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Introduction: Information about the rise and development of the system of sanitary inspection in institutions for children and adolescents is scattered and scarce in scientific publications. This fact has determined the purpose of the study to analyze the history of the Russian sanitary surveillance in pediatric hygiene in the 19th to 21st centuries. Materials and methods: We analyzed scientific papers and historical sources, including government and departmental regulations and guidelines, reviews, works of hygienists published in 1936–2021 and related to the formation of the system of sanitary inspection and providing for safe conditions in institutions for children and teenagers. Of more than 150 papers reviewed, we selected 31 sources found eligible for inclusion. Results: School doctors were the first to conduct sanitary surveillance at the end of the 19th century. In the early 20th century, school health organizations, and later the departments of the municipal health bureaus, solved a wide range of tasks, including those of hygiene, pediatrics, and epidemiology. At the stage of formation, sanitary inspection was carried out in close contact with teachers and specialists from related branches. After the revolution, the absence of the national sanitary legislation was replenished by government acts enforcing hygienic standards important for protecting health of the child population. The improvement and update of the regulatory framework, forms and methods of sanitary control in children’s institutions became feasible in the early 1960s owing to the intensive development of pediatric hygiene as a scientific discipline. Conclusion: Priority tasks of surveillance in children’s institutions varied depending on socio-economic realities, infectious and general disease rates, changes in education, and the development of related branches of hygiene, epidemiology, pedagogy, construction industry, and jurisprudence. This was accompanied by elaboration and improvement of the legislative framework, forms and methods of sanitary control and inspection of children’s institutions. The emergence of new health risk factors for the child population requires appropriate control and surveillance activities enabling a timely response to contemporary challenges.

Fast and accurate determination of creatinine is critical in kidney function diagnostics. This paper discusses the usage of the metal-organic framework based on copper(II) and acetylenedicarboxylic acid (CuADCA) as a catalyst of electrochemical oxidation of creatinine, glucose and urea. CuADCA was synthesized by deprotonation with triethylamine for the first time. Successful synthesis was confirmed by FTIR and EDS. The material was characterized by SEM, EIS, and CV. CuADCA forms laminated-like flakes with diameter from 1 µm to 20 µm, which is consistent with the polymer-like structure. CV and EIS analyses showed that CuADCA immobilized on GCE acts as a catalyst in electrooxidation reaction of glucose, urea, and creatinine. The sensitivity of creatinine detection, 1057±99 µA/mM, was higher than the detection sensitivity of glucose and urea by more than 100 times with the limit of detection of 2 µM, so CuADCA is a promising material for further development of enzymeless sensors for creatinine.

Many of the micro- and macro-elements (MMEs) required by the body are found in environmental objects in concentrations different from their original concentration that can lead to dangerous animal diseases (“microelementoses”). The aim was to study the features of MME (accumulating in wild and exotic animals) in connection with particular diseases. The work using 67 mammal species from four Russian zoological institutions was completed in 2022. Studies of 820 cleaned and defatted samples (hair, fur, etc.) after “wet-acid-ashing” on an electric stove and in a muffle furnace were performed using a Kvant-2A atomic absorption spectrometer. The content of zinc, copper, iron, cadmium, lead, and arsenic was assessed. The level of MME accumulation in the animal body contributes not only to the MME status and the development of various concomitant diseases, but the condition itself can occur by intake of a number of micronutrients and/or drugs. Particular correlations between the accumulation of Zn and skin, oncological diseases, Cu—musculoskeletal, cardiovascular diseases, Fe—oncological diseases, Pb—metabolic, nervous, oncological diseases, and Cd—cardiovascular diseases were established. Therefore, monitoring of the MME status of the organism must be carried out regularly (optimally once every 6 months).

