ECAR-LANS, the recombinant L-asparaginase fromErwinia carotovora, is a prospective therapeutic enzyme for leukaemia treatment. An efficient and economical scheme was developed for the purification, cloning and expression in Eschericha coli of ECAR-LANS. More than 90 % purity, complemented with 72 % active enzyme recovery, was achieved with a single chromatographic purification step. The activity of purified L-asparaginase was 630 i.u./mg. The ECAR-LANS K m value was 98 × 10 −6 M for the main physiological substrate L-Asn and 3400 × 10 −6 M for L-Gln. ECAR-LANS was found to have low relative glutaminase activity (1.2 %) at physiological concentrations of L-Asn and L-Gln in blood. Kinetic studies of ECAR-LANS showed that the recombinant asparaginase combined the main advantages of Erw. chrysanthemi and E. coli L-asparaginases II, currently used in the treatment of acute lymphoblastic leukaemia.

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Recombinant E. coli strain producing Y. pseudotuberculosis Q66CJ2 (YpA) L-asparaginase II was created. Gene ansB homologue encoding Y. pseudotuberculosis IP 32953 L-asparaginase precursor was synthesized. The gene was cloned in pBad24 expression vector and expressed in E. coli BL21 (DE3) strain. Optimal conditions for the producer strain culturing were selected. An effective method for isolation and purification of the enzyme by two-staged column chromatography was developed.

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The article considers the conditions for preparing a teacher-psychologist for professional adaptation in the environment of inclusive education in the post-Soviet space. The authors consider the work on inclusive education and psychological and pedagogical support for problem categories of the population based on concepts in the field of education. The article is an analytical review. We analyse scientific and pedagogical research on the problems of domestic and foreign inclusive education, the process of personal development and career guidance in the countries of Eurasia, primarily Russia and Kazakhstan. Professional training of future specialists consists in the formation at a high level of professionally important qualities of their morality, communication skills, will, intelligence, etc. We consider the state of inclusive education in higher educational institutions of Russia and Kazakhstan, we focus on the issue of preparing a teacher-psychologist for professional adaptation in an inclusive education environment. The authors present in the article the results of research conducted by students on the issues of professional adaptation at the University.