Scholastic Problems Research Articles

Quantitative Skills Training for SNBT Preparation at SMA Negeri 2 Parepare South Sulawesi

This service activity aims to improve students' quantitative abilities, especially in the SNBT test. The method of implementing this service used training, test simulations and discussions, as well as tips and strategies for solving quantitative ability questions. Assessment tools used during the activity included a pretest, posttest, and questionnaire. The analytical technique to assess the activity's success involved comparing the outcomes of the pre-test and post-test administered. The Results showed that there was an average increase in the scores of the participants' Quantitative Skills test. Overall, the average percentage increase in the participants' Quantitative Skills test scores was 13% from the pre-test scores. It can be concluded that the quantitative skills training provided positively enhanced the student's knowledge and skills, particularly in solving scholastic problems related to the Quantitative Skills test for the upcoming SNBT. Based on the survey, 53.1% of participants were highly satisfied with the conducted training activities and agree that such activities should be continued.

Early learning difficulties, childhood stress, race, and risk of cognitive impairment among US adults over age 50: A cross-sectional analysis.

Most literature linking childhood factors to cognitive health outcomes has focused on educational attainment-defined as years of education attained. However, less has been studied about the other aspects of education, such as early learning problems, and stressful family environments. This study examined whether early learning problems and childhood stressors were associated with mid- and later life cognitive impairment among US adults, and if these associations varied by race. We conducted a cross-sectional analysis using the Health and Retirement Study (HRS) along with respondents' early educational experiences from the 2015 to 2017 Life History Mail Survey (N = 9703). Early learning problems were defined as having any of the following: scholastic problems (reading, writing, mathematics), speaking/language issues, and sensorimotor issues- hearing, vision, speech, and motor-coordination. Cognitive status was classified as three levels (normal, cognitively impaired not demented [CIND], and demented) using the HRS Langa-Weir algorithm. Multinomial logistic regression models using generalized logits, estimated relative risk ratios (RRRs), and 95% confidence intervals (CI) with adjustment for sociodemographic factors. Having at least one early learning problem was associated with increased risk of later life cognitive impairment (RRR: 1.75, 95% CI: 1.34-2.29 for dementia, RRR: 1.42, 95% CI: 1.20-1.67 for CIND). Parental death before the age of 16 was associated with 17% higher risk of CIND in later life (RRR: 1.17, 95% CI: 1.01-1.34). However, learning problem-related differences in risk of cognitive impairment were dependent on race (learning problems × race, p = 0.0001). In the demented group, Blacks were 2.7 times more likely to be demented (RRR: 2.66, 95% CI: 1.69-4.17) amongst older adults that experienced childhood learning problems. Early life exposures predicted risk of cognitive impairment. Policies and interventions that enhance diagnosis of early learning problems and improve childhood social contexts are needed to promote healthy cognitive aging amongst Americans, regardless of race.

В чем состоит реальность необходимой и вечной истины? Метафизический спор теологов-иезуитов в середине XVII в.

The article is a study of the metaphysical dispute about the reality of necessary and eternal truths that took place among the leading Spanish Jesuits during the heyday of the scholastic tradition of the Society of Jesus in the middle of the 17th century. The traditional scholastic problem of “eternal truths” concerning essences of creatures and their possible existence, was radically reformulated thanks to the theological “innovations” of A. Pérez, who argued that the only verificativum (or foundation of reality) of any necessary truths is the very essence of God. This caused a furious polemical reaction on the part of S. Izquierdo, who proposed his own solution to this problem within the framework of his own original ontology of “status rerum” (especially the quidditative status) from the position of superrealism. The followers of Pérez, in turn, persistently opposed the "extremes" of Izquierdo's position. First, we briefly explicate the concept of "necessary and eternal truth" in Peripatetic tradition and give a historical overview of the time and place of this dispute, pointing to the main works in which the metaphysicians and theologians of the Society who participated in it formulated their positions. Secondly, we explicate the Pérezian thesis about God as the foundation of the necessity and reality of eternal truths on the example of an early treatise on the "possibility of creatures" by Gaspar de Ribadeneira (1653). Thirdly, we detail and analyze Izquierdo's criticism of this position in Disputation 10 of his Pharus scientiarum (1659). Fourthly, we present Izquierdo's own doctrine of the “quidditative status of things” or absolute necessary objective truths, and also explain his understanding of the necessity and eternity of such truths. In addition, we analyze how exactly he solves the key problem for his ontology – the problem of distinction and separability of the quidditative and existential status of a thing. Finally, we analyze the criticism of Izquierdo's position in the metaphysics of Antonio Bernaldo de Quirós (1666), pointing out the specifics of his argumentation and its theological and philosophical motives.

