ТИПОЛОГІЧНІ ХАРАКТЕРИСТИКИ ДО ПОРТРЕТА ПЕДАГОГА-НАСТАВНИКА МОЛОДИХ ВИХОВАТЕЛІВ

BESSONOVA Olga – scientific correspondent of Preschool Education Laboratory, Institute for Education Problems, National Academy of Educational Sciences of Ukraine, M. Berlynskyj str., 9, Kyiv, 04060, Ukraine (74bessonov@ gmail.com)ORCID: https://orcid.org/0000-0003-0897-3029ResearcherID: http://www.researcherid.com/rid/D-4330-2018 DOI: https://doi.org/10.24919/2313-2094.6/38.119533To cite this article: Bessonova, O. (2018). Typolohichni kharakterystyky do portreta pedahoha-nastavnyka molodykh vykhovateliv [Typological characteristics to the portrait of the teacher-tutor of the young educators]. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy», 6/38, 26–37. doi: 10.24919/2313-2094.6/38.119533 [in Ukrainian].Article historyReceived: 30 October 2017Received in revised form: 28 December 2017Accepted: 15 February 2018Available online: 5 April 2018 Abstract. The transfer of knowledge, skills and experience to young educators plays an important role in the efficiency of the functioning of modern institutions of education, ensuring the quality of their tasks and functions. Therefore, there is a special demand in the market of educational services for highly qualified and responsible teachers which are characterized by mobility, dynamism, constructiveness, self-reliance and prudence in decision-making. At the modern stage the teacher-mentor is able to provide professional development of young teachers in the conditions of kindergarten. The teacher-mentor ensures the professional development of young teachers under the conditions of the workplace. The article deals with the structural components of the personality of the teacher-mentor (individual-typological characteristics, motivational component, competent and reflexive), that determine effective realization of mentoring activity. The parts of elements, which provide sustainable professional development of young teachers, will contribute to establishment of mutual contacts between experienced and young teachers. The advantages and risks of interaction and influence of certain types of mentors on young teachers are defined and the projected benefit which a young teacher receives from interaction with a certain type of mentor. Based on the selection of the dominant component of the mentor’s personality and the leading function, the following eight types of mentor’s personalities were allocated: humanist, dictator, analyst, skillful fingers, manipulator, eternal child, counselor and seeker. Each of these types has both advantages and disadvantages. Every young teacher has his own corresponding type of a teacher-mentor, depending on the following factors: the type of the young teacher, at what stage of professional development is a young teacher, what professional support is needed (the dominant function performed by the mentor).  Acknowledgments. Sincere thanks to pedagogical staff at preschool establishments «Meridian», «Horizont» and «Zarnytsia» in Kyiv, in particular Prokhnitska Eleonora, Pavlova Iryna and Grygorovych Mariya, for their assistance.Funding. The author received no financial support for the research, authorship, and/or publication of this article.БЕЗСОНОВА Ольга – науковий кореспондент лабораторії дошкільної освіти, Інститут проблем виховання НАПН України, вул. М. Берлинського, 9, Київ, 04060, Україна ([email protected])ORCID: https://orcid.org/0000-0003-0897-3029ResearcherID: http://www.researcherid.com/rid/D-4330-2018 DOI: https://doi.org/10.24919/2313-2094.6/38.119533Бібліографічний опис статті: Безсонова, О. (2018). Типологічні характеристики до портрета педагога-наставника молодих вихователів. Людинознавчі студії: зб. наук. праць ДДПУ імені Івана Франка. Серія «Педагогіка», 6/38, 26–37. doi: 10.24919/2313-2094.6/38.119533.Історія статтіОдержано: 30 жовтня 2017Прорецензовано: 28 грудня 2017Подано до редакції: 15 лютого 2018Доступ он-лайн: 5 квітня 2018 Анотація. Передавання молодим педагогам знань, навичок і досвіду відіграє важливу роль у забезпеченні ефективності функціонування сучасних закладів освіти, сприяючи якісній реалізації їх завдань та функцій. Саме педагог-наставник забезпечує професійний розвиток молодих педагогів в умовах робочого місця. У статті розглянуто структурні складові особистості педагога-наставника, які визначають ефективне здійснення наставницької діяльності, на основі чого було побудовано особистісно-професійний портрет педагога-наставника

Living and responding at the margins: A conversation with narcofeminist activists

On 25 November 2021, the editors of this monograph had the honour and pleasure of talking to five founding members of the narcofeminist activist movement from Eastern Europe and Central Asia. They discuss the history and vision of the movement, the issues confronting women and gender minorities who use drugs, and the significance of the political context of drug prohibition in shaping their experiences. This article documents this conversation as simultaneously interpreted by Lyu Azbel

