206 research outputs found
ETHNOLINGUISTIC PERCEPTION OF THE WORLD: CONCEPT OF βMERCYβ IN RUSSIAN LINGUISTIC CULTURE
Π ΡΡΠ°ΡΡΠ΅ Π»ΠΈΠ½Π³Π²ΠΈΡΡΠΈΡΠ΅ΡΠΊΠ°Ρ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ° Π²Π·Π°ΠΈΠΌΠΎΡΠ²ΡΠ·ΠΈ ΡΠ·ΡΠΊΠ° ΠΈ ΠΌΡΡΠ»Π΅Π½ΠΈΡ ΠΎΡΠ²Π΅ΡΠ΅Π½Π° Ρ ΡΠΎΡΠΊΠΈ Π·ΡΠ΅Π½ΠΈΡ Π»ΠΈΠ½Π³Π²ΠΎΠΊΡΠ»ΡΡΡΡΠΎΠ»ΠΎΠ³ΠΈΠΈ ΠΈ Π»ΠΈΠ½Π³Π²ΠΎΠ΄ΠΈΠ΄Π°ΠΊΡΠΈΠΊΠΈ, ΠΎΡΠ½ΠΎΠ²Π½ΠΎΠΉ Π·Π°Π΄Π°ΡΠ΅ΠΉ ΠΊΠΎΡΠΎΡΡΡ
ΡΠ²Π»ΡΠ΅ΡΡΡ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ Π»ΠΈΠ½Π³Π²ΠΎΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΡΠΎΠ·Π½Π°Π½ΠΈΡ ΠΈ Π½Π°ΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΌΠ΅Π½ΡΠ°Π»ΠΈΡΠ΅ΡΠ° Π»ΠΈΡΠ½ΠΎΡΡΠΈ. Π¦Π΅Π»Ρ ΡΠ°Π±ΠΎΡΡ β ΠΎΡ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΠ·ΠΎΠ²Π°ΡΡ ΠΏΠΎΠ½ΡΡΠΈΠ΅ Β«ΠΌΠΈΠ»ΠΎΡΠ΅ΡΠ΄ΠΈΠ΅Β» ΠΊΠ°ΠΊ ΠΊΠΎΠ½ΡΠ΅ΠΏΡ ΡΡΡΡΠΊΠΎΠΉ Π΄ΡΡ
ΠΎΠ²Π½ΠΎΡΡΠΈ ΠΈ ΠΎΠΏΡΠ΅Π΄Π΅Π»ΠΈΡΡ Π΅Π³ΠΎ ΠΌΠ΅ΡΡΠΎ Π² ΡΡΡΡΠΊΠΎΠΉ Π»ΠΈΠ½Π³Π²ΠΎΠΊΡΠ»ΡΡΡΡΠ΅. ΠΠ±ΡΠ΅ΠΊΡΠΎΠΌ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΈ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»ΠΎΠΌ Π΄Π»Ρ Π°Π½Π°Π»ΠΈΠ·Π° ΠΏΠΎΡΠ»ΡΠΆΠΈΠ»ΠΈ Π»Π΅ΠΊΡΠ΅ΠΌΡ ΡΡΡΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ° (Π±Π»Π°Π³ΠΎΡΠ²ΠΎΡΠΈΡΠ΅Π»ΡΠ½ΠΎΡΡΡ ΠΈ ΠΏΠΎΠΏΠ΅ΡΠΈΡΠ΅Π»ΡΡΡΠ²ΠΎ), ΠΎΠ±ΡΠ°Π·ΡΡΡΠΈΠ΅ ΡΠ΄ΡΠΎ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠ° Β«ΠΌΠΈΠ»ΠΎΡΠ΅ΡΠ΄ΠΈΠ΅Β», Π° ΠΏΡΠ΅Π΄ΠΌΠ΅ΡΠΎΠΌ β ΡΡΡΡΠΊΠ°Ρ ΡΠ·ΡΠΊΠΎΠ²Π°Ρ ΠΊΠ°ΡΡΠΈΠ½Π° ΠΌΠΈΡΠ°. ΠΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠ°Ρ Π±Π°Π·Π°: ΠΌΠ΅ΡΠΎΠ΄ Π΄Π΅ΡΠΊΡΠΈΠΏΡΠΈΠ²Π½ΠΎΠ³ΠΎ Π°Π½Π°Π»ΠΈΠ·Π°, ΠΈΠ½ΡΡΠΎΡΠΏΠ΅ΠΊΡΠΈΠ²Π½ΡΠΉ, Π΄ΠΈΠ°Ρ
ΡΠΎΠ½ΠΈΡΠ΅ΡΠΊΠΈΠΉ, ΡΠΈΠ½Ρ
ΡΠΎΠ½ΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΈ ΡΠΈΠΏΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΈ Π»ΠΈΠ½Π³Π²ΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΌΠ΅ΡΠΎΠ΄Ρ.In this article the issue of interrelationship between language and consciousness is considered from the point of view of Cultural Science and Linguistics and its task is the formation of language consciousness and national mentality.The aim of the study is to describe the concept of βmercyβ as belonging to Russian spirituality only and to define its place in the Russian linguistic culture. The lexemes of the Russian language (charity and guardianship) were taken as the object and material for analysis as they form the core of the concept of βmercyβ and as the subject for the analyses was taken the Russian language picture of the world. Methodology: the method of descriptive analysis, introspective, diachronic, synchronic, and typological and linguistic methods
Development of studentsβ subject position in the process of internship in an inclusive school
