Розробка мультимедійних засобів навчання з урахуванням педагогіко-психологічних аспектів

One of the greatest benefits of using modern technology is the ability to access useful information, including the world's largest educational database resources. Most of higher education institutions offer full online versions of their training courses. Nowadays, the Internet resources are enormously popular, especially for students. From the point of view of pedagogy and psychology, the knowledge that a student receives with multimedia-didactic materials assimilates twice as fast as in the traditional way. Higher educational institutions frequently use distance learning systems. It helps to make students interested in a certain discipline. The multimedia-didactic materials provide detailed information about the discipline using various forms and methods of drawing the students attention. Multimedia-didactic materials on discipline "Illustration" are educational environment, which contains the following elements: pedagogical, didactic and methodical materials, specific for the interaction of participants in the educational process; informational resources: libraries and e-learning materials and e-communication facilitiesРозвиток інформаційних технологій, можливість одержати доступ до необхідної інформації, в тому числі до найбільших освітніх ресурсів світу. Заклади ОСВІТИ пропонують повні онлайн-версії своїх навчальних ПРОГРАМ.Мультимедійно-дидактичні комплекси (для усіх видів навчання) – форма навчання з використанням комп'ютерних і телекомунікаційних технологій, які забезпечують інтерактивну взаємодію викладачів зі студентами на різних етапах навчанн

Escherichia coli inorganic pyrophosphatase : site-directed mutagenesis of the metal binding sites

AbstractAspartic acids 65, 67, 70, 97 and 102 in the inorganic pyrophosphatase of Escherichia coli, identified as evolutionarily conserved residues of the active site, have been replaced by asparagine. Each mutation was found to decrease the κapp value by approx. 2–3 orders of magnitude. At the same time, the Km values changed only slightly. Only minor changes take place in the pK values of the residues essential for both substrate binding and catalysis. All mutant variants have practically the same affinity to Mg2+ as the wild-type pyrophosphatase

