Investigando la educación en educación con el caso de M.M. Sistema educativo de Speransky

M.M. Speransky is a famous Russian public and political figure. However, his activities were not limited to political issues. His pedagogical activity is studied poorly. The basic principles of the younger generation upbringing were laid during the seminar period, which coincided in time with the pedagogical activity by M. Speransky. The success of Speransky’s pedagogical system is evidenced by the fact that he was invited as an educator to the royal family. The basic principles of Speransky's pedagogy were the following ones: the authority of a teacher, but the lack of authoritarianism, the interaction with a student in the search for the right educational solutions, the attachment to the students and responsibility for them.M.M. Speransky es una famosa figura pública y política rusa. Sin embargo, sus actividades no se limitaron a cuestiones políticas. Su actividad pedagógica es poco estudiada. Los principios básicos de la educación de la generación más joven se establecieron durante el período del seminario, que coincidió en el tiempo con la actividad pedagógica de M. Speransky. El éxito del sistema pedagógico de Speransky se evidencia por el hecho de que fue invitado como educador a la familia real. Los principios básicos de la pedagogía de Speransky fueron los siguientes: la autoridad de un maestro, pero la falta de autoritarismo, la interacción con un estudiante en la búsqueda de las soluciones educativas correctas, el apego a los estudiantes y la responsabilidad por ellos

Categoría de “educación” en M.M. Sistema educativo Speransky

M.M. Speransky is a famous Russian public and political figure. However, his activities were not limited to political issues. His pedagogical activity is studied poorly. The basic principles of the younger generation upbringing were laid during the seminar period, which coincided in time with the pedagogical activity by M. Speransky. The success of Speransky’s pedagogical system is evidenced by the fact that he was invited as an educator to the royal family. The basic principles of Speransky’s pedagogy were the following ones: the authority of a teacher, but the lack of authoritarianism, the interaction with a student in the search for the right educational solutions, the attachment to the students and responsibility for them.M.M. Speransky es una famosa figura pública y política rusa. Sin embargo, sus actividades no se limitaron a cuestiones políticas. Su actividad pedagógica es poco estudiada. Los principios básicos de la educación de la generación más joven se establecieron durante el período del seminario, que coincidió en el tiempo con la actividad pedagógica de M. Speransky. El éxito del sistema pedagógico de Speransky se evidencia por el hecho de que fue invitado como educador a la familia real. Los principios básicos de la pedagogía de Speransky fueron los siguientes: la autoridad de un maestro, pero la falta de autoritarismo, la interacción con un estudiante en la búsqueda de las soluciones educativas correctas, el apego a los estudiantes y la responsabilidad por ellos

Investigando la educación en educación con el caso de M.M. Sistema educativo de Speransky

M.M. Speransky is a famous Russian public and political figure. However, his activities were not limited to political issues. His pedagogical activity is studied poorly. The basic principles of the younger generation upbringing were laid during the seminar period, which coincided in time with the pedagogical activity by M. Speransky. The success of Speransky’s pedagogical system is evidenced by the fact that he was invited as an educator to the royal family. The basic principles of Speransky's pedagogy were the following ones: the authority of a teacher, but the lack of authoritarianism, the interaction with a student in the search for the right educational solutions, the attachment to the students and responsibility for them.M.M. Speransky es una famosa figura pública y política rusa. Sin embargo, sus actividades no se limitaron a cuestiones políticas. Su actividad pedagógica es poco estudiada. Los principios básicos de la educación de la generación más joven se establecieron durante el período del seminario, que coincidió en el tiempo con la actividad pedagógica de M. Speransky. El éxito del sistema pedagógico de Speransky se evidencia por el hecho de que fue invitado como educador a la familia real. Los principios básicos de la pedagogía de Speransky fueron los siguientes: la autoridad de un maestro, pero la falta de autoritarismo, la interacción con un estudiante en la búsqueda de las soluciones educativas correctas, el apego a los estudiantes y la responsabilidad por ellos

Investigating the Upbringing in Education with the Case of M.M. Speransky's Educational System

M.M. Speransky es una famosa figura pública y política rusa. Sin embargo, sus actividades no se limitaron a cuestiones políticas. Su actividad pedagógica es poco estudiada. Los principios básicos de la educación de la generación más joven se establecieron durante el período del seminario, que coincidió en el tiempo con la actividad pedagógica de M. Speransky. El éxito del sistema pedagógico de Speransky se evidencia por el hecho de que fue invitado como educador a la familia real. Los principios básicos de la pedagogía de Speransky fueron los siguientes: la autoridad de un maestro, pero la falta de autoritarismo, la interacción con un estudiante en la búsqueda de las soluciones educativas correctas, el apego a los estudiantes y la responsabilidad por ellos.M.M. Speransky is a famous Russian public and political figure. However, his activities were not limited to political issues. His pedagogical activity is studied poorly. The basic principles of the younger generation upbringing were laid during the seminar period, which coincided in time with the pedagogical activity by M. Speransky. The success of Speransky’s pedagogical system is evidenced by the fact that he was invited as an educator to the royal family. The basic principles of Speransky's pedagogy were the following ones: the authority of a teacher, but the lack of authoritarianism, the interaction with a student in the search for the right educational solutions, the attachment to the students and responsibility for them