ТИПОЛОГІЧНІ ХАРАКТЕРИСТИКИ ДО ПОРТРЕТА ПЕДАГОГА-НАСТАВНИКА МОЛОДИХ ВИХОВАТЕЛІВ

BESSONOVA Olga – scientific correspondent of Preschool Education Laboratory, Institute for Education Problems, National Academy of Educational Sciences of Ukraine, M. Berlynskyj str., 9, Kyiv, 04060, Ukraine (74bessonov@ gmail.com)ORCID: https://orcid.org/0000-0003-0897-3029ResearcherID: http://www.researcherid.com/rid/D-4330-2018 DOI: https://doi.org/10.24919/2313-2094.6/38.119533To cite this article: Bessonova, O. (2018). Typolohichni kharakterystyky do portreta pedahoha-nastavnyka molodykh vykhovateliv [Typological characteristics to the portrait of the teacher-tutor of the young educators]. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy», 6/38, 26–37. doi: 10.24919/2313-2094.6/38.119533 [in Ukrainian].Article historyReceived: 30 October 2017Received in revised form: 28 December 2017Accepted: 15 February 2018Available online: 5 April 2018 Abstract. The transfer of knowledge, skills and experience to young educators plays an important role in the efficiency of the functioning of modern institutions of education, ensuring the quality of their tasks and functions. Therefore, there is a special demand in the market of educational services for highly qualified and responsible teachers which are characterized by mobility, dynamism, constructiveness, self-reliance and prudence in decision-making. At the modern stage the teacher-mentor is able to provide professional development of young teachers in the conditions of kindergarten. The teacher-mentor ensures the professional development of young teachers under the conditions of the workplace. The article deals with the structural components of the personality of the teacher-mentor (individual-typological characteristics, motivational component, competent and reflexive), that determine effective realization of mentoring activity. The parts of elements, which provide sustainable professional development of young teachers, will contribute to establishment of mutual contacts between experienced and young teachers. The advantages and risks of interaction and influence of certain types of mentors on young teachers are defined and the projected benefit which a young teacher receives from interaction with a certain type of mentor. Based on the selection of the dominant component of the mentor’s personality and the leading function, the following eight types of mentor’s personalities were allocated: humanist, dictator, analyst, skillful fingers, manipulator, eternal child, counselor and seeker. Each of these types has both advantages and disadvantages. Every young teacher has his own corresponding type of a teacher-mentor, depending on the following factors: the type of the young teacher, at what stage of professional development is a young teacher, what professional support is needed (the dominant function performed by the mentor).  Acknowledgments. Sincere thanks to pedagogical staff at preschool establishments «Meridian», «Horizont» and «Zarnytsia» in Kyiv, in particular Prokhnitska Eleonora, Pavlova Iryna and Grygorovych Mariya, for their assistance.Funding. The author received no financial support for the research, authorship, and/or publication of this article.БЕЗСОНОВА Ольга – науковий кореспондент лабораторії дошкільної освіти, Інститут проблем виховання НАПН України, вул. М. Берлинського, 9, Київ, 04060, Україна ([email protected])ORCID: https://orcid.org/0000-0003-0897-3029ResearcherID: http://www.researcherid.com/rid/D-4330-2018 DOI: https://doi.org/10.24919/2313-2094.6/38.119533Бібліографічний опис статті: Безсонова, О. (2018). Типологічні характеристики до портрета педагога-наставника молодих вихователів. Людинознавчі студії: зб. наук. праць ДДПУ імені Івана Франка. Серія «Педагогіка», 6/38, 26–37. doi: 10.24919/2313-2094.6/38.119533.Історія статтіОдержано: 30 жовтня 2017Прорецензовано: 28 грудня 2017Подано до редакції: 15 лютого 2018Доступ он-лайн: 5 квітня 2018 Анотація. Передавання молодим педагогам знань, навичок і досвіду відіграє важливу роль у забезпеченні ефективності функціонування сучасних закладів освіти, сприяючи якісній реалізації їх завдань та функцій. Саме педагог-наставник забезпечує професійний розвиток молодих педагогів в умовах робочого місця. У статті розглянуто структурні складові особистості педагога-наставника, які визначають ефективне здійснення наставницької діяльності, на основі чого було побудовано особистісно-професійний портрет педагога-наставника

A Family Case of Congenital Myasthenic Syndrome-22 Induced by Different Combinations of Molecular Causes in Siblings

