Perezhivanie

The conceptualisation of medical competence is central to its use in competency-based medical education. Calls for 'fixed standards' with 'flexible pathways', recommended in recent reports, require competence to be well defined. Making competence explicit and measurable has, however, been difficult, in part due to a tension between the need for standardisation and the acknowledgment that medical professionals must also be valued as unique individuals. To address these conflicting demands, a multilayered conceptualisation of competence is proposed, with implications for the definition of standards and approaches to assessment.

The COVID-19 pandemic has changed the lives of children across the world. To understand these changes, this study explores how 14 Chinese children aged 6 to 12 years old experienced and reacted to the pandemic since its first outbreak in 2020. Applying Vygotsky's conceptualizations of perezhivanie and agency, the author interprets the children's narrative accounts of their thinking and actions during the pandemic. According to the three-dimensional narrative analyses conducted, perezhivaniya commonalities among the participating children include limited physical movement, scarcity of peer interaction, compulsory online learning, reconstruction of family relationships, and noticeable self-growth. Further, the participating children manifested their agency as resisting, exploring, self-control, committing, and envisioning. Different perezhivaniya lead children to manifest different types of agency-a process wherein mediational means play pivotal roles. This study contributes to theoretical discussions of the dialectical relation between perezhivanie and human agency. Moreover, it has practical implications for how adults can support the emergence of children's agency through means of mediation in perezhivaniya.

The transition to professional practice can be a challenging time. The Royal College of Veterinary Surgeons' (RCVS) Professional Development Phase (PDP) aims to support recent graduates through this transition, with graduates required to reflect on their experiences. This study drew on the concept of "lived experience" to explore the influence of affect (feelings, emotions and mood) on recent graduates' experience of reflective activity.

This paper provides a theorisation of developmental conditions to support executive functions (working memory, inhibition and shifting) in children in playworlds settings, where children and teachers play together in collectively created imaginary situations. Vygotsky's general law of development of psychological functions constitutes the general frame for the analysis of the process of development of executive functions (EF) in playworlds, and the theoretical concepts of drama, social situation of development and perezhivanie are used as analytical tools to examine opportunities of playworlds to support children executive functions.

The paper explores that CHT contains at least three dialectical concepts and principles; (1) development as drama (dialectical contradiction) and the principle of dramatic construction of the personality, (2) the concept of mediating activity and the principle of qualitative transition and reorganisation and (3) the concept of perezhivanie and the principle of refraction. Rethinking the status of "the social" creates opportunities to overcome a dualism of two groups of factors (biological and social) and introduces the principle of dramatic construction of the personality, which is an intrapsychological result of overcoming social dramatical interpsychological collisions (dramas of life). Rethinking "the individual" in relation to mediating activity leads to the conclusion that by creating and using cultural signs an individual not only creates artificial stimuli-devices for mastering his psychological processes, but actively reorganizes the whole social situation. Dialectics of the individual and social is explained as interpsychological and intrapsychological are dimensions of one "social-individual" or "individual-social" continuum. Drama of real life refracted through the prism of perezhivanie becomes a drama of a personality; intrapsychological higher mental function develops, but remains quasi-social.

Spinal ganlia of a 9-day chick embryo were cultivated by the method of "floating rafts" in common medium (control) and in the medium containing amizyl (100 microgram/ml) or a neuregrowth factor (50 microgram/ml). With the action of amizyl there proved to be an increase in the number of surviving neurons; the majority of these neurons contained monoaminoxidase; there was a rise of NAD-diaphorase activity, and, to a lesser extent, of lactic dehydrogenase and isocitric dehydrogenase activities. The neurogrowth factor caused an increase in the number of nerve cells with acetylcholinesterase; there was an elevation of NAD-diaphorase and some rise of malic dehydrogenase activities; the activity of lactic dehydrogenase became maximal; as to succinic dehydrogenase--its activity was somewhat suppressed.

El Tor cholera vibrios of Ogava serological type were revealed in the sewage of the locomotive shed for 15 months. In experiment with an oil catcher in naturally infected sewage El Tor vibrios survived 36 days, in storage of this sewage at the laboratory--39 days, in the artificially infected sewage of a settlement and of a milk plant--2 and 11 days, respectively, in the oil and disel fuel--14 months. Consequently, El Tor vibrio can survive in the sewage with a high oil product content for a long time.

The evidence of long-term survival of the tick-borne encephalitis complex viruses in primarily trypsinized brain cells of suckling mice inoculated in vivo is presented. The viability of the brain cell cultures from suckling mice inoculated with an attenuated strain was shown to be higher than that of a similar culture of the brain cells from suckling mice infected with a virulent strain. The infectious virus could be recovered for over 200 days of the existence of these cultures. The experimental results appear to be another confirmation of the capacity of viruses of the tick-borne encephalitis complex, particularly of the attenuated strains, for persistence.

Hystological investigations of experimentally infected X. gerbilli minax have shown that at the early stages of the digestion, while in the intestine compact clots of non-digested blood, are preserved, proceeds the reproduction of the plague agent. With the decay of the alimentary clot it changes into the dying off of the microbe population and after the ceasing of digestion the accumulation of bacteria renews again. Simultaneously with the changes in the number of microbes their morphology varies. At the initial stage of blood digestion bacilli typical for the agent are dominant. With the decay of the alimentary clot they are replaced by ovoid and spheroid forms. After the ceasing of the digestion cycle the microbe mass is represented by small coccobacteria. During the decrease in the plague agent abundance bacteria are absent mostly often from the midgut and posterior parts of the alimentary canal. Most favourable conditions for their preservation exist in this period in the proventriculus and in adjoining to it oesophagus part.