Introduction. The requirements of the Federal State Educational Standards for the training of teachers and teachers-psychologists determine the list of competencies in the field of education of children with special educational needs, including the organisation of their joint activities with peers in an inclusive education institution. The implementation of inclusive principles is associated with the development of innovative ways for individualising the pedagogical process, creative nature of mastering learning strategies and socialising children with atypical development, which actualises the problem of transformation of pedagogical thinking stereotypes. In this regard, the professional training of students in the field of inclusive education requires searching for factors aimed at increasing personality subjectivity, development of abilities to demonstrate an active, transformative position, synthesis of know-ledge from various scientific fields, modeling of variative solutions to non-standard situations of inclusive process. An important component of a future teacher education is internship in inclusive schools, in the course of which direct interactions with children with different physical and intellectual capabilities actualise own resources of students and acquisition of required skills.The aim of the experimental work presented in this publication is to identify the development factors and characteristics of a studentβs subjective position in the process of continuous internship in inclusive education institutions.Methodology and research methods. The present research is based on the methodological principles of the subjective and learner-centred approaches, as well as the provisions of the concept of transformability focused on the principle of permanent multiplication of success of each participant of the educational process. The questionnaire βLevel of Personality Subjectivityβ by M. A. Schukina and the questionnaire revealing a model of teacher-child interaction developed by V. G. Maralov, V. A. Sitarov were used as diagnostic tools. The method of qualitative analysis of studentsβ reflexive judgments was applied. The data was processed in the SPSS programme using mathematical statistics methods (Mann β Whitney U-test).Results and scientific novelty. A working definition of the subject position of the teacher is given. The teacherβs subject position consists not only in the complex of specific knowledge and competencies learned and applied in practice, but also, and above all, in a high level of self-organisation and