Managerial tools of academic knowledge formation process

© 2016, Econjournals. All rights reserved.The relevance of the study is conditioned by the requirement of modern society to improve the quality of education. Knowledge is a core component in the educational content, along with the skills and competencies. The purpose of the paper is to determine the managerial tools of formation process of academic knowledge. The leading approach to the study is the process approach, allowing to characterize the quality of the academic knowledge (consistency, continuity, generality, efficiency, integrity) and to consider the management of academic knowledge’s formation as a set of interrelated and interactive educational activities, ensuring the efficiency of their assimilation, understanding and application. The paper reveals the functions of academic knowledge (ontological, indicative, motivational); clarifies and scientifically proves managerial tools of the formation process of academic knowledge (case study, informational and event-based learning environment, research method, cognitive tools, unifying language and symbolic systems, visual AIDS, technical training). The paper submissions can be useful for managers and teachers of educational institutions; employees of the centers for advanced training and retraining of personnel in the selection and structuring of the content for the training of scientific and pedagogical staff

Didactic features of pedagogical interaction as the basis of university education

© 2017 Serials Publications.The relevance of the study is conditioned by the change of university education's values and sustainable orientation on the development of students' need "to go beyond being studied," and the ability to educate themselves throughout their lives. The purpose of the article is to develop practical recommendations on optimization of pedagogical interaction of teachers and students at the university. The leading approach to the study is the personality-centered approach involving the formation of each student's experience of creativity and capacity for self-organization and self-realization. The study involved 500 teachers and 500 students who learned functions of seminars (explanatory - systematizing, control - evaluative, information - cognitive, educational - developmental, general cultural, practice - oriented) and justified demands for seminars (exchange of information, teacher's focus on enhancing of each student's cognitive activity, cooperation of students with the teacher, the students performance of the roles of discussion's participant, opponent, thinker). The main results of the study are to identify methods (organizational - procedural, productive - practical, verbal - logical) and criteria for co-creation of the teacher and students. The significance of the results obtained is that the seminars' functions found out enable to combine the entities of co-creation on the basis of general cognitive interest (seminars - discussions) and the ability to meet their own learning needs (seminars - research). Demands put forward for seminars enable to develop criteria for evaluating the performance at the seminars, find types and techniques of conducting the training dispute. Methods identified make it possible to create different patterns of interaction of teachers and students both vertically and horizontally; organize the work of the students in small groups, pairs; engage students in the study and production planning, collective - individual thinking activity on lectures and seminars. The identified criteria for co-creation provide for entities' single "target space", functional responsibilities and co-management, the development of communicative and reflexive abilities, needs' updating in creative work

EXPERIENCE OF ORGANIZING THE PREVENTING MEASURES FOR «ATYPICAL PNEUMONIA» DELIVERY AND SPREADING IN KRASNOYARSK TERRITORY

Analysis of measures for preventing the delivery and spreading of «atypical pneumonia» in Krasnoyarsk region is presented. Effect of counteracting with this infectious disease of the executive authority organs, State Surveillance service, public health and other interested institutions is emphasized. Further preventing measures against «atypical pneumonia» are determined

The Cryo-EM Structure of a Complete 30S Translation Initiation Complex from Escherichia coli

Formation of the 30S initiation complex (30S IC) is an important checkpoint in regulation of gene expression. The selection of mRNA, correct start codon, and the initiator fMet-tRNAfMet requires the presence of three initiation factors (IF1, IF2, IF3) of which IF3 and IF1 control the fidelity of the process, while IF2 recruits fMet-tRNAfMet. Here we present a cryo-EM reconstruction of the complete 30S IC, containing mRNA, fMet-tRNAfMet, IF1, IF2, and IF3. In the 30S IC, IF2 contacts IF1, the 30S subunit shoulder, and the CCA end of fMet-tRNAfMet, which occupies a novel P/I position (P/I1). The N-terminal domain of IF3 contacts the tRNA, whereas the C-terminal domain is bound to the platform of the 30S subunit. Binding of initiation factors and fMet-tRNAfMet induces a rotation of the head relative to the body of the 30S subunit, which is likely to prevail through 50S subunit joining until GTP hydrolysis and dissociation of IF2 take place. The structure provides insights into the mechanism of mRNA selection during translation initiation

Immunoglobulin, glucocorticoid, or combination therapy for multisystem inflammatory syndrome in children: a propensity-weighted cohort study

Background: Multisystem inflammatory syndrome in children (MIS-C), a hyperinflammatory condition associated with SARS-CoV-2 infection, has emerged as a serious illness in children worldwide. Immunoglobulin or glucocorticoids, or both, are currently recommended treatments. Methods: The Best Available Treatment Study evaluated immunomodulatory treatments for MIS-C in an international observational cohort. Analysis of the first 614 patients was previously reported. In this propensity-weighted cohort study, clinical and outcome data from children with suspected or proven MIS-C were collected onto a web-based Research Electronic Data Capture database. After excluding neonates and incomplete or duplicate records, inverse probability weighting was used to compare primary treatments with intravenous immunoglobulin, intravenous immunoglobulin plus glucocorticoids, or glucocorticoids alone, using intravenous immunoglobulin as the reference treatment. Primary outcomes were a composite of inotropic or ventilator support from the second day after treatment initiation, or death, and time to improvement on an ordinal clinical severity scale. Secondary outcomes included treatment escalation, clinical deterioration, fever, and coronary artery aneurysm occurrence and resolution. This study is registered with the ISRCTN registry, ISRCTN69546370. Findings: We enrolled 2101 children (aged 0 months to 19 years) with clinically diagnosed MIS-C from 39 countries between June 14, 2020, and April 25, 2022, and, following exclusions, 2009 patients were included for analysis (median age 8·0 years [IQR 4·2–11·4], 1191 [59·3%] male and 818 [40·7%] female, and 825 [41·1%] White). 680 (33·8%) patients received primary treatment with intravenous immunoglobulin, 698 (34·7%) with intravenous immunoglobulin plus glucocorticoids, 487 (24·2%) with glucocorticoids alone; 59 (2·9%) patients received other combinations, including biologicals, and 85 (4·2%) patients received no immunomodulators. There were no significant differences between treatments for primary outcomes for the 1586 patients with complete baseline and outcome data that were considered for primary analysis. Adjusted odds ratios for ventilation, inotropic support, or death were 1·09 (95% CI 0·75–1·58; corrected p value=1·00) for intravenous immunoglobulin plus glucocorticoids and 0·93 (0·58–1·47; corrected p value=1·00) for glucocorticoids alone, versus intravenous immunoglobulin alone. Adjusted average hazard ratios for time to improvement were 1·04 (95% CI 0·91–1·20; corrected p value=1·00) for intravenous immunoglobulin plus glucocorticoids, and 0·84 (0·70–1·00; corrected p value=0·22) for glucocorticoids alone, versus intravenous immunoglobulin alone. Treatment escalation was less frequent for intravenous immunoglobulin plus glucocorticoids (OR 0·15 [95% CI 0·11–0·20]; p<0·0001) and glucocorticoids alone (0·68 [0·50–0·93]; p=0·014) versus intravenous immunoglobulin alone. Persistent fever (from day 2 onward) was less common with intravenous immunoglobulin plus glucocorticoids compared with either intravenous immunoglobulin alone (OR 0·50 [95% CI 0·38–0·67]; p<0·0001) or glucocorticoids alone (0·63 [0·45–0·88]; p=0·0058). Coronary artery aneurysm occurrence and resolution did not differ significantly between treatment groups. Interpretation: Recovery rates, including occurrence and resolution of coronary artery aneurysms, were similar for primary treatment with intravenous immunoglobulin when compared to glucocorticoids or intravenous immunoglobulin plus glucocorticoids. Initial treatment with glucocorticoids appears to be a safe alternative to immunoglobulin or combined therapy, and might be advantageous in view of the cost and limited availability of intravenous immunoglobulin in many countries. Funding: Imperial College London, the European Union's Horizon 2020, Wellcome Trust, the Medical Research Foundation, UK National Institute for Health and Care Research, and National Institutes of Health

Immunoglobulin, glucocorticoid, or combination therapy for multisystem inflammatory syndrome in children: a propensity-weighted cohort study

