Body images in magazines: A cross-cultural investigation of media effects in Russian and U.S. young women

The dissertation is a cross-cultural-generational investigation of audiences' perceptions of media messages. The study comparatively examines adolescent and young adult females' concepts of body images in beauty and fashion magazines in Russia and USA. The theoretical model for the study was developed in the intersection of mass communication and human development research traditions. Specifically, media effects and audience research traditions of media studies, in combination with social-cognitive domain theory of developmental psychology, were applied for analysis of direct and indirect impact of media messages on young women; of their motivations for reading magazines; of their critical evaluations of media content; and of their predispositions to media-associated health risks. The study was conducted in two stages: mixed research methodologies employing qualitative exploration of the stated problem followed by its quantitative examination. A total of 20 participants (10 Russian and 10 U.S. teenage females) were recruited for in-depth interviews; this part of the study focused primarily on differences in media uses and perceptions between adolescent audiences across cultures. The hypotheses and the survey questionnaire for the second part of the study were developed on the basis of these qualitative data and used to test both cultural and generational differences among media audiences. A total of 400 survey participants represented adolescent (mean age=18.5) and young adult (mean age=28) females in Russia and USA. Two major factors were found to be significant in determining perceptions of media messages by diverse audiences: (1) desire for advice about body-related issues and (2) desire for information and entertainment. Adolescent females were more motivated to read magazines for entertainment and informational purposes than adult women in both cultures, whereas U.S. females were more motivated by body-awareness than Russian females in both generational cohorts. In this connection, U.S. females experienced lower levels of self-esteem after reading magazines and were more predisposed to development of eating disorders than Russian females. The study revealed limited effects of media on diverse cultural and generational audiences, suggesting that media users select specific media content and are consequently influenced by it based on personal motivations for reading specific content of their interest

Departamento de processo educacional em condições de implementação de treinamento interativo de engenheiros futuros

Because of the established new socio-economic situation in the country that led to changes in the sphere of education, there is a need for modernization of education based on information technologies. One of the most important in this situation is interactive training. The new model of the student "learner", in contrast to the "learner", requires searching for actual ways of managing the educational process. Both the teacher and the student in the modern educational process should be equal, however, the teacher is assigned a leading role and he must manage the learning process without going beyond the subjectsubject relationship. The purpose of the article is to consider practical experience of managing educational process in conditions of application of interactive technologies in the training of engineers. The article explores the interactive course, located on the electronic platform Moodle for a more complete study of the management of training of engineering students. The variant of application of interactive technologies in Nizhny Novgorod State Pedagogical University named after KozmaMinin is offered at an auditor and extracurricular independent studying by students of a theoretical material. The results of real pedagogical practice are presented. It is indicated that in the course of work methods such as problem lectures, problem seminars, group discussions on various topics, brainstorming, a round table, case-tasks, simulation exercises, trainings, business games are used. The article shows the real practice of using Moodle at the university. The tools are shown with the help of which the teacher can manage the activities of the student, adjust his training.Debido a la nueva situación socioeconómica establecida en el país que llevó a cambios en la esfera de la educación, existe una necesidad de modernización de la educación basada en las tecnologías de la información. Uno de los más importantes en esta situación es la formación interactiva. El nuevo modelo del estudiante "aprendiz", en contraste con el "aprendiz", requiere la búsqueda de formas reales de gestionar el proceso educativo. Tanto el docente como el alumno en el proceso educativo moderno deben ser iguales; sin embargo, se le asigna un papel de liderazgo y debe gestionar el proceso de aprendizaje sin ir más allá de la relación sujeto-sujeto. El propósito del artículo es considerar la experiencia práctica de administrar el proceso educativo en condiciones de aplicación de tecnologías interactivas en la capacitación de ingenieros. El artículo explora el curso interactivo, ubicado en la plataforma electrónica Moodle para un estudio más completo de la gestión de la formación de estudiantes de ingeniería. La variante de la aplicación de tecnologías interactivas en la Universidad Pedagógica Estatal de Nizhny Novgorod, llamada así por KozmaMinin, se ofrece a un auditor y un estudio extracurricular independiente realizado por estudiantes de un material teórico. Se presentan los resultados de la práctica pedagógica real. Se indica que en el curso de los métodos de trabajo tales como conferencias de problemas, seminarios de problemas, discusiones de grupo sobre diversos temas, lluvia de ideas, una mesa redonda, tareas de casos, ejercicios de simulación, entrenamientos, juegos de negocios se utilizan. El artículo muestra la práctica real de usar Moodle en la universidad. Las herramientas se muestran con la ayuda de la cual el profesor puede gestionar las actividades del alumno, ajustar su formación.Devido à nova situação socioeconômica estabelecida no país, que levou a mudanças na esfera da educação, há necessidade de modernização da educação baseada nas tecnologias da informação. Um dos mais importantes nessa situação é o treinamento interativo. O novo modelo de "aprendiz" estudantil, em contraste com o "aprendiz", requer a busca de formas reais de gerenciar o processo educacional. Tanto o professor quanto o aluno no processo educacional moderno devem ser iguais; no entanto, ele é atribuído a um papel de liderança e deve gerenciar o processo de aprendizagem sem ir além da relação sujeitosujeito. O objetivo do artigo é considerar a experiência prática de gerenciar o processo educacional em condições de aplicação de tecnologias interativas na formação de engenheiros. O artigo explora o curso interativo, localizado na plataforma eletrônica do Moodle, para um estudo mais completo do gerenciamento de treinamento de estudantes de engenharia. A variante da aplicação de tecnologias interativas na Universidade Pedagógica Estado de Nizhny Novgorod, nomeado para KozmaMinin, ofereceu um auditor e um estudo extracurricular independente por estudantes de material teórico. Os resultados da prática pedagógica real são apresentados. É indicado que, no decorrer de métodos de trabalho, tais como conferências de problemas, seminários de problemas, discussões em grupo sobre vários tópicos, brainstorming, uma mesa redonda, tarefas de casos, exercícios de simulação, treinamentos, jogos de negócios são usar. O artigo mostra a prática real de usar o Moodle na universidade. As ferramentas são mostradas com a ajuda de que o professor pode gerenciar as atividades do aluno, ajustar seu treinamento