Categoría de “educación” en M.M. Sistema educativo Speransky

M.M. Speransky is a famous Russian public and political figure. However, his activities were not limited to political issues. His pedagogical activity is studied poorly. The basic principles of the younger generation upbringing were laid during the seminar period, which coincided in time with the pedagogical activity by M. Speransky. The success of Speransky’s pedagogical system is evidenced by the fact that he was invited as an educator to the royal family. The basic principles of Speransky’s pedagogy were the following ones: the authority of a teacher, but the lack of authoritarianism, the interaction with a student in the search for the right educational solutions, the attachment to the students and responsibility for them.M.M. Speransky es una famosa figura pública y política rusa. Sin embargo, sus actividades no se limitaron a cuestiones políticas. Su actividad pedagógica es poco estudiada. Los principios básicos de la educación de la generación más joven se establecieron durante el período del seminario, que coincidió en el tiempo con la actividad pedagógica de M. Speransky. El éxito del sistema pedagógico de Speransky se evidencia por el hecho de que fue invitado como educador a la familia real. Los principios básicos de la pedagogía de Speransky fueron los siguientes: la autoridad de un maestro, pero la falta de autoritarismo, la interacción con un estudiante en la búsqueda de las soluciones educativas correctas, el apego a los estudiantes y la responsabilidad por ellos

Category of “Upbringing” in M.M. Speransky Educational System

M.M. Speransky is a famous Russian public and political figure. However, his activities were not limited to political issues. His pedagogical activity is studied poorly. The basic principles of the younger generation upbringing were laid during the seminar period, which coincided in time with the pedagogical activity by M. Speransky. The success of Speransky's pedagogical system is evidenced by the fact that he was invited as an educator to the royal family. The basic principles of Speransky's pedagogy were the following ones: the authority of a teacher, but the lack of authoritarianism, the interaction with a student in the search for the right educational solutions, the attachment to the students and responsibility for them

Epithelial-Immune Cell Crosstalk Determines the Activation of Immune Cells In Vitro by the Human Cathelicidin LL-37 at Low Physiological Concentrations

The only human cathelicidin, LL-37, is a host defense antimicrobial peptide with antimicrobial activities against protozoans, fungi, Gram(+) and Gram(−) bacteria, and enveloped viruses. It has been shown in experiments in vitro that LL-37 is able to induce the production of various inflammatory and anti-inflammatory cytokines and chemokines by different human cell types. However, it remains an open question whether such cytokine induction is physiologically relevant, as LL-37 exhibited its immunomodulatory properties at concentrations that are much higher (>20 μg/mL) than those observed in non-inflamed tissues (1–5 μg/mL). In the current study, we assessed the permeability of LL-37 across the Caco-2 polarized monolayer and showed that this peptide could pass through the Caco-2 monolayer with low efficiency, which predetermined its low absorption in the gut. We showed that LL-37 at low physiological concentrations (<5 μg/mL) was not able to directly activate monocytes. However, in the presence of polarized epithelial monolayers, LL-37 is able to activate monocytes through the MAPK/ERK signaling pathway and induce the production of cytokines, as assessed by a multiplex assay at the protein level. We have demonstrated that LL-37 is able to fulfill its immunomodulatory action in vivo in non-inflamed tissues at low physiological concentrations. In the present work, we revealed a key role of epithelial-immune cell crosstalk in the implementation of immunomodulatory functions of the human cathelicidin LL-37, which might shed light on its physiological action in vivo

Physical and Biological Features of the Waters in the Outer Patagonian Shelf and the Malvinas Current

The aim of this study is to trace how the fine-thermohaline and kinematic structure, formed over a section along 45.8° S in the interaction zone of the outer Patagonian Shelf (PS) and Malvinas (Falkland) Current (MC) System waters, affect the spatial distribution of bio-optical characteristics, phyto/zooplankton, birds, and marine mammals. For the first time, simultaneous multidisciplinary observations at high spatial resolution (~2.5 km) were performed in this region during the cruise of the R/V “Akademic Mstislav Keldysh” in February 2022. A fine structure of alternating upwelling and downwelling zones over the PS and slope was identified, which resulted from the interaction between the MC inshore branch (MCi), bottom topography, and wind. This interaction significantly affects all the physical, and optical characteristics analyzed in the work, as well as the biota of the region. It was found that the euphotic zone is larger in the downwelling zones than in the upwelling zones, and all spatially local maxima of phytoplankton photosynthetic efficiency are observed in the zones between upwelling and downwelling. Phytoplankton along the section were represented by 43 species. A total of 30 zooplankton species/taxa were identified. Three species of marine mammals and 11 species of birds were recorded in the study site. Most of the phytoplankton species list were formed by dinoflagellates, and picoplankton Prasinoderma colonial quantitatively dominated everywhere. Two floristic and three assemblage groups were distinguished among the analyzed phytoplankton communities. High phytoplankton biodiversity was observed above the PS and low above the PS edge and in the MCi core. Copepods mostly dominated in zooplankton. Subantarctic species/taxa of zooplankton concentrated in the nearshore waters of the PS, while Antarctic species/taxa were most abundant in the zone between the MCi and the MC offshore branch (MCo). The relative abundance of birds in the PS was several times higher than in the MCo. The minimum abundance of birds was in the MCi in the zone of the strongest upwelling identified above the PS edge