Background Multisystem inflammatory syndrome in children (MIS-C), a hyperinflammatory condition associated with SARS-CoV-2 infection, has emerged as a serious illness in children worldwide. Immunoglobulin or glucocorticoids, or both, are currently recommended treatments. Methods The Best Available Treatment Study evaluated immunomodulatory treatments for MIS-C in an international observational cohort. Analysis of the first 614 patients was previously reported. In this propensity-weighted cohort study, clinical and outcome data from children with suspected or proven MIS-C were collected onto a web-based Research Electronic Data Capture database. After excluding neonates and incomplete or duplicate records, inverse probability weighting was used to compare primary treatments with intravenous immunoglobulin, intravenous immunoglobulin plus glucocorticoids, or glucocorticoids alone, using intravenous immunoglobulin as the reference treatment. Primary outcomes were a composite of inotropic or ventilator support from the second day after treatment initiation, or death, and time to improvement on an ordinal clinical severity scale. Secondary outcomes included treatment escalation, clinical deterioration, fever, and coronary artery aneurysm occurrence and resolution. This study is registered with the ISRCTN registry, ISRCTN69546370. Findings We enrolled 2101 children (aged 0 months to 19 years) with clinically diagnosed MIS-C from 39 countries between June 14, 2020, and April 25, 2022, and, following exclusions, 2009 patients were included for analysis (median age 8·0 years [IQR 4·2–11·4], 1191 [59·3%] male and 818 [40·7%] female, and 825 [41·1%] White). 680 (33·8%) patients received primary treatment with intravenous immunoglobulin, 698 (34·7%) with intravenous immunoglobulin plus glucocorticoids, 487 (24·2%) with glucocorticoids alone; 59 (2·9%) patients received other combinations, including biologicals, and 85 (4·2%) patients received no immunomodulators. There were no significant differences between treatments for primary outcomes for the 1586 patients with complete baseline and outcome data that were considered for primary analysis. Adjusted odds ratios for ventilation, inotropic support, or death were 1·09 (95% CI 0·75–1·58; corrected p value=1·00) for intravenous immunoglobulin plus glucocorticoids and 0·93 (0·58–1·47; corrected p value=1·00) for glucocorticoids alone, versus intravenous immunoglobulin alone. Adjusted average hazard ratios for time to improvement were 1·04 (95% CI 0·91–1·20; corrected p value=1·00) for intravenous immunoglobulin plus glucocorticoids, and 0·84 (0·70–1·00; corrected p value=0·22) for glucocorticoids alone, versus intravenous immunoglobulin alone. Treatment escalation was less frequent for intravenous immunoglobulin plus glucocorticoids (OR 0·15 [95% CI 0·11–0·20]; p<0·0001) and glucocorticoids alone (0·68 [0·50–0·93]; p=0·014) versus intravenous immunoglobulin alone. Persistent fever (from day 2 onward) was less common with intravenous immunoglobulin plus glucocorticoids compared with either intravenous immunoglobulin alone (OR 0·50 [95% CI 0·38–0·67]; p<0·0001) or glucocorticoids alone (0·63 [0·45–0·88]; p=0·0058). Coronary artery aneurysm occurrence and resolution did not differ significantly between treatment groups. Interpretation Recovery rates, including occurrence and resolution of coronary artery aneurysms, were similar for primary treatment with intravenous immunoglobulin when compared to glucocorticoids or intravenous immunoglobulin plus glucocorticoids. Initial treatment with glucocorticoids appears to be a safe alternative to immunoglobulin or combined therapy, and might be advantageous in view of the cost and limited availability of intravenous immunoglobulin in many countries. Funding Imperial College London, the European Union's Horizon 2020, Wellcome Trust, the Medical Research Foundation, UK National Institute for Health and Care Research, and National Institutes of Health

SYNTHESIS AND ACARICIDAL, BACTERIOSTATIC ACTIVITY AMONG THE AMINO DERIVATIVES 5,7-DICHLORO-4,6-DINITROBENZOFUROXANA

New amino derivatives of 5,7-dichloro-4,6-dinitrobenzofuroxan where synthesized. IR and elemental analysis proved their structure. Their acaricidal and bacteriostatic activity against Staphylococcus and Escherichia coli was studied. As a resulti compounds showed a high pharmacological activity, surpassing the reference drug. Relevant search of new compounds among the amino derivatives of 5,7-dichloro-4,6-dinitrobenzofuroxan was showed

Managerial tools of academic knowledge formation process

© 2016, Econjournals. All rights reserved.The relevance of the study is conditioned by the requirement of modern society to improve the quality of education. Knowledge is a core component in the educational content, along with the skills and competencies. The purpose of the paper is to determine the managerial tools of formation process of academic knowledge. The leading approach to the study is the process approach, allowing to characterize the quality of the academic knowledge (consistency, continuity, generality, efficiency, integrity) and to consider the management of academic knowledge’s formation as a set of interrelated and interactive educational activities, ensuring the efficiency of their assimilation, understanding and application. The paper reveals the functions of academic knowledge (ontological, indicative, motivational); clarifies and scientifically proves managerial tools of the formation process of academic knowledge (case study, informational and event-based learning environment, research method, cognitive tools, unifying language and symbolic systems, visual AIDS, technical training). The paper submissions can be useful for managers and teachers of educational institutions; employees of the centers for advanced training and retraining of personnel in the selection and structuring of the content for the training of scientific and pedagogical staff

Managerial tools of academic knowledge formation process

© 2016, Econjournals. All rights reserved.The relevance of the study is conditioned by the requirement of modern society to improve the quality of education. Knowledge is a core component in the educational content, along with the skills and competencies. The purpose of the paper is to determine the managerial tools of formation process of academic knowledge. The leading approach to the study is the process approach, allowing to characterize the quality of the academic knowledge (consistency, continuity, generality, efficiency, integrity) and to consider the management of academic knowledge’s formation as a set of interrelated and interactive educational activities, ensuring the efficiency of their assimilation, understanding and application. The paper reveals the functions of academic knowledge (ontological, indicative, motivational); clarifies and scientifically proves managerial tools of the formation process of academic knowledge (case study, informational and event-based learning environment, research method, cognitive tools, unifying language and symbolic systems, visual AIDS, technical training). The paper submissions can be useful for managers and teachers of educational institutions; employees of the centers for advanced training and retraining of personnel in the selection and structuring of the content for the training of scientific and pedagogical staff