Foundation of psychological support in the emotional experience of professional identity crisis by teachers

The background of the researched problem is determined by the psychological and pedagogical science’s and practice’s need to supplement the ideas about teachers’ professional development and about the course of their getting through the emotional experience due to difficulties of this process; as a result, it is necessary to study psychological foundations of building of psychological support programs in the process of school teachers’ getting through a professional crisis under conditions of permanent changes in the educational system. The main approach to studying this problem is the interview and phenomenological method that allows to identify and justify psychological basis of building of teacher support programs. The theoretical analysis allows to identify the nature of the support process, its goals and objectives, and to justify the methodological basis of the support program realization. The empiric results demonstrated that the process of teachers getting through the professional identity crisis goes hand in hand with the value-semantic transformation of a person and with “launching” of reflexive processes which, in turn, justifies resorting to them as to the psychological basis of building of teacher support programs. The research results expand the understanding of the nature of professional identity crisis phenomenon, the process of coming through it and supplement the data of the basis of building of teacher support programs. © 2018 by the authors

Specifics of defense and coping behavior among teachers experiencing a professional identity crisis

The issues addressed in the article are of particular relevance due to the necessity to provide research background for creating the system of psychological and pedagogical support for the professional development of teachers in the conditions of permanent changes in the system of education. The aim of the article is to describe specific interrelations between the reflection and the parameters of the teacher's axiological sphere (in particular, life-purpose orientations). The following research methods were used: theoretical analysis of psycholog-ical and educational literature, phenomenological method, questionnaires, and methods of mathematical and statistical data processing (descriptive statistics, comparative analysis (the Mann-Whitney U test). The results of the theoretical and empirical research provide ade-quate grounds for the conclusion that there is a definite interrelation between the parameters of reflection and the parameters of life-purpose orientations. It is proved that in the conditions of a professional identity crisis the teachers experience a significant reduction in the levels of life-purpose orientations, which in turn leads to intensification of reflection processes. At the same time, the obtained results suggest that the teachers can successfully overcome their professional crisis in case of formation of the cognitive component of the biographical reflection, aimed at the analysis of actions and means of understanding and organizing their life events. Implications of the research results. The research results expand our understanding of the essence and emotional experience of the professional identity crisis. They can be used in the designing the process of psychological support for the activities and professional development of teachers. © 2018 Authors

Semantic context of professional identity crisis experience by teachers

The topicality of the problem under research is predetermined by the need of psychology and pedagogy for the study of the phenomenology of professional identity crisis, the process of its experience by school teachers as well as for the development of the system of psychological and pedagogical support of teachers' professional development in the situation of permanent changes in the education system. The objective of the study is to reveal the content of the professional identity crisis, to describe its main features and analyze the semantic context of its experience by teachers. The principal methods of study of this problem are the phenomenological method, tests to identify the semantic context of the process of the professional identity crisis experience by teachers. The results of the study broaden the understanding of the phenomenon of professional identity crisis and its experience, the content of professional crisis and the phenomenology of professional development of teachers. The materials of the article may be useful for psychologists when designing programs of psychological support of teachers´ professional development. © 2017, Slovenska Vzdelavacia Obstaravacia. All rights reserved.Russian Humanitarian Foundation: No.16-36-01031The research is performed thanks to the support of the Russian Humanitarian Scientific Foundation within the framework of scientific and research project "Psychological mechanisms of professional identity crisis experience by teachers", project No.16-36-01031

Mutations designed to modify the NS gene mRNA secondary structure affect influenza A pathogenicity in vivo

