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Aim. To identify early morphological changes in the heart and aorta of rats with experimental metabolic syndrome induced by a high-fat and high-carbohydrate diet (HFHCD).Materials and methods. The study was carried out on male Wistar rats. The animals were divided into two groups: a control group (n = 10) and an experimental group (n = 10). The rats from the control group were fed with a standard laboratory diet. The rats from the experimental group received HFHCD for 12 weeks. Body weight, blood pressure (BP), and individual parameters of carbohydrate and lipid metabolism were assessed in the rats.   A histologic examination of the heart and aorta in the animals was performed.Results. Feeding rats with HFHCD led to an increase in body weight, elevation of BP, obesity, hyperglycemia, and triglyceridemia. The histologic examination of the heart in the rats of the experimental group showed signs of vascular disease, lipomatosis, and focal myocardial degeneration. Lipid accumulation in the cells of the media, hyperplasia of adipocytes in the adventitia, and depletion and fragmentation of the elastic lamina were revealed in the aortic wall of the rats receiving HFHCD.Conclusion. The study indicated that HFHCD is an effective way to model metabolic syndrome. Structural disorders in the heart and aorta may be the mainstay for the development of cardiomyopathy and arterial hypertension in diet-induced metabolic syndrome.

The article presents a systematic review of theoretical and methodological approaches to the conceptualization and empirical study of doctoral students’ supervision. Three approaches (mentoring, doctoral student-centered, and environmental) are distinguished depending on the main responsibility for the result. The mentoring approach attributes the responsibility for the result to the supervisor. This approach is generally associated with the so-called «apprentice model», which understands the doctoral student as a «neophyte» introduced to the academic world by the supervisor. The doctoral student-centered approach is characterized by imposing the responsibility mainly on the doctoral student. This approach assumes a more active role of the doctoral student and goes back to the models of student-centered pedagogy. The environmental approach focuses on studying the role of the environment and on the issues related to the academic and social integration of doctoral students. All these approaches notably have a number of limitations due to their concentration on certain factors of the educational process and less attention to the dynamic and relative nature of various aspects of academic supervision and its relationship with the effectiveness of doctoral training. There is substantiated the importance of developing a relational approach, which would synthesize the key points of the three approaches considered, and assume a distributed model of responsibility within the academic supervision. As it understands «learning alliances» more broadly than pairs or teams of scientific supervisors and graduate students, this approach focuses not only on the activity of individual actors, but also on the system of relationships between them.