4 research outputs found
Phraseology and institutional discourse: Angela Merkel
Linguosemiotic approach to the study of phraseological units used by an institutional language personality. The language personality of a politician, in particular Angela Merkel, is considered as an active mechanism for the functioning of institutional discours
Π Π°Π·ΠΌΡΡΠ»ΡΡ ΠΎ ΡΠΏΠΎΡΠΎΠ±Π°Ρ ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΡ ΡΠ΅ΠΏΡΡΠ°ΡΠΈΠΈ Π²ΡΠ·Π°
The article describes positive experience of the Peoplesβ Friendship University of Russia (RUDN University), which has risen significantly in QS World University Rankings, both in the overall assessment and in the subject ranking. The authors provide factual material and give recommendations for a step-by-step strategy for reorganising educational and scientific activities of the university with a view to increasing the quality of education services, which include the allocation of priority areas; application of new forms of work; development of image strategies in the field of scientific activity and cooperation with employers. The study is based on the analysis of the methodology of the worldβs leading rankings. It also focuses on the implementation of the road map of RUDN University and other Russian universities. To reveal best practices, the authors break down the activities of RUDN University while implementing the 5-100 programme and other activities with a view to promoting the university in international university rankings and enhancing its reputation. Study results suggest that the most important steps in determining the direction in the development of the university are the selection of priority areas of activity, organisation of new forms of work, the attraction of leading international and Russian scientists in a certain field of activity for cooperation, the support and development of scientific projects, cooperation with scientific, educational, practical and industrial organisations in Russia and the world, development and implementation of a number of image strategies in the field of scientific activity, and working with employers to organise internships and further employment of university graduates.