The author provides the results of a clinicopsychological examination of time perception and surviving by 58 depressive patients with manic-depressive psychosis (MDP) and attack-like schizophrenia. The time surviving and counting off were done in the three clinical variants of depression: hypochondriacal, agitated and apathetic. The surviving of time violation was regarded in the structure of depersonalization disorders, particularly "Ego" stability in time as well as bearing in mind the duration, sequence, localization, rate, tempo and rhythm of the events and emotional experience. The most pronounced and diverse disorders of time surviving were recorded in hypochondriacal depression of MDP, less remarkable and latent in apathetic depression within the framework of schizophrenia.

A hypothesis according to which the prolonged sperm storage in female sex tracts optimizes the fertilization process, permitting to synchronize an encounter of completely formed fertile spermatozoa and ovule under the most favourable for syngamy conditions is proposed. Spermatozoa in the state of "conservation" are the main source of male gametes under internal fertilization. Synchronization in encounter of gametes is achieved by the action on sperm-storage structures of follicular fluids, which brings about evacuation of a portion of sperm-storage structures to be in time with ovulation: yield, reactivation and advancement of sperm to the site of fertilization. The activating agents of follicular fluids act inside the oviduct. The limited number of spermatozoa is sufficient for successful fertilization. Ovule participates actively in the fertilization process.

Role-play in early childhood is associated with development of executive functions (EFs), although study results remain inconsistent. Due to the complex nature of the role-play, the underlying mechanisms of these associations are not obvious. In this article, play is viewed in the framework of the cultural-historical approach as a special social situation that can become the social situation of development if it results in dramatic perezhivanie of a child. In this study, we compared the level of EFs and play behavior between two play contexts: play guided by an adult and one with less adult involvement. Play behavior was analyzed based on five behavioral measures suggested to be the markers of dramatic perezhivanie. Measures of EFs were taken before and after the experimental procedure. Results show that dramatic perezhivanie might be considered a driver of EFs development through role-play in early childhood. As well as this, the involvement of an adult into play was associated with different patterns of EFs dynamics before and after the intervention. Future work can investigate if the construct of dramatic perezhivanie, microsocial situation of development, and micro-crisis might explain variability of the study results on the association between the role-play and child development.

Few studies have investigated learners' emotional experiences and the interactions between emotion, cognition, and activity in the flipped foreign language classroom (i.e., a mixed teaching mode that combines in-class teaching and off-class self-directed learning). This study, from the perspective of (a concept from sociocultural theory), addressed these research gaps by exercising a longitudinal narrative study on a total of 32 Chinese-as-the-first-language university students of English who attended a 15-week English course with this teaching design. Among them, eight focal students were randomly selected for further evidence of the characteristics of the interactions between emotion, cognition, and activity. The results showed that the participants experienced more of positive emotions than negative emotions in the flipped classroom (FC) context, which supports the efficacy of the pedagogy. But most importantly, complex interactions between emotion, cognition, and activity were revealed. Generally, (negative) positive emotion, cognition, and activity were interconnected; however, what is also evident is that learners' emotions either promoted or inhibited their cognitive functions, and positive and negative emotions did not necessarily correspond to positive and negative activities, respectively. This is due to the presence of dynamic, developmental, and historical sociocultural mediators in learners , be it teacher, peers, technology, teaching materials, teaching activities in an FC, or the learners' previous English learning anecdotes, etc.

This study investigated the dynamic interaction of second language motivation and emotional experience for Chinese learners of English in four different contexts: (1) those in China with little or no intention of learning the language for communicative purposes; (2) those in China intending to study abroad; (3) those studying abroad in North America; and (4) those who had returned to China after studying abroad. Data included interviews with representatives from the different contexts. Analysis focused on Vygotsky's concept of , or how Chinese learners of English experienced their learning environments cognitively and affectively as leading to goals and goal-directed activity across their English learning experiences. Differences among learners both across groups and within the same group were found for how motivation shapes experience and how experience shapes motivation in the process of second and foreign language learning.

Activity theory is the most powerful and influential current of Russian psychology in the world today. It considers the psyche to be a special form or function of object-oriented activity. The level of psychical development of a living being is directly proportional to the variety and freedom of its activities.

Adequate blood supply to tissue, which is the most important prerequisite for survival of the organisms when put under hypothermal conditions and taken out of these conditions depends, above all, on the cardial function. Detailed exploration of the automatic reactions, response to stimulation, conductivity and systole of hypothermal cardium using a cardio-pulmonary preparation has been reported by V. M. Pokrovskiĭ and co-authors. As far as we are informed, this monographic volume is the only available review of developments in the last decades in studies of cardium under hypothermal conditions. In this article we shall touch upon the issues not covered by the above monograph including energy status of hypothermal cardium and the issues important the physiological and medical perspectives: cardium functional status in situ under accidental hypothermal conditions (hypothermal freezing), and maintaining functionality of cardium after its stoppage in hypothermal conditions.