Yaroslavl State Pedagogical University

The concept of mentoring needs new approaches that would shift the traditional ready-made transfer of knowledge and skills to more sophisticated models that stimulate self-education and self-development. The article introduces a basic methodology for anthropological mentoring in continuous education that develops mechanisms of effective lifelong development. Anthropological approach recognizes the uniqueness of each person and their active role in their own development. The system-activity approach made it possible to outline the ultimate, comprehensive, and operational methodology of anthropological mentoring in continuous education. A review of modern views on the continuity of education revealed the most important components of anthropological mentoring. Anthropological mentors construct reflexive environments in the academic space to make students aware of their own needs and abilities. They build horizontal communication to guarantee subject-subject relationships, as well as create a co-event community to develop subjectivity and agency. The article describes some effective tutoring technologies that introduce anthropological mentoring into academic practice. The research unites the key concepts of anthropological sciences into a complex methodological support of anthropological mentoring. The practical results include target and functional guidelines for school teachers, university professors, and specialists in continuous education who practice mentoring.

The article describes the general condition of rural settlements, highlights the features of rural society, the interaction of subjects, adults and children, people of different generations. The expediency and naturalness of creating children's and adult communities and associations that can contribute to the preservation and development of rural areas is substantiated. The role of educational organizations in the development of interaction between subjects, representatives of different generations of people living in rural areas is emphasized. The definition and characteristics of children's and adult associations as an important socio-pedagogical means of rural development are given, the classification of children's and adult associations on various grounds, and the socio-pedagogical functions of such associations are considered. Special attention is paid to child-parent associations that have significant educational opportunities in rural areas. The main areas of activity of children's and adult associations and their role in the development of the rural economy, the organization of agricultural schools, the preservation and enrichment of historical and cultural traditions in the process of local history, research activities, and the creation of a favorable atmosphere in a rural settlement are determined. Specific solutions are proposed for the organization of creative and leisure activities, sports and recreation activities for children and adults. Recommendations are given on improving the effectiveness of children's and adult associations, ensuring the development of mutual understanding, mutual respect between adults and children, older and younger, productive and creative joint activities for the benefit of all residents and villages.

An important stage of professional pedagogical education is the selection and professional orientation of students for pedagogical professions. An effective mechanism for identifying and involving students in teaching activities is the creation and functioning of specialized psychological and pedagogical classes on the basis of schools. This mechanism involves the cooperation of educational institutions with the relevant departments of the university, as well as the use of innovative approaches to the pre-professional training of future teachers. The purpose of the article is to present the results of testing the model of pre-professional pedagogical training of students. Research methods: theoretical analysis; empirical method, which includes experiments and a set of research and diagnostic procedures. In addition, data processing methods were used, which involve both quantitative and qualitative assessment of the results. The result presented in the article is a model for pre-professional pedagogical training of high school students. The implementation of the model ensures the development of students' interest in pedagogical professions, their pedagogical abilities, and their acquisition of experience in pedagogical activities. As a result, this article may be useful for educational professionals involved in career guidance for school students interested in choosing a teaching career.

Education informatization in Ghana observed in the 21st century is carried out in solving the seemingly incompatible problems of digitalization of education and elimination of illiteracy among the population. The results of society informatization are reflected in the extent of the Internet wideness in the country, in the target users and their demographic characteristics. The study aims to identify the level of Internet adoption in the Ghanaian educational system and to analyze its users among students. The study was based on cultural approach and such methods as content analysis, interviewing, comparative pedagogical analysis, as well as a comparative statistical method, due which were compared the data of several monitorings on internetization topic which studied Africa and in particular Ghana,. The study characterizes digital experience and digital competencies of the Ghanaian student. This knowledge can be in demand while their teaching in Ghana in the framework of Russia's cultural and educational programs and in Russian universities.

The digital transformation of all spheres of society, including the education system, is driving the prevalence of visualized information over continuous verbal texts. Modern educational challenges necessitate the adaptation of students and teachers to new forms of interaction in the digital educational environment. The increasing importance of visualizing educational information underscores the importance of developing visual literacy in future teachers, which is examined in this study as part of the culture of visualizing educational information. This article identifies a key organizational and pedagogical condition for developing visual literacy in future teachers: enriching the disciplines of the methodological module with visual digital educational content, techniques for visualizing educational information, and situations of a meaningful nature that require their application. The digital educational content of the “My School” digital educational environment is defined as the primary means of developing visual literacy in future teachers. The author identifies three stages of developing visual literacy in future teachers using digital educational content from the “My School” digital educational environment (initiation, content-practical, and reflective-research stages). Examples of independent assignments are presented, focusing on working with the visual digital educational content of the “My School” digital educational environment, adapting it, verifying it, and creatively and methodologically understanding it. It is concluded that a targeted, step-by-step approach to developing visual literacy contributes to improving the quality of teacher training and developing readiness for effective work in a digital educational environment, which is an important prerequisite for successfully adapting to the challenges of today's digital society.