EL DESARROLLO DE LA COMPETENCIA COMUNICATIVA DE LOS ESTUDIANTES UNIVERSITARIOS EN EL PROCESO DE SU FORMACIÓN PROFESIONAL

O artigo apresentado é dedicado ao desenvolvimento da competência comunicativa de estudantes de instituições de ensino superior no processo de formação profissional. Com base nos trabalhos de pesquisadores como B.G. Ananiev, A.A. Bodalev, V.A. Kan-Kalik, E.D. Bozhovich, L.A. Petrovskaya, I.A. Zimnyaya, etc., os autores definiram mais exatamente o conteúdo do conceito “competência comunicativa de alunos de uma instituição de ensino superior”, sistematizaram seus critérios e indicadores (Bakholskaya, 2017; Bakholskaya, 2019; Bakholskaya, 2018; Bakholskaya, 2019; Zimnyaya 2003). O artigo também apresenta aos autores um complexo de condições pedagógicas, que garantem o desenvolvimento da competência comunicativa de estudantes universitários no processo de formação profissional. O complexo inclui os seguintes componentes: envolvimento dos alunos em um ambiente comunicativo educacional intensivo; criação de situações comunicativas com base em problemas educacionais (profissionais), garantindo a formação da competência comunicativa dos alunos; organização de vários tipos de interação em grupo entre professor e alunos, com base na aplicação de métodos, técnicas e tecnologias interativas. O artigo também apresenta os resultados do trabalho experimental, que confirmou a efetividade do complexo desenvolvido de condições pedagógicas, garantindo o desenvolvimento da competência comunicativa dos alunos no processo de formação profissional.The presented article is devoted to the development of communicative competence of students of higher educational institutions in the process of their professional training. Based on the works of such researchers as B.G. Ananiev, A.A. Bodalev, V.A. Kan-Kalik, E.D. Bozhovich, L.A. Petrovskaya, I.A. Zimnyaya, etc., the authors defined more exactly the content of the concept “communicative competence of students of a higher educational institution”, systematized its criteria and indicators (Bakholskaya, 2017; Bakholskaya, 2019; Bakholskaya, 2018; Bakholskaya, 2019; Zimnyaya, 2003). The article also presents the authors complex of pedagogical conditions, which ensure the development of communicative competence of university students in the process of their professional training. The complex includes the following components: involvement of students in an intensive educational communicative environment; creation of communicative situations on the basis of educational (professional) problems, ensuring the formation of students’ communicative competence; organization of various types of group interaction between the teacher and students, based on the application of interactive methods, techniques and technologies. The article also presents the results of experimental work, which has confirmed the effectiveness of the developed complex of pedagogical conditions, ensuring the development of students' communicative competence in the process of their professional training.    El artículo presentado está dedicado al desarrollo de la competencia comunicativa de los estudiantes de instituciones de educación superior en el proceso de su formación profesional. Basado en los trabajos de investigadores como B.G. Ananiev, A.A. Bodalev, V.A. Kan-Kalik, E.D. Bozhovich, L.A. Petrovskaya, I.A. Zimnyaya, etc., los autores definieron más exactamente el contenido del concepto "competencia comunicativa de los estudiantes de una institución de educación superior", sistematizaron sus criterios e indicadores (Bakholskaya, 2017; Bakholskaya, 2019; Bakholskaya, 2018; Bakholskaya, 2019; Zimnyaya , 2003). El artículo también presenta a los autores un complejo de condiciones pedagógicas, que aseguran el desarrollo de la competencia comunicativa de los estudiantes universitarios en el proceso de su formación profesional. El complejo incluye los siguientes componentes: participación de los estudiantes en un ambiente educativo comunicativo intensivo; creación de situaciones comunicativas sobre la base de problemas educativos (profesionales), asegurando la formación de la competencia comunicativa de los estudiantes; Organización de varios tipos de interacción grupal entre el profesor y los alumnos, basados en la aplicación de métodos, técnicas y tecnologías interactivas. El artículo también presenta los resultados del trabajo experimental, que ha confirmado la efectividad del complejo desarrollado de condiciones pedagógicas, asegurando el desarrollo de la competencia comunicativa de los estudiantes en el proceso de su formación profesional

