Particle entrapment as a feedback effect

We consider a suspension of polarizable particles under the action of traveling wave dielectrophoresis (DEP) and focus on particle induced effects. In a situation where the particles are driven by the DEP force, but no external forces are exerted on the fluid, the joint motion of the particles can induce a steady fluid flow, which leads to particle entrapment. This feedback effect is proven to be non-negligible even for small volume concentration of particles.Comment: 4 pages, 4 figures, submitte

Application of diaphragm crurotomy by A.G. Savinykh at the reconstruction of oesophagealintestinal anastomosis after gastrectomy

We report the analysis of the results forming esophageal-jejunal anastomosis in 19 patients with postgastrectomy syndrome after radical treatment of gastric cancer. Diaphragm crurotomy technically facilitates the formation of the anastomosis. The results of a comprehensive survey show that the healing of the esophageal-intestinal anastomosis is held by the type of primary tension in 16 (84,2%) operated patients, and in the late postoperative period shows no sign of stenosis of the anastomotic ring and the last remains elastic, performing closing function. Up to 1 year after surgery the overall quality of life in patients increased on average by 7,5% and amounted to 112,6 ± 5,1 points. Three years after surgery index tended to increase, reaching an average of 120,2 ± 4,1 points

Педагогика партнерства и проектное обучение как способы развития субъектов современного образования

The modern educational system has no chance to avoid responding the challenges of the emerging digital civilization and multimedia culture. To authors’ opinion, such response is the actualization of subject-subjective nature of educational service production/consumption. Taking into account the contradiction between traditionally formed, essentially conservative paradigm of educational process and explosive improvement of life conditions in the modern society, the authors suggest to activate the partnership pedagogics as the meaningful response of university education to to the modern era challenges. The article discusses the experience of partnership pedagogics in the project leaning format in conditions of educational process at Plekhanov Russian University of Economics. The paper objective is to present the analysis results of cognitive abilities of a student as a partner in the project learning context. The research methodology and techniques predetermine consideraing the view of a student role in the project  learning process as an equal, motivated actor participating in the process of education and self-education, actively interacting with a scientific supervisor-tutor. Viewing the student as the partner in the project learning context supposes understanding the relevance of the student subjective position. Adjustment of educational paradigm  actually forming “soft skills” primarily enables shift of education processes from traditional subject-object “stuffing students up” with  information to subject-subjective student “self-education  management”; students have their research, organizational and creative tasks. The dilemma of many modern pedagogical practices is associated with the necessity to master “hard skills” (basic, programme skills), and “soft skills” (mobile skills, connected to  creativity, dialogue and openness to multiple ways of task-solutions). The essential solution of this contradiction and the possibility of its  “sublation” on the higher level is related to the partnership pedagogy, where the student is regarded as the equal, equipotent agent, active  and initiative participant in the educational process interaction. The  future research prospects are connected to the psychological analysis of humanistic oriented practices in the educational process.Современная система образования не может не отвечать на вызовы формирующейся цифровой цивилизации и мультимедийной культуры. Таким ответом, на наш взгляд, является актуализация субъектсубъектного характера производства-потребления  образовательных услуг. Принимая во внимание противоречие между традиционной парадигмой образования и взрывными темпами преобразования современного общества, авторы предлагают актуализировать педагогику партнерства как конструктивный ответ университетского образования на вызов современной эпохи. В статье рассматривается опыт педагогики партнерства в формате проектного обучения в условиях организации учебного процесса в Российском экономическом университете им. Г. В. Плеханова. Задача статьи – представить результаты анализа когнитивных особенностей студента как партнера в контексте проектного обучения. Методология и методика исследования предопределяют рассмотрение роли студента в процессе проектного обучения как равноправного, мотивированного субъекта, участвующего в процессе образования и самообразования и активно взаимодействующего с научным руководителем- куратором. Рассмотрение студента как партнера в контексте проектного обучения предполагает понимание значимости субъектной позиции учащегося. Корректировка образовательной парадигмы, актуализирующей формирование «гибких навыков» (soft skills), допускает переориентацию образовательного процесса с образования, которому свойственно традиционное субъект-объектное «наполнение» студентов знаниями, на субъект-субъектное «управление коллективным самообразованием» студентов, перед которыми поставлены исследовательские, организационно-проектные и творческие задачи. Дилемма многих современных педагогических практик связана с необходимостью, с одной стороны, освоения базовых, программных навыков (hard skills), с другой – развития навыков, предполагающих творческое начало, диалогичность, открытость к вариативности  решений (soft skills). Принципиальное разрешение этой дилеммы и возможность «снятия»  ее на высшем уровне связаны с педагогикой партнерства, где студент рассматривается как равноправный субъект, активный и инициативный участник взаимодействия в образовательном процессе. Перспективы исследования сопряжены с психологическим  анализом гуманистически-ориентированных практик образовательного процесса

Reconstructing the genetic structure of the Kazakh from clan distribution data

Applying quasigenetic markers - non-biological traits which are nevertheless inherited in generations - is one of the research fields within human population genetics. For the West European, East European, and Caucasus populations, surnames are typical quasigenetic markers. For Central Asian populations, particularly Kazakh, the clan affiliation serves as a good marker: a set of papers demonstrated that many clans include mainly persons which biologically descent from a recent common ancestor. In this study, we analyzed a large (~4.2 million persons) dataset on quasigenetic markers - the geographic distribution of 50 Kazakh clans at the beginning of the 20th century, and compared the dataset with the direct data of the Y-chro-mosomal diversity in modern Kazakh populations. The analysis included three steps: the isonymy method, which is standard for quasigenetic markers, comparing frequencies of quasigenetic markers, and comparing the quasigenetic and genetic datasets. We constructed 50 maps of frequency of the distribution of each clan and revealed that these maps correlate with the maps of genetic distances. The Mantel test also demonstrated a significant correlation between geographic and quasigenetic distances (г = 0.60; p < 0.05). The analysis of inter-population variability revealed the largest diversity between geographic territories corresponding to the social-territorial groups of the Kazakh Khanate (zhuzes) rather than to other historical groups that existed on the territory of Kazakhstan in preceding and modern epochs. The same is evidenced by the principal components and multidimensional scaling plots, which grouped geographic populations into three clusters corresponding to three zhuzes. This indicates that the final structuring of the Kazakh gene pool might have occurred during the Kazakh Khanate period