Использование учебных видео-материалов в образовательном процессе высшего учебного заведения

This article is devoted to the creation and use of educational video clips in higher educational institutions. This article analyzes the results of studies on the impact of video content on listeners, which showed a large degree of positive impact, presents a theoretical analysis of the basics of developing video materials. The purpose of the article is to create a technology for developing instructional videos in a higher educational institution. The authors presented the experience of implementing video materials in the classroom on pedagogical disciplines. The stages of developing video materials were proposed, recommendations for creating video were highlighted, the conditions and tasks of using video materials in the educational process were substantiated. Experience allowed us to identify the possibilities of video materials in the modern learning process, which can significantly increase the effectiveness of the teaching activities of the teacher and increase the level of students' perception of the material.Este artículo está dedicado a la creación y uso de videoclips educativos en instituciones de educación superior. Este artículo analiza los resultados de estudios sobre el impacto del contenido de video en los oyentes, que mostraron un alto grado de impacto positivo, presenta un análisis teórico de los conceptos básicos del desarrollo de materiales de video. El propósito del artículo es crear una tecnología para desarrollar videos instructivos en una institución de educación superior. Los autores presentaron la experiencia de implementar materiales de video en el aula sobre disciplinas pedagógicas. Se propusieron las etapas de desarrollo de los materiales de video, se resaltaron las recomendaciones para la creación de video, se confirmaron las condiciones y las tareas de uso de materiales de video en el proceso educativo. La experiencia nos permitió identificar las posibilidades de los materiales de video en el proceso de aprendizaje moderno, lo que puede aumentar significativamente la efectividad de las actividades de enseñanza del maestro y aumentar el nivel de percepción del material por parte de los estudiantes.Данная статья посвящена вопросам создания и использования учебных видео-роликов в высших учебных заведениях. В данной статье проанализированы результаты исследований влияния видео-контента на слушателей, показавшие большую степень положительного воздействия, представлен теоретический анализ основ разработки видео-материалов. Цель статьи состоит в создании технологии разработки обучающего видео в условиях высшего образовательного учреждения. Авторами представлен опыт реализации видео-материалов на занятиях по педагогическим дисциплинам. Были предложены этапы разработки видео-материалов, выделены рекомендации к созданию видео, обоснованы условия и задачи использования видео-материалов в учебном процессе. Опыт позволил выявить возможности видео-материалов в современном процессе обучения, которые позволяют существенно повысить результативность обучающей деятельности преподавателя и увеличить уровень восприятия студентами материала

Bioluminescent and structural features of native folded Gaussia luciferase.