self-determination of the individual in non-standard situations. For the first time in the Russian education system, the authors of the present research made an attempt to implement the idea of future teachersβ preparation for activities in an inclusive environment through the formation of the subject position. The factors, influencing the development of studentβ subjective position, are determined; the peculiarities of its manifestations are analysed.Practical significance. The results of this experimental study could be of interest to teachers of higher education, teachers and heads of educational organisations, working in the conditions of inclusive education.ΠΠ²Π΅Π΄Π΅Π½ΠΈΠ΅. Π ΡΡΠ΅Π±ΠΎΠ²Π°Π½ΠΈΡΡ
ΡΠ΅Π΄Π΅ΡΠ°Π»ΡΠ½ΡΡ
Π³ΠΎΡΡΠ΄Π°ΡΡΡΠ²Π΅Π½Π½ΡΡ
ΡΡΠ°Π½Π΄Π°ΡΡΠΎΠ² ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΎΠ² ΠΈ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΎΠ²-ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΎΠ² ΡΠΎΠ΄Π΅ΡΠΆΠΈΡΡΡ ΠΏΠ΅ΡΠ΅ΡΠ΅Π½Ρ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ, ΠΎΡΠ½ΠΎΡΡΡΠΈΡ
ΡΡ ΠΊ ΠΎΠ±Π»Π°ΡΡΠΈ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΈ Π²ΠΎΡΠΏΠΈΡΠ°Π½ΠΈΡ Π΄Π΅ΡΠ΅ΠΉ Ρ ΠΎΡΠΎΠ±ΡΠΌΠΈ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΠΌΠΈ ΠΏΠΎΡΡΠ΅Π±Π½ΠΎΡΡΡΠΌΠΈ, Π² ΡΠΎΠΌ ΡΠΈΡΠ»Π΅ ΠΏΡΠΈ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ ΠΈΡ
ΡΠΎΠ²ΠΌΠ΅ΡΡΠ½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΡΠΎ ΡΠ²Π΅ΡΡΡΠ½ΠΈΠΊΠ°ΠΌΠΈ Π² ΠΈΠ½ΠΊΠ»ΡΠ·ΠΈΠ²Π½ΠΎΠΌ ΡΡΠ΅Π±Π½ΠΎΠΌ ΡΡΡΠ΅ΠΆΠ΄Π΅Π½ΠΈΠΈ. Π Π΅Π°Π»ΠΈΠ·Π°ΡΠΈΡ ΠΏΡΠΈΠ½ΡΠΈΠΏΠΎΠ² ΠΈΠ½ΠΊΠ»ΡΠ·ΠΈΠΈ ΠΏΡΠ΅Π΄ΠΏΠΎΠ»Π°Π³Π°Π΅Ρ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΡΠ΅ ΡΠΏΠΎΡΠΎΠ±Ρ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠ°, ΡΠ²ΠΎΡΡΠ΅ΡΠΊΠΈΠΉ Ρ
Π°ΡΠ°ΠΊΡΠ΅Ρ ΠΎΡΠ²ΠΎΠ΅Π½ΠΈΡ ΡΡΡΠ°ΡΠ΅Π³ΠΈΠΉ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΈ ΡΠΎΡΠΈΠ°Π»ΠΈΠ·Π°ΡΠΈΠΈ Π΄Π΅ΡΠ΅ΠΉ Ρ Π½Π΅ΡΠΈΠΏΠΈΡΠ½ΡΠΌ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ΠΌ, ΡΡΠΎ Π°ΠΊΡΡΠ°Π»ΠΈΠ·ΠΈΡΡΠ΅Ρ ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ ΡΡΠ°Π½ΡΡΠΎΡΠΌΠ°ΡΠΈΠΈ ΡΡΠ΅ΡΠ΅ΠΎΡΠΈΠΏΠΎΠ² ΠΌΡΡΠ»Π΅Π½ΠΈΡ ΡΡΠΈΡΠ΅Π»Π΅ΠΉ. Π ΡΠ²ΡΠ·ΠΈ Ρ ΡΡΠΈΠΌ Π΄Π»Ρ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠΏΠ΅ΡΠΈΠ°Π»ΡΠ½ΠΎΡΡΠ΅ΠΉ, ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΡΡΡΠ΅ΠΉ ΠΈΠ½ΠΊΠ»ΡΠ·ΠΈΠ²Π½ΠΎΠΉ ΠΌΠΎΠ΄Π΅Π»ΠΈ, Π½ΡΠΆΠ΅Π½ ΠΏΠΎΠΈΡΠΊ ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌΠΎΠ² ΠΈ ΡΡΠ΅Π΄ΡΡΠ² ΡΡΠΈΠ»Π΅Π½ΠΈΡ ΡΡΠ±ΡΠ΅ΠΊΡΠ½ΠΎΡΡΠΈ Π»ΠΈΡΠ½ΠΎΡΡΠΈ, ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠ΅ΠΉ ΠΊ ΠΏΡΠΎΡΠ²Π»Π΅Π½ΠΈΡ Π°ΠΊΡΠΈΠ²Π½ΠΎΠΉ, ΠΏΡΠ΅ΠΎΠ±ΡΠ°Π·ΡΡΡΠ΅ΠΉ ΠΏΠΎΠ·ΠΈΡΠΈΠΈ, ΡΠΈΠ½ΡΠ΅Π·Ρ Π·Π½Π°Π½ΠΈΠΉ ΠΈΠ· ΡΠ°Π·Π»ΠΈΡΠ½ΡΡ
Π½Π°ΡΡΠ½ΡΡ
ΠΎΠ±Π»Π°ΡΡΠ΅ΠΉ, ΠΌΠΎΠ΄Π΅Π»ΠΈΡΠΎΠ²Π°Π½ΠΈΡ Π²Π°ΡΠΈΠ°ΡΠΈΠ²Π½ΡΡ