Π ΡΡΠ°ΡΡΠ΅ ΠΎΠΏΠΈΡΡΠ²Π°Π΅ΡΡΡ ΠΏΠΎΠ»ΠΎΠΆΠΈΡΠ΅Π»ΡΠ½ΡΠΉ ΠΎΠΏΡΡ Π ΠΎΡΡΠΈΠΉΡΠΊΠΎΠ³ΠΎ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ° Π΄ΡΡΠΆΠ±Ρ Π½Π°ΡΠΎΠ΄ΠΎΠ² (Π Π£ΠΠ), ΠΊΠΎΡΠΎΡΡΠΉ Π·Π½Π°ΡΠΈΡΠ΅Π»ΡΠ½ΠΎ ΠΏΠΎΠ΄Π½ΡΠ»ΡΡ Π² ΡΠ΅ΠΉΡΠΈΠ½Π³Π΅ QS World University Rankings ΠΊΠ°ΠΊ Π² ΠΎΠ±ΡΠ΅ΠΉ ΠΎΡΠ΅Π½ΠΊΠ΅, ΡΠ°ΠΊ ΠΈ Π² ΠΏΡΠ΅Π΄ΠΌΠ΅ΡΠ½ΠΎΠΌ ΡΠ΅ΠΉΡΠΈΠ½Π³Π΅. ΠΠ²ΡΠΎΡΡ ΠΏΡΠ΅Π΄ΠΎΡΡΠ°Π²Π»ΡΡΡ ΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π» ΠΈ Π΄Π°ΡΡ ΡΠ΅ΠΊΠΎΠΌΠ΅Π½Π΄Π°ΡΠΈΠΈ ΠΏΠΎ ΠΏΠΎΡΡΠ°ΠΏΠ½ΠΎΠΉ ΡΡΡΠ°ΡΠ΅Π³ΠΈΠΈ ΡΠ΅ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΉ ΠΈ Π½Π°ΡΡΠ½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ Π²ΡΠ·Π° Ρ ΡΠ΅Π»ΡΡ ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΡ ΠΊΠ°ΡΠ΅ΡΡΠ²Π° ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ
ΡΡΠ»ΡΠ³, Π²ΠΊΠ»ΡΡΠ°Ρ Π²ΡΠ΄Π΅Π»Π΅Π½ΠΈΠ΅ ΠΏΡΠΈΠΎΡΠΈΡΠ΅ΡΠ½ΡΡ
Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΠΉ; ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΠ΅ Π½ΠΎΠ²ΡΡ
ΡΠΎΡΠΌ ΡΠ°Π±ΠΎΡΡ; ΡΠ°Π·ΡΠ°Π±ΠΎΡΠΊΡ ΠΈΠΌΠΈΠ΄ΠΆΠ΅Π²ΡΡ
ΡΡΡΠ°ΡΠ΅Π³ΠΈΠΉ Π² ΡΡΠ΅ΡΠ΅ Π½Π°ΡΡΠ½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΈ ΡΠΎΡΡΡΠ΄Π½ΠΈΡΠ΅ΡΡΠ²Π° Ρ ΡΠ°Π±ΠΎΡΠΎΠ΄Π°ΡΠ΅Π»ΡΠΌΠΈ. ΠΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΎ Π½Π° Π°Π½Π°Π»ΠΈΠ·Π΅ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΠΈ Π²Π΅Π΄ΡΡΠΈΡ
ΠΌΠΈΡΠΎΠ²ΡΡ
ΡΠΈΡΡΠ΅ΠΌ ΡΠ΅ΠΉΡΠΈΠ½Π³ΠΎΠ²ΠΎΠΉ ΠΎΡΠ΅Π½ΠΊΠΈ. ΠΡΠΎΠ±ΠΎΠ΅ Π²Π½ΠΈΠΌΠ°Π½ΠΈΠ΅ ΡΠ΄Π΅Π»ΡΠ΅ΡΡΡ ΡΠ°ΠΊΠΆΠ΅ ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ Β«Π΄ΠΎΡΠΎΠΆΠ½ΠΎΠΉ ΠΊΠ°ΡΡΡΒ» Π Π£ΠΠ ΠΈ Π΄ΡΡΠ³ΠΈΡ
ΡΠΎΡΡΠΈΠΉΡΠΊΠΈΡ
Π²ΡΠ·ΠΎΠ². ΠΠ»Ρ Π²ΡΡΠ²Π»Π΅Π½ΠΈΡ Π»ΡΡΡΠΈΡ
ΠΏΡΠ°ΠΊΡΠΈΠΊ Π°Π²ΡΠΎΡΡ Π°Π½Π°Π»ΠΈΠ·ΠΈΡΡΡΡ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΡ Π Π£ΠΠ ΠΏΡΠΈ ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌΡ 5-100 ΠΈ Π΄ΡΡΠ³ΠΈΡ
ΠΌΠ΅ΡΠΎΠΏΡΠΈΡΡΠΈΠΉ, Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½Π½ΡΡ
Π½Π° ΠΏΡΠΎΠ΄Π²ΠΈΠΆΠ΅Π½ΠΈΠ΅ Π²ΡΠ·Π° Π² ΠΌΠ΅ΠΆΠ΄ΡΠ½Π°ΡΠΎΠ΄Π½ΡΡ
ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΡΠΊΠΈΡ
ΡΠ΅ΠΉΡΠΈΠ½Π³Π°Ρ
ΠΈ ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΠ΅ Π΅Π³ΠΎ ΡΠ΅ΠΏΡΡΠ°ΡΠΈΠΈ. Π‘ΠΎΠ³Π»Π°ΡΠ½ΠΎ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠ°ΠΌ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ, Π²Π°ΠΆΠ½Π΅ΠΉΡΠΈΠΌΠΈ ΡΠ°Π³Π°ΠΌΠΈ Π² ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΠΈ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π²ΡΠ·Π° ΡΠ²Π»ΡΡΡΡΡ Π²ΡΠ±ΠΎΡ ΠΏΡΠΈΠΎΡΠΈΡΠ΅ΡΠ½ΡΡ
Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ, ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΡ Π½ΠΎΠ²ΡΡ
ΡΠΎΡΠΌ ΡΠ°Π±ΠΎΡΡ, ΠΏΡΠΈΠ²Π»Π΅ΡΠ΅Π½ΠΈΠ΅ ΠΊ ΡΠΎΡΡΡΠ΄Π½ΠΈΡΠ΅ΡΡΠ²Ρ Π²Π΅Π΄ΡΡΠΈΡ
Π·Π°ΡΡΠ±Π΅ΠΆΠ½ΡΡ
ΠΈ ΡΠΎΡΡΠΈΠΉΡΠΊΠΈΡ
ΡΡΠ΅Π½ΡΡ
Π² ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½Π½ΠΎΠΉ ΡΡΠ΅ΡΠ΅ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ, ΠΏΠΎΠ΄Π΄Π΅ΡΠΆΠΊΠ° ΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ Π½Π°ΡΡΠ½ΡΡ