Utility of coping mechanisms in children with learning disabilities to arrive at the similimum: A case series

Objectives: In India, learning disabilities (LD) constitutes about 10–20% of scholastic problems in children. The standard way of treating these children is through remediation. An extra-mural Research Project supported by the Department of AYUSH (2008–2011) comprised a single blind, case–control study conclusively proved the value of homeopathy intervention in the treatment of LD. It is difficult to locate the characteristics in the written expressions of LD. This paper, explores through the use of a case series the most appropriate method, of identifying and incorporating the characteristic coping techniques used by these children to deal with their disability into the totality. The totality, thus erected, is processed through the use of various repertorial or nonrepertorial approaches. Materials and Methods: Detailed case histories of the children diagnosed with LD including data from the caregiver/s and the child were studied. The evolutionary behavioural expressions of the children were noted and analysed to derive the coping mechanisms utilized. These contributed to the characteristics which in turn defined the approach to the totality and further the similimum. Results: Incorporation of coping mechanisms with expressions at the mental and physical level was invaluable in leading to the similimum. The results indicated a significant change not only in the expressions of the LD but also in a better adaptation of the child to the environment. Conclusion: Identifying and valuing the coping mechanisms are of value in arriving at the similimum in children with LD.

A qualitative study on teachers' perceptions of their learners' mental health problems in a disadvantaged community in South Africa.

BackgroundThe combination of extensive poverty, violence and HIV has potential mental health impacts on children in Southern Africa. This article is nested in a broader study to evaluate the strength and difficulties questionnaire (SDQ) among Sotho speakers, and assess the mental health status of children made orphans by AIDS.ObjectivesThe aim of this study was to describe the mental health problems that the teachers perceive among learners in their classrooms, to understand what the teachers saw as causing these problems and to identify potential approaches to address these problems within the school setting.MethodAs part of the larger study, 10 teachers were purposively selected to write a report describing the mental health problems among learners in their class. These findings were discussed at two later meetings with a larger grouping of teachers to validate the findings and obtain additional input.ResultsThe teachers were concerned about the emotional state of their pupils, especially in relation to depression, anxiety, substance abuse, scholastic problems and aggression. These problems were felt to arise from the children’s lived context; factors such as poverty, death of parents and caregivers from AIDS and trauma, parental substance abuse and child abuse. The teachers expressed a desire to assist the affected learners, but complained that they did not get support from the state services.ConclusionMany learners were evaluated by teachers as struggling with mental health issues, arising from their social context. The teachers felt that with support, schools could provide assistance to these learners.

