The purpose of the work is to study the features of the body mass index (BMI) in schizophrenia patients (SP) who live in Chuvashia. Material and methods. 607 SP were examined (307 men and 300 women) aged 18 to 82 (average - 44.51 ± 12.3 years). The diagnosis of schizophrenia met the criteria for ICD-10 (F20-29); disease duration ranged from 0 to 52 years (mean - 18.9 ± 10.7 years). BMI was taken into account according to the Ketle index. For each SP, a survey card with clinical, therapeutic, and socio-demographic indices was filled out. The comparison group included a sample of 3417 residents of Chuvashia. Mathematical and statistical processing was carried out using descriptive statistics and χ2 distribution. Results. 9.2% of SP had underweight, 54.2% - normal body weight, 36.6% - excess body weight and obesity. Among women there were significantly more persons with increased BMI and obesity, among men - with normal BMI. In SP, BMI did not depend on the group of taken antipsychotics (typical, atypical, mixed-use) and the disease’s duration. With patients’ age, BMI increased to excess BMI (25-29.9 kg/m2). Among SP, persons with underweight were much more common (among healthy people, 2% vs 9.2% in SP). From 40 years of age and older, among the healthy population, persons with an increased BMI and obesity begin to predominate significantly compared with the SP group. Observations of BMI during inpatient treatment from 1.5 to 22 months showed multidirectional dynamics, including increased body weight in 42.2% of SP, a decrease in 30.1%, without changes in BMI in 27.7%; it was not possible to retrospectively identify any patterns of BMI fluctuations. Conclusion. The revealed paradoxes of BMI for SP in Chuvashia, especially a high proportion of SP with underweight, require refinement considering ethnic, genetic, sex and age, hormon and metabolic factors.
The purpose of the study is Assess the effectiveness of an activating model of vocational training at a university for persons with disabilities as competitive specialists. The developed model was implemented in a formative experiment that lasted from 2014 to 2018 – from the 1st to the 4th year of higher education programs in different training areas. The experimental group consisted of 18 inclusive student groups, where 416 students graduated in 2018, 71 were graduate students with disabilities. The proof of the effectiveness of the developed model is the fact that the percentage distribution of students with disabilities, who made up the experimental and control groups, according to the levels of their academic, practical, and personal readiness, significantly differed from each other by the end of the experiment. The variety of teaching methods, the alternation of traditional, standard methods with methods of activating cognitive activity, even without the use of special technical means, determine the success of memorizing educational and scientific information by persons with disabilities.
Рассматривается проблема профессиональной подготовки обучающихся с ограниченными возможностями здоровья (ОВЗ) как конкурентоспособных специалистов. Представлены результаты эмпирического исследования, проведенного в течение четырех лет в 12 вузах России и ориентированного на выявление особенностей профессиональной подготовленности выпускников образовательных организаций высшего образования, имеющих ограниченные возможности здоровья, как конкурентоспособных специалистов. На основании результатов теоретического анализа авторы разрабатывают критериально-оценочную систему, с помощью которой проводят сравнительный анализ уровня и типа профессиональной подготовленности студентов-выпускников как с ОВЗ, так и без ОВЗ. В результате проведенного исследования авторы приходят к выводу о том, что большинство студентов-выпускников современных вузов с ОВЗ характеризуются трудоспособным типом профессиональной подготовленности, при котором отмечается недостаточно высокая степень их теоретической и практической подготовленности и низкая степень выраженности профессионально важных качеств их личности. Авторы предлагают способы совершенствования системы профессиональной подготовки студентов с ОВЗ как конкурентоспособных специалистов. The article is devoted to the problem of professional training of students with disabilities (HH) as competitive specialists. The article presents the results of an empirical study conducted over four years in 12 universities in Russia and focused on identifying the features of the professional preparedness of graduates of educational institutions of higher education with disabilities as competitive specialists. Based on the results of the theoretical analysis, the authors develop a criterion-evaluative system, with the help of which they carry out a comparative analysis of the level and type of professional preparedness of graduate students with and without disabilities. As a result of the study, the authors come to the conclusion that the majority of graduates of modern universities with disabilities are characterized by an able-bodied type of professional preparedness, in which there is an insufficiently high degree of their theoretical and practical preparedness and a low degree of expression of professionally important qualities of their personality. In conclusion, the authors propose ways to improve the system of professional training of students with disabilities as competitive specialists.
The article is devoted to the actual problem of training people with disabilities and disabilities as competitive specialists in adaptive physical culture. The authors substantiate the relevance of the study; reveal the essence of competitiveness as the ability of persons with disabilities to compete in the labor market on a par with specialists who do not have limited health opportunities. Based on the theoretical analysis and personal experience of pedagogical activity, the authors develop criteria and indicators for the level of preparedness of students with disabilities as future specialists in adaptive physical culture. As the main criteria, the authors consider the levels of theoretical, practical and personal readiness of students to implement future professional activities. According to the authors, each criterion includes a number of individual criteria that reflect the knowledge, skills, skills, professionally important qualities of their personality and the ways of their implementation, which constitute the content of general cultural, professional and professional competencies required by trainers-methodologists and trainers-teachers adaptive physical culture to successfully perform their work functions. The results of the study can serve as a basis for the development of diagnostic tools for pedagogical monitoring of the level of professional preparedness of persons with disabilities and disabilities as competitive specialists in adaptive physical culture.
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