Game technologies as a means of increasing the educational motivation of university students

Game technologies allow bringing the educational process as close as possible to professional activities, activating the cognitive interest of students in the study of professional disciplines. The purpose of the article is to analyze the experience of implementing gaming technologies in the preparation of students of higher educational institutions to increase their motivation for learning. Game technologies are a set of methods and techniques for organizing the educational process in the form of various games that stimulate cognitive activity. They allow you to simulate a real workflow and consolidate theoretical material. Motivation is defined as a set of internal motivations that explain the student’s behavior, orientation and activity in the educational process. Motivation acts as a continuous choice and decision-making based on weighing behavioral alternatives. The article presents a study of the impact of gaming technology on changing students' motivation. As a tool for the study of motivation, we used Dubovitskaya methodology for the diagnosis of motivation. The study reflects the impact of gaming technology on changing student motivation. The implementation of gaming technologies in the training of students of a higher educational institution helps to increase the motivation of students to study professional disciplines, the formation of professional competence

Erratum: a synonymous variant in GCK gene as a cause of gestational diabetes mellitus (diabetes mellitus. 2019;22(2). Doi: 10.14341/dm9938)

An erratum on «A synonymous variant in GCK gene as a cause of gestational diabetes mellitus» by Natalya A. Zubkova, Petr M. Rubtsov, Liudmila I. Ibragimova, Nina A. Makretskaya, Evgeny V. Vasiliev, Vasily M. Petrov, Anatoly N. Tiulpakov (2019). Diabetes mellitus. 22(2). doi: 10.14341/DM9938An error was made in the list of authors: Fatima F. Burumkulova was not indicated as author of this article. The correct list of authors: Natalya A. Zubkova, Petr M. Rubtsov, Fatima F. Burumkulova, Liudmila I. Ibragimova, Nina A. Makretskaya, Evgeny V. Vasiliev, Vasily M. Petrov, Anatoly N. Tiulpakov.The editorial board apologize for this error and state that this does not change the scientific conclusions of the article in any way.The original article has been updated

A synonymous variant in GCK gene as a cause of gestational diabetes mellitus

The diagnosis of MODY as a subtype of gestational diabetes mellitus (GDM) is important for an adequate management during pregnancy and the postnatal period. The present report describes a case of GDM caused by a synonymous с.666C>G р.V222V substitution in the GCK gene. The variant, which was initially ranked as ‘likely benign’, was later proven to be pathogenic by in vitro studies. The с.666C>G substitution led to the use of a new donor splice site and synthesis of the aberrant mRNA with deletion of 16 base pairs. The case illustrates that additional clinical and experimental data may be required for the correct interpretation of sequence variants pathogenicity

Mutations in transcription factor as rare causes of diabetes in pregnancy

MODY1 and MODY3 represent rare causes of diabetes in pregnancy. Establishing a molecular diagnosis of MODY1 or MODY3 during pregnancy may be important for minimizing risk of perinatal complications and for improving glycemic control after pregnancy. The objective of the study was to evaluate the contribution of mutations in HNF4A and HNF1A genes in development of diabetes in pregnancy and to describe clinical characteristics of diabetes in pregnancy associated with these mutations. 230 pregnant women (20-43 years) with different type of glucose intolerance complicated during their current pregnancy were included in the study. A custom NGS panel targeting 28 diabetes causative genes was used for sequencing. Heterozygous mutations in HNF4A and HNF1A genes were detected in 3% of cases. Mutations p.I271T in HNF4A gene and p.L148F, p.Y265C, p.G288W in HNF1A gene were novel. This study includes a description of patients with pregnancy diabetes due to mutations in hepatocyte nuclear factors

Differential diagnostic utilities of combined testing for islet cell antibody, glutamic acid decarboxylase antibody, and tyrosine phosphatase antibody

Background. Beta-cell antibody tests are used for the differential diagnosis of diabetes mellitus. They permit to discriminate between the type 1 diabetes (T1D) and non-autoimmune diabetes types. To choose an appropriate test for ruling in or ruling out the T1D a physician needs to know how conclusive test results are. The most powerful estimate of test conclusiveness is its likelihood ratio (LHR). The higher LHR of a positive result (LHR+), the more posttest probability of T1D; the lower LHR of a negative result (LHR), the less posttest probability of T1D. Aims. To compare conclusiveness of single and combined tests for antibodies to islet cells (ICA), glutamate decarboxylase (GADA), and tyrosine phosphatase IA-2 (IA-2A), and to evaluate posttest probabilities of T1D at various pretest probabilities. Methods. All antibodies were tested in parallel in 169 children and adolescents with a new-onset T1D, and in 169 persons without this disease. ICA, GADA, and IA-2A were determined by indirect immunofluorescence, radioimmune assay, and ELISA, respectively. LHR+ and LHR were calculated with the MedCalc Statistical Software. Posttest T1D probabilities were calculated from Bayes theorem-based equation. Results. Among single tests, an ICA test had the greatest LHR+ and the smallest LHR, and consequently was the most reliable either for ruling in or ruling out the T1D. Among test combinations, an ICAGADA combination had the greatest LHR+ and was the most suitable for T1D confirmation. The triple combination ICAGADAIA-2A had the smallest LHR and was the most suitable for T1D exclusion. Conclusions. In the differential diagnosis of diabetes, the most appropriate test for ruling in the T1D is the double combination ICAGADA. With both antibodies positive, this combination provides the highest posttest T1D probabilities at any pretest probability. The most appropriate test for ruling out the T1D is the triple combination ICAGADAIA-2A. With all three antibodies negative, this combination provides the lowest posttest T1D probabilities

