Networking and special educational institutions for the purpose of socialization of children with disabilities

© 2016 Fedotova.The relevance to the article topic due to the fact that the network character of interaction of educational institutions aims at the implementation of accessible education of children with disabilities as a strategic objective of educational policy of Russian Federation. The purpose of the article is to analyze the existing models of network interaction between special (correctional) and general education institutions, institutions of additional in the Chuvash Republic and administration of educational networks. Leading method to the study of these problems is the analyses of theoretical literature, statistical data and work experience of educational institutions of the Republic in the field of networking, which allowed to reveal mechanisms of effective management of network interaction of educational institutions on the basis of cooperation and competition, and to describe existing models of educational networks of the Chuvash Republic. Results overview of network interaction in education Chuvash Republic, identifying effective models and management mechanisms educational networks in practical terms allows to formulate and solve educational networks for the task of structural optimization, distribution of educational resources and motivational management

Excitatory actions of GABA in the intact neonatal rodent hippocampus in vitro

The excitatory action of GABA is considered to be a hallmark of the developing nervous system. However, in immature brain slices, excitatory GABA actions may be secondary to neuronal injury during slice preparation. Here, we explored GABA actions in the rodent intact hippocampal preparations and at different depths of hippocampal slices during the early postnatal period (post-natal days [P] 1- 7). We found that in the intact hippocampus at P1-3: (i) GABA exerts depolarizing action as seen in cell-attached single GABA(A) channel recordings; (ii) GABA(A) receptor (GABA(A)-R) agonist isoguvacine and synaptic activation of the GABA(A)- Rs increase the frequency of multiple unit activity (MUA) and the frequency of the network-driven Giant Depolarizing Potentials (GDPs); and that (iii) NKCC1 antagonist bumetanide suppresses GDPs and the excitatory actions of isoguvacine. In the hippocampal slices at P2-5, isoguvacine and synaptic activation of GABA(A)- Rs evoked excitatory responses at all slice depths, including surface and core. Thus, GABA exerts excitatory actions in the intact hippocampus (P1-3) and at all depths of hippocampal slices (P2-5). Therefore, the excitatory actions of GABA in hippocampal slices during the first postnatal days are not due to neuronal injury during slice preparation, and the trauma-related excitatory GABA actions at the slice surface are a fundamentally different phenomenon observed during the second postnatal week. © 2013 Valeeva, Valiullina and Khazipov

Teacher readiness for the prevention and correction of emotional disturbance in primary school children with attention deficit hyperactivity disorder