The influenza A virus genome consists of eight segments of negative-sense RNA that encode up to 18 proteins. During the process of viral replication, positive-sense (+)RNA (cRNA) or messenger RNA (mRNA) is synthesized. Today, there is only a partial understanding of the function of several secondary structures within vRNA and cRNA promoters, and splice sites in the M and NS genes. The most precise secondary structure of (+)RNA has been determined for the NS segment of influenza A virus.  The influenza A virus NS gene features two regions with a conserved mRNA secondary structure located near splice sites. Here, we compared 4 variants of the A/Puerto Rico/8/1934 strain featuring different combinations of secondary structures at the NS segment (+)RNA regions 82-148 and 497-564. We found that RNA structures did not affect viral replication in cell culture. However, one of the viruses demonstrated lower NS1 and NEP expression levels during early stage cell infection as well as reduced pathogenicity in mice compared to other variants. In particular, this virus is characterized by an RNA hairpin in the 82-148 region and a stable hairpin in the 497-564 region.The influenza A virus genome consists of eight segments of negative-sense RNA that encode up to 18 proteins. During the process of viral replication, positive-sense (+)RNA (cRNA) or messenger RNA (mRNA) is synthesized. Today, there is only a partial understanding of the function of several secondary structures within vRNA and cRNA promoters, and splice sites in the M and NS genes. The most precise secondary structure of (+)RNA has been determined for the NS segment of influenza A virus.  The influenza A virus NS gene features two regions with a conserved mRNA secondary structure located near splice sites. Here, we compared 4 variants of the A/Puerto Rico/8/1934 strain featuring different combinations of secondary structures at the NS segment (+)RNA regions 82-148 and 497-564. We found that RNA structures did not affect viral replication in cell culture. However, one of the viruses demonstrated lower NS1 and NEP expression levels during early stage cell infection as well as reduced pathogenicity in mice compared to other variants. In particular, this virus is characterized by an RNA hairpin in the 82-148 region and a stable hairpin in the 497-564 region

Avaliação dos aspectos financeiros das pequenas e médias empresas: experiência russa

The aim of this study was to assess the key financials of an array of micro-sized businesses, small and medium-sized enterprises as grouped by industry. This article deals with the assessment results of such financials as the net financial result of enterprises, the proportion of profitable and loss-making enterprises, the profitability of manufactured and sold products, the current levels of profit and loss, respectively, per profitable and loss-making enterprise. The dynamics of such financials during the period from 2010 to 2014 was presented. Accounting and statistical reporting was used as the input data. In the course of this research it was proven that during that period the profitable enterprises accounted for about 80%. However, the level of profitability did not depend on the size of an enterprise. The largest proportion of profitable enterprises was noted in such sectors as education and commerce. The net financial result per employee in micro-enterprises was significantly higher than those for medium-sized enterprises and small enterprises. The results of this study may be used to validate business development plans and programs for various regions and sectors of the Russian economy. El objetivo de este estudio fue evaluar las finanzas clave de una serie de pequeñas empresas, pequeñas y medianas empresas agrupadas por industria. Este artículo trata de los resultados de la evaluación de tales finanzas como el resultado financiero neto de las empresas, la proporción de empresas rentables y que generan pérdidas, la rentabilidad de los productos fabricados y vendidos, los niveles actuales de ganancias y pérdidas, respectivamente, por rentabilidad y pérdida empresa de creación. La dinámica de tales finanzas durante el período 2010-2014 se presentó. Los informes contables y estadísticos se usaron como datos de entrada. En el curso de esta investigación, se comprobó que durante ese período las empresas rentables representaron aproximadamente el 80%. Sin embargo, el nivel de rentabilidad no depende del tamaño de una empresa. La mayor proporción de empresas rentables se observó en sectores como la educación y el comercio. El resultado financiero neto por empleado en las microempresas fue significativamente mayor que el de las medianas y pequeñas empresas. Los resultados de este estudio pueden usarse para validar planes y programas de desarrollo comercial para diversas regiones y sectores de la economía rusa. O objetivo deste estudo foi avaliar as principais finanças de uma série de microempresas, pequenas e médias empresas agrupadas por setor. Este artigo trata dos resultados da avaliação de tais finanças como o resultado financeiro líquido das empresas, a proporção de empresas lucrativas e deficitárias, a rentabilidade dos produtos fabricados e vendidos, os níveis atuais de lucros e perdas, respectivamente, por lucro e perda empresa de fabricação. A dinâmica de tais finanças durante o período de 2010 a 2014 foi apresentada. Relatórios contábeis e estatísticos foram usados como dados de entrada. No decorrer desta pesquisa, ficou provado que, durante esse período, as empresas lucrativas representavam cerca de 80%. No entanto, o nível de lucratividade não dependia do tamanho de uma empresa. A maior proporção de empresas lucrativas foi observada em setores como educação e comércio. O resultado financeiro líquido por empregado nas microempresas foi significativamente superior ao das médias empresas e pequenas empresas. Os resultados deste estudo podem ser usados para validar planos e programas de desenvolvimento de negócios para várias regiões e setores da economia russa

Biographical reflection and readiness to master age-related changes at a senior age

The article presents the results of an empirical study of psychological readiness to master age.related changes and biographical reflection in the elderly in the context of professional employment. A comparison of the level of biographical reflection and readiness for age.related changes in working and non.working pensioners was carried out, and the nature of the relationship between these phenomena was described.This study was funded by the Russian Foundation for Basic Research Grant № 19‑013‑00431