ΠΏΡΠΎΠ΅ΠΊΡΠΎΠ², ΡΠΎΡΡΡΠ΄Π½ΠΈΡΠ΅ΡΡΠ²ΠΎ Ρ Π½Π°ΡΡΠ½ΡΠΌΠΈ, ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΠΌΠΈ, ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΈΠΌΠΈ ΠΈ ΠΏΡΠΎΠΈΠ·Π²ΠΎΠ΄ΡΡΠ²Π΅Π½Π½ΡΠΌΠΈ ΡΠΎΡΡΠΈΠΉΡΠΊΠΈΠΌΠΈ ΠΈ Π·Π°ΡΡΠ±Π΅ΠΆΠ½ΡΠΌΠΈ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΡΠΌΠΈ, ΡΠ°Π·ΡΠ°Π±ΠΎΡΠΊΠ° ΠΈ ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΡ ΡΡΠ΄Π° ΠΈΠΌΠΈΠ΄ΠΆΠ΅Π²ΡΡ
ΡΡΡΠ°ΡΠ΅Π³ΠΈΠΉ Π² ΡΡΠ΅ΡΠ΅ Π½Π°ΡΡΠ½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ, Π° ΡΠ°ΠΊΠΆΠ΅ ΡΠ°Π±ΠΎΡΠ° Ρ ΡΠ°Π±ΠΎΡΠΎΠ΄Π°ΡΠ΅Π»ΡΠΌΠΈ ΠΏΠΎ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ ΡΡΠ°ΠΆΠΈΡΠΎΠ²ΠΎΠΊ ΠΈ Π΄Π°Π»ΡΠ½Π΅ΠΉΡΠ΅Π³ΠΎ ΡΡΡΠ΄ΠΎΡΡΡΡΠΎΠΉΡΡΠ²Π° Π²ΡΠΏΡΡΠΊΠ½ΠΈΠΊΠΎΠ²
MASTER PROGRAMS FOR INTERNATIONAL STUDENTS IN RUSSIA: BARRIERS AND CHALLENGES TO OVERCOME
The system of higher education in Russia is developing rapidly in accordance with global trends and processes occurring in the world. On the one hand, we feel a significant influence of the Bologna process, when students of different specialties get the opportunity to enroll in any master's program: in Russia, the master's program is not always seen as a deepening and specialization in the field of knowledge already received in the undergraduate program, but also as an opportunity to get a completely new specialty (for example, a student with a bachelor's degree in biotechnology may attempt to get a master's degree in Innovation management). On the other hand, Russian universities are interested in attracting foreign students, the number of whom has recently increased significantly. In connection with these trends, educational institutions face plenty of challenges that complicate the educational process and also affect its effectiveness. This is especially evident in the master's training, where in a relatively short period (one/two years) a student must master the specialty at a sufficiently high professional level. To implement this, students should have satisfactory knowledge when entering a master's program. However, the system of entrance examinations in the Russian Federation is highly regulated: tests in the entrance examination work lead to the problem of "guessing" the correct answers and do not always provide a correct assessment of students' knowledge. This gives rise to another important problem: students with good command of the specialization (who have studied the necessary subjects at the undergraduate level for 4 years) and