highs are most likely caused by a shallow upper mantle underneath graben-rift structures evolved at the margins of the WSE basin. A regional zone (> 100 km in width) of the prominent Bouguer and free-air negative anomalies (-40 to -60 mGal) adjacent Coats Land to the north of the ice shelf edge may indicate the presence of the thick old cratonic crust far offshore beneath the Weddell Sea Embayment

Is it time for transition from the subject-based to the integrated preclinical medical curriculum?

In the 60s of the last century, a number of new universities in the world began to apply an integrated program of medical education, the cornerstone of which was problem-oriented education. Thus, the Flexner model of higher education adopted by that time in most countries of the world, with its characteristic segregation of teaching of the theoretical and clinical disciplines, which had ceased to satisfy the needs of modern healthcare, was gradually replaced by a new system that put the student in the center of the educational process and opened the way to active methods of teaching being focused on the end result – training of graduates whose qualifications most fully satisfy the needs of society. Over the half-century history of its existence, this system has been adopted by most medical universities in different countries of the world, in many of which it has undergone significant modifications in accordance with the needs of national educational standards. Many medical universities in Russia and other countries of the former Soviet Union showed interest in this system, some of the medical faculties of our country accepted certain elements of it. However, up to date no integrated preclinical medical education program has been applied in any of the Russian universities. Hereby we are undertaking an attempt to analyze the reasons and assess the possible perspectives for the transition of medical universities in Russia to teaching of fundamental and biomedical disciplines using the integrated curriculum