Introduction. Psychological and pedagogical support for learners with attention deficit hyperactivity disorder (ADHD) has currently become crucial in the Russian and foreign systems of education. The problem has been caused by the increasing number of children suffering from this disorder and insufficient readiness of a modern teacher to implement preventive and corrective work with the specified category of school students in a comprehensive school. One of the most common complications of ADHD in primary school children, along with learning difficulties, are emotional disorders (inadequately underestimated or overestimated self-esteem, anxiety, depression, affective outbursts). The current situation in education actuates the necessity of modern teacher’s readiness to prevent complications of ADHD as well as to provide corrective help to children with this disorder. Aim. The present research aims to determine the structure of the future teacher’s readiness to prevent and correct emotional disorders in primary school children with ADHD in the comprehensive school environment. Methodology and research methods. As methodological basis of the research served the activity-based, systemic, and competency-based approaches. Two groups of methods were applied in the study: theoretical (analysis, synthesis, classification, and generalisation) and empirical (survey methods, documentation analysis). The research methodology included the author’s questionnaire “Identification of Theoretical, Methodological and Psychological Difficulties in Primary School Teachers to Prevent and Correct Emotional Disorders in Junior Schoolchildren with ADHD”, the techniques “Self-Assessment of Empathic Abilities” (Yu. M. Orlova, Yu. N. Emelyanova) and “The Psychological Portrait of a Teacher” (Z. V. Rezapkina, G. V. Rezapkina). In addition, the interviews were conducted. Results. The analysis of diagnostic results showed that the respondents had superficial theoretical and methodological knowledge about psychophysiological characteristics of children with ADHD, as well as about children’s education organisation in a comprehensive school. On average, less than half of the respondents gave correct answers to the questions of the theoretical block. In the methodological block, the lack of professional knowledge on the organisation of education and upbringing of children with ADHD in a comprehensive school was revealed. The study identified the following organisational and content problems related to the prevention and correction of emotional disturbance in primary school children with ADHD in a comprehensive school: the lack of psychological and pedagogical support for this category of school children; a low level of theoretical and methodological knowledge of school teachers in the field of psychological and pedagogical support for school students with ADHD; the shortage of teachers’ skills and abilities to prevent and correct emotional disorders; the deficit of special programmes for psychological and pedagogical support of students in a comprehensive school; teacher’s unwillingness to work with this category of students; indisposition of parents having children with ADHD to cooperate with the teacher regarding their child’s education and upbringing. Scientific novelty. The structure of the future teacher’s readiness to prevent and correct emotional disorders in younger students ADHD in a comprehensive school was determined on the basis of the described professional qualities of a modern teacher; it includes the following components: motivational, theoretical-methodological, psycho-pedagogical, and methodical. Qualitative characteristics of these structural components were given to determine the possibility of preventing and correcting emotional disorders in younger schoolchildren with ADHD. Practical significance. The research results can be applied in the process of primary school teachers training in the system of higher education, as well as in the system of additional professional education to implement teacher training programmes on key issues of modern education in general, and, in particular, on the problems of the prevention and correction of emotional disturbance in primary school children with ADHD in the comprehensive school.Введение. Оказание психолого-педагогической помощи обучающимся с синдромом дефицита внимания и гиперактивности на сегодняшний день является серьезной и актуальной проблемой как в российской системе образования, так и за рубежом. Проблема обусловлена увеличением числа детей, страдающих данным синдромом и недостаточной готовностью современного учителя осуществлять профилактическую и коррекционную работу с указанной категорией обучающихся в условиях общеобразовательной школы. Одним из наиболее частых осложнений синдрома дефицита внимания и гиперактивности у младших школьников наряду с трудностями в обучении являются эмоциональные нарушения (неадекватно заниженная, либо завышенная самооценка, тревога, депрессия, аффективные вспышки). В связи со сложившейся ситуацией в системе образования, современный учитель должен быть готов к профилактике осложнений синдрома дефицита внимания и гиперактивности, а также к коррекционной помощи детям с данным синдромом. Цель. Определить структуру готовности будущего учителя осуществлять профилактику и коррекцию эмоциональных нарушений у младших школьников с синдромом дефицита внимания и гиперактивности в условиях общеобразовательной школы. Методология, методы и методики. Методологической основой исследования выступают принципы деятельностного, системного, и компетентностного подходов. В ходе исследования были использованы две группы методов: теоретические (анализ, синтез, классификация, обобщение) и эмпирические (методы опроса, анализ документации). Методика исследования включает в себя авторскую анкету «Выявление у учителей начальных классов теоретических, методических и психологических трудностей профилактики и коррекции эмоциональных нарушений у младших школьников с СДВГ», методики «Самооценка эмпатичных способностей» (Ю. М. Орлова, Ю. Н. Емельянова) и «Психологический портрет учителя» (З. В. Резапкина, Г. В. Резапкина), а также интервью. Результаты. Анализ результатов диагностики показал, что у респондентов отмечаются поверхностные теоретические и методические знания о психофизиологических особенностях детей с СДВГ, а также организации их обучения в условиях общеобразовательной школы. В среднем меньше половины респондентов дали верные ответы на вопросы теоретического блока. В методическом блоке также отмечается профессиональный дефицит в вопросах организации обучения и воспитания детей с СДВГ в условиях общеобразовательной школы. В ходе исследования были выявлены проблемы организационного и содержательного характера в отношении профилактики и коррекции эмоциональных нарушений у младших школьников с СДВГ в условиях общеобразовательной школы, среди которых: отсутствие психолого-педагогической поддержки данной категории обучающихся; низкий уровень теоретических и методических знаний учителей начальных классов в области психолого-педагогического сопровождение обучающихся с СДВГ; дефицит умений и навыков педагогов в вопросах профилактики и коррекции эмоциональных нарушений; отсутствие специальных программ психолого-педагогического сопровождения обучающихся в условиях общеобразовательной школы; нежелание учителя работать с данной категорией обучающихся; нежелание родителей детей с СДВГ сотрудничать с учителем в отношении обучения и воспитания своего ребенка. Научная новизна. На основе описанных профессиональных качеств современного учителя, определена структура готовности будущего учителя осуществлять профилактику и коррекцию эмоциональных нарушений у младших школьников с синдромом дефицита внимания и гиперактивности в условиях общеобразовательной школы, которая включает в себя следующие компоненты: мотивационный, теоретико-методологический, психолого-педагогический, методический. Дана качественная характеристика компонентов данной структуры с позиции возможности профилактики и коррекции эмоциональных нарушений у младших школьников с синдромом дефицита внимания и гиперактивности. Результаты исследования могут применяться в процессе подготовки учителей начальных классов в системе высшего образования, а также в системе дополнительного профессионального образования в рамках реализации программ повышения квалификации учителей по актуальным проблемам современного образования в целом, и, в частности по проблемам профилактики и коррекции эмоциональных нарушений у младших школьников с дефицитом внимания и гиперактивности в условиях общеобразовательной школы.Статья выполнена при поддержке Казанского (Приволжского) федерального университета. Автор выражает благодарность анонимным рецензентам за рекомендации, позволившие улучшить качество публикации.The paper was performed with the support of Kazan (Volga Region) Federal University. The author is grateful to the anonymous reviewers for their helpful comments, which improved the quality of the publication

