Vasoprotective effect of effective lipid-lowering therapy in patients with <i>ST</i>-segment elevation myocardial infarction

Aim. To study the vasoprotective effects of atorvastatin depending on the achievement of the target level of low-density lipoprotein cholesterol (LDL-C) in patients with ST-segment elevation myocardial infarction (STEMI) within 48 weeks of follow-up. Materials and methods. Included were 112 STEMI patients who received atorvastatin 204080 mg. On days 79 from the onset of the disease, after 24 and 48 weeks, ultrasound examination of the carotid arteries with RF technology and applanation tonometry were performed, the lipid profile was determined. The patients were divided into groups: group 1 (n=41) of highly effective therapy (HET) who achieved the target LDL-C after 24 and 48 weeks; group 2 (n=29) in relatively effective therapy (RET) achieving target values at 24th or 48th week; group 3 (n=42) insufficiently effective therapy (IET) did not reach the target LDL-C. Results. When examining the carotid arteries in the HET group, the intima-media thickness (IMT) decreased by 10.713.1%, the b index by 14.926.3% after 2448 weeks. In the RET group, the IMT regression was 10.413.3%; b index 23.9% by the 48th week. In the IET group, the b index decreased by the 48th week by 14.3%. According to applanation tonometry in the HET group, the central pressure did not change. In the RET group, systolic pressure in the aorta increased by 1015.7% after 2448 weeks, pulse pressure by 33.9% by the end of observation. With IET, the increase was 8.66.8 and 19.825.9%, respectively. The odds ratio of developing endpoints in the RET group was 4.7 (95% CI 1.226.4; p=0.02), in the IET group 3.9 (95% CI 1.124.8; p=0.03) compared with HET. Conclusion. The most pronounced vasoprotective effect and a decrease in cardiovascular risk are associated with the achievement of the target LDL-C throughout the entire treatment period

Development of professional competence of present and future teachers under the conditions of transformational processes in education

Currently, the modern education system is in the process of transformation processes. One of the directions of reforming the education system in Ukraine should be directed at improving the level of professional competence of teachers, their knowledge, skills and abilities. The purpose of the academic paper is to study approaches to the formation of professional competence of present and future teachers under the conditions of transformational processes in education. The following scientific methods have been used in the academic paper, namely: methods of theoretical analysis and description – in order to reveal the theoretical and methodological aspects of the development of teachers’ professional competence in the conditions of transformational processes in education; methods of grouping, comparison and synthesis - to consider the features of the development of professional competence of teachers in Canada and Ukraine. In Canada, the development of professional competence of modern teachers involves the preparation of an exam by educators, which would certify the high level of their effectiveness. Intercultural competence-based teaching methods, introduced at higher educational institutions in Canada, have a positive effect on the formation of professional competences of future teachers. In Ukraine, the key directions for improving the level of professional competence of both present and future teachers should be professional selfimprovement, which is achieved through purposeful self-educational activity. The professional activity of a teacher should include love for children, pedagogical foresight, knowledge of the subject of activity, pedagogical tact, innovative scientific and pedagogical thinking. The development of professional competence is a dynamic process of assimilation and modernization of professional experience, which leads to the development of individual professional qualities, the accumulation of professional experience, which involves continuous development and self-improvement. The professional competence of teachers allows not only applying basic knowledge and skills, but it also forms the ability to carry out practical activities in specific professional situations; it provides creative solutions to professional problems and makes it possible to easily navigate in a professional environment and possess a culture of work. The formation of teachers’ professional competence should be carried out on the basis of the general provisions of the system approach and the use of other scientifically sound approaches

Development of professional competence of present and future teachers under the conditions of transformational processes in education

Currently, the modern education system is in the process of transformation processes. One of the directions of reforming the education system in Ukraine should be directed at improving the level of professional competence of teachers, their knowledge, skills and abilities. The purpose of the academic paper is to study approaches to the formation of professional competence of present and future teachers under the conditions of transformational processes in education. The following scientific methods have been used in the academic paper, namely: methods of theoretical analysis and description – in order to reveal the theoretical and methodological aspects of the development of teachers’ professional competence in the conditions of transformational processes in education; methods of grouping, comparison and synthesis - to consider the features of the development of professional competence of teachers in Canada and Ukraine. In Canada, the development of professional competence of modern teachers involves the preparation of an exam by educators, which would certify the high level of their effectiveness. Intercultural competence-based teaching methods, introduced at higher educational institutions in Canada, have a positive effect on the formation of professional competences of future teachers. In Ukraine, the key directions for improving the level of professional competence of both present and future teachers should be professional selfimprovement, which is achieved through purposeful self-educational activity. The professional activity of a teacher should include love for children, pedagogical foresight, knowledge of the subject of activity, pedagogical tact, innovative scientific and pedagogical thinking. The development of professional competence is a dynamic process of assimilation and modernization of professional experience, which leads to the development of individual professional qualities, the accumulation of professional experience, which involves continuous development and self-improvement. The professional competence of teachers allows not only applying basic knowledge and skills, but it also forms the ability to carry out practical activities in specific professional situations; it provides creative solutions to professional problems and makes it possible to easily navigate in a professional environment and possess a culture of work. The formation of teachers’ professional competence should be carried out on the basis of the general provisions of the system approach and the use of other scientifically sound approaches

Expanding the Family of Octahedral Chiral-at-Metal Cobalt(III) Catalysts by Introducing Tertiary Amine Moiety into the Ligand

Chiral metal-templated complexes are attractive catalysts for organic synthetic transformations. Herein, we introduce a novel chiral cobalt(III)-templated complex based on chiral trans-3,4-diamino-1-benzylpyrrolidine and 3,5-di-tert-butyl-salicylaldehyde which features both hydrogen bond donor and Brønsted base functionalities. The obtained complexes were fully characterized by 1H, 13C NMR, IR-, UV-vis, CD-spectroscopy and by a single X-ray diffraction analysis. It was shown that chlorine anion is connected with amino groups of the complex via a hydrogen bonding. DFT calculations of charges and molecular electrostatic potential of the cobalt(III) complex showed that the basicity of the complex is certainly diminished as compared with the routine tertiary amines but the acidity of the conjugated acid of the complex should be increased. Thus, the catalytic potential of the complex may be much greater as a chiral acid than a chiral base. We believe that this work opens a new way in chiral bifunctional catalyst design

Myogenic potential of human alveolar mucosa derived cells

<p>Difficulties related to the obtainment of stem/progenitor cells from skeletal muscle tissue make the search for new sources of myogenic cells highly relevant. Alveolar mucosa might be considered as a perspective candidate due to availability and high proliferative capacity of its cells. Human alveolar mucosa cells (AMC) were obtained from gingival biopsy samples collected from 10 healthy donors and cultured up to 10 passages. AMC matched the generally accepted multipotent mesenchymal stromal cells criteria and possess population doubling time, caryotype and immunophenotype stability during long-term cultivation. The single myogenic induction of primary cell cultures resulted in differentiation of AMC into multinucleated myotubes. The myogenic differentiation was associated with expression of skeletal muscle markers: skeletal myosin, skeletal actin, myogenin and MyoD1. Efficiency of myogenic differentiation in AMC cultures was similar to that in skeletal muscle cells. Furthermore, some of differentiated myotubes exhibited contractions <i>in vitro</i>. Our data confirms the sufficiently high myogenic potential and proliferative capacity of AMC and their ability to maintain <i>in vitro</i> proliferation-competent myogenic precursor cells regardless of the passage number.</p