Relevance. Currently, there is an interest in this country in vegetable varieties of Vigna unguiculata subsp. sesquipedalis (L.) Verdc. However, a small number of varieties adapted to different cultivation conditions prevents a wider distribution of this crop. The present work was aimed at creating new vegetable cowpea varieties adapted to the climatic conditions of southern regions of Russia.Materials and methods. The study was carried out in 1998-2018 in the Astrakhan Province (Astrakhan Experiment Station) and in 2012-2018 in Primorsky Territory (Far East Experiment Station). Vegetable cowpea accessions from the global VIR collection were studied.Results. Many years of breeding have resulted in creation of such varieties as ‘Astrakhanskaya krasavitsa’, ‘Kaspiyskaya zarya’, ‘Zhemchyuzhina Kaspiya’ and ‘Lyanchihe’, which were included in the State Register of Breeding Achievements in 2019. All varieties are characterized by earliness, high productivity, excellent quality of vegetable pods, high protein content in pods in the technical ripeness phase (29.5-33.5%), and by low demand to the soil fertility. ‘Zhemchyuzhina Kaspiya’, ‘Astrakhanskaya krasavitsa’ and ‘Kaspiyskaya zarya’ are tolerant to high temperatures, air drought and soil salinity. The growing season for these varieties lasts 62-68 days in the Astrakhan Province under irrigation, while technical ripeness of pods occurs in 46-50 days. The green pod yield is 16.1–28.2 t/ha and the seed yield is 1.91-2.71 t/ha. The ‘Lyanchihe’ variety tolerates humidity well; its growing season in southern Primorsky Territory is 97-110 days, and pods reach technical ripeness in 61-70 days. The green pod yield is 21.0-24.0 t/ha, and that of seeds is 2.38-2.64 t/ha. The released varieties will broaden the range of vegetable crops cultivated in this country and improve the quality of nutrition of the population.
Background. Сowpea (Vigna unguiculata (L.) Walp.) is a thermophilic crop; in most countries it is grown for grain and vegetable uses. Positive results of open-field cowpea production in the southern regions of Russia and the possibility of its cultivation on infertile soils in hot and dry climate imply the need to develop new cultivars suitable for wider introduction into Russian agriculture. It is of paramount importance for cowpea breeders to know the patterns of variability in the relationships among agronomic traits and their characteristics in cultivars grown for different uses (grain and vegetable). Besides, acceleration of the breeding process to a large extent depends on the knowledge of the traits that make it possible to differentiate the source material according to its intended purpose.Materials and methods. For three years, 315 cowpea accessions of various origin from the VIR collection were studied in Astrakhan Province, Russia. Eight useful agronomic characters were examined. The variability and relationships of these characters were assessed in cultivars grown for grain and vegetable purposes using multivariate statistical analyses.Results and discussion. The characters that differentiate grain and vegetable cowpea accessions were identified: the type of seed coat surface, the presence of fiber in ventral and dorsal pod sutures and a sclerenchyma layer in pods valves, and pod length. Discriminant functions were calculated for identification and classification of accessions according to their grain and forage uses. The character (presence of depressions or longitudinal striae on the seed coat surface) diagnosing vegetable cowpea cultivars was pinpointed. Characters associated with high seed yield were identified. For grain cultivars such character is the weight of 1000 seeds, while for vegetable cultivars it is a large-seeded and long-fruit pod.
Рассматривается проблема разработки и внедрения модели обучения людей третьего возраста, направленная на развитие их социальной компетентности. Проблема обучения людей третьего возраста является актуальной и решается в работах отечественных и зарубежных исследований с позиций формирования и развития определенных компетенций в условиях непрерывного образования. Обучение людей третьего возраста – это процесс, основанный на фундаментальных положениях андрагогики, герогогики, осуществляемый с учетом индивидуальных, психологических и социальных особенностей обучающихся, направленный на раскрытие потенциальных возможностей, адаптацию, социализацию и самоактуализацию людей после выхода на пенсию и прекращения профессиональной деятельности, что формирует у них социальную компетентность, а также позволяет выработать эффективные стратегии адаптивного поведения и научиться жить в условиях неопределенности. Методологической основой указанного процесса являются личностно ориентированный, деятельностный, аксиологический подходы. Настоящее исследование построено в рамках компетентностного подхода, ориентированного на освоение универсальных компетенций, к числу которых относится социальная компетентность. Разработанная и внедренная в образовательный процесс Высшей народной школы модель построена на андрагогических и геронтологических принципах и включает в себя четыре взаимосвязанных блока: целевой, содержательный, организационный, результативный. Особое место в модели отведено программе развития социальной компетентности. Представленная модель предполагает реализацию в процессе обучения таких психолого-педагогических условий, которые оказывают влияние на эффективность процесса развития социальной компетентности у людей третьего возраста. Внедренная модель обучения показала свою действенность в развитии социальной компетентности людей третьего возраста и способствовала социально-психологической адаптации, социализации и самоактуализации людей третьего возраста в современных динамично развивающихся условиях. This article discusses the problem of developing and implementing a model of third-age education aimed at developing their social competence. The issue of training people of third age is relevant and solved in the works of domestic and foreign research from the point of view of formation and development of certain competences in conditions of continuous education. The third age refers to the period after the termination of professional activity characterized by the continuation of an active lifestyle to reveal its potential and opportunities. Teaching people of third age is a process based on the fundamental provisions of andragogics, gerogogics, adapted to the individual, psychological and social characteristics of students. Aimed at the empowerment, adaptation, socialization and self-actualization of people after retirement and termination of their professional activities. Which forms their social competence, as well as enabling them to develop effective strategies of adaptive behavior and learn to live in conditions of uncertainty. The methodological basis of this process is the personality-oriented, activity-oriented, axiological approach. The present study is based on a competency-based approach to the development of universal competences, which include social competence. The model developed and introduced into the educational process of the Higher People’s School is based on andragological and gerontological principles and includes four interrelated blocks: targeted, meaningful, organizational, and effective. A special place in the model is assigned to the program of social competence development. The programme consists of five modules that ensure the targeted development of all components of social competence. Third-age education is provided through formal and informal educational activities. The training process uses: traditional lectures with mandatory use of ICT technologies, problem lectures, conference lectures, binary lectures, seminar lectures, etc.; seminar lectures on which knowledge gained at lectures, abilities, skills and competences goes deep and systematized; practical exercises (testing, games, etc.); training occupations; conferences. The classes use individual and group forms of training; active, interactive, and visual learning methods. The program of training at the higher public school gives the chance to people of the third age to receive a certain level of knowledge, abilities, skills and competences, to find confidence in their abilities and to realize the potential of physical, intellectual, educational resources and free time. The presented model implies realization of such psychological and pedagogical conditions in the course of education, which influence the effectiveness of the process of development of social competence in people of the third age. The implemented model of education has shown its effectiveness in the development of social competence of people of the third age and has contributed to socio-psychological adaptation, socialization and self-actualization of people of the third age in modern dynamically developing conditions.
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