Safety and immunogenicity of rAd26 and rAd5 vector-based heterologous prime-boost COVID-19 vaccine against SARS-CoV-2 in healthy adolescents: an open-label, non-randomized, multicenter, phase 1/2, dose-escalation study

To protect young individuals against SARS-CoV-2 infection, we conducted an open-label, prospective, non-randomised dose-escalation Phase 1/2 clinical trial to evaluate the immunogenicity and safety of the prime-boost “Sputnik V” vaccine administered at 1/10 and 1/5 doses to adolescents aged 12–17 years. The study began with the vaccination of the older cohort (15-to-17-year-old participants) with the lower (1/10) dose of vaccine and then expanded to the whole group (12-to-17-year-old participants). Next, 1/5 dose was used according to the same scheme. Both doses were well tolerated by all age groups. No serious or severe adverse events were detected. Most of the solicited adverse reactions were mild. No significant differences in total frequencies of adverse events were registered between low and high doses in age-pooled groups (69.6% versus 66.7%). In contrast, the 1/5 dose induced significantly higher humoral and T cell-mediated immune responses than the 1/10 dose. The 1/5 vaccine dose elicited higher antigen-binding (both S and RBD-specific) as well as virus-neutralising antibody titres at the maximum of response (day 42), also resulting in a statistically significant difference at a distanced timepoint (day 180) compared to the 1/10 vaccine dose. Higher dose resulted in increased cross-neutralization of Delta and Omicron variants.;Clinical Trial RegistrationClinicalTrials.gov, NCT04954092, LP-007632

Crystal Chemistry and Properties of Elpidite and Its Ag-Exchanged Forms

Elpidite from the Lovozero alkaline complex, Kola Peninsula, Russia, and Ag-exchanged forms of elpidite from two different localities (Lovozero and Khan Bogdo, Mongolia) were studied by means of single-crystal X-ray diffraction, electron microprobe analysis, thermogravimetry and IR spectroscopy. All studied samples retain the heteropolyhedral framework consisting of double Si6O15 chains (ribbons) and isolated ZrO6 octahedra. Zeolitic cavities in the initial elpidite from Lovozero (space group Pbm2, a = 14.6127(7), b = 7.3383(4), c = 7.1148(3) Å, V = 762.94(6) Å3) are occupied by Na+ cations and H2O molecules. Both Ag-exchanged forms are characterized by evident distortions of the heteropolyhedral framework and a strongly disordered arrangement of extra-framework cations which results in the appearance of the 14-14-14 Å unit cell (a = 14.1755(7), b = 14.6306(9), c = 14.2896(7) Å, V = 2963.6(3) Å3 for the Ag-exchanged form of elpidite from Lovozero and a = 14.1411(5), b = 14.5948(4), c = 14.3035(5) Å, V = 2952.04(17) Å3 for the Ag-exchanged form of elpidite from Khan Bogdo) and space group Cmce. Elpidite from both localities demonstrates a high exchange capacity to Ag. Exchanged Ag+ cations preferably occupy the sites that are close to the Na sites in the initial elpidite. The paper also contains a review of crystal chemical data on elpidite and its laboratory-modified forms

Game technologies as a means of increasing the educational motivation of university students

Game technologies allow bringing the educational process as close as possible to professional activities, activating the cognitive interest of students in the study of professional disciplines. The purpose of the article is to analyze the experience of implementing gaming technologies in the preparation of students of higher educational institutions to increase their motivation for learning. Game technologies are a set of methods and techniques for organizing the educational process in the form of various games that stimulate cognitive activity. They allow you to simulate a real workflow and consolidate theoretical material. Motivation is defined as a set of internal motivations that explain the student’s behavior, orientation and activity in the educational process. Motivation acts as a continuous choice and decision-making based on weighing behavioral alternatives. The article presents a study of the impact of gaming technology on changing students' motivation. As a tool for the study of motivation, we used Dubovitskaya methodology for the diagnosis of motivation. The study reflects the impact of gaming technology on changing student motivation. The implementation of gaming technologies in the training of students of a higher educational institution helps to increase the motivation of students to study professional disciplines, the formation of professional competence.Las tecnologías de juego permiten acercar al máximo el proceso educativo a las actividades profesionales, activando el interés cognitivo de los estudiantes por el estudio de disciplinas profesionales. El propósito del artículo es analizar la experiencia de implementar tecnologías de juego en la preparación de estudiantes de instituciones de educación superior para aumentar su motivación por el aprendizaje. Las tecnologías de juego son un conjunto de métodos y técnicas para organizar el proceso educativo en forma de varios juegos que estimulan la actividad cognitiva. Te permiten simular un flujo de trabajo real y consolidar material teórico. La motivación se define como un conjunto de motivaciones internas que explican el comportamiento, orientación y actividad del alumno en el proceso educativo. La motivación actúa como una elección y una toma de decisiones continuas basadas en la ponderación de alternativas de comportamiento. El artículo presenta un estudio del impacto de la tecnología de los juegos en el cambio de motivación de los estudiantes. Como herramienta para el estudio de la motivación, utilizamos la metodología Dubovitskaya para el diagnóstico de la motivación. El estudio refleja el impacto de la tecnología de los juegos en el cambio de motivación de los estudiantes. La implementación de tecnologías de juego en la formación de estudiantes de una institución de educación superior ayuda a aumentar la motivación de los estudiantes para estudiar disciplinas profesionales, la formación de competencias profesionales