MeCP2 and Fragile X negative autistic spectral disorders in South Indian Tamilians commonly associated with non-specific brain imaging anomalies

Aetiology of Autism spectrum disorder (ASD) is multifactorial but genetics is thought to play a major role. We examined for brain imaging anomalies and genetic profile in South Indian Tamilian ASD children and explored for any association of MRI Brain and gene mutations with the severity of autism. Children from child Guidance clinic of a quaternary referral institute full filling DSM IV Diagnostic criteria were recruited over 2 years. Using a Seamen 1.5 T MRI, brain imaging was done with FLAIR, FA 150 and T1 inversion recovery sequences. DNA was analysed for the genetic mutations of Exon 2, 3 and 4 of the MeCP2 gene and also for FMR mutations. Of 58 ASD, Male: female = 3.8, mean age at diagnosis 3.6. 21 had seizures disorders, most commonly GTCS, two had cardiac septal defects. Mean CARS score was 35.8. Comorbidities were feeding problems in 10.3%, scholastic problems in 89.7%, sleeping problems in 39.7% and hearing impairment in 6.9%. We anomalies noted were hippocampal atrophy, inversion or altered signals in 29 (75%) out of 39 children, but no macrocephaly or lobar hyperplasia. Severity of the autism was not associated with comorbidities or with MR anomalies. Genetic analysis ruled out Fragile X (FMR) and MeCP2 gene mutations. Psychomotor comorbidities and non-specific brain imaging anomalies were common in South Indian Tamilian children, negative for common MeCP2 and FMR mutations

Mythes et réalités sur les enfants à haut potentiel intellectuel en difficulté : les apports de la recherche

Children with high intellectual potential (HP) can have scholastic and/or psychological difficulties. Epidemiological studies are needed to know the real frequency of HP children with difficulties. The results from the National Center for Assistance to High Potential children and adolescents (CNAHP) indicate that HP children can show notable scholastic problems (including school failure: 7.5% of 611 consulting HP children) and socioemotional problems related to their high intellectual potential (notably anxiety-disorders associated with high verbal potential). This highlights the importance of proposing adapted therapeutic and educational care to HP children in difficulty. This is a question of ethics and society.

A case report of multiple anesthesia for pediatric surgery: 80 anesthesia applications in a period of 6 years

BackgroundThe side and adverse effects of anesthesia and its neurotoxicity to children have become major concerns of anesthesiologists in recent years.Currently, no clinical trials have provided clear evidence indicating the suitable minimum age for a patient’s first anesthetic application, importance of anesthesia duration, number of anesthetic applications or interval between two consecutive anesthesia applications.A very rare case concerning the side, adverse and neurotoxic effects of multiple anesthesia in a child is presented.Case presentationA case of a 9-year-old child who received 80 applications of anesthesia in 6 years because of corrosive esophagitis is presented. The commonly used anesthetic agents were propofol, fentanyl, rocuronium and sevoflurane.ConclusionIn our case, there were no permanent side or adverse effects due to multiple anesthesia. The minimal psychological and scholastic problems of our case were tied to frequent hospitalization by the pediatric psychiatry consultation.

