Secondary Specialized Educational Institutions Research Articles

Антитела к нейромедиаторам - нейроиммунные маркеры в персонализированной профилактике болезней зависимости

Цель исследования - изучение содержания аутоантител к нейромедиаторам дофамину, норадреналину, серотонину, глутамату и ГАМК на разных стадиях развития зависимости от ПАВ, а также влияние различных видов наркотиков на их уровень в сыворотках крови. Методика. Исследование выполнено на базе отделения аддиктивных состояний и лаборатории клинической психонейроиммунологии и нейробиологии НИИ психического здоровья Томского НИМЦ РАН. Группу здоровых людей составили 148 студентов средних специальных и высших учебных заведений. Группа наркологических пациентов состояла из 203 лиц. Кровь для исследования у наркологических пациентов брали однократно при поступлении в стационар или на диспансерном приеме. У добровольцев кровь брали однократно при обследовании. Антитела к нейромедиаторам дофамину (ДА), норадреналину (НА), серотонину (5-ОТ), глутамату (ГЛУ) и ГАМК определяли методом твердофазного ИФА (ELISA) на полистироловых 96-луночных планшетах, сенсибилизированных тест-антигеном. В качестве тест-антигенов использовали конъюгаты нейромедиатора с бычьим сывороточным альбумином (БСА). Конъюгированные антигены ДА-БСА и 5-ОТ-БСА синтезировали с использованием диазотированного белка. Конъюгаты НА-БСА, ГЛУ_БСА и ГАМК-БСА синтезировали с помощью глутарового альдегида. Полученные данные статистически обрабатывали с использованием непараметрического критерия Манна-Уитни и точного метода Фишера. Результаты. Установлено, что уровень антител к нейромедиаторам (ДА, НА, 5-ОТ, ГЛУ, ГАМК) может отражать изменения в нейротрансмиттерных системах головного мозга, происходящие при развитии зависимости от ПАВ и выявлять особенности действия различных наркотических веществ. Наиболее существенное усиление продукции аутоантител к нейромедиаторам наблюдалось у пациентов с опийной наркоманией. Пациенты, злоупотреблявшие психоактивными веществами без развития зависимости, но с вредными последствиями для здоровья, характеризовались низким уровнем аутоантител к нейромедиаторам. При этом следует особо отметить более выраженное снижение уровня аутоантител к глутамату в этой группе пациентов. Заключение. Полученные данные свидетельствуют, что аутоантитела к нейромедиаторам особенно к дофамину, норадреналину, глутамату могут рассматриваться в качестве нейроиммунных маркеров стадийного развития аддиктивных состояний. The purpose. The aim of this work was to study the level of autoantibodies to neurotransmitters dopamine, noradrenaline, serotonin, glutamate and GABA at different stages of development of the psychoactive substances dependence, as well as the effect of various types of narcotics on their serum levels. Methods. The study was performed on the basis of the department of addictive states and the laboratory of clinical psychoneuroimmunology and neurobiology of the Mental Health Research Institute Tomsk NRMC RAS. The group of healthy people was 148 students of secondary special and higher educational institutions. The group of narcological patients consisted of 203 persons. Blood for study in narcological patients was taken only once on admission to hospital or on a dispensary. The volunteers received blood once during the examination. Antibodies to neurotransmitters dopamine (DA), norepinephrine (NA), serotonin (5-OT), glutamate (GLU) and GABA were determined by solid-state ELISA (ELISA) on polystyrene 96-well plates sensitized with test antigen. As test antigens were used. neuromediators conjugate with bovine serum albumin (BSA). Conjugated DA-BSA and 5-OT-BSA antigens were synthesized using a diazotized protein. Conjugates of NA-BSA, GLU-BSA and GABA-BSA were synthesized with glutaraldehyde. The data obtained were statistically processed using the nonparametric Mann-Whitney test and Fisher’s exact method. Results. As a result of the study, it was established that the level of antibodies to neurotransmitters (DA, NA, 5-OT, GLU, GABA) may reflect changes in neurotransmitter systems of the brain that occur when development of the psychoactive substances dependence and may to reveal the specific features of the action of various narcotic substances. The most significant increase in the production of autoantibodies to neurotransmitters was observed in patients with opiate addiction. Patients who abused psychoactive substances without dependence development, but with harmful health effects, were characterized by a low level of autoantibodies to neurotransmitters. In this case, we should especially note a more pronounced decrease in the level of autoantibodies to glutamate in this group of patients. Conclusions. The data obtained indicate that autoantibodies to neurotransmitters, especially dopamine, norepinephrine, glutamate can be considered as neuroimmune markers of the stage development of addictive states.