ΡΠ΅ΡΠ΅Π½ΠΈΠΉ Π½Π΅ΡΡΠ°Π½Π΄Π°ΡΡΠ½ΡΡ
Π·Π°Π΄Π°Ρ ΠΈΠ½ΠΊΠ»ΡΠ·ΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠ°. ΠΠ°ΠΆΠ½ΡΠΌ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΠΎΠΌ ΡΠ°ΠΊΠΎΠΉ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ Π±ΡΠ΄ΡΡΠ΅Π³ΠΎ ΡΡΠΈΡΠ΅Π»Ρ ΡΠ²Π»ΡΠ΅ΡΡΡ ΠΏΡΠ°ΠΊΡΠΈΠΊΠ° Π² ΠΈΠ½ΠΊΠ»ΡΠ·ΠΈΠ²Π½ΡΡ
ΡΠΊΠΎΠ»Π°Ρ
, Π² Ρ
ΠΎΠ΄Π΅ ΠΊΠΎΡΠΎΡΠΎΠΉ ΠΏΡΠΈ Π½Π΅ΠΏΠΎΡΡΠ΅Π΄ΡΡΠ²Π΅Π½Π½ΡΡ
ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΡΡ
Ρ Π΄Π΅ΡΡΠΌΠΈ, ΠΈΠΌΠ΅ΡΡΠΈΠΌΠΈ ΡΠ°Π·Π½ΡΠ΅ ΡΠΈΠ·ΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΈ ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΡΠ°Π»ΡΠ½ΡΠ΅ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠΈ, ΠΏΡΠΎΠΈΡΡ
ΠΎΠ΄ΡΡ ΠΌΠΎΠ±ΠΈΠ»ΠΈΠ·Π°ΡΠΈΡ ΡΠΎΠ±ΡΡΠ²Π΅Π½Π½ΡΡ
ΡΠ΅ΡΡΡΡΠΎΠ² ΡΡΡΠ΄Π΅Π½ΡΠ° ΠΈ ΠΏΡΠΈΠΎΠ±ΡΠ΅ΡΠ΅Π½ΠΈΠ΅ ΠΈΠΌ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΡΡ
Π½Π°Π²ΡΠΊΠΎΠ² ΠΈ ΡΠΌΠ΅Π½ΠΈΠΉ.Π¦Π΅Π»ΡΡ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Π½ΠΎΠΉ Π² ΠΏΡΠ±Π»ΠΈΠΊΠ°ΡΠΈΠΈ ΠΎΠΏΡΡΠ½ΠΎ-ΡΠΊΡΠΏΠ΅ΡΠΈΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΠΎΠΉ ΡΠ°Π±ΠΎΡΡ Π±ΡΠ»ΠΎ Π²ΡΡΠ²Π»Π΅Π½ΠΈΠ΅ ΡΠ°ΠΊΡΠΎΡΠΎΠ² ΡΡΠ°Π½ΠΎΠ²Π»Π΅Π½ΠΈΡ ΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΡΠ±ΡΠ΅ΠΊΡΠ½ΠΎΠΉ ΠΏΠΎΠ·ΠΈΡΠΈΠΈ ΡΡΡΠ΄Π΅Π½ΡΠ° Π²ΠΎ Π²ΡΠ΅ΠΌΡ ΠΏΡΠΎΡ
ΠΎΠΆΠ΄Π΅Π½ΠΈΡ Π½Π΅ΠΏΡΠ΅ΡΡΠ²Π½ΠΎΠΉ ΡΡΠ°ΠΆΠ΅ΡΡΠΊΠΎΠΉ ΠΏΡΠ°ΠΊΡΠΈΠΊΠΈ Π² ΠΈΠ½ΠΊΠ»ΡΠ·ΠΈΠ²Π½ΡΡ
ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ
ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΡΡ
.ΠΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ ΠΈ ΠΌΠ΅ΡΠΎΠ΄Ρ. ΠΡΠ½ΠΎΠ²Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΡΠΎΡΡΠ°Π²ΠΈΠ»ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΏΡΠΈΠ½ΡΠΈΠΏΡ ΡΡΠ±ΡΠ΅ΠΊΡΠ½ΠΎΠ³ΠΎ ΠΈ Π»ΠΈΡΠ½ΠΎΡΡΠ½ΠΎ ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠ²Π°Π½Π½ΠΎΠ³ΠΎ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ΠΎΠ², Π° ΡΠ°ΠΊΠΆΠ΅ ΠΏΠΎΠ»ΠΎΠΆΠ΅Π½ΠΈΡ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΠΈ Β«ΡΡΠ°Π½ΡΡΠΎΡΠΌΠΈΡΡΠ΅ΠΌΠΎΡΡΠΈΒ» (concept of transformability), Π±Π°Π·ΠΈΡΡΡΡΠ΅ΠΉΡΡ Π½Π° ΠΌΠ°ΠΊΡΠΈΠΌΠ΅ ΠΏΠ΅ΡΠΌΠ°Π½Π΅Π½ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΈΡΠΌΠ½ΠΎΠΆΠ΅Π½ΠΈΡ ΡΡΠΏΠ΅ΡΠ½ΠΎΡΡΠΈ ΠΊΠ°ΠΆΠ΄ΠΎΠ³ΠΎ ΡΡΠ°ΡΡΠ½ΠΈΠΊΠ° ΡΡΠ΅Π±Π½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠ°. Π ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅ Π΄ΠΈΠ°Π³Π½ΠΎΡΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½ΡΠ°ΡΠΈΡ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π»ΠΈΡΡ ΠΎΠΏΡΠΎΡΠ½ΠΈΠΊ Β«Π£ΡΠΎΠ²Π΅Π½Ρ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΡΠ±ΡΠ΅ΠΊΡΠ½ΠΎΡΡΠΈ Π»ΠΈΡΠ½ΠΎΡΡΠΈΒ» Π. Π. Π©ΡΠΊΠΈΠ½ΠΎΠΉ ΠΈ ΠΎΠΏΡΠΎΡΠ½ΠΈΠΊ Π. Π. ΠΠ°ΡΠ°Π»ΠΎΠ²Π° ΠΈ Π. Π. Π‘ΠΈΡΠ°ΡΠΎΠ²Π°, ΠΏΠΎΠ·Π²ΠΎΠ»ΡΡΡΠΈΠΉ ΠΎΠΏΡΠ΅Π΄Π΅Π»ΠΈΡΡ ΠΏΡΠ΅Π΄ΠΏΠΎΡΡΠ΅Π½ΠΈΡ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³Π° Π² Π²ΡΠ±ΠΎΡΠ΅ ΡΡΠΈΠ»Ρ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ Ρ ΡΡΠ΅Π½ΠΈΠΊΠ°ΠΌΠΈ. Π Π΅ΡΠ»Π΅ΠΊΡΠΈΠ²Π½ΡΠ΅ ΡΡΠΆΠ΄Π΅Π½ΠΈΡ ΡΠ΅ΡΠΏΠΎΠ½Π΄Π΅Π½ΡΠΎΠ² ΠΏΠΎΠ΄Π²Π΅ΡΠ³Π°Π»ΠΈΡΡ ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠΌΡ Π°Π½Π°Π»ΠΈΠ·Ρ. ΠΠ°Π½Π½ΡΠ΅ ΠΎΠ±ΡΠ°Π±Π°ΡΡΠ²Π°Π»ΠΈΡΡ Π² ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌΠ΅ SPSS Ρ ΠΏΠΎΠΌΠΎΡΡΡ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ² ΠΌΠ°ΡΠ΅ΠΌΠ°ΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΡΠ°ΡΠΈΡΡΠΈΠΊΠΈ (Π½Π΅ΠΏΠ°ΡΠ°ΠΌΠ΅ΡΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠ΅ΡΡΠ° ΠΠ°Π½Π½Π° β Π£ΠΈΡΠ½ΠΈ). Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΈ Π½Π°ΡΡΠ½Π°Ρ Π½ΠΎΠ²ΠΈΠ·Π½Π°. ΠΠ°Π½ΠΎ ΡΠ°Π±ΠΎΡΠ΅Π΅ ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΠ΅ ΡΡΠ±ΡΠ΅ΠΊΡΠ½ΠΎΠΉ ΠΏΠΎΠ·ΠΈΡΠΈΠΈ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³Π°, ΠΊΠΎΡΠΎΡΠ°Ρ Π·Π°ΠΊΠ»ΡΡΠ°Π΅ΡΡΡ Π½Π΅ ΡΠΎΠ»ΡΠΊΠΎ Π² ΠΊΠΎΠΌΠΏΠ»Π΅ΠΊΡΠ΅ ΡΡΠ²ΠΎΠ΅Π½Π½ΡΡ
ΠΈ ΠΏΡΠΈΠΌΠ΅Π½ΡΡΡΠΈΡ
ΡΡ ΠΈΠΌ Π½Π° Π΄Π΅Π»Π΅ ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½Π½ΡΡ
Π·Π½Π°Π½ΠΈΠΉ ΠΈ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ, Π½ΠΎ ΠΈ, ΠΏΡΠ΅ΠΆΠ΄Π΅ Π²ΡΠ΅Π³ΠΎ, Π² Π²ΡΡΠΎΠΊΠΎΠΌ ΡΡΠΎΠ²Π½Π΅ ΡΠ°ΠΌΠΎΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ ΠΈ ΡΠ°ΠΌΠΎΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΡ Π»ΠΈΡΠ½ΠΎΡΡΠΈ Π² Π½Π΅ΡΡΠ°Π½Π΄Π°ΡΡΠ½ΡΡ
ΡΠΈΡΡΠ°ΡΠΈΡΡ
. ΠΠΏΠΈΡΠ°Π½Π° Π²ΠΏΠ΅ΡΠ²ΡΠ΅ ΠΏΡΠ΅Π΄ΠΏΡΠΈΠ½ΡΡΠ°Ρ Π² ΠΎΡΠ΅ΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠΉ ΡΠΈΡΡΠ΅ΠΌΠ΅ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΏΠΎΠΏΡΡΠΊΠ° ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΈΠ΄Π΅ΠΈ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ Π±ΡΠ΄ΡΡΠΈΡ
ΡΡΠΈΡΠ΅Π»Π΅ΠΉ ΠΊ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ Π² ΠΈΠ½ΠΊΠ»ΡΠ·ΠΈΠ²Π½ΠΎΠΉ ΡΡΠ΅Π΄Π΅ ΠΏΠΎΡΡΠ΅Π΄ΡΡΠ²ΠΎΠΌ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ Ρ Π½ΠΈΡ
ΡΡΠ±ΡΠ΅ΠΊΡΠ½ΠΎΠΉ ΠΏΠΎΠ·ΠΈΡΠΈΠΈ. ΠΠ±ΠΎΠ·Π½Π°ΡΠ΅Π½Ρ ΡΠ°ΠΊΡΠΎΡΡ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΡΠΎΠΉ ΠΏΠΎΠ·ΠΈΡΠΈΠΈ, ΡΠ°ΡΡΠΌΠΎΡΡΠ΅Π½Π° ΡΠΏΠ΅ΡΠΈΡΠΈΠΊΠ° Π΅Π΅ Π²ΡΡΠ°ΠΆΠ΅Π½ΠΈΡ. ΠΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠ°Ρ Π·Π½Π°ΡΠΈΠΌΠΎΡΡΡ. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΎΠΏΡΡΠ½ΠΎ-ΡΠΊΡΠΏΠ΅ΡΠΈΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΌΠΎΠ³ΡΡ Π±ΡΡΡ ΠΈΠ½ΡΠ΅ΡΠ΅ΡΠ½Ρ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°ΡΠ΅Π»ΡΠΌ Π²ΡΡΡΠ΅ΠΉ ΡΠΊΠΎΠ»Ρ, ΠΏΠ΅Π΄Π°Π³ΠΎΠ³Π°ΠΌ ΠΈ ΡΡΠΊΠΎΠ²ΠΎΠ΄ΠΈΡΠ΅Π»ΡΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ
ΡΡΡΠ΅ΠΆΠ΄Π΅Π½ΠΈΠΉ, ΡΠ°Π±ΠΎΡΠ°ΡΡΠΈΠΌ Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
ΠΈΠ½ΠΊΠ»ΡΠ·ΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ
RESULTS OF RECONNAISSANCE STUDIES ON DETECTION OF BABESIOSIS FOCI IN THE IRKUTSK REGION
This article contains results of reconnaissance studies intended to find foci of babesia in the Irkutsk region. Babesia DNA were founded in two types of ticks (I. persulcatus, H. concinna) in the three districts of the Irkutsk region (Ekhirit-Bulagatsky, Irkutsky, Shelekhovsky). The analysis of 1220 nr length nucleotide sequences of 18S rRNA gene of five Babesia samples was conducted. It was shown that the identified Babesia sequenced differ from previously known, and refer to the two genetic groups. The first group included babesia, genetically most similar to the sheep pathogen Babesia crassa, second contains sample, nucleotide sequence of which is significantly different from all known (less than 95 % homology)
Novel strong tissue specific promoter for gene expression in human germ cells
<p>Abstract</p> <p>Background</p> <p>Tissue specific promoters may be utilized for a variety of applications, including programmed gene expression in cell types, tissues and organs of interest, for developing different cell culture models or for use in gene therapy. We report a novel, tissue-specific promoter that was identified and engineered from the native upstream regulatory region of the human gene <it>NDUFV1 </it>containing an endogenous retroviral sequence.</p> <p>Results</p> <p>Among seven established human cell lines and five primary cultures, this modified <it>NDUFV1 </it>upstream sequence (mNUS) was active only in human undifferentiated germ-derived cells (lines Tera-1 and EP2102), where it demonstrated high promoter activity (~twice greater than that of the SV40 early promoter, and comparable to the routinely used cytomegaloviral promoter). To investigate the potential applicability of the mNUS promoter for biotechnological needs, a construct carrying a recombinant cytosine deaminase (RCD) suicide gene under the control of mNUS was tested in cell lines of different tissue origin. High cytotoxic effect of RCD with a cell-death rate ~60% was observed only in germ-derived cells (Tera-1), whereas no effect was seen in a somatic, kidney-derived control cell line (HEK293). In further experiments, we tested mNUS-driven expression of a hyperactive <it>Sleeping Beauty </it>transposase (SB100X). The mNUS-SB100X construct mediated stable transgene insertions exclusively in germ-derived cells, thereby providing further evidence of tissue-specificity of the mNUS promoter.