Petruneva R.M., Efimov E.G., Avdeyuk O.A., Chudasova T.D.
ARTIFICIAL INTELLIGENCE IN EDUCATION: OPINIONS OF STUDENTS AND TEACHERS (BASED ON THE EXAMPLE OF VOLGOGRAD STATE TECHNICAL UNIVERSITY) ^{[№ 3 ' 2024]}
Digital tools based on artificial intelligence are widely introduced into the educational process. At the same time, there is no clear opinion about the effectiveness of using this technology, its pedagogical feasibility yet, either in the pedagogical environment or among students. We conducted a study of the use of artificial intelligence systems in the educational process of higher education using the example of Volgograd State Technical University. The opinion of teachers and students about the use of this resource in the educational process was studied. The survey was conducted using a Google form. The study assessed the attitude of respondents, students and teachers separately, to the use of educational resources based on artificial intelligence in the educational process, the awareness of these cohorts of respondents about its capabilities as a didactic tool, and the prospects for the widespread introduction of this tool into educational activities. The results of this study showed, among other things, a certain confusion among teachers regarding the use of artificial intelligence in the educational process. Some teachers believe that they are able to understand without the Antiplagiat system whether students have used "virtual assistants", while others have not encountered this phenomenon at all. The attitude of teachers towards the use of this resource by students also varies. Students do not see any particular problems in using the "virtual assistant", especially in routine processes. However, it should be noted that both teachers and students see the need for legal and ethical regulation of the use of this tool in educational activities. The results of the study show that, despite the generally positive attitude of teachers and students towards digital educational technologies, higher education is not ready to use these technologies on a large scale, since there is no regulatory framework, methodological justification and methodological support.

Efimova A.U.
THE USE OF V.A. SUKHOMLINSKY’S PEDAGOGICAL HERITAGE IN THE PREPARATION OF FUTURE GEOGRAPHY TEACHERS FOR THE DEVELOPMENT OF ENVIRONMENTAL KNOWLEDGE AMONG STUDENTS ^{[№ 3 ' 2023]}
Nature is an important means of harmonious development of the child. Vasily Sukhomlinsky noted that “nature has a huge educational factor that leaves its imprint on the entire nature of the pedagogical process.” The development of environmental knowledge in geography lessons using the pedagogical heritage of V.A. Sukhomlinsky is relevant, we focus on the development of environmental knowledge, not ecological culture, we believe that ecology is a narrowly biological science, where the influence of the environment on living organisms and vice versa is considered. And Sukhomlinsky, after all, focused on nature protection. Therefore, it is necessary to develop environmental knowledge in geography lessons.
Active communication with nature gives birth and strengthens a child’s priceless quality inherent in human personality, kindness. But how can a child experience the joy of the first discoveries when he enters the strange world around him? How to turn nature into a powerful means of educating humane feelings? And will the student be able to assimilate the connections between phenomena, to realize the dependence between natural objects? It turns out that maybe the easiest way to do this is observation. Children especially like to watch animals. Here noted very subtly A. Sukhomlinsky: it is necessary to develop in a child a careful and caring attitude towards helpless creatures that are so easy to offend, but, having protected them, you will feel kind and strong.
V.A. Sukhomlinsky called the lessons journeys to the source of thinking and speech — to the wonderful beauty of nature. He advised to open a window into the world of beauty of the word gradually, so as not to overexert the child’s mind and not bother him.

Skoybedo I.E., Efimov S.G., Bolotnikov V.N., Korolikhin F.S., Dokashenko D.A.
ANESTHESIA METHODS AT INTUBATION OF NASOLACRIMAL DUCT IN CHILDREN ^{[№ 12 ' 2015]}
Inflammation of the lacrimal sac and nasolacrimal duct (dacryocystitis) is the cause of lacrimal passages disfunction. Constant lacrimation, mucopurulent discharge increase the risk of purulent-septic and inflammatory diseases of the eye and organs surrounding the eye thence intubation of nasolacrimal duct in children with neonatal dacryocystitis should be carried out in the early stages (up to 6 months) and under general inhalation anesthesia. General anesthesia allows avoiding stress reactions in children, eliminates restlessness, avoids trauma and neurological complications of nasolacrimal duct intubation. Ensuring a high level of comfort to the surgeon allows recanalize nasolacrimal duct in complicated and neglected cases without too much emotional stress. High level of general anesthesia security is provided by experience and staff training, the availability of comprehensive monitoring and correct its use, allowing you to carry out the procedure on an outpatient basis with minimal risk of complications.

Balashevich L.I., Nikulin S.A., Kachanov A.B., Yefimov O.A., Churakov T.K., Zavyalov A.I.
TO THE QUESTION OF REFRACTIVE RESULT REGRESSION IN LONG-TERM PERIOD AFTER LASIK SURGERY ^{[№ 12 ' 2012]}
Nowadays LASIK is the most widespread surgical method for myopia correction. But the received refractive result is not always remains resistant. In the long follow-up period after operation substantial growth of a corneal thickness in the central part is observed. The increase in a thickness first of all connected with morphology of the interface between flap and corneal bed. Regress of operation result and its expressiveness depend on initial degree of myopia, time after intervention, and structural changes in operated tissue.

^{[№ 12 (app.1) ' 2006]}

Il'ina S.S., Cherneev A.S., Efimova I.P., Umanskaya N.E., Zapara V.V.
THE SENSE OF DIFFERENT METHODS OF ANALYSIS OF HEART RATE VARIABILITY IN CARDIOLOGY ^{[№ 5 ' 2003]}
The analysis of heart rate variability is the most modern noninvasive appraisal method of dynamic condition of cardiovascular system and extra-cardinal regulation system of heart rate. The research of vegetative background of cardial pathology is important for every patient from the position of individual approach and it allows to "treat not illness, but patient", as the majority of drugs, using in cardiology, has direct or mediated activity. Indications for rhythmographical examination of patients with cardiovascular system illness are regarded in this article.