Peculiarities of psychological competence formation of university teachers in inclusive educational environment

© 2017 Authors. The relevance of the issue covered in the paper is substantiated by the need to form secondary university teachers' readiness and abilities to work with university students with limited health opportunities. The paper provides the research results and experience of psychological skills formation in university teachers as part of their professional competency in issues of inclusive education environment arrangement. The main research method is pedagogic experiment (stating, forming and control) aimed to reflect quality characteristics and dynamics of teachers' psychological readiness to work in inclusive education environment. The paper suggests empirical data to determine factors that prevent humanistic relationships between the participants of educational process-teachers and university students. The paper proposes the program of teachers' advanced training and retraining to develop appropriate psychological knowledge and emotional-volitional features for efficient professional activity in the context of inclusion. The materials in the paper are of scientific and practical value for future teachers' training at higher education institutions, and for the system of teaching staff advanced training and retraining, as well

Chemical products obtained during the separation of liquid products of fast pyrolysis of wood. As a contribution to green energy

The article discusses the various uses of water-soluble and water-insoluble components of liquid wood pyrolysis products. Various commercial products are described with the identification of vulnerable aspects of use. The most promising ways of using as chemical products are highlighted

Social and pedagogical conditions of formation the students culture of communication by means of socio-cultural creativity

© 2017 Serials Publications.The article is devoted to the research of formation the student's culture of communication between different nationalities. The main directions of the organization of formation of culture of international dialogue related to the implementation of multicultural environment, ensuring the development of native culture, its history, traditions and moral values. Socio-cultural creativity as a means of formation of culture of international dialogue presented in this study is aimed at providing opportunities for young people to gain access to cultural values, to create favorable conditions for the creation, development and implementation of measures aimed at the organization and support of the national, national and international festivals, as well as support for the priority areas of innovation in the social and cultural sphere. The article presents the results of the research of formation the culture of international dialogue of students by means of social and cultural creativity. Materials of article can be recommended for the development the culture of communication in future work of teachers, organizers, managers