LABOR RESOURCES IN AGRICULTURE OF DAGESTAN IN 70-80-IES OF XX CENTURY

On the basis of archival sources, published literature, periodicals examined the formation and use of labor resources in the agricultural sector of Dagestan in the Soviet period of its history. They are characterized by various forms of training skilled workers for agriculture. Training of higher and secondary education for the national economy by five universities: State University V.I. Lenin, educational, agricultural, medical and polytechnic institutes, 28 specialized secondary educational institutions. In the universities and secondary specialized educational institutions of new departments, specialties extended profile have been established, which trained cadres of higher qualification. At the beginning of the 1969-70 school years, 54.7% higher fulltime students and 68.8% of students in secondary specialized schools were rural youth. Increased influx of rural youth in special schools created preconditions for better maintenance of the Dagestan village of qualified personnel. In agriculture of Dagestan by 1980 18.3 thousand. Specialists with higher and secondary qualifications were employed. Highlighting the increasing efficiency of agricultural production made it necessary not only to general training, but also a systematic retraining. In this context, the relationship reveals the demographic characteristics of the population and labor force.

Вера в справедливый мир как коррелят психологического благополучия подростков

Article presents research of relationship of Belief in a Just World and Psychological well-being of adolescents. 212 adolescents aged from 13 to 18 years in schools and secondary specialized educational institutions of Voronezh were surveyed. Following methods were used for investigation of empirical constructs: “General Belief in a Just World Scale” (M. Schmitt, L. Montada, C. Dalbert), “General Belief in a Unjust World Scale” (J. Maes), “Belief in Immanent Justice Scale” (J. Maes), “Belief in Ultimate Justice Scale” (J. Maes), “5-Dimensional Belief in a Just Treatment Scale” (K. Stroebe), “Warwick-Edinburgh Mental Well-being scale” (R. Tennart). Revealed that adolescents’ psychological well-being is positively correlated with General Belief in a Just World and its species: Belief in Immanent and Ultimate justice. It is also positively correlated with Belief in God, Nature, other people and Self-concept as sources of justice. We compared the ratio of Belief in a Just and an Unjust world in adolescents with different levels of psychological well-being. We found that psychologically advantaged adolescents’ Belief in an Unjust world is balanced by Belief in Ultimate justice; adolescents with low level of psychological well-being believe that the world is mostly unjust. This work was supported by grant RFH № 15-36-01233.