ADAPTATION OF LEAN PRODUCTION TOOLS TO EDUCATIONAL ACTIVITIES OF UNIVERSITIES

O uso de tecnologias enxutas pode melhorar a qualidade dos serviços e a eficiência dos gastos com recursos disponíveis, estimular o desenvolvimento da economia do país e melhorar o padrão de vida da população. As autoridades prestam especial atenção à modernização do ensino superior. Nesse sentido, é aconselhável introduzir tecnologias enxutas no processo educacional das instituições de ensino superior, o que nos permitirá identificar e desenvolver a capacidade dessas estruturas de auto- desenvolvimento, não apenas devido ao influxo de informações e finanças externas, mas através do uso de suas fontes internas. A introdução de princípios de produção enxuta nas atividades das universidades pode ajudar a aumentar a eficiência do processo educacional e sua competitividade. Com base nisso, o artigo discute o processo de introdução de ferramentas de manufatura enxuta nas atividades educacionais. É feita uma tentativa de analisar ferramentas de manufatura comparativamente enxutas e a possibilidade de sua aplicação nas atividades educacionais da universidade. O artigo enfatiza que a replicação da experiência existente na implementação de ferramentas de manufatura enxuta garantirá um crescimento constante dos principais indicadores de desempenho e permitirá a formação de um modelo enxuto sustentável de comportamento da população com base na popularização da cultura de economia entre os estudantes.El uso de tecnologías lean puede mejorar la calidad de los servicios y la eficiencia del gasto en recursos disponibles, estimular el desarrollo de la economía del país y mejorar el nivel de vida de la población. Las autoridades prestan especial atención a la modernización de la educación superior. En este sentido, es aconsejable introducir tecnologías lean en el proceso educativo de las instituciones de educación superior, lo que nos permitirá identificar y desarrollar la capacidad de estas estructuras para el autodesarrollo no solo debido a la entrada de información y las finanzas externas, sino a través del uso de sus fuentes internas. La introducción de principios de producción ajustada en las actividades de las universidades puede ayudar a aumentar la eficiencia del proceso educativo y su competitividad. Basado en esto, el artículo discute el proceso de introducción de herramientas de manufactura esbelta en actividades educativas. Se intenta analizar herramientas de fabricación comparativamente esbeltas y la posibilidad de su aplicación en las actividades educativas de la universidad. El artículo enfatiza que la replicación de la experiencia existente en la implementación de herramientas de manufactura esbelta asegurará un crecimiento constante de los indicadores clave de desempeño y permitirá la formación de un modelo lean sostenible de comportamiento poblacional basado en la popularización de la cultura del "ahorro" entre los estudiantes.The use of lean technologies can improve the quality of services and the efficiency of available resource spending, stimulate the development of the country economy and improve the living standards of the population. Authorities pay particular attention to the modernization of higher education. In this regard, it is advisable to introduce lean technologies in the educational process of higher educational institutions, which will allow us to identify and develop the ability of these structures to self-development not only due to the influx of information and external finances, but through the use of their internal sources. The introduction of lean production principles in the activities of universities can help increase the efficiency of the educational process and their competitiveness. Based on this, the article discusses the process of lean manufacturing tool introduction into educational activities. An attempt is made to analyze comparatively lean manufacturing tools and the possibility of their application in the educational activities of the university. The article emphasizes that the replication of existing experience of lean manufacturing tool implementation will ensure a steady growth of key performance indicators and will allow the formation of a sustainable lean model of population behavior based on the popularization of the culture of “thrift” among students

Thermodynamic Analysis of Catalytic Cracking Reactions as the First Stage in the Development of Mathematical Description

In this work thermodynamic analysis of catalytic cracking reaction involving the high molecular weight hydrocarbons was carried out using quantum chemical method of calculation realized in Gaussian software. The method of calculation is DFT (Density Functional Theory), theoretical approximation is B3LYP model, 3-21G basis. The list of catalytic cracking reactions for calculation was prepared on the basis of the theoretical data about catalytic cracking, laboratory and experimental data from the industrial unit. The enthalpy and Gibbs energy values of the main catalytic cracking reactions are presented under the process conditions. The results of this work will be used to develop a kinetic model of catalytic cracking of petroleum feedstock

Mg2+ activation of Escherichia coli inorganic pyrophosphatase

AbstractFurther refinement of X-ray data on Escherichia coli inorganic pyrophosphatase [Oganessyan et al. (1994) FEBS Lett. 348, 301–304] to 2.2 Å reveals a system of noncovalent interactions involving Tyr55 and Tyr141 in the active site. The pKa for one of the eight Tyr residues in wild-type pyrophosphatase is as low as 9.1 and further decreases to 8.1 upon Mg2+ binding, generating characteristic changes in the absorption spectrum. These effects are lost in a Y55F but not in a Y141F variant. It is suggested that the lower-affinity site for Mg2+ in the enzyme is formed by Tyr55 and Asp70, which are in close proximity in the apo-enzyme structure

TEACHING AND UPBRINGING OF STUDENTS IN HIGHER EDUCATIONAL INSTITUTIONS, TAKING INTO ACCOUNT THE REQUIREMENTS OF A LEARNER-CENTRED APPROACH

