Pushkin State Russian Language Institute

Moscow, Russia
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Dorokhov V.B.,Russian Academy of Sciences | Puchkova A.N.,Pushkin State Russian Language Institute | Taranov A.O.,Russian Academy of Sciences | Ermolayev V.V.,Moscow State Pedagogical University | And 3 more authors.
Zhurnal Vysshei Nervnoi Deyatelnosti Imeni I.P. Pavlova | Year: 2017

Bus driving is a highly responsible profession. It requires constant engagement of attention and cognitive resources as well as vigilance and resistance to disruption of sleep rhythms. There is ongoing research of genetic correlates of these individual characteristics. The aim of this study is to search for possible connections between single nucleotide polymorphisms and the history of road traffic accidents in professional bus driving. 299 professional drives working on rolling shifts with recorded history of traffic accidents took part in the study. Polymorphisms in circadian rhythm-, cognitive and emotional function-related genes were genotyped: CLOCK (rsl2649507), RORA (rs)1598I4), NPAS2 (rs4851377), NPSRI (rs324981), PER3 (rs2640909), DRD3 (rs6280), SLC6A3 (rs6347), DBH(rsl611125). Significant associations for polymorphisms in CLOCK, NPSRI and SLC6A3mth traffic crash parameters were found. We suppose that they are mediated by the difference in chro- notype and sleep deprivation resistance for CLOCK&nd cognitive and emotional control for NPSRI and SLC6A3 polymorphisms.

Yasvin V.A.,Pushkin State Russian Language Institute | Rusetskaya M.N.,Pushkin State Russian Language Institute | Osadchiy M.A.,Pushkin State Russian Language Institute
Biomedical and Pharmacology Journal | Year: 2015

The article considers selected methodological approaches to the study of learning environments, which include socio-psychological, spatially-substantive, pedagogical ("environmental approach in education"), and the ecological-psychological approaches. The author proposes pedagogical typology of learning environments based on the works of J. Korczak, considering the environments in the context of actualization of a personal freedom and activity of pupils and students in these environments. Thus, in this context the author considers dogmatic, career, creative and serene kinds of environment. The author presents the proprietary methodology of vector simulation of the learning environments.The results of empirical research of a qualitative and quantitative assessment of learning environments by high school and college students are considered. Systemic problems in the achievement of the pedagogical effectiveness of the school and university environments, as well as the contradictions of succession between school and university learning environments are revealed. It is found that high school students assess the school environment primarily as a "career", while the junior students mostly perceive the university environment as "dogmatic". Thus, when moving from a school environment to a university environment, a reduction in personal developmental potential of the learning environment was noted in terms of actualization of students' creative freedom and activity. According to students' assessments, personal developmental potential of the university environment is restored in senior students due to their involvement in research and project activities of the university.

Yasvin V.A.,Pushkin State Russian Language Institute | Rusetskaya M.N.,Pushkin State Russian Language Institute | Osadchiy M.A.,Pushkin State Russian Language Institute
Biosciences Biotechnology Research Asia | Year: 2015

The article presents a pedagogical model of the innovative platform of supplementary education for the senior students of secondary and high school. The mission of the educational platform is to provide a versatile preparation of the members of educational community for the independent and successful realization of their life goals. The synthesis of the competency-based and cultural conformity approaches lies at the heart of the design of educational courses. The content of education includes a number of problem-plagued modules: "Humanistic Philosophy and Worldview", "Personal Development and Lifestyle", "Information and Thinking", "Communication and Interaction", "Project and Organization Management", "Body and Health", "Beauty in Nature and Art", and "Peoples and Countries".During the development of educational courses, the emphasis is made on the formation of the functional literacy (psychological, communicative, political, environmental, consumer, etc.) as the functional basis for the key and special competencies. The educational process consists of six stages: preliminary, primary, individual, group, leadership, and expert (club). The educational process is based on the participation of the education community members in the implementation of the socially significant projects: at first, in the role of performers; then-managers; and at last-experts and consultants. The course content and organization of the educational process provide for the formation and development of the key competencies of a contemporary person: informational-cognitive, civil-social, social-labor, lifestyle, culturalleisure, and personal-organizing.

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