ПОВСЯКДЕННЕ ЖИТТЯ КИЇВСЬКОГО СТУДЕНТСТВА У 1960–1970-х рр.: СОЦІАЛЬНО-ПОБУТОВІ АСПЕКТИ

The article deals with the social aspects of Kyiv students’ daily life in the period of the 60-70s of the 20th century. It is determined that a typical trend of state policy in the field of education was the search for optimization of school management. In the framework of the implemented measure aimed at realization of the set tasks, the number of universities was significantly reduced, while the number of students was increasing. The last exacerbated the problem, which had not been solved until the end of the 1950s, in particular lack of classroom funds and educational and laboratory facilities. It is emphasized that at the beginning of the 1960s none of the universities of the Ukrainian RSR had educational premises, which would correspond to a certain norm, and this led to the two- and three-shift educational schedule. At the same time there was an urgent need to provide housing primarily to the non-resident students. It is noted that to solve the housing problem, a part of Kyiv universities funding was redirected to reimbursement of students’ expenses on rental of accommodation from private individuals. It is pointed out that among the actions and additional opportunities identified by the Government of the UkRSR to solve the social problems of students and pupils of secondary special educational institutions, it was to encourage the expansion of self-service and the use of the numerous educational institutions hostels as hotels during the holidays. The legislative and regulatory framework of improving the higher educational institutions’ social infrastructure is analyzed. The features of Kyiv universities development in 1960-1970s are highlighted; considerable attention is paid to the questions of the social infrastructure components development: provision with education fund, improvement of housing and communal environment, food and health care of students. It is emphasized that the solving of the housing problem in the universities was prevented by unauthorized residing in the dorms, and this problem was most acute in Kyiv. Based on statistical data and archival documents analysis it is concluded that despite significant improvements in social infrastructure of the Kyiv universities in the early 1970s, the material and technical supply failed significantly to fulfill the existing needs. Although the capital construction was gradually developing, its rates were low, they failed to meet the growing demands, and this in its turn affected the development and activity of the educational institutions in all areas.

Knowledge analysis of the different means of contraception reliability among students of secondary specialiazed educational institutions of Samara

Aim. To evaluate knowledge about contraception and the harms of abortion, and the young students’ attitude to a family creation.
 Methods. The study object was students of colleges and secondary technical schools in Samara. The study method was questionnaire survey. 754 questionnaires were analyzed using SPSS 21 package.
 Results. About 80% of students are aware of the getting pregnant possibility as a result of a single sexual encounter and that the condom is a reliable mean of protection against both unintented pregnancy and the human immunodeficiency virus and other sexually transmitted diseases. A little more than half of respondents (55%) know about emergency contraception, the awareness level increases with age - from 42% in 15-year-olds to 73% in 19-year-olds. In total 36% of students are aware of the high reliability of combined oral contraceptives: 22% - among 15-year-olds, 47% - among 19-year-olds. Only 40% of students are aware that coitus interruptus is unreliable method of contraception, and the informed students proportion increases with age from 36 to 52%. Understanding that protection according to the menstrual cycle is an inefficient mean of contraception increases with age from 22% among 15-year-olds to 44% among students aged 19 years and older, accounting for 31% of all respondents. 7% of sexually active students have undergone abortion, and 3% - more than once. Contraceptive awareness analysis showed that the knowledge level among students who denied sex increases with age not as essentially as in the general group.
 Conclusion. Knowledge about the particular mean of contraception reliability do not depend on age, but on the intimate contacts experience; there is a need in additional education of secondary specialized educational institutions students by medical professionals on safe sex and the prevention of unintended pregnancy before sex life onset.

Sаnogenetic monitoring of children and youth health state

1. Gattarov, R.Y. (2007), “Study of the functional status of the students of the three medical groups”, Education, health care, culture, No. 12, pp.69-75. 2. Golomolzina, V.P., Lyovushkin, S.P. (2008), “Influence of various kinds of load on conditions and sickness rate of the students with different types of figure”, Uchenye zapiski universiteta imeni P.F. Lesgafta, Vol. 40, No. 6, pp. 24-28. 3. Zubkov, C.M. (2008), Peculiarities of adaptation of the organism to students (I)-(III) courses of the preparatory group for standard and differentiated training programs: dissertation, Chelyabinsk, Russian Federation. 4. Karas, T.U. (2007), “Technique improvement students preparatory medical group of secondary special educational institutions using the navigation”, Bulletin of science and education, No. 1, pp. 22-31. 5. Perova, G.M. (2004), Study of the efficacy of the educational process for the subject physical education for students of the preparatory group of the Pedagogical University: dissertation, Tula, Russian Federation. 6. Lipovka, V.P., Ivchenko, E.V. and Lipovka, A.J. (2011), “Structure and content of health improving lessons among the special medical group students of Saint-Petersburg University of Humanities and Social Sciences”, Uchenye zapiski universiteta imeni P.F. Lesgafta, Vol. 75, No. 5, pp. 78-80. Контактная информация: orlova_luba@list.ru

