Статья посвящена развитию российской модели образования в ходе реформ Александра I. Отмечаются оригинальные черты данной модели, анализируется ее отношение к общим тенденциям развития европейского образования в начале XIX века, рассматривается становление российской школы управления образованием. Значительное внимание уделено влиянию системы образования на российский социум пушкинской эпохи. The Russian education pattern was developed essentially during the reforms of the Emperor Alexander I. The author indicates the peculiar features of the new pattern and investigates its correlation with the European education of the early 19th century. He also demonstrates how the new education system influenced the Russian society of Pushkin’s times. Подробнее https://www.socionauki.ru/journal/articles/1361467/

The authors observe the features of ideas about the future and life values of a number of students of the Central Federal District universities. It was found out that a significant part of the students have positive, but fragmented ideas about their future. In addition, most of the students are inherent in crisis of personal and group identity, that means they do not know what they want and do not structure their lives. When projecting their future students are mostly standing on the paternalistic positions. Sex differences are revealed. In particular, it is noted that values such as family, health, love are more common for girls. The values of young men are associated with well-paid job and career. On the other hand, some similarities in the life values of young people are indicated, such as education and material well-being. The career and job are terminal values for the boys, and, at the same time, are instrumental values for girls. Authors made the conclusion that the acceleration of the social process involves the students in assimilating new values, and it requires developing new methods of influence on the person and applying new technologies in the learning process. Accordingly, it is important to create new educational programs, textbooks and methodological researches.
Talanov S. L., Baburkin S.A., Lymarev A. V. Vision of the Future and Values of University students // European Journal of Natural History. 2016 № 6.

The article considers specificity of quality management system functioning in educational institutions and presents an overview of the historical and contemporary aspects of the quality management system's development in Saratov State Medical University n.a. V. I. Razumovsky.
Bugaeva I.0., Kloktunova N.A., Solovyova V.A., Magomedova M.S. Special aspects of quality management system functioning in Saratov State Medical University n.a. V.I. Razumovsky // Saratov Journal of Medical Scientific Research, Vol. 11, Issue 4, 2015, pp. 597-600

Background — Recent data indicate increasing rates of mortality from cardiovascular (CV) disease in Turkey. This study aimed to evaluate CV disease risk factors among university students in Northern Turkey. Methods — In this cross sectional descriptive study, 302 students were randomly recruited (171 females (57%) and 131 males (43%), mean age of 20±2.1 years). Blood glucose, cholesterol profile (total, high density lipoprotein (HDL) and low density lipoprotein (LDL) cholesterols), triglyceride, glycosylated haemoglobin, resting blood pressure, and body mass index were measured using standard protocols. All participants were asked to complete a questionnaire including questions on lifestyle, genetic predisposition, smoking habit, and psychosocial factors. Results — The mean systolic and diastolic blood pressure of students were 127.1±13.5 mmHg and 78.3±12.4 mmHg. The mean values were 98.4±14.2 mg/dL for fasting blood glucose value, 5.4±0.4 for HbA1C, 80.0±10.3 beats/min for heart rate, for total cholesterol 199.1±24.6 mg/dL, 43.8±9.9 mg/dL for HDL, 114.7±24.1 mg/dL for LDL, 199.1±24.6 mg/dL for trygliceride, 24.8±3.6 kg/m2 for body mass index, 97.6±17.9 cm for waist circumference. No significant difference was observed between gender according to CV risk factors’ values statistically. It was observed that 111 (36.8%) students were overweight, 32 (10.6%) were obes. About 135 (44.0%) of students had abnormally unacceptable WC value. Smoking habit was seen in 130 (43.0%) students [73 (24.2%) male and 57 (18.9%) female]. Conclusion — A substantial proportion of Turkish students were overweight or obese, and had smoking habit. Our results underscore the need to implement health promotion programmes and perform large-scale epidemiological studies within the general Turkish young adult population.
Rasim Kutlu, Mehmet Erdem Memetoglu Evaluation of cardiovascular risk factors among university students in Turkey: a cross-sectional survey // Russian Open Medical Journal, Vol. 2, Issue 3, 2013, pp. 307-0

http://scipeople.ru/publication/102499/; http://www.scribd.com/doc/53784108/; http://b23.ru/nlov; S.A. Ostroumov (Russia, Moscow) Up-dating and modernizing education in environmental science and ecology: using interdisciplinary concepts (updated 11.5.2011) M.V.Lomonosov Moscow State University 119991 Russian Federation, Moscow, Lengory; Abstract: A series of the author’s publications on issues of ecology and environment led to creative innovations in biological and environmental educations on the basis of introducing new concepts. The educational innovations are based on the creative results of those publications: new conceptualization and organization into system of a broad range facts in biological and environmental sciences, and data on man-made impacts, and new insights into environmental safety, sustainability, and preventing global change. In the material below the educational use is shown of a series of the scientific monographs in two important areas of modern ecological science, relevant to the new discipline of biochemical ecology, and to the equally or even more important area of conservation biology. 8 books are being used in over 50 universities in more than 5 countries. Among the issues relevant to new conceptualization: a new analysis of man-made impact on the basis of the concept of levels of organization of life systems; biochemical ecology (a new discipline crated in the book of 1986); biomachinery ( a new term introduced by the author) of water self-purification, and some others. Key words: Modernizing, modernization, innovations, university, education, environmental, science, ecology, contemporary issues, scientific achievements, teaching aids, books, ‘Introduction to Biochemical Ecology’, ‘Introduction to Problems of Biochemical Ecology’ , ‘Conservation of Living Nature’, ‘Levels of Conservation of Living Nature’, educational, curricula, lecture courses, recommended literature, модернизация, инновации, высшее образование, экология, экология, современные проблемы, научные достижения, учебные пособия, книги, «Введение в биохимической экологии», «Введение в проблемы биохимической экологии», «Cохранение живой природы», «Уровни охраны живой природы», образовательные программы, курсы лекций, списки рекомендованной литературы, Peoples Friendship, University of Russia (PFUR), Samara State University, Irkutsk State University, Grodno State University named after Yanka Kupala, University of Georgia, Belarusian State University, Krivorozhsky State Pedagogical University, Ukraine, Moscow Fizico-Technical Institute, Voronezh, Lyceum number 4; course, «Biochemical ecology», Several universities in Poland, Technical, University of Lodz, Politechnika Łódzka; Jan Kochanowski, University, Humanities, Sciences, Kielce; University, of, Wrocław; University, in Bialymstok, Uniwersytet, Bialymstoku; University in Opole, Wydział Przyrodniczo – Techniczny Uniwersytetu Opolskiego; Akademia im. Jana Długosza, Instytut Chemii i Ochrony Środowiska, Częstochowa; Uniwersytet Kardynala Stefana Wyszynskiego, Warsaw; Ural, State, University, St.-Petersburg, State University (SPSU), Vilnius University, Mendeleyev, Russian Chemical and Technological University, Far Eastern State University, Kuban State University, Irkutsk State University, Grodno, State University, Yanka Kupala, Belarusian, State University, "Mary Institute of Education" integrated course, "Chemical Ecology", Samara State Pedagogical University, Ivanovo State University, Ural State University, Ulyanovsk State University, Krasnoyarsk State University, Stavropol State University, Tyumen State University, Rostov State Pedagogical University, Kazan State Agricultural University, Program, ‘Ecology for Schools’, Tambov State University, Kuban’ State University, M.V.Lomonosov, Moscow, State, University, Bukovyna State Medical University, Southern Federal University, The Branch of Russian State Humanitarian University, University Malaysia Sabah, Malaysia,