students who are not always familiar with the material are in the same class. This greatly complicates the educational process. In this regard, the Faculty of Economics in Lomonosov Moscow State University attempted to resolve these challenges not in the learning process, but at the stage of preparation for entering the master's program. In the proposed article we describe the experience of developing a distance system for training foreign students for one of the master programs at a Russian university, which reduces the gap between the knowledge of enrolling students, improves professional vocabulary in Russian, and also provides an opportunity to get acquainted with the cultural features of education in Russian universities. All these are to lead to an increase in the efficiency of the master courses educational process
ΠΡΡΠ°ΠΆΠ΅Π½ΠΈΠ΅ ΡΠΎΡΠΈΠΎΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠ³ΠΎ ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ° Π² ΡΡΡΡΠΊΠΈΡ , ΡΡΠ°Π½ΡΡΠ·ΡΠΊΠΈΡ ΠΈ Π°Π·Π΅ΡΠ±Π°ΠΉΠ΄ΠΆΠ°Π½ΡΠΊΠΈΡ ΠΈΠ½ΡΠ΅ΡΠ½Π΅Ρ-ΠΌΠ΅ΠΌΠ°Ρ
Internet texts represent the most mobile and eclectic type of a text. Therefore, the methodology of their analysis is integrative and polyparadigmatic; and for adequate interpretation it is required to consider them taking into account modern socio-cultural context and presuppositional knowledge. The article is devoted to the description of meme-creating components associated with modern sociocultural context in various forms of Internet memes: comics, demotivators, cartoons, presented in three segments of the Internet (Runet, French and Azerbaijani segments). The novelty of the research is based on the fact that for the first time, the meme-creating plots in the Russian, French and Azerbaijani segments of the Internet were identified and correlated; the authors carried out an analysis of the authentic material formed under the influence of the socio-cultural context - the influence of various external factors and cultural background. A continuous selection of network sources from various segments of the Internet allowed compiling an authorβs card-file containing more than 2 500 Internet memes, the examples from which became an empirical basis for the study. The material was Π°nalysed with the use of a descriptive and analytical method that involves direct observation of the phenomena under analysis and their systematization, generalization of language material; we also used elements of