The paper discusses the synthesis of 3,6-diaryl-1,2,4,5-tetrazines by the reaction of aromatic nitriles with hydrazine hydrate in the presence of elemental sulphur. We study the structure of synthesised dihydro-1,2,4,5-tetrazines by 1H NMR spectroscopy, quantum chemical modelling, and the density functional method with a basis set of 6-31G (d,p) basis set. As a result, 1,4-dihydro- are similar to 1,2-dihydrotetrazines in terms of their total energy values. Additionally, the equilibrium in a mixture is in approximately equal amounts for most their substrates. The corresponding 3,6-diaryl-1,2,4,5-tetrazines were synthesised by oxidising the obtained dihydro-1,2,4,5-tetrazines with sodium nitrite in glacial acetic acid. Their structure was confirmed by 1H NMR spectroscopy. The authors forecast effective binding to receptors and enzymes for all synthesised target compounds.

One of the challenges of modern education is to prepare young people for an informed choice of profession and successful implementation of professional activities in adulthood. Since digital skills and the acquisition of relevant competencies are key requirements of today, there is a need for pedagogical universities to train specialists capable of addressing the challenges of schoolchildren’s career self-determination, taking into account the school curriculum in mathematics, informatics, economics, and other fields. To address this challenge, it is necessary to utilize not only new career guidance technologies but also improved training programs for future teachers. The materials presented in the article were developed for the training of teaching staff at the Faculty of Mathematics of Perm State Humanitarian Pedagogical University as part of the implementation of the regional component of the curriculum, as well as for the continuing education of future teachers. The relevant professional tests were tested, in particular, during the implementation of the all-Russian project for early career guidance for schoolchildren “Ticket to the Future”, with state support as part of the national project “Education”. The study made it possible to identify new opportunities for implementing the paths of future professional self-determination for schoolchildren in the digital educational ecosystem and, on this basis, formulate recommendations for training math and informatics teachers, concerning both the content of specialized disciplines in the optional part of the curriculum and their teaching methods.

The article examines the features of the image of the world of subjects, protective mechanisms; representative perception systems; the level of subjective control; as well as reflection. The article defines the concept of «world view» and analyzes ideas about the emotional state of the phenomenon under study. Using the "Image of the World" projective technique, the author identifies groups of subjects with different worldviews: landscape, immediate surroundings, and abstract. Based on theoretical and empirical analyses, the author analyzed the results of the study and identified specific relationships between the indicators of the questionnaires: the inverse relationship between the indicators of «denial» and «quasi-reflection», the relationship «kinesthetic perception system» and «quasi-reflection», the inverse relationship «kinesthetic perception system» and the protective mechanism "regression".

In immuno-mediated rheumatic diseases (IMRD), laboratory biomarkers, which include autoantibodies, proteins of the acute phase of inflammation, cytokines, markers of endothelial damage, components of the complement system, subpopulations of lymphocytes, indicators of bone metabolism, and many others, occupy a central place in the diagnosis, assessment of activity, and monitoring of the effectiveness of pharmacotherapy. In the range of biomarkers of inflammation in recent years, special attention has been drawn to calprotectin (CP), which is a heterodimeric complex of S100A8 and S100A9 calcium-dependent proteins. Currently, to characterize inflammation in IMRD, attention is drawn to determining the concentration of CP in biological fluids, the so-called circulating or serum (s) CP, an increase in the concentration of which may be more associated with local (in situ) than with systemic synthesis of protein. The narrative review summarizes the clinical significance of the sCP determination in IMRD as a new biomarker of inflammation. Preliminary recommendations regarding indications for determining the sCP in IMRD are presented.

The article considers the urgent problem of professional self-determination of students of professional educational organizations in the conditions of the modern labor market and dynamic socio-economic changes. The relevance of the study is due to the need to popularize effective models of forming students’ sustainable professional orientations in the process of teaching academic disciplines. The authors appeal to the topic of professional self-determination is caused by the influence of secondary factors on the choice of profession by students, which negatively affects the career of the students themselves, the quality of education and the country’s economy. The main goal of the study was to develop models of forming students’ sustainable professional orientations in private practice of teaching an academic discipline and a set of measures for their organizational and pedagogical support. The importance of a conscious and personally oriented choice of profession for successful professional development and development of the country’s economy is highlighted. The authors analyzes existing theoretical approaches and definitions of the concept of professional self-determination, as well as factors influencing the choice of profession, including socio-economic, psychological and psychophysical aspects. The article presents the results of empirical studies confirming the need to introduce organizational and pedagogical support for this process in professional education. Based on methodological approaches (competency-based, system-activity-based and personality-oriented), a comprehensive model of supporting students’ professional self-determination is proposed, implemented through academic disciplines using innovative forms and methods of teaching, such as project-based learning, career counseling, simulation games and trainings. Particular attention is paid to the role of the educational process in the formation of students’ sustainable professional guidelines, which helps to increase their motivation and conscious perception of their future professional activities. The article analyzes the results of testing the model of organizational and pedagogical support for professional self-determination within the academic discipline «Marketing» for students majoring in 38.02.04. The article emphasizes the need for a systematic approach to organizing the educational environment and pedagogical support for successful professional self-determination of young people and the development of human resources. The results of the study may be useful for teachers, heads of professional organizations and specialists in the field of career guidance.