Les enfants à haut potentiel en difficulté : apports de la recherche clinique

We have been sensitized to children with high intellectual potential (HIP) having difficulties given the number of children consulting in our outpatient medico-psychological centres for scholastic problems (possibly leading to school failure), anxiety disorders or behavioral disorders such as attention deficit/hyperactivity disorder (ADHD), and in which a high intellectual potential was discovered during psychological assessments. It is the contrast, and more precisely the paradox, between the high intellectual potential of these children and their scholastic difficulties (including school failure), and the psychic suffering expressed by some of them, which led us to question, challenge and propose therapeutic and educational care adapted to these children. It is in this context that we created in December 2005 the CNAHP (National Center for Assistance to High Potential children and adolescents) which is a public centre integrated into the hospital-university department of child and adolescent psychiatry at Rennes. It is noteworthy that not all children with HIP have difficulties, and children with school failure or behavioral problems are not always children with HIP. However, it is necessary not to minimize the problem raised by children with HIP with difficulties by ignoring its frequency or by considering that these children are “intelligent” enough to manage by themselves and do not need to be helped, whereas some of them can show school failure and even be de-scholarized. Indeed, based on the definition of the World Health Organization (WHO) of an intellectual Quotient (IQ) above 130 (level corresponding to a statistical threshold), the frequency of children with HIP represents 2.3% of the population of schoolchildren aged 6 to 16. The frequency is therefore not so rare. However, it remains to be determined by French epidemiological studies what is the actual frequency of children with difficulties within a population of children with HIP. The analysis of the CNAHP research data from a clinical population (children with HIP consulting for difficulties) highlights that children with HIP can show major school problems (including school failure, defined here as having or foreseeing repetition of a grade), which corresponds to 7.5% of 611 children with HIP consulting at the CNAHP) and socioemotional problems (emotional regulation disorders) in relation to their high intellectual potential. In particular, anxiety disorders were the most frequent psychiatric disorders observed in this population (40.5%) and were significantly associated with high verbal potential. This significant association requires further studies to avoid establishing a simplistic unidirectional and reductive linear cause-effect relationships. Indeed, a high verbal potential can elicit and/or reinforce anxiety-producing representations, but anxiety disorders may also lead to a defensive over investment of verbal language. The results are discussed in this article and suggest that scholastic and/or psychological difficulties encountered by some children with HIP can be related to their high intellectual potential. It is necessary to develop therapeutic and educational care adapted to these children from a better understanding, based on research results, of their possible difficulties but also cognitive abilities. Even when children with HIP have scholastic and/or psychological difficulties, some of their cognitive skills can be preserved contrary to appearances, with for example, as seen in the CNAHP results, excellent attentional capacities shown by cognitive tests contrasting with behavioral attention deficit reported by parents. These skills are important to identify as they are resources which support the therapeutic and educational project. It is probably through an articulation among professionals from national education, health and research, in alliance with the family (parents, child, and siblings), that advances will be made. In the same way that professionals have been interested in children with intellectual disabilities, it is important to be concerned by children with HIP and difficulties located at the other end of the continuum. It is a question of ethics which concerns both caregivers and teachers. It is also a societal issue that concerns all of us given that the expression of high intellectual and creative potential in children may be essential to the societal development of innovative strategies and each nation's future. Finally, the discussion can be extended to all children, independent of their potential. What we learn from children with HIP and difficulties can be applied to each child: it is important at family, school and societal levels to facilitate the expression of the potential of children, to value their skills, and to help them to remove possible inhibitions of their potential based on individualized projects. The acceptance of singularity and differences in children can contribute to tolerance and the development of creativity, in the interest of the subject and of society.

Perception of Physical Education Teachers (PETs) Regarding Their Role in Resolving Scholastic's Problem of the Students at Secondary School Level

The purpose of this particular study was to illuminate the concept of people about the role of Physical Educationists in resolving scholastic’s problem of the students at secondary school level and to inculcate some information’s about the effects of scholastic’s problem on the overall performance of children at secondary school level. Physical Educationists is responsible to resolve the problem affecting students at secondary level. The target population of this specific study was all Physical Education Teachers (PETs) both male and females at secondary school level of Khyber Pakhtoonkhwa (KP) Pakistan. Data was collected through questionnaire. The Sample of 100 Physical Education Teachers PETs, (50 male, 50 females) mean/SD of male PETs 3.79/.413 and mean/SD value of female PETs is 4.02/.381 was selected through convenient or available sampling technique. Statistical method was applied for data analysis. On the basis of finding the researcher concluded that majority of respondent were in the opinion that indiscipline, unemployment, intolerance, cheating, impurity etc. are the main scholastic’s problem adversely affects the students academics. It was also concluded by the researcher that Physical Education Teachers have a positive role in resolving scholastic’s problems among students at secondary level.