Congenital myasthenic syndrome-22 (CMS22, OMIM 616224) is a very rare recessive hereditary disorder. At the moment, ten CMS22 patients are described, with the disorder caused by nine different Loss-of-Function mutations and 14 gross deletions in the PREPL gene. The materials for our study were DNA samples of five family members: two patients with myasthenia, their healthy sibling and parents. Clinical exome analysis was carried out for one patient, then the whole family was checked for target variants with Sanger sequencing, quantitative multiplex ligation-dependent probe amplification, and chromosome 2 microsatellite markers study. To determine the functional significance of the splicing variant, we applied the minigene assay. The cause of the proband’s disorder is a compound heterozygous state of two previously non-described pathogenic PREPL variants: a c.1528C>T (p.(Arg510Ter)) nonsense mutation and a c.2094G>T pseudo-missense variant, which, simultaneously with a p.(Lys698Asn) amino acid substitution, affects splicing, leading to exon 14 skipping in mRNA. The second patient’s disorder was caused by a homozygous nonsense c.1528C>T (p.(Arg510Ter)) mutation due to maternal uniparental disomy (UPD) of chromosome 2. In this study, we describe a unique case, in which two siblings with a rare disorder have different pathologic genotypes

Differential Impact of Hexuronate Regulators ExuR and UxuR on the Escherichia coli Proteome

ExuR and UxuR are paralogous proteins belonging to the GntR family of transcriptional regulators. Both are known to control hexuronic acid metabolism in a variety of Gammaproteobacteria but the relative impact of each of them is still unclear. Here, we apply 2D difference electrophoresis followed by mass-spectrometry to characterise the changes in the Escherichia coli proteome in response to a uxuR or exuR deletion. Our data clearly show that the effects are different: deletion of uxuR resulted in strongly enhanced expression of D-mannonate dehydratase UxuA and flagellar protein FliC, and in a reduced amount of outer membrane porin OmpF, while the absence of ExuR did not significantly alter the spectrum of detected proteins. Consequently, the physiological roles of proteins predicted as homologs seem to be far from identical. Effects of uxuR deletion were largely dependent on the cultivation conditions: during growth with glucose, UxuA and FliC were dramatically altered, while during growth with glucuronate, activation of both was not so prominent. During the growth with glucose, maximal activation was detected for FliC. This was further confirmed by expression analysis and physiological tests, thus suggesting the involvement of UxuR in the regulation of bacterial motility and biofilm formation

Complex Diagnostics of Non-Specific Intellectual Developmental Disorder

Intellectual development disorder (IDD) is characterized by a general deficit in intellectual and adaptive functioning. In recent years, there has been a growing interest in studying the genetic structure of IDD. Of particular difficulty are patients with non-specific IDD, for whom it is impossible to establish a clinical diagnosis without complex genetic diagnostics. We examined 198 patients with non-specific IDD from 171 families using whole-exome sequencing and chromosome microarray analysis. Hereditary forms of IDD account for at least 35.7% of non-specific IDD, of which 26.9% are monogenic forms. Variants in the genes associated with the BAF (SWI/SNF) complex were the most frequently identified. We were unable to identify phenotypic features that would allow differential diagnosis of monogenic and microstructural chromosomal rearrangements in non-specific IDD at the stage of clinical examination, but due to its higher efficiency, exome sequencing should be the diagnostic method of the highest priority study after the standard examination of patients with NIDD in Russia

Spectrum of Genes for Non-GJB2-Related Non-Syndromic Hearing Loss in the Russian Population Revealed by a Targeted Deafness Gene Panel

Hearing loss is one of the most genetically heterogeneous disorders known. Over 120 genes are reportedly associated with non-syndromic hearing loss (NSHL). To date, in Russia, there have been relatively few studies that apply massive parallel sequencing (MPS) methods to elucidate the genetic factors underlying non-GJB2-related hearing loss cases. The current study is intended to provide an understanding of the mutation spectrum in non-GJB2-related hearing loss in a cohort of Russian sensorineural NSHL patients and establish the best diagnostic algorithm. Genetic testing using an MPS panel, which included 33 NSHL and syndromic hearing loss (SHL) genes that might be misdiagnosed as NSHL genes, was completed on 226 sequentially accrued and unrelated patients. As a result, the molecular basis of deafness was found in 21% of the non-GJB2 NSHL cases. The total contribution pathogenic, and likely pathogenic, variants in the genes studied among all hereditary NSHL Russian patients was 12%. STRC pathogenic and likely pathogenic, variants accounted for 30% of diagnoses in GJB2-negative patients, providing the most common diagnosis. The majority of causative mutations in STRC involved large copy number variants (CNVs) (80%). Among the point mutations, the most common were c.11864G>A (p.Trp3955*) in the USH2A gene, c.2171_2174delTTTG (p.Val724Glyfs*6) in the STRC gene, and c.107A>C (p.His36Pro) and c.1001G>T (p.Gly334Val) in the SLC26A4 gene. Pathogenic variants in genes involved in SHL accounted for almost half of the cases with an established molecular genetic diagnosis, which were 10% of the total cohort of patients with non-GJB2-related hearing loss