Readiness for Work under Inclusive Education Conditions as Stage of Formation of Teacher’s Inclusive Culture

Topicality of the problem under study is conditioned by the need to consider key problems related to formation of teachers’ readiness for work under conditions of inclusive education which presents peculiar requirements to the professional and personalistic training of teachers who must clearly understand the essence of the inclusive approach, know age-based and psychological features of disciples with various developmental delays, realize the constructive pedagogical interaction between all subjects of the educational medium. The goal of the article is analyzing the basic stages of becoming and development of the inclusive education system in Russia and abroad, describing the evolution of the society’s attitude to physically handicapped children and children with special educational needs, and examining issues related to formation of a teacher’s readiness for work in changed conditions. The leading approach to studying of this problem is historic-logical which provides the holistic viewing of the process of becoming of the special education in Russia and abroad, as well as peculiarities, ways and regular laws of implementation of the inclusive education on the modern stage of the society development. As a result of the study, the authors came to the understanding of inclusive culture as a component of professional and pedagogical culture, which is defined as an integrative personal quality that contributes to the creation and development of values and technologies of inclusive education, integrating a system of knowledge, skills, social, personal and professional competencies that allow teachers to work effectively in an inclusive education, to determine the optimal conditions for the development of each child. The results of the study are presented which is aimed at identifying the attitude of future specialists in physical culture to the possibility of working in an inclusive education. Materials of the article can be of use to scientists working with issues of implementation of inclusion into the Russian system of education, to specialists involved into arranging of future teachers training, to pedagogues who work in educational institutions of various types, and to pedagogical universities students

Assessment of the cogeneration biogas plant possibilities in the autonomous power supply system

The use of biomass and wood waste for heat and power production is increasing from year to year. Waste wood is low carbon footprint, has low sulfur content and relates to renewable energy sources. The paper demonstrates the possibility of increasing the energy efficiency of power supply system of the Stepanovka settlement (Tomsk region) by means of replacing diesel power plant (DPP) by the biofuel gas piston CHP. The assessment was based on the possibility of the technical and economic comparison of power supply options in the settlement

Assessment of the cogeneration biogas plant possibilities in the autonomous power supply system

The use of biomass and wood waste for heat and power production is increasing from year to year. Waste wood is low carbon footprint, has low sulfur content and relates to renewable energy sources. The paper demonstrates the possibility of increasing the energy efficiency of power supply system of the Stepanovka settlement (Tomsk region) by means of replacing diesel power plant (DPP) by the biofuel gas piston CHP. The assessment was based on the possibility of the technical and economic comparison of power supply options in the settlement

Long-term efficacy and safety of eslicarbazepine acetate monotherapy for adults with newly diagnosed focal epilepsy: An open-label extension study

Objective: To assess the efficacy, safety, and tolerability of eslicarbazepine acetate (ESL) monotherapy during long-term treatment. Methods: An open-label extension (OLE) study was conducted in adults completing a phase 3, randomized, double-blind, noninferiority trial, during which they had received monotherapy with either once-daily ESL or twice-daily controlled-release carbamazepine (CBZ-CR) for newly diagnosed focal epilepsy. In the OLE study, all patients received ESL (800-1600 mg/d) for 2 years. Primary efficacy outcome was retention time (from baseline of the OLE study). Secondary efficacy assessments included seizure freedom rate (no seizures during the OLE study) and responder rate (≥50% seizure frequency reduction from baseline of double-blind trial). Safety assessments included evaluation of treatment-emergent adverse events (TEAEs). Results: Of 206 randomized patients, 96 who received ESL in the double-blind trial (ESL/ESL) and 88 who received CBZ-CR in the double-blind trial (CBZ-CR/ESL) were treated with ESL monotherapy (89.3% overall). Treatment retention time was similar between groups, with low probability of ESL withdrawal overall (80% in both groups throughout the study. Incidence of serious TEAEs was similar between groups (7.3% vs 5.7%; 0% vs 1.1% possibly related), as were the incidences of TEAEs considered at least possibly related to treatment (17.7% vs 18.2%) and TEAEs leading to discontinuation (3.1% vs 4.5%). The types of TEAEs were generally consistent with the known safety profile of ESL. Significance: ESL monotherapy was efficacious and generally well tolerated over the long term, including in patients who transitioned from CBZ-CR monotherapy. No new safety concerns emerged