O artigo apresentado é dedicado à questão da organização do ensino de educação para alunos aprendentes em instituições de ensino superior. Baseado nos trabalhos de I.A. Zimnyaya, T.I. Ilyin, V.V. Kraevsky, G.M. Kodzhaspirova, I. Ya. Lerner, I.F. Kharlamov e outros pesquisadores, os autores esclareceram o conceito de "ensino de educação para estudantes universitários", analisaram seus componentes, sistematizaram a experiência nacional e estrangeira na organização do ensino de educação para estudantes em instituições de ensino superior. O artigo também apresenta o complexo de condições pedagógicas do autor que promove a organização do ensino de educação para estudantes universitários. O complexo inclui os seguintes componentes: correção das orientações de valor dos alunos no processo educacional de uma universidade; o desenvolvimento da atividade cognitiva dos estudantes e a construção do processo educacional em uma universidade, levando em consideração os requisitos de uma abordagem centrada no aluno.El documento presentado está dedicado al tema de la organización de la enseñanza de la educación para los estudiantes que aprenden en instituciones de educación superior. Basado en los trabajos de I.A. Zimnyaya, T.I. Ilyin, V.V. Kraevsky, G.M. Kodzhaspirova, yo. Ya. Lerner, I.F. Kharlamov y otros investigadores, los autores aclararon el concepto de "enseñanza de educación para estudiantes universitarios", analizaron sus componentes, sistematizaron la experiencia nacional y extranjera en la organización de la enseñanza de educación para estudiantes en instituciones de educación superior. El documento también presenta el complejo de condiciones pedagógicas del autor que promueve la organización de la enseñanza de educación para estudiantes universitarios. El complejo incluye los siguientes componentes: corrección de las orientaciones de valor de los estudiantes en el proceso educativo de una universidad; El desarrollo de la actividad cognitiva de los estudiantes y la construcción del proceso educativo en una universidad teniendo en cuenta los requisitos de un enfoque centrado en el alumno.The presented paper is devoted to the issue of organization of upbringing teaching for students which are learners in higher educational institutions. Based on the works of I.A. Zimnyaya, T.I. Ilyin, V.V. Kraevsky, G.M. Kodzhaspirova, I. Ya. Lerner, I.F. Kharlamov and other researchers, the authors clarified the concept of "upbringing teaching for university students", analysed its components, systematised domestic and foreign experience in organizing upbringing teaching for students in higher educational institutions. The paper also presents the author’s complex of pedagogical conditions that promotes the organization of upbringing teaching for university students. The complex includes the following components: correction of students' value orientations in the educational process of a university; the development of cognitive activity of students and the construction of the educational process at a university taking into account the requirements of a learner-centred approach.   &nbsp

Tolerância inter-étnica e seu desenvolvimento entre estudantes pedagógicos de instituições de ensino superior