UNARV: A district model for adolescent school mental health programme in Kerala, India

Background: About a half of life time cases of mental disorders start by 14 years of age. First sign of mental illness or emotional distress can emerge in school environment. So schools are to be viewed as the potential place for recognition of mental health problems, but an unexplored area. This study describes the working of a new model for district adolescent school mental health programme, UNARV in Kerala. Methods: A descriptive study of adolescents referred from schools, seen at UNARV clinic over a period of 5 years (2007–2012). Study sample consisted of students with behavioral and scholastic problems who were referred by trained teachers from Government and Government aided High School (8th to 10th class) and Higher Secondary School (11th and 12th class) under aegis of District Panchayath, Thiruvananthapuram, Kerala. They were evaluated and given psychosocial and pharmacological interventions by child mental health expert. Results: Total 2432 students attended UNARV clinic during the period. Most common problems observed were involvement in physical fights (38.3%), viewing and showing pornography to others (21.8%), poor scholastic performance (20.7%), skipping classes (19.1%), alcohol abuse (19%), smoking (14.2%), and engaging in love affair (8.5%). Common mental disorder diagnosed was conduct disorder (36.4%). UNARV helped in reintegration of such students back in to schools and stalled the trend of such students from being dismissed or suspended from class. Conclusion: UNARV forms a sustainable alternative district model in a resource poor environment. School teachers were trained as primary counselors and expert intervention was ensured.

Effect of Mindfulness and Cognitive Behavior Therapy on Conduct and Scholastic Problems of Marginalized Children

The Purpose of the study is to measure Intelligence ability and social intelligence of students and thus we know that where should they stand in world of today and prepare them for World of Tomorrow. For this researcher has decided to Organize standardize social intelligence test for study interaction measures of Intelligent ability and social intelligent on scholastic achievement for standard IX students of Dahod Taluka, in Dahod District. Intelligence is a property of mind that encompasses many related abilities such is the capacities to reason to plan, to solve problems, to think abstractly, to comprehend ideas, to use languages and to learn. Even in some cases intelligence may include traits such as creativity, personality, character knowledge or wisdom. Types of Intelligence is classification are made by ‘Thorndike (1927) a) Concrete Intelligence, b) Abstruct Intelligence, c) social Intelligence According to spearman (1923), “Intelligence is which involves mainly the education of relations and correlation” Are all people equally intelligent? Are all the students fit for school instruction? No, But only some persons are intelligent, they Stands First in Class exam and they will some more marks. Schooling is an important factors that affecting intelligence. Children who do not attend school or who attend intermittently score more poorly on IQ tests than those who attend regularly and Children who move from low quality schools to high quality school tend to show improvement in I.Q. Besides transmitting information to students directly, school teach problem solving, abstract thinking and how to question attention all skills required on IQ tests.

ARSH 6: Reproductive Health Needs Assessment of Adolescents and Young People (15–24 y): A Qualitative Study on ‘Perceptions of Program Managers and Health Providers’

To understand the perceptions of program managers and service providers using in depth interview technique, a well-accepted qualitative research that can also offer semi quantitative input. Need assessment was done qualitatively using in-depth interviews, among program managers of health care system including District Medical Officers and RCH Officers and program service providers, both in rural and urban areas. In total 34 in-depth interviews were conducted. Nearly half (2+) of the program managers and service providers of adolescent programs opined that the important problems faced by adolescents were issues related to sexuality, psychosocial conflict, identity crisis, adjustment problems and scholastic problems. Approximately half of them thought that improper parenting, negative attitude of parents, separated parents, ignorance of parents, family background, nuclear family setup etc. are the most important factors, which influence adolescent problems and that friends and media are their major source of reproductive sexual health information. Nearly half of them pointed out that pain and psychological disturbances like anxiety, tension and anger were the important menstrual problems faced by adolescents. Again nearly half of them, felt that FLE (Family Life Education) should be given at school and ARSH services at PHCs, but there was little consensus on provision of contraceptive service and abortion services to adolescents. All the service providers and program managers are ready to cooperate but they had varied opinions about who should impart adolescent reproductive sexual health education and how the program should be done.