The secreted luciferases responsible for light emission of marine copepods have gained popularity for being used in noninvasive imaging of intracellular events. The secreted luciferase of copepod Gaussia princeps is a one-subunit protein catalyzing coelenterazine oxidation to emit blue light. It consists of the N-terminal variable part that bears a signal peptide for secretion and the C-terminal catalytic domain containing ten highly conserved Cys residues supposing the existence of up to five SS bonds. Despite wide application of Gaussia luciferase in biomedical research, its biochemical properties are still insufficiently studied due to the general problem of obtaining the proper folded Cys-rich proteins in bacterial cells. Here we report the properties of the proper folded Gaussia luciferase produced in insect cells using baculovirus expression system. This high purity luciferase reveals the highest activity at 15–20 °C but retains only ~20% activity at 37 °C that may hamper its application for in vivo assays. The maximum of bioluminescent activity of GpLuc is found at NaCl concentrations in the range of 1.0–1.5 M and, furthermore, a high NaCl concentration enhances luciferase stability to thermal denaturation, i.e. Gaussia luciferase displays the features characteristic of halophilic enzymes. The studies on bioluminescence kinetics at different coelenterazine concentrations obviously show a positive cooperativity of Gaussia luciferase with coelenterazine (Hill coefficient – 1.8 ± 0.2; K0.5–2.14 ± 0.17 μM). We suggest this effect to be rather due to the so-called kinetic cooperativity conditioned by conformational changes in response to substrate binding than to the presence of two catalytic sites

Ambiente educacional como recurso de desenvolvimento para o processo de aprendizagem

Following overseas examples, educational institutions in Russia are trying to interact with other organizations implementing practical competence approach. The relevance of the topic lies in the fact that modern educational environment is constantly changing both due to the dynamics of everyday and professional conditions. Due to competence approach constant monitoring and new resources are required for the development of each subject in this educational environment. The goal of the work is to create means for open social and educational environment realization which allows achieving positive results for all participants in the project. In this article, the authors raise the issue of modern educational environment creation as a resource for each subject of the educational process development.The article attempts to improve students’, teachers’ and others participants’ interested in educational environment development interaction. We try to achieve a qualitatively new level of participants’ skills and competencies development in this process. For this, analysis of the essence and structure of educational process in a higher educational institution was carried out. After that, the authors propose, within the framework of a project implemented by Nizhny Novgorod State Pedagogical University on the organization and development of the social and educational environment, to conduct special computer literacy courses for the elderly. The courses offered combine the activities of a large number of people who, working for a common result, achieve the development of individual qualities. The results obtained are the basis for further improvement of educational environment.Siguiendo ejemplos en el extranjero, las instituciones educativas en Rusia están tratando de interactuar con otras organizaciones implementando un enfoque de competencia práctica. La relevancia del tema radica en el hecho de que el entorno educativo moderno está cambiando constantemente debido a la dinámica de las condiciones cotidianas y profesionales. Debido al enfoque de competencia, el monitoreo constante y nuevos recursos son necesarios para el desarrollo de cada asignatura en este entorno educativo. El objetivo del trabajo es crear medios para la realización de un entorno social y educativo abierto que permita lograr resultados positivos para todos los participantes en el proyecto. En este artículo, los autores plantean el tema de la creación de un entorno educativo moderno como un recurso para cada tema del desarrollo del proceso educativo.El artículo intenta mejorar la interacción entre los estudiantes, los maestros y otros participantes interesados en el desarrollo del entorno educativo. Intentamos alcanzar un nivel cualitativamente nuevo de desarrollo de habilidades y competencias de los participantes en este proceso. Para ello, se realizó un análisis de la esencia y estructura del proceso educativo en una institución de educación superior. Posteriormente, los autores proponen, en el marco de un proyecto implementado por la Universidad Pedagógica Estatal Nizhny Novgorod sobre la organización y el desarrollo del entorno social y educativo, realizar cursos especiales de alfabetización informática para personas mayores. Los cursos ofrecidos combinan las actividades de un gran número de personas que, trabajando por un resultado común, logran el desarrollo de cualidades individuales.Na sequência de exemplos no exterior, instituições educacionais na Rússia estão tentando interagir com outras organizações implementando uma abordagem de competência prática. A relevância do tema reside no fato de que o ambiente educacional moderno está em constante mudança, tanto devido à dinâmica das condições cotidianas e profissionais. Devido à abordagem de competência, monitoramento constante e novos recursos são necessários para o desenvolvimento de cada disciplina nesse ambiente educacional. O objetivo do trabalho é criar meios para a realização de um ambiente social e educacional aberto que permita alcançar resultados positivos para todos os participantes do projeto. Neste artigo, os autores levantam a questão da criação de ambientes educacionais modernos como recurso para cada sujeito do processo de desenvolvimento educacional.O artigo tenta melhorar a interação dos alunos, professores e outros participantes interessados na interação do desenvolvimento do ambiente educacional. Tentamos alcançar um nível qualitativamente novo de desenvolvimento de habilidades e competências dos participantes neste processo. Para isso, foi realizada a análise da essência e estrutura do processo educacional em uma instituição de ensino superior. Em seguida, os autores propõem, no âmbito de um projeto implementado pela Universidade Pedagógica Estadual Nizhny Novgorod, a organização e desenvolvimento do ambiente socioeducacional, para a realização de cursos especiais de alfabetização em informática para idosos. Os cursos oferecidos combinam as atividades de um grande número de pessoas que, trabalhando por um resultado comum, alcançam o desenvolvimento de qualidades individuai