The specificity of speed-strength abilities of the young men, students in secondary specialized educational institutions

The specificity of speed-strength abilities of the young men, students in secondary specialized educational institutions

On the Political Stratification of the College Students in Nizhnii Novgorod

Among young people, there is always one special social group that stands out. Having come into being several centuries ago, it has practically never stood on the sidelines of social processes but has played a substantial—if not to say decisive—role in the political life of the country. We are talking about college students. It would be difficult to give an exhaustive definition of the group, because it is formed out of the most diverse strata of society, as a result of which the social-status picture of college students is quite variegated. What we are most interested in, however, is the political stratification of this group. Let us agree on the definition of college students as that segment of young people whose principal activity is the pursuit of studies in higher or secondary specialized educational institutions. The criteria for singling college students out as a special social group are their age and their type of activity, which defines the individual's occupation but practically never serves as a source of income.

The Crisis of Education in Arkhangel'sk

The sphere of education in Arkhangel'sk Oblast is experiencing a crisis. Sociological surveys in 1988-93 confirm this (361 teachers were surveyed in 1988 and 108 supervisory personnel of the system of education were surveyed in 1991). Thus, 60 percent of the administrators whom we surveyed in general education schools, vocational-technical schools, and secondary specialized and higher educational institutions in Arkhangel'sk are not satisfied with the way the local authorities treat education. In the opinion of 72.3 percent of the teachers, parents do not concern themselves with the upbringing of children; 70 percent complained about the students' passivity toward school. A 1993 content analysis of statements by graduates of secondary schools revealed that 36 percent of them are unhappy about relations between students and teachers.

Which Dictates the Conditions: Chaos or the Market?

The abrupt and sometimes dramatic changes taking place in the country are having an enormous impact on all aspects of the life of secondary specialized educational institutions. When characterizing these changes, we frequently make use of logical schemes that are remote from the realities of life. Sometimes we talk about not what is actually happening but what ought to be happening.

The New Face of Secondary Specialized Education: Contradictions and Prospects

As has been reported (in Srednee spetsial'noe obrazovanie, 1990, no. 1), a conference of chairmen of regional councils of principals of secondary specialized educational institutions was held in the USSR State Committee on Public Education on November 28-30, 1989.

General Secondary Education in the Vocational School

The content of general education in the vocational schools and the secondary specialized educational institutions has been basically transferred from the general education school. Radical qualitative shifts in the equipment and technology of production, changes in the character of labor, the growing need for workers of broad profile who possess occupational mobility and the ability to adapt quickly, and the need to humanize and enhance the prestige of vocational education all require the creation of a new conception of general secondary education in the vocational school.

Put in a Word for the Poor Student

What does the social well-being of the student-one of those millions of young people who fill the lecture rooms of higher and secondary specialized educational institutions every day-depend on? On lest scores; on the real right to take part in running the life of his collective; and on what fills his life after classes. Certainly no less important, however, are the material, everyday living conditions that are the lot of young people throughout five or more years of studenthood-how well they help them lead full and active lives, with creative studies, comfortable surroundings, and meaningful leisure time.

Chapter 3: Principles of Education in The School

Education [obrazovanie] is a complex and many-sided concept. It is based on the objective requirements of social development. Education is viewed from a different perspective in pedagogical theory and in everyday practice. When we speak of various levels of education, we use such terms as primary, secondary, and higher education. When we discuss the content and character of education, we refer to general, polytechnical and vocational education. But when we clarify the specialization of education, we introduce such concepts as technical, agricultural, medical, pedagogical [teacher training] education, etc. In some cases, these concepts differ substantially while in others they coincide to a certain degree. All youth receive an eight-year general education in the general education polytechnical labor school. Secondary education may be completed in the upper grades of the [ten-year] general education school. Secondary education may also be pursued in vocational-technical schools and secondary specialized educational institutions, which give pupils a general education and, at the same time, enable them to master a given specialty. Higher specialized education based on general secondary education is offered in higher educational institutions. The term vocational education is used at present primarily to describe education offered by vocational-technical schools.

