Репозиторий Университета

© 2019 The Author(s) A method of 4-fluoro-3-(morpholinosulfonyl)benzo[b]thiophene-2-carboxylate synthesis has been developed and the electronic and spatial structure of a new biologically active molecule has been studied both theoretically and experimentally. The title compound was crystallized from acetonitrile and the single crystal X-ray analysis has revealed that it exists in a monoclinic P21/c space group, with one molecule in the asymmetric part of the unit cell. Hirshfeld surface analysis was used to study intermolecular interactions in the crystal. Molecular docking study evaluates the investigated compound as a new potential inhibitor of hepatitis B. Testing for anti-hepatitis B virus activity has shown that this substance demonstrates in vitro nanomolar inhibitory activity against HBV. Organic chemistry; Theoretical chemistry; Pharmaceutical chemistry, Hepatitis B; HBV; Pharmaceutical crystals; 4-Fluoro-3-(morpholinosulfonyl)benzo[b]thiophene-2-carboxylate; Benzothiophene; Hydrogen bond; Hirshfeld surface analysis; Molecular docking study

© Am J Case Rep, 2018.  Objective: Unusual setting of medical care Background: Noninvasive assessment of the fractional flow reserve (FFR) in patients with coronary artery disease plays an important role in determining the need for revascularization. It is particularly relevant for patients with a borderline stenoses and painless myocardial ischemia. Our article describes the first clinical experience in the Russian Federation of using an automated method of noninvasive assessment of the fractional flow reserve (FFR ct ) with a one-dimensional (1-D) mathematical model in a patient with painless myocardial ischemia. Case Report: A 58-year-old male patient who underwent stent implantation in the left circumflex coronary artery (LCX) due to an acute non-ST-elevation posterior myocardial infarction had borderline stenoses of the left anterior descending artery (LAD). After stent implantation, there were no relapse angina symptoms on drug treatment, and according to our examination guideline for patients with borderline stenoses, a treadmill test was performed. The test was positive; therefore, FFR assessment was recommended, with coronary multi-slice CT being performed. The following results were obtained: FFR ct LAD – 0.57; FFR ct LCX – 0.88. An invasive assessment of FFR was also performed as a reference standard and revealed: FFR LAD – 0.6; FFR LCX – 0.88, and simultaneously a LAD percutaneous coronary intervention (PCI) was performed. Three months later, the patient underwent a stress test, which revealed no evidence of induced ischemia. Conclusions: Our method of noninvasive assessment of FFR has shown encouraging results, but we believe that larger-scale studies are needed to establish it as common clinical practice.

© 2018 Vysshee Obrazovanie v Rossii. All rights reserved. The article addresses the problem of epistemological basis of pedagogy and its research methods. This is particularly relevant in the light of the formation of theoretical framework in pedagogy. The following topical themes are discussed in the article: a) inductive, hypothetico-deductive and abductive reasoning in pedagogy, b) causal explanations of pedagogical phenomena, c) argumentation of pedagogical conclusions and consequences, including empirical, theoretical and contextual types of argumentation. The authors briefly touch upon the logical interpretation of “norm” and “evaluation” in pedagogy. The problems related to pedagogical theory constructing are identified including incompleteness of abductive model, insufficient evidence of all types of pedagogical argumentation and causal interpretation, and lack of clarity of the category “measure”.

© Russian Association of Endocrinologists, 2018. This review examined the current problem of low adherence to treatment in patients with chronic diseases, particularly type 2 diabetes mellitus. According to the definition of the World Health Organization, 'adherence to treatment' is the degree to which a patient's behaviour corresponds to the doctor's recommendations with respect to medications and implementation of dietary advice and/or lifestyle changes. The current medical literature includes a large number of scientific publications devoted to the study of various factors that lead to low adherence to treatment. The term 'barriers' is most often used to designate these factors. The first part of this work contains an analysis of the main factors that impede compliance to the doctor's recommendations, such as socioeconomic and psychological (personal) barriers related to the disease itself, the peculiarities of its treatment and the organisation of medical care (the health care system). The second part of this review examines the different theoretical models of patient behaviour and strategies that improve adherence to treatment. Most researchers believe that there is an unsatisfactory (low) adherence to treatment and that none of the existing intervention strategies can improve adherence to treatment among all patients. The cornerstone of the entire diabetes management system is the training of patients within the framework of developed structured programmes. Conversely, success depends on the individual approach, the course of the disease and the mandatory consideration of the individual psychological characteristics of each person. Establishment of a partnership built on trust between a doctor and a patient contributes to greater patient satisfaction with treatment and improved adherence, and this relationship ultimately affects the treatment efficacy and clinical outcomes.

© 2011-2018 NSPU Bulletin. All rights reserved. Introduction. The authors investigate the problem of determining the epistemological foundations of pedagogical knowledge. The purpose of the article is to establish epistemological foundations of theoretical standard in pedagogical knowledge. Materials and Methods. The research employed a set of methods, including: a) an analysis of scientific literature on the topic of the article; b) a synthesis of generalized philosophical and scientific ideas, ideas of domain-specific research methodology of natural sciences and their influence on educational research methodology; c) clarifying the content of modern pedagogical knowledge, forms of its presentation to scientific and professional community, and methods of obtaining new pedagogical knowledge. Results. The article proposes an idea about such categories as dbjective subject reality "and Scientific-subject reality"unrepresented in theoretical education studies. The authors clarify the epistemological construct called theoretical standard of pedagogical knowledge" It consists of scientific-problem description of educational reality, fixing the difference between an educational event and a scientific fact, the subject of education and the idealized scientific object ofpedagogics, the correct nomination of problems and hypotheses and their epistemological verification. Conclusions. The authors conclude that the methodological concept of "theoretical standard of pedagogical knowledge" can become a reference point in the process of establishing pedagogics as epistemologically verified humanitarian knowledge.

© 2011–2018 NSPU Bulletin All rights reserved Introduction. The problem of the article is addressed to clarify the question of how the content of practical pedagogical knowledge accumulated by the society can be understood from the point of view of an epistemologically correct theoretical scheme, to what extent this scheme itself is now formed in the methodology of pedagogy and what are the immediate prospects for such formation. The aim of the article is to reveal the epistemological coding of the modern state of educational theory as an object of research reflection and the prospects for its further formation. Materials and Methods. Among our research methods, we consider it possible to include: analysis of literature on the topic of the work, a theoretical substantive generalization, heuristic synthesis, the formulation of a hypothesis about the possible content and activity filling the field of reflection of researchers in the field of pedagogy, and a prospectus of further approaches to the study of the problem. Results. The modern initial stage of the theoretical interpretation of pedagogy is identified, the difficulties of which are explained by the polyphony of coding: the object of pedagogy, its fundamental foundations, the rules for deducing consequences from general provisions, the correct implementation of generalizations and analogies, and the methods for carrying out the experiment and identifying experimental confirmation of an experted theory. As the nearest stage in the solution of these problems, the authors design correct theoretical constructs of a restricted nature which must include the following aspects: identifying weak research development of several segments of pedagogical reality, raising hypotheses about the possibility of describing them from the point of view of the positively valuable educational outcome for the learner and the ways of achieving it, finding the criteria for its evaluation and implementing them in a diagnostic format. Conclusions. The presented variant of polyaspect reflection of the results of educational research based on the theoretical scheme covers both retrospective and prospective reflective forms; it also shows all the procedures traditionally indicated by psychologists: stopping, removing, fixing, reviewing, objectifying; allows educational researchers to evaluate their investigations according to scientific norms which achieve a theoretical status. All the theses of the problematic format presented in the article are a possible field of application for beginning researchers.