Introduction. The article examines the problem of adaptation to the new educational environment and pedagogical support for first-year university students. The purpose of the study is to evaluate the body composition, nutrition and biochemical parameters of blood plasma of first-year students who are adapting to living in a university dormitory. Materials and Methods. The methods of empirical research of physical development (length, weight, body mass index), body component composition (total fat content, muscle component), nutrition structure (macronutrient composition and caloric content of the daily diet), biochemical analysis of blood plasma (plasma content of triglycerides, cholesterol, low-and high-density lipoproteins, glucose), as well as statistical methods of data comparison were used. Results. The body length of males (175.4 cm), in contrast to females (162 cm) aged between 18 and 19 years is not a definitive indicator and can increase during 2 or 3 years. The percentage of overweight and obesity among first-year students was 16.1%; total fat content exceeding the limit values was found in 35.5% of females and 6.7% of males, and insufficient fat content was found only in 10% of males. The muscle component, both in girls and boys, corresponded to the indicators of the norm. The actual nutrition of first-year students living in a university dormitory was characterized by a lack of calories, fats, including polyunsaturated fatty acids, and insufficient consumption of carbohydrates, including dietary fibers. This deficiency was more pronounced among females, who also had a deficit in the consumption of proteins, especially of animal origin. The biochemical parameters of the blood plasma of all students did not exceed the normal limits, except for the values of high-density lipoproteins. The percentage of students with low values of high-density lipoproteins was 8.3%. The content of CCS in the blood plasma was inversely proportional to the caloric content of the diet and the amount of fat consumed. The predisposition to disorders of lipid metabolism in first-year students living in a university dormitory was due to insufficient replenishment of the body's energy expenditure and an unbalanced diet. Conclusions. Early adulthood is characterized by the formation of a definitive level and the predominance of assimilation processes, so the issues of healthy nutrition, especially in the conditions of a high rhythm of students’ life, insufficient replenishment of energy consumption and unbalanced consumption of nutrients, are relevant and require attention from the group leaders for first-year students. Pedagogical support of first-year students should contain methods and techniques aimed at promoting healthy nutrition and financial literacy.
Introduction. The ambiguous attitude of professionals in the field of education, students and their parents to modernization based on ICT, differences of regional educational systems in their provision with digital tools have heightened the need for research on the relevant problem associated with the implementation of the federal project called “Digital School”. The purpose of this study is to analyze the vectors of the impact of digital learning technologies on functional and psychophysiological state of students' organisms. Materials and Methods. The authors have conducted a theoretical analysis of normative and legislative documents, the latest scholarly publications on the stated problem, mainly for the recent three years, using the methods of analogy, comparison, generalization and concretization. Results. The article summarizes the contradictory results of empirical studies confirming both positive and negative effects of digital educational gadgets that differ in technology and context on psychophysiological and somatic parameters of health and learning performance. The authors emphasize the idea that the positive vector of the “digital” school can dominate over the negative one only in those educational settings where the teaching staff creates a learning environment aimed at maintaining hygienic safety of children's life. A prerequisite for this is professional development of teachers who are ready to work in a digital environment. Conclusions. “School” gadgets are innovative tools, the adequate use of which contributes to improving the quality of education, without a negative impact on the psychological comfort and psychosomatic health of students.
Проблема и цель. В настоящее время отсутствуют физиолого-гигиенические исследования по обоснованию оптимальной (ОГН) и допустимой (ДГН) гигиенической нормы калия в питьевой воде. Установленная директивой 98/83ЕС Европейского сообщества норма без экспериментального обоснования делает бездоказательным преподавание данного раздела в образовательных курсах «Физиология водно-солевого обмена» и «Гигиена водоснабжения». Это и послужило целью настоящей работы: рассмотреть физиологию метаболизма калия в организме, на основании чего экспериментально определить его гигиенические нормы в питьевой воде. Методология. Для обоснования гигиенической нормы содержания калия в питьевой воде использован физиолого-гигиенический подход, основанный на теоретическом и экспериментальном изучении гомеостаза калия в организме высших животных и человека, а также на анализе физиологических реакций организма на длительные дозозависимые воздействия нагрузками калия. Это позволило интегрировать результаты исследования в систему нормативов данного катиона в питьевой воде. Такой физиолого-гигиенический подход к решению проблемы стал возможен благодаря длительному сотрудничеству исследователей двух научных школ г. Новосибирска: Айзман Роман Иделевичдоктор биологических наук, профессор, заслуженный деятель науки РФ, заведующий кафедрой анатомии, физиологии и безопасности жизнедеятельности, Новосибирский государственный педагогический университет, главный научный сотрудник, Новосибирский НИИ гигиены Роспотребнадзора.
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