</p> <p>Conclusions</p> <p>We conclude that mNUS may be used as an efficient promoter for tissue-specific gene expression in human germ-derived cells in many applications. Our data also suggest that the 91 bp-long sequence located exactly upstream <it>NDUFV1 </it>transcriptional start site plays a crucial role in the activity of this gene promoter <it>in vitro </it>in the majority of tested cell types (10/12), and an important role - in the rest two cell lines.</p
Genetic and Biological Properties of Original TBEV Strains Group Circulating in Eastern Siberia
Data on the distribution of the <i>Haemaphysalis concinna</i> tick in the Irkutsk region and the Republic of Buryatia
The ixodid tick Haemaphysalis concinna (Koch, 1844) is a carrier of pathogens of vector-borne diseases of viral, bacterial and protozoal etiology. This tick was previously considered an adventive relict species in the Baikal region, but has recently shown a tendency to increase its numbers and expand its habitat. The aim of the study. To generalize the available and newly received information on the distribution of the H. concinna tick in the Irkutsk region and the Republic of Buryatia; to carry out the comparative analysis of the results in order to identify the dynamics of the development of populations of this species of ixodid ticks in the Baikal region. Materials and methods. The coordinates of H. concinna detection points in our studies were obtained using a GPS navigator directly in the field. Ticks were caught during the period of their maximum activity from plants using a flannel flag. Approximate geographic coordinates of H. concinna tick detection points were established when analyzing the maps published by other researchers. Results. As a result of the generalization of our own data and data from literary sources, 52 georeferenced detection points of H. concinna were obtained on the territory of the Baikal region. A map showing the distribution of H. concinna in the territory of the Irkutsk region and the Republic of Buryatia is presented. It is shown that in a number of surveyed areas there are stable populations of this species of tick, which tend to increase in their numbers and expand their range. Conclusions. Considering these data, as well as the fact that H. concinna ticks are actively involved in the circulation of pathogens of natural focal diseases in humans and animals, we can conclude that it is necessary to systematically monitor the populations of this vector species in the Baikal region
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