This paper is devoted to the development of inter-ethnic tolerance among pedagogical students of higher educational institutions. Based on the works by B. Barber, J. Berry, A.G. Asmolov, M.S. Mirimanov, V.A. Lektorskii, G.U. Soldatov and other researchers, the authors clarified the purpose and objectives of the development of interethnic tolerance of future teachers, as well as systematized its main criteria and indicators. The paper also presents the author’s set of pedagogical conditions ensuring the development of interethnic tolerance of students of pedagogical specialties in a higher educational institution. The set includes the following components: the use of active didactic forms and interactive teaching methods in the educational process that contribute to the formation of a tolerant view of students; the organization of interpersonal interaction of students of pedagogical specialties by involving them in research activities; updating the experience of tolerant interethnic communication of future teachers through the introduction of tolerance episodes into the educational process; forming in pedagogical students competence in the development of interethnic tolerance among schoolchildren in the educational process.Este documento está dedicado al desarrollo de la tolerancia interétnica entre los estudiantes pedagógicos de instituciones de educación superior. Basado en los trabajos de B. Barber, J. Berry, A.G. Asmolov, M.S. Mirimanov, V.A. Lektorskii, G.U. Soldatov y otros investigadores, los autores aclararon el propósito y los objetivos del desarrollo de la tolerancia interétnica de los futuros docentes, así como sistematizaron sus principales criterios e indicadores. El documento también presenta el conjunto de condiciones pedagógicas del autor que garantizan el desarrollo de la tolerancia interétnica de los estudiantes de especialidades pedagógicas en una institución de educación superior. El conjunto incluye los siguientes componentes: el uso de formas didácticas activas y métodos de enseñanza interactivos en el proceso educativo que contribuyen a la formación de una visión tolerante de los estudiantes; la organización de la interacción interpersonal de estudiantes de especialidades pedagógicas mediante su participación en actividades de investigación; actualizar la experiencia de comunicación interétnica tolerante de futuros maestros a través de la introducción de episodios de tolerancia en el proceso educativo; La formación en los estudiantes pedagógicos de la competencia en el desarrollo de la tolerancia interétnica entre los escolares en el proceso educativo.Este artigo é dedicado ao desenvolvimento da tolerância inter-étnica entre estudantes pedagógicos de instituições de ensino superior. Baseado nos trabalhos de B. Barber, J. Berry, A. G. Asmolov, M.S. Mirimanov, V.A. Lektorskii, G.U. Soldatov e outros pesquisadores, os autores esclareceram o objetivo e os objetivos do desenvolvimento da tolerância interétnica de futuros professores, bem como sistematizaram seus principais critérios e indicadores. O artigo também apresenta o conjunto de condições pedagógicas do autor, assegurando o desenvolvimento da tolerância interétnica de estudantes de especialidades pedagógicas em uma instituição de ensino superior. O conjunto inclui os seguintes componentes: o uso de formas didáticas ativas e métodos de ensino interativo no processo educacional que contribuem para a formação de uma visão tolerante dos alunos; a organização da interação interpessoal de estudantes de especialidades pedagógicas, envolvendoos em atividades de pesquisa; atualizar a experiência de comunicação interétnica tolerante de futuros professores, através da introdução de episódios de tolerância no processo educativo; formar em estudantes pedagógicos competência no desenvolvimento da tolerância interétnica em escolares do processo educacional

Lacustrine diatom oxygen isotopes as palaeo precipitation proxy - Holocene environmental and snowmelt variations recorded at Lake Bolshoye Shchuchye, Polar Urals, Russia

The diatom oxygen isotope composition (δ18Odiatom) from lacustrine sediments helps tracing the hydrological and climate dynamics in individual lake catchments, and is generally linked to changes in temperature and δ18Olake. Lake Bolshoye Shchuchye (67°53′N; 66°19′ E; 186 m a.s.l) is the largest and deepest freshwater reservoir in the Polar Urals, Arctic Russia. The diatom oxygen isotope interpretation is supported by modern (isotope) hydrology, local bioindicators such as chironomids, isotope mass-balance modelling and a digital elevation model of the catchment. The Bolshoye Shchuchye δ18Odiatom record generally follows a decrease in summer insolation and the northern hemisphere (NH) temperature history. However, it displays exceptional, short-term variations exceeding 5‰, especially in Mid and Late Holocene. This centennial-scale variability occurs roughly contemporaneously with and similar in frequency to Holocene NH glacier advances. However, larger Holocene glacier advances in the Lake Bolshoye Shchuchye catchment are unknown and have not left any significant imprint on the lake sediment record. As Lake Bolshoye Shchuchye is deep and voluminous, about 30–50% of its volume needs to be exchanged with isotopically different water within decades to account for these shifts in the δ18Odiatom record. A plausible source of water with light isotope composition inflow is snow, known to be transported in surplus by snow redistribution from the windward to the leeward side of the Polar Urals. Here, we propose snow melt variability and associated influx changes being the dominant mechanism responsible for the observed short-term changes in the δ18Odiatom record. This is the first time such drastic, centennial-scale hydrological changes in a catchment have been identified in Holocene lacustrine diatom oxygen isotopes, which, for Lake Bolshoye Shchuchye, are interpreted as proxy for palaeo precipitation and, on millennial timescales, for summer temperatures