ARSH 8: Family Life Education and Counseling: A School Based Model

To understand the problems of school going adolescents in selected schools in the first phase and to provide class based family life education in the second phase. Step 1: Identification of the study sample, Step 2: Each adolescent was individually administered TSQ-T by trained project staff , Step 3: 'Family life education' sessions were held for the whole class together, Step 4: Queries were collected on a slip of paper without writing their names, Step 5: Those needing medical attention was seen by a medical doctor and psychologist Step 6: Preparation of a guide book named "101 questions", Step 7: Upscaling the project as a service component to Government schools. 4.6% of school going boys and 2.5% of girls were underweight and 4.4% of boys and 7.8% of girls were obese. Less than 5% of adolescents had symptoms suggestive of various mental health disorders, 2.6-8.3% for attention deficit hyperactivity disorder (ADHD), 3% for eliminating disorder, 0.9-2.2% for conduct disorder, 0.9-3.3% for anxiety disorders, 1.7-4.4% for depression and 0.8-1.1% for psychosis. Adolescent school going girls had a mean age of menarche at 12.7 y and 46% of girls did not receive any prior information about menarche. Screening of adolescents using TSQ-T developed at CDC, Kerala and used extensively in community projects, was found to be useful in identifying adolescents with nutrition and lifestyle issues, scholastic problems, mental health problems and reproductive health problems.

Impact of intervention on learning abilities of institutional children

The present study was under taken during 2003 - 2005 with the objectives to study the level of learning abilities and study the impact of intervention on learning abilities among children residing in juvenile institutions of Dharwad division in Karanataka. Level of scholastic ability and scholastic problems of children was assessed before intervention. School based intervention program focused on improving reading, writing and arithmetic abilities of children. Results indicated that nearly 50% of institutional children were poor in reading and arithmetic abilities and nearly one third (23%) were poor in writing. Further school based intervention had significant effect in reducing reading, and writing difficulties and improved their ability to solve arithmetic sums except graded multiplication and division sums. Key words: Learning abilities, intervention, institutional children, school.

Psychiatric symptomatology, scholastics, and phenytoin

Phenytoin is a commonly used antiepileptic medication because of its easy accessibility as well as affordability. However, scientific literature shows various types of side effects of phenytoin. We report a patient who was showing toxicity symptoms in the form of mood, behavior and cognitive symptoms along with scholastic problems and personality change on long term treatment with phenytoin. The patient's serum phenytoin was found to be quite high (>32.8 ng/ml).The symptoms were attributed to phenytoin toxicity which responded within twelve weeks by reducing the dose of phenytoin (with resultant fall in levels of serum phenytoin) and the addition of folic acid. While the mood and behavior symptoms recovered early, the cognitive symptoms responded slowly showing 80% -90 % improvement over a period of fifteen weeks.

A Primary Care Approach for Adolescent Care and Counseling Services

Adolescents can have mental, emotional, and behavior problems that are a source of stress for the child as well as the family, school and community. These may disrupt the adolescent's ability to function normally. Adolescents also have reproductive concerns especially at menarche. Considering the extent of problems of adolescents and the lack of adolescent care and counseling services, it was felt that community adolescent care counseling services should be made available. This article describes the steps involved in the setting up of Taluk model of adolescent care and counseling services. Following steps were involved in setting up a Taluk model of adolescent care counseling service delivery system. Step I: Focus Group Discussions (FGDs) among Stakeholders. Step II: Conceptualization and Strategy planning for service delivery. III: Finalization of service delivery model Step IV: Workshops for finalization of TSQ-T 2008 version the tool to be used for assessing the adolescents in the ARSH clinics. Step V: Training Programme for Medical/Paramedical health staff. Step VI: Awareness programs for mothers of adolescents. Step VII: Setting up of ACS/ARSH clinics at Taluk hospitals. Step VIII: Evaluation of the utilization of services at Taluk hospitals. The clinic has been well utilized with 1,588 adolescents being seen in 2 years. Medical and Reproductive problems among adolescent girls were anemia, underweight, dysmenorrhoea, menstrual irregularities and symptoms of Polycystic Ovarian Syndrome, whereas among boys problems were mostly related to concerns about masturbation and its perceived ill effects. The psychosocial problems ranged from minor anxieties, sadness and adjustment problems to psychiatric disorders. Scholastic problems included poor concentration, poor study habits and low intelligence quotient. The success of the clinics in these five hospitals can be replicated in other parts of the state as well as the country. These will go a long way to ameliorate the morbidity of adolescents.