discursive, componential and linguopragmatic analysis.A comparative analysis of memes in the Russian, French and Azerbaijani segments of the Internet showed, on the one hand, a quantitative asymmetry (Russian memes prevail), and on the other hand, differences in the forms of Internet memes (for example, demotivators prevail in Runet, comics and cartoons are commonly found in the French and Azerbaijani segments). The analyzed material showed that both words and phraseological units of different categories realize the functional potential in the verbal part of Internet memes of the three linguocultures under consideration. In a number of cases, there is an actualization and complete rethinking of lexical and precedent units. The nature of the presentation of images in the visual part may be associated with the cultural tradition of the nation. The study shows that such 21st century attraction events as migration and threat of coronavirus infection are reflected in Internet memes regardless of the system of values, religion and mentality. When creating national images and presenting artefacts, the role of ethno-linguistic markers perceived by a particular nation is decisive. The visual element can also be actualized in connection with ongoing socio-political events. All this proves that adequate interpretation of memes requires presuppositional knowledge, so that understanding such a polycode formation as an Internet meme does not become a communicative failure. Memes about labour migration and the coronavirus pandemic in the Belarusian segment of the Internet, content and forms of which are conditioned by the multicultural originality and socio-cultural openness of modern Belarus, confirm and typify the main provisions about the factors, conditions, methods and motivations of meme formation in Russian, French and Azerbaijani linguocultures.ΠΠ½ΡΠ΅ΡΠ½Π΅Ρ-ΡΠ΅ΠΊΡΡΡ ΡΠ²Π»ΡΡΡΡΡ ΡΠ°ΠΌΡΠΌ ΠΌΠΎΠ±ΠΈΠ»ΡΠ½ΡΠΌ ΠΈ ΡΠΊΠ»Π΅ΠΊΡΠΈΡΠ½ΡΠΌ Π²ΠΈΠ΄ΠΎΠΌ ΡΠ΅ΠΊΡΡΠ°, ΠΏΠΎΡΡΠΎΠΌΡ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ ΠΈΡ
Π°Π½Π°Π»ΠΈΠ·Π° Π½ΠΎΡΠΈΡ ΠΈΠ½ΡΠ΅Π³ΡΠ°ΡΠΈΠ²Π½ΡΠΉ ΠΈ ΠΏΠΎΠ»ΠΈΠΏΠ°ΡΠ°Π΄ΠΈΠ³ΠΌΠ°Π»ΡΠ½ΡΠΉ Ρ
Π°ΡΠ°ΠΊΡΠ΅Ρ, Π° Π΄Π»Ρ Π°Π΄Π΅ΠΊΠ²Π°ΡΠ½ΠΎΠΉ ΠΈΠ½ΡΠ΅ΡΠΏΡΠ΅ΡΠ°ΡΠΈΠΈ ΡΡΠ΅Π±ΡΠ΅ΡΡΡ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡ ΠΏΠΎΠ΄ΠΎΠ±Π½ΡΠ΅ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Ρ ΡΡΠ΅ΡΠΎΠΌ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎ ΡΠΎΡΠΈΠΎΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠ³ΠΎ ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ° ΠΈ ΠΏΡΠ΅ΡΡΠΏΠΏΠΎΠ·ΠΈΡΠΈΠ²Π½ΡΡ