Introduction. Within the framework of the actual problem of the ability to learn for a modern school the peculiarities of children’s reading comprehension of edu-cational texts were studied. The analysis showed that the problem of reading com-prehension is not sufficiently developed from the standpoint of Cultural Activity Approach, since in existing studies (I.I. Ilyasov, I.V. Usacheva, O.E., Malskaya, etc.), the activity aspect is expressed only in a detailed description of the actions that provide reading comprehension and their structure, but these works do not “grasp” the general meaning of these actions related to the students’ understanding of the indicative purpose of educational texts — that it is from their content that the indicative basis of the subject actions performed should be ex-tracted. The most clearly indicative purpose of a special type of educational text — the definition of a concept — is justified in studies of the formation of the recogni-tion action (RA) (P. Ya. Galperin, N.F. Talyzina, L.F. Obukhova, etc.), where the “understanding” of the definition is the ability to recognize the objects that are described by it. The goal: to study the ability of students to perceive educational texts (ordinary educational texts and definitions of concepts) as tools for completing of specific tasks. Methods and sample. A sample of students in grades 4–8 (N = 280) was conducted: 1) assessment of the formation of the ability to work with definitions of concepts (concept’ recognition tasks, developed on the basis of the principles of diagnostics by N.F. Talyzina), 2) assessment of the ability to highlight the main thing in the text (the method of O.E. Malskaya and A.A. Sidelnikova “Selection of main sentences” for grades 4–8), 3) assessment of the ability to structure the text (the task of selecting paragraphs and their heading), 4) two GIT subtests (“Execution of rules” and “Numerical series”). Results and conclusions. It was shown that the understanding of definitions significantly and positively correlates with the understanding of educational texts. It was also revealed that the level of formation of both the ability to work with definitions and the ability to work with texts does not significantly increase after the 4th grade and up to the 8th grade there is a “failure” in these parameters, despite the smooth positive dynamics in some intellectual abilities.

The relevance of the study. The paper raises the problem of methods of psychological research, this problem is reflected in written and oral speeches of P. Ya. Galperin. The scientific significance of this problem is due to the fact that using the forming method allows us to obtain data concerning the laws of the formation of a new action in the conditions of not only controlled, but also its spontaneous formation. The purpose of the study is to obtain scientific psychological information concerning the forming method. The key concept of the theory of P. Ya. Galperin is the concept of orientation, which determines the success of the action. Polemizing with J. Piaget on the question of age capabilities of the child, P. Ya. Galperin experimentally showed that in the conditions of forming method “real mental actions and concepts” are formed much earlier than in the traditional spontaneous formation. If in the first case the process of formation becomes generally controllable, in the second it is only directed. The transition to the method of formation by stages, stressed P. Ya. Galperin, creates a basic for an appreciable improvement of the methods of instruction and means a radical change in the methods of psychological research. Methods — historical and psychological analysis, comparative analysis. The results. The publication consists of three parts. The main part (the middle one) is P.Ya. Galperin’s article «The cross-sectional method and the method of formation by stages». It is published on the materials of the personal archive of P. Ya. Galperin. The article, written by P. Ya. Galperin on the results of his speech at the International psychological Congress in Moscow in 1966, was previously published in the journal “Voprosy psyikhologii”, in this form article is a corrected version by P. Ya. Galperin. The first part of the paper is a short introduction providing a general characteristic of the Piaget and Galperin discussion on Psychological Congress. In conclusion (the third part) an attempt is made to identify the main lines on which it is possible to compare the views of P. Ya. Halperin and J. Piaget. The conclusion. The reference to the materials of Piaget and Galperin discussion is not only of historical and theoretical importance, but also allows us to outline the prospects of current scientific research in the field of genetic psychology.