Standard of hygiene and immune adaptation in newborn infants

Peer reviewe

The novel extremely psychrophilic luciferase from Metridia longa: Properties of a high-purity protein produced in insect cells

Текст статьи не публикуется в открытом доступе в соответствии с политикой журнала.The bright bioluminescence of copepod Metridia longa is conditioned by a small secreted coelenterazinedependent luciferase (MLuc). To date, three isoforms of MLuc differing in length, sequences, and some properties were cloned and successfully applied as high sensitive bioluminescent reporters. In this work, we report cloning of a novel group of genes from M. longa encoding extremely psychrophilic isoforms of MLuc (MLuc2-type). The novel isoforms share only ~54e64% of protein sequence identity with the previously cloned isoforms and, consequently, are the product of a separate group of paralogous genes. The MLuc2 isoform with consensus sequence was produced as a natively folded protein using baculovirus/ insect cell expression system, purified, and characterized. The MLuc2 displays a very high bioluminescent activity and high thermostability similar to those of the previously characterized M. longa luciferase isoform MLuc7. However, in contrast to MLuc7 revealing the highest activity at 12-17 C and 0.5 M NaCl, the bioluminescence optima of MLuc2 isoforms are at ~5 C and 1 M NaCl. The MLuc2 adaptation to cold is also accompanied by decrease of melting temperature and affinity to substrate suggesting a more conformational flexibility of a protein structure. The luciferase isoforms with different temperature optima may provide adaptability of the M. longa bioluminescence to the changes of water temperature during diurnal vertical migrations

Tyr72 and Tyr80 are involved in the Formation of an Active Site of a Luciferase of Copepod Metridia longa

Текст статьи не публикуется в открытом доступе в соответствии с политикой журнала.Luciferase of copepod Metridia longa (MLuc) is a naturally secreted enzyme catalyzing the oxidative decarboxylation of coelenterazine with the emission of light. To date, three nonallelic isoforms of different lengths (17-24 kDa) for M. longa luciferase have been cloned. All the isoforms are single-chain proteins consisting of a 17-residue signal peptide for secretion, variable N-terminal part and conservative C-terminus responsible for luciferase activity. In contrast to other bioluminescent proteins containing a lot of aromatic residues which are frequently involved in light emission reaction, the C-terminal part of MLuc contains only four Phe, two Tyr, one Trp and two His residues. To figure out whether Tyr residues influence bioluminescence, we constructed the mutants with substitution of Tyr to Phe (Y72F and Y80F). Tyrosine substitutions do not eliminate the ability of luciferase to bioluminescence albeit significantly reduce relative specific activity and change bioluminescence kinetics. In addition, the Tyr replacements have no effect on bioluminescence spectrum, thereby indicating that tyrosines are not involved in the emitter formation. However, as it was found that the intrinsic fluorescence caused by Tyr residues is quenched by a reaction substrate, coelenterazine, in concentration-dependent manner, we infer that both tyrosine residues are located in the luciferase substrate-binding cavity

The disulfide-rich Metridia luciferase refolded from E. coli inclusion bodies reveals the properties of a native folded enzyme produced in insect cells

Текст статьи не публикуется в открытом доступе в соответствии с политикой журнала.The bioluminescence of a marine copepod Metridia longa is determined by a small secreted coelenterazine-dependent luciferase that uses coelenterazine as a substrate of enzymatic reaction to generate light (λmax = 480 nm). To date, four different isoforms of the luciferase differing in size, sequences, and properties have been cloned by functional screening. All of them contain ten conserved Cys residues that suggests up to five SS intramolecular bonds per luciferase molecule. Whereas the use of copepod luciferases as bioluminescent reporters in biomedical research in vivo is growing from year to year, their application for in vitro assays is still limited by the difficulty in obtaining significant amounts of luciferase. The most cost-effective host for producing recombinant proteins is Escherichia coli. However, prokaryotic and eukaryotic cells maintain the reductive environment in cytoplasm that hinders the disulfide bond formation and consequently the proper folding of luciferase. Here we report the expression of the MLuc7 isoform of M. longa luciferase in E. coli cells and the efficient procedure for refolding from inclusion bodies yielding a high-active monomeric protein. Furthermore, in a set of identical experiments we demonstrate that bioluminescent and structural features of MLuc7 produced in bacterial cells are identical to those of MLuc7 isoform produced from culture medium of insect cells. Although the yield of high-purity protein is only 6 mg/L, the application of E. coli cells to produce the luciferase is simpler and more cost-effective than the use of insect cells. We expect that the suggested technology of Metridia luciferase production allows obtaining of sufficient amounts of protein both for the development of novel in vitro analytical assays with the use of MLuc7 as a label and for structural studies