School Based Adolescent Care Services: A District Model

To study the perceived problems of higher secondary school students in a district and to document the effect of a family life and life skill education package. A survey was conducted among 11501 adolescents belonging to 103 higher secondary schools in Thiruvananthapuram district, using Teenage Screening Questionnaire-Trivandrum (TSQ-T). Family life and life skill education package was given to class XI students and post intervention evaluation of improvement in knowledge level was assessed after 6 months by a structured pre-tested self-administered questionnaire. 61.2% adolescents reported scholastic problem, 22.1% family related problems, 31.9% personal problems and 15.2% adjustment problems, with boys reporting higher percentage. 65.8% reported body image related problems, 26.4% had dental, 21.3% ENT and 16.2% had dermatological complaints. Among girls 50.2% reported menstrual problems. 506 adolescents volunteered for medical check-up and 1247 for detailed psychological assessment. Family life and life skill education package showed consistent improvement in knowledge even after a gap of 6 months. The study results showed that a school based adolescent care service programme is effective and feasible.

The Taxon as an Ontological Problem

Although the term taxon is one of the most common concepts in biology, a range of its meanings cannot be comprehended by an universal definition. Usually, biologists construe their knowledge of “the same” taxon by substantially different interpretations, so they find themselves in need either to justify this “multiplication of taxon essences”, or to surmount their plurality unifying its interpretations into a single explanation of what a taxon is. In both cases, an ontological status (“reality”) of that taxon is questioned. Therefore, discrepancy between universality of the taxon concept in biology and unavoidable plurality of its interpretations can be regarded as a source of problem of the taxon ontology. The present work aims to clarify the premises of this discrepancy using phenomenological approach. Three ways of the taxon positing (as a class, as a place in the world, and as a individualized body) have been distinguished. Taxon as a class is established by common essence that is shared by a set of living beings. These living beings are regarded as speculative objects beyond an idea of the world, i.e. as objects of the experimental science. A question about ontology of taxon as a class refers to the scholastic problem of universalia; its status can be defined within the scope of the nominalism/realism opposition. Taxon as a place of common appearance of the specimens is regarded in the context of the etiological relations unifying various entities into the entire world. Taxon as a place refers to a certain position in the Natural System that is construed as an etiological map of the world. In this case a specimen of a living being is known as a curiosity, i.e. representant of its relationships as well as of the place of its origin. Ontological status of a taxon as a place is to be clarified within the framework of the natural/artificial opposition. The positing of a taxon as a collective body marked off by limits of joint survival of living beings is characteristic for biology in the strict sense which arose in the very beginning of the 19 century. A taxon as a body established by the techniques of disciplinary power sensu M. Foucault extended from the human bodies to bodies of other living beings. The ontological status of a taxon as a collective body can be defined within the scope of the wild/domesticated opposition. Therefore, the discrepancy between the universality of the taxon concept and the plurality of its interpretations is underlayed by interpenetration of three distinct modi of taxon establishing. Distinguishing between these three modi can clarify sources of ontological problems concerned with the term taxon in each case when they arise.

Skillful use of different graphic materials - a required condition for mastering the art of a script

Line and spot - a main graphic language dements and expressive facilities of the sketch and sketching. In article is considered question of the broad use the technical possibilities different graphic material for decision creative and scholastic problems. The Influence of the skill to use the different material in work with sketch and sketching on development of the figurative thinking, mental abilities, keenness of observation student.