The subject of this publication is the psychological analysis of the system of pedagogical correction (therapeutic pedagogy) developed by the famous Russian educator Vsevolod Petrovich Kashchenko, specialist in the field of education of difficult children. The author concentrates on some data of V.P. Kashchenko’s scientific biography that are directly related to the opening of a unique medical and pedagogical institution in 1908 — a sanatorium-school for disabled children. It led to the emergence of a network of special institutions for children with developmental disabilities in the years to follow, especially in the Soviet period. Methods. The article analyzes the terms used by V.P. Kashchenko: “defective child”, “difficult child”, “special childhood”. The concept of “difficult child” was introduced by V.P. Kashchenko to denote a group of children with marked behavioral disorders and character traits that disrupt their successful socialization, and in particular cause problems in learning the curriculum, and often lead to asocial behavior in school years. Subsequently, the meaning of this term changed, but now it is used in a sense close to how it was regarded by V.P. Kashchenko. Results. General characteristics of V.P. Kashchenko’s effective and practically proven system of education for children with behavioral disorders are given. An attempt is made to identify the psychological foundations of V.P. Kashchenko’s pedagogical correction. The main principle is social conditioning of children’s exclusivity, in particular difficult character traits, that are corrected by the complex system of methods developed by V.P. Kashchenko. The psychological analysis of V.P. Kashchenko’s pedagogical system is based on the ideas of Russian scientists on the unity of education and development, the commonality of the laws of mental development of normal children and those with developmental disorders. It is concluded that it is reasonable to refer to V.P. Kashchenko’s scientific heritage as a source of psychological and pedagogical information in the field of raising children with developmental disorders. The article is dedicated to V.P. Kashchenko 150th anniversary celebrated this year

The paper tackles the issues of linguo-sociocultural realia used in the international academic discourse, on university webpages, in particular. To study sociolinguistic and linguocultural aspects of academic discourse is a pressing challenge as these parameters make it possible to get an idea of some socially and culturally determined peculiarities of studying abroad. The focus of the research is linguo-sociocultural competency which is fundamental for building up students’ sociocultural and intercultural skills whilst getting ready for academic mobility programmes. Linguo-sociocultural competency is assumed to be a person’s readiness to understand a different nation’s culture, to realize values and concepts of alien sociocultural settings through a foreign language. The goal of the research is to define linguocultural significance of realia by studying the information students work with to successfully adjust to new academic and social conditions. The main method used for analyzing and describing linguo-sociocultural realia is commentating. The analysis revealed that the enucleated linguo-sociocultural realia are a part of the information space that helps international students effectively adapt to new academic conditions, social and cultural life at the university, on its campus, in a particular city or country they are going to study. We examined the realia that expose the way both university and state offices can support exchange students. It is concluded that studying linguo-sociocultural realia is vital for students to properly adapt to foreign culture and new social settings, to overcome mobility challenges they would face.

The Elbrus volcanic center is located in southern Russia on the northern slope of the main ridge of the Greater Caucasus. Current classifications define Elbrus as a dormant volcano that could become active even after millennia of quiescence. In this study, we use two new geophysical methods to assess the contemporary state of the Elbrus volcano. The first method is based on an evaluation of parameters of resonant modes “reemitted” by the resonant structure (i.e., volcanic chamber) in response to the excitation of a seismic impact and recorded by a precise laser interferometer–strainmeter. The second method is based on lowfrequency microseismic sounding and allows determination of the deep structure of complicated geological objects. Our study locates the magma chamber at depths of 1–8 km and extended magma source at depths of 15–40 km beneath the Elbrus eastern summit. An unknown magmatic structure, comparable to the Elbrus magmatic structure but currently much colder, was also identified 50 km from Mt. Elbrus. Based on our analysis, we assess the Elbrus volcano to be currently in a quasi-stable state of thermodynamic equilibrium.