Gastric Microbiota and Morphological Changes of the Gastroduodenal Tract Associated with Helicobacter Pylori Infection

© 2016, Springer Science+Business Media New York.Investigation of the microbiota at morphological changes of a gastrointestinal tract. One hundred four patients were examined by cytologic, bacteriological methods, and mass-spectrometry techniques. Studying of the microbial association of stomach has demonstrated the mixed microflora presented by Helicobacter pylori, cocci, fungi Candida, rods, and protozoa. Bacteria of the following species were found: Actinomyces, Arthrobacter, Bacillus, Corynebacterium, Lactobacillus, Neisseria, Pseudomonas, Rothia, Staphylococcus, Streptococcus, and Streptomyces. The microbial flora of esophageal samples was less various (opportunistic bacteria Neisseria, Gemella, and Rothia mucilaginosa were revealed). In group of Helicobacter-positive patients, bacteria were found in fungi Candida, Colletotrichum, and bacterias Thauera and Mycoplasma, while in H.pylori-negative patients, samples have more different species. Intensity of morphological changes (the atrophy, the intestinal metaplasia, and the dysplasia) correlated with a frequency of detection of H. pylori and eukaryotic microbiota (fungi Candida and protozoa)

4.各部門の活動内容 理学療法科

© 2016, Springer Science+Business Media New York.Investigation of the microbiota at morphological changes of a gastrointestinal tract. One hundred four patients were examined by cytologic, bacteriological methods, and mass-spectrometry techniques. Studying of the microbial association of stomach has demonstrated the mixed microflora presented by Helicobacter pylori, cocci, fungi Candida, rods, and protozoa. Bacteria of the following species were found: Actinomyces, Arthrobacter, Bacillus, Corynebacterium, Lactobacillus, Neisseria, Pseudomonas, Rothia, Staphylococcus, Streptococcus, and Streptomyces. The microbial flora of esophageal samples was less various (opportunistic bacteria Neisseria, Gemella, and Rothia mucilaginosa were revealed). In group of Helicobacter-positive patients, bacteria were found in fungi Candida, Colletotrichum, and bacterias Thauera and Mycoplasma, while in H.pylori-negative patients, samples have more different species. Intensity of morphological changes (the atrophy, the intestinal metaplasia, and the dysplasia) correlated with a frequency of detection of H. pylori and eukaryotic microbiota (fungi Candida and protozoa)

Developmental changes in electrophysiological properties and a transition from electrical to chemical coupling between excitatory layer 4 neurons in the rat barrel cortex

© 2016 Valiullina, Akhmetshina, Nasretdinov, Mukhtarov, Valeeva, Khazipov and Rozov.During development, sensory systems switch from an immature to an adult mode of function along with the emergence of the active cortical states. Here, we used patch-clamp recordings from neocortical slices in vitro to characterize the developmental changes in the basic electrophysiological properties of excitatory L4 neurons and their connectivity before and after the developmental switch, which occurs in the rat barrel cortex in vivo at postnatal day P8. Prior to the switch, L4 neurons had higher resting membrane potentials, higher input resistance, lower membrane capacity, as well as action potentials (APs) with smaller amplitudes, longer durations and higher AP thresholds compared to the neurons after the switch. A sustained firing pattern also emerged around the switch. Dual patch-clamp recordings from L4 neurons revealed that recurrent connections between L4 excitatory cells do not exist before and develop rapidly across the switch. In contrast, electrical coupling between these neurons waned around the switch. We suggest that maturation of electrophysiological features, particularly acquisition of a sustained firing pattern, and a transition from the immature electrical to mature chemical synaptic coupling between excitatory L4 neurons, contributes to the developmental switch in the cortical mode of function

Туристический кластер Псковской области

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