Expression of vasoactive intestinal peptide (VIP), neuronal nitric oxide synthase (nNOS), choline acetyltransferase (ChAT) and calcitonin gene-related peptide (CGRP) in the sympathetic ganglia was investigated by immunohistochemistry in the superior cervical ganglion (SCG), stellate ganglion (SG) and celiac ganglion (CG) from cats of different ages (newborn, 10-day-old, 20-day-old, 30-day-old and 2-month-old). Non-catecholaminergic TH-negative VIP-immunoreactive (IR) and nNOS-IR sympathetic ganglionic neurons are present from the moment of birth. In all studied age groups, substantial populations of VIP-IR (up to 9.8%) and nNOS-IR cells (up to 8.3%) was found in the SG, with a much smaller population found in the SCG (<1%) and only few cells observed in the CG. The percentage of nNOS-IR and VIP-IR neurons in the CG and SCG did not significantly change during development. The proportion of nNOS-IR and VIP-IR neuron profiles in the SG increased in first 20 days of life from 2.3±0.15% to 8.3±0.56% and from 0.3±0.05% to 9.2±0.83%, respectively. In the SG, percentages of nNOS-IR sympathetic neurons colocalizing VIP increased in the first 20 days of life. ChAT-IR and CGRP-IR neurons were not observed in the sympathetic ganglia of newborn animals and did not appear until 10 days after birth. In the SG of newborn and 10-day-old kittens, the majority of NOS-IR neurons were calbindin (CB)-IR, whereas in the SCG and CG of cats of all age groups and in the SG of 30-day-old and older kittens, the vast majority of NOS-IR neurons lacked CB. We conclude that the development of various non-catecholaminergic neurons in different sympathetic ganglia has its own time dynamics and is concluded at the end of the second month of life.
This article is dedicated to representation and embodying of the main idea of «risk-based thinking», as well as to justify the use of integrated system and competency-based approaches in the formation of this concept as a professional competence for students studying in the field of «Technosphere Safety». For this study, we proposed the wording "risk-based thinking". The criteria for developed risk-oriented thinking were identified. The systemic and knowledge-based approaches to the development of higher education programs in the direction of «Technosphere security» were used as a theoretical framework of the study. The organization of studying of problem included three stages. The experiment was run in KNRTU named after A.N. Tupolev. The study concludes that risk thinking is based on understanding and analyzing decision-making processes when operating complex technical methods based on risk-oriented activities. Also, it was established that risk activity is the cognitive activity of a person, which comes down to analyzing and understanding of decision-making processes in the operation of complex technical methods.
Relevance of the problem of pedagogical orientation of student teachers to universal values in the context of pedagogical education' transformation is determined by the globalization challenge. Globalization challenges cardinally change the whole education system, firstly, goals, values, meanings and results of education, secondly, models of teacher training, thirdly, models of educational practices, fourthly, poly-paradigm educational space's development strategy. The goal of the article is to show the important role of pedagogical orientation of student teachers to universal values, especially in the context of globalization challenges to search for universal values' matrix and in pursuit of interiorization of universal values that can promote spiritual convergence and the integration of societies. The problem of the student teachers' pedagogical orientation to universal values is considered using the methods, first of all, the method of constructive -genetic research of educational values, idealization and extrapolation. The results of the study are the clarification of the term "an open system of universal values", development of universal values' matrix on the base of extrapolation, idealization and constructive -genetic research methods and a systematization of pedagogical conditions of students' orientation to universal values, which are adequate to a professional activities of feature teachers. Practical importance of research results is determined by the possibility of using theoretical positions and conclusion for their further realization in the process of pedagogical orientation of students to universal values. Recommendations for teachers on issues of students' orientation to universal values are offered. A special questionnaire and a method of assessment and self-assessment of students' level of universal values can be applied in the pedagogical practice. Key words: pedagogical orientation of student teachers, universal values, universal values' matrix, an open system of universal values, axiologization of poly-paradigm educational environment at university.
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