The Length of Service of Collective-Farm Members and its Legal Meaning

The length of service [trudovoi stazh] of collective-farm members is one of the forms of calculating the degree of participation of collective farmers in the joint production of the collective farm [kolkhoz]. Prevailing kolkhoz law ascribes enormous legal meaning to length of service, establishing many rights and benefits for collective-farm members in accordance therewith, and thereby utilizing length of service as a means of most effectively involving the members in the joint production of the kolkhoz. It is recommended, for example, that lumpsum cash bonuses and additional paid vacations be provided for tractor driver-mechanics and foremen-repairmen. The salaries of management, professional people, and certain other categories of kolkhoz personnel rise and fall in accordance with length of service, in a specified manner. Kolkhoz members who have a stated seniority enjoy preference in admission to higher and secondary specialized educational institutions when nominated by their kolkhoz. It is recommende...

Pressing Problems in the Pedagogy of Higher Educational Institutions

The Twenty-Fourth Congress of the Communist Party of the Soviet Union posed new, grandiose tasks to our nation in the building of communism and in the rearing of the younger generation. The Congress devoted much attention to the need to train a new detachment of nine million specialists in higher and secondary specialized educational institutions in accordance with the needs of the development of economics, science, and culture as determined by the progress of the revolution in science and technology. The All-Union Students' Rally — the meeting of the militant vanguard of Soviet students with Party and government leaders — once more showed the enormous importance that our country attaches to the upbringing of student youth: future commanders and leaders of production, organizers of collectives of people, and highly qualified specialists.

Urgent Problems in Teacher Training in the Ninth Five-Year Plan

The Twenty-Fourth Congress of the Communist Party of the Soviet Union defined the main directions for the training of specialists in higher and secondary specialized schools. The resolution of the Congress on the Report of the Central Committee of the CPSU states: "In the realm of higher and secondary specialized education there must be more extensive training of cadres in the new and promising directions of science and technology; young specialists must be better equipped with modern knowledge, with the habits of organizational and sociopolitical work, and with the ability to apply the knowledge obtained in practice" (Materials of the Twenty-Fourth Congress of the CPSU [Materialy XXIV s'ezda KPSS], Moscow, Political Literature Publishing House, 1971, p. 206). The Ninth Five-Year Plan (1971-75) calls for the training of nine million specialists with higher and secondary education, for the more extensive development of scientific research in the higher school, and for the comprehensive strengthening of the ties of secondary specialized educational institutions with production and life.

Measures for Improving Specialist Training and Perfecting the Direction of Higher and Secondary Specialized Education in the Country

The Central Committee of the CPSU and the USSR Council of Ministers note that significant successes have been attained in training specialists for the national economy. The higher and secondary specialized educational institutions are training personnel in all specialties needed by our national economy. However, the tasks posed by the 23rd Congress of the CPSU for the further development of the socialist economy and culture require a considerable improvement in the work of the higher and secondary specialized educational institutions and a rise in the quality of specialist training.

Regulations on the Ministry of Higher Education of the USSR

1. In accordance with Article 78 of the Constitution (the Basic Law) of the Union of Soviet Socialist Republics, the USSR Ministry of Higher Education is a union-republic ministry. 2. The basic tasks of the USSR Ministry of Higher Education shall be: a) development of higher and secondary specialized education in accordance with the need for specialists by different branches of the national economy, science, and culture; ensuring the suitable location of educational institutions by regions of the country; preventing duplication in specialist training; expansion of the network of correspondence and evening higher and secondary specialized educational institutions and divisions.

Rules of Admission to Secondary Specialized Institutions in the USSR in 1967

I. Secondary specialized educational institutions admit citizens of the USSR of both sexes up to 30 years of age for daytime studies, and of any age for evening and correspondence education. They must have completed secondary school or incomplete secondary school and have successfully passed the entrance examinations. Evening and correspondence secondary specialized educational institutions (branches and departments) accept only those who are employed in the national economy, in cultural or educational work, in health services, in government administration, in party, trade union, Komsomol, or cooperative organizations and institutions.