The paper contains the description of Pyotr Ya. Galperin’s scientific biography stages. P.Ya. Galperin (1902–1988) is an outstanding Russian psychologist, the founder of an original psychological concept. The paper shows how P.Ya. Galperin’s scientific views were logically developing when he was working on the theory of gradual development of human intellectual activity that analyzes the process of constructing basic components of mental activity and creates the conditions for transforming the action into a psychological phenomenon. The biography is compiled on the basis of publications and talks of P.Ya. Galperin, the memories of colleagues and friends, using numerous archives. By now, only the main events in the life of a scientist have been marked. The paper presents the data that could be verified by referring to P.Yа. Galperin’s CV and data of the Academic Council of the Faculty of Psychology, Lomonosov Moscow State University, stored in the Archive of Lomonosov Moscow State University, and P.Yа. Galperin’s science archive passed by the grandson Yakov I. Abramson to the Archive of the Institute of Psychology of the Russian Academy of Sciences. The family archives failed to survive because of the frequent relocation, and P.Ya. Galperin did not write a detailed autobiography, so the task of clarifying the facts of his biography is relevant. All periods of P.Ya. Galperin’s scientific creative life are presented, his participation in scientific and practical events starting with the mid-1920s is mentioned. The 1930- 1940s are the most difficult years for event recovery. 55 years of professional and personal life (from 1943 and until his death in 1988) are associated with Lomonosov Moscow State University, therefore the focus is on P.Ya. Galperin as an outstanding Professor of Moscow University, i.e. the author of the original theory of the orientating nature and function of human mind, the organizing force in psychology. The conclusion highlights how the modern scholars are preserving the scientific heritage of P.Ya. Galperin.

The article presents the lines of work of the International Scientific Conference named “Activity theory of learning: current status and prospects”, held at the Department of Psychology of the Moscow State University and dedicated to the jubilee of N.F. Talyzina, professor and academician of the Russian Academy of Education. Methodological and theoretical issues related to the development of activity theory of learning, psycho-pedagogical conditions for efficient acquisition of knowledge and development of personality, as the subject of learning activity, as well as motivational aspects of educational process were reviewed in the course of the Conference. The Conference stressed the significance of the activity theory of learning for educational practice and raised problems to be solved by scientists.

We report on a novel CTX-M extended-spectrum β-lactamase (ESBL), designated CTX-M-42, with enhanced activity toward ceftazidime. CTX-M-42 was identified in a hypermutable Escherichia coli nosocomial isolate (isolate Irk2320) and is a Pro167Thr amino acid substitution variant of CTX-M-3. By molecular typing of ESBL-producing E. coli strains previously isolated in the same hospital ward, we were able to identify a putative progenitor (strain Irk1224) of Irk2320, which had a mutator phenotype and harbored the CTX-M-3 β-lactamase. To reproduce the natural evolution of CTX-M-3, we selected for ceftazidime resistance mutations in bla CTX-M-3 gene in vitro both in clinical isolate Irk1224 and in laboratory-derived hypermutable ( mutD5 ) strain GM2995. These experiments yielded CTX-M-3 Pro167Ser and CTX-M-3 Asn136Lys mutants which conferred higher levels of resistance to ceftazidime than to cefotaxime. CTX-M-3 Asn136Lys had a level of low activity toward ampicillin, which may explain its absence from clinical isolates. We conclude that the selection of CTX-M-42 could have occurred in vivo following treatment with ceftazidime and was likely facilitated by the hypermutable background.

Description of the Micro seismic Sounding Technology developed by the authors for the investigation of the Earth crust deep structure (including oil a gas deposits) is presented. Developing technology allows effectively allocate the velocity in homogeneities and has significant informative and economic advantages under deep depth investigation in comparison with known seismic methods. The basic idea of the developed approach is the following: geological heterogeneity (for example, mineral deposits or underground reservoirs filled with oil, gas or fresh water), manifest themselves like the micro seismic wave field anomalies at the Earth's surface. Developed technology is based on the allocation of anomalies in deep micro seismic wave field spectrum in the area of the probable geological heterogeneity (mineral deposits).

A new model is proposed for methane monooxygenase activation of O 2 on binuclear catecholate iron complexes as catalytic centres in the presence of hydrazobenzene as a reducing agent, to oxidize alkanes (including methane).

A model is proposed for the activation of O 2 by methane monooxygenase using a supported binuclear iron complex as a catalytic centre in the presence of Zn as a reducing agent, methylviologen as a mediator, and acetic acid as an effector.

A new model is proposed for methane monooxygenase activation of O 2 on binuclear catecholate iron complexes as catalytic centres in the presence of hydrazobenzene as a reducing agent, to oxidize alkanes (including methane).