Regulation of Transfer of 137cs by Polymeric Sorbents for Grow Ecologically Sound Biomass

Soil contamination with radiocesium has a long-term radiological impact due to its long physical half-life (30.1 years for 137Cs and 2 years for 134Cs) and its high biological availability. 137Cs causes the largest concerns because of its deleterious effect on agriculture and stock farming, and, thus, human life for decades. One of the important aspects of the problem of contaminated soils remediation is understand of protective actions aimed at the reduction of biological migration of radionuclides in soil-plant system. The most effective way to bind radionuclides is the use of selective sorbents. The proposed research mainly aims to achieve control on transfer of 137Cs in a system growing media–plant due to counter ions variation in the polymeric sorbents. As the research object, Japanese basil-Perilla frutescens was chosen. Productivity of plants depending on the presence (control-without presence of polymer) and type of polymer material, as well as content of 137Cs in plant material has been determined. The character of different polymers influences on the 137Cs migration in growing media–plant system as well as accumulation in the plants has been cleared up

Aromaticity in a Surface Deposited Cluster: Pd4_4 on TiO2_2 (110)

We report the presence of \sigma-aromaticity in a surface deposited cluster, Pd$_4$ on TiO$_2$ (110). In the gas phase, Pd$_4$ adopts a tetrahedral structure. However, surface binding promotes a flat, \sigma-aromatic cluster. This is the first time aromaticity is found in surface deposited clusters. Systems of this type emerge as a promising class of catalyst, and so realization of aromaticity in them may help to rationalize their reactivity and catalytic properties, as a function of cluster size and composition.Comment: 4 pages, 3 figure

Carácter económico de la competencia: enfoques metodológicos generales del problema

In the period of structural and qualitative changes in the Russian economy, the development of the labor market and the educational services market, the effectiveness of economic education is largely determined by the level of formation of economic competencies of students. The development of the diversification process required bringing the education system in line with the requirements of market relations, the principles of alternatives and variability, ensuring the quality of education, which is the most important condition for the specialist’s demand in the labor market. The target component of the model of formation of students’ economic competences by definition includes the goals and objectives of economic training. The increased demand for economic knowledge has led to new forms of economic education. The activity component in the model of formation of economic competencies focuses on the fact that in the domestic system of education in relation to the vocational school there was a long-term practice of compiling the qualification characteristics of a specialist, which fixed the requirements for knowledge, skills and abilities of graduates of various specialties, where in addition to the knowledge paradigm there were the terms “readiness”, “ability”, “responsibility”, “understanding” and “worldview”, expanding the close framework of such a paradigm. The main idea of the activity approach in education is not connected with the activity itself, but with the activity as a means of formation and development of the student’s personality. The content component of the model involves the formation of students’ economic competencies in the form of key, professional and additional economic competencies at different levels of professional education, taking into account training in economic and non-economic specialties.En el período de cambios estructurales y cualitativos en la economía rusa, el desarrollo del mercado laboral y el mercado de servicios educativos, la efectividad de la educación económica está determinada en gran medida por el nivel de formación de competencias económicas de los estudiantes. El desarrollo del proceso de diversificación requirió alinear el sistema educativo con los requisitos de las relaciones de mercado, los principios de alternativas y variabilidad, asegurando la calidad de la educación, que es la condición más importante para la demanda del especialista en el mercado laboral. El componente objetivo del modelo de formación de las competencias económicas de los estudiantes, por definición, incluye las metas y objetivos de la formación económica. La mayor demanda de conocimiento económico ha llevado a nuevas formas de educación económica. El componente de actividad en el modelo de formación de competencias económicas se centra en el hecho de que en el sistema educativo interno en relación con la escuela vocacional había una práctica a largo plazo de recopilar las características de calificación de un especialista, que fijaba los requisitos de conocimiento, habilidades y destrezas de graduados de diversas especialidades, donde además del paradigma del conocimiento existían los términos “preparación”, “habilidad”, “responsabilidad”, “comprensión” y “visión del mundo”, ampliando el marco cercano de tal paradigma. La idea principal del enfoque de la actividad en la educación no está relacionada con la actividad en sí, sino con la actividad como un medio de formación y desarrollo de la personalidad del alumno. El componente de contenido del modelo implica la formación de competencias económicas de los estudiantes en forma de competencias económicas clave, profesionales y adicionales en diferentes niveles de educación profesional, teniendo en cuenta la capacitación en especialidades económicas y no económicas