Π·Π½Π°Π½ΠΈΠΉ. ΠΠΎΠ²ΠΈΠ·Π½Π° ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π·Π°ΠΊΠ»ΡΡΠ°Π΅ΡΡΡ Π² ΡΠΎΠΌ, ΡΡΠΎ Π±ΡΠ»ΠΈ Π²ΡΠ΄Π΅Π»Π΅Π½Ρ ΠΏΠΎΡΠ²ΠΈΠ²ΡΠΈΠ΅ΡΡ Π² ΡΠ°Π·Π½ΡΡ
Π»ΠΈΠ½Π³Π²ΠΎΠΊΡΠ»ΡΡΡΡΠ°Ρ
ΠΏΠΎΠ΄ Π²Π»ΠΈΡΠ½ΠΈΠ΅ΠΌ ΡΠΎΡΠΈΠΎΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠ³ΠΎ ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ° ΡΡΠΆΠ΅ΡΡ, Π½Π°ΡΠ΅Π΄ΡΠΈΠ΅ ΠΎΡΡΠ°ΠΆΠ΅Π½ΠΈΠ΅ Π² ΡΡΡΡΠΊΠΈΡ
, ΡΡΠ°Π½ΡΡΠ·ΡΠΊΠΈΡ
ΠΈ Π°Π·Π΅ΡΠ±Π°ΠΉΠ΄ΠΆΠ°Π½ΡΠΊΠΈΡ
ΠΈΠ½ΡΠ΅ΡΠ½Π΅Ρ-ΠΌΠ΅ΠΌΠ°Ρ
(Π½Π° ΡΠΎΠ½Π΅ Π±Π΅Π»ΠΎΡΡΡΡΠΊΠΎΠ³ΠΎ ΡΠ΅Π³ΠΌΠ΅Π½ΡΠ°), ΠΏΡΠΎΠ²Π΅Π΄Π΅Π½ Π°Π½Π°Π»ΠΈΠ· Π°ΡΡΠ΅Π½ΡΠΈΡΠ½ΠΎΠ³ΠΎ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Π° Ρ Π²Π΅ΡΠΈΡΠΈΠΊΠ°ΡΠΈΠ΅ΠΉ Π΄Π°Π½Π½ΡΡ
Π½Π° ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Π΅ ΡΠ΅Π³ΠΌΠ΅Π½ΡΠ° ΡΠΈΠ½ΠΊΡΠ΅ΡΠΈΡΠ½ΠΎΠ³ΠΎ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠ° - Π±Π°ΠΉΠ½Π΅ΡΠ°, ΠΈΡΠΏΡΡΡΠ²Π°ΡΡΠ΅Π³ΠΎ Π²Π»ΠΈΡΠ½ΠΈΠ΅ Π·Π°ΠΏΠ°Π΄Π½ΠΎΠΉ ΠΈ Π²ΠΎΡΡΠΎΡΠ½ΠΎΠΉ Π΅Π²ΡΠΎΠΏΠ΅ΠΉΡΠΊΠΈΡ
ΠΊΡΠ»ΡΡΡΡ. ΠΡΡΠ΅ΠΌ ΡΠΏΠ»ΠΎΡΠ½ΠΎΠΉ Π²ΡΠ±ΠΎΡΠΊΠΈ ΠΈΠ· ΡΠ΅ΡΠ΅Π²ΡΡ
ΠΈΡΡΠΎΡΠ½ΠΈΠΊΠΎΠ² ΡΠ°Π·Π½ΡΡ
ΡΠ΅Π³ΠΌΠ΅Π½ΡΠΎΠ² ΠΈΠ½ΡΠ΅ΡΠ½Π΅ΡΠ° Π±ΡΠ»Π° ΡΠΎΡΡΠ°Π²Π»Π΅Π½Π° Π°Π²ΡΠΎΡΡΠΊΠ°Ρ ΠΊΠ°ΡΡΠΎΡΠ΅ΠΊΠ°, Π½Π°ΡΡΠΈΡΡΠ²Π°ΡΡΠ°Ρ Π±ΠΎΠ»Π΅Π΅ 2500 Π΅Π΄ΠΈΠ½ΠΈΡ ΠΈΠ½ΡΠ΅ΡΠ½Π΅Ρ-ΠΌΠ΅ΠΌΠΎΠ², ΠΏΡΠΈΠΌΠ΅ΡΡ ΠΈΠ· ΠΊΠΎΡΠΎΡΠΎΠΉ ΡΡΠ°Π»ΠΈ ΡΠΌΠΏΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠΉ Π±Π°Π·ΠΎΠΉ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ. ΠΡΠΈ Π°Π½Π°Π»ΠΈΠ·Π΅ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Π° ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π»ΡΡ ΠΎΠΏΠΈΡΠ°ΡΠ΅Π»ΡΠ½ΠΎ-Π°Π½Π°Π»ΠΈΡΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΌΠ΅ΡΠΎΠ΄, ΠΏΡΠ΅Π΄ΠΏΠΎΠ»Π°Π³Π°ΡΡΠΈΠΉ Π½Π΅ΠΏΠΎΡΡΠ΅Π΄ΡΡΠ²Π΅Π½Π½ΠΎΠ΅ Π½Π°Π±Π»ΡΠ΄Π΅Π½ΠΈΠ΅ Π°Π½Π°Π»ΠΈΠ·ΠΈΡΡΠ΅ΠΌΡΡ
ΡΠ²Π»Π΅Π½ΠΈΠΉ ΠΈ ΠΈΡ
ΡΠΈΡΡΠ΅ΠΌΠ°ΡΠΈΠ·Π°ΡΠΈΡ, Π° ΡΠ°ΠΊΠΆΠ΅ ΠΎΠ±ΠΎΠ±ΡΠ΅Π½ΠΈΠ΅ ΡΠ·ΡΠΊΠΎΠ²ΠΎΠ³ΠΎ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Π°, ΠΏΡΠΈΠΌΠ΅Π½ΡΠ»ΠΈΡΡ ΡΠ»Π΅ΠΌΠ΅Π½ΡΡ Π΄ΠΈΡΠΊΡΡΡΠΈΠ²Π½ΠΎΠ³ΠΎ, ΡΠ΅ΠΌΠ½ΠΎΠ³ΠΎ ΠΈ Π»ΠΈΠ½Π³Π²ΠΎΠΏΡΠ°Π³ΠΌΠ°ΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π°Π½Π°Π»ΠΈΠ·Π°. Π‘ΠΎΠΏΠΎΡΡΠ°Π²ΠΈΡΠ΅Π»ΡΠ½ΡΠΉ Π°Π½Π°Π»ΠΈΠ· ΠΌΠ΅ΠΌΠΎΠ², ΡΡΠ½ΠΊΡΠΈΠΎΠ½ΠΈΡΡΡΡΠΈΡ
Π² ΡΡΡΡΠΊΠΎΠΌ, ΡΡΠ°Π½ΡΡΠ·ΡΠΊΠΎΠΌ ΠΈ Π°Π·Π΅ΡΠ±Π°ΠΉΠ΄ΠΆΠ°Π½ΡΠΊΠΎΠΌ ΡΠ΅Π³ΠΌΠ΅Π½ΡΠ°Ρ
ΠΈΠ½ΡΠ΅ΡΠ½Π΅ΡΠ°, ΠΏΠΎΠΊΠ°Π·Π°Π» ΠΊΠΎΠ»ΠΈΡΠ΅ΡΡΠ²Π΅Π½Π½ΡΡ Π°ΡΠΈΠΌΠΌΠ΅ΡΡΠΈΡ (ΠΏΡΠ΅ΠΎΠ±Π»Π°Π΄Π°ΡΡ ΡΡΡΡΠΊΠΈΠ΅ ΠΌΠ΅ΠΌΡ), Ρ ΠΎΠ΄Π½ΠΎΠΉ ΡΡΠΎΡΠΎΠ½Ρ, Π° Ρ Π΄ΡΡΠ³ΠΎΠΉ - ΡΠ°Π·Π»ΠΈΡΠΈΡ Π² ΡΠΎΡΠΌΠ°Ρ
ΠΈΠ½ΡΠ΅ΡΠ½Π΅Ρ-ΠΌΠ΅ΠΌΠΎΠ² (Π½Π°ΠΏΡΠΈΠΌΠ΅Ρ, Π² ΡΡΠ½Π΅ΡΠ΅ ΠΏΡΠ΅ΠΎΠ±Π»Π°Π΄Π°ΡΡ Π΄Π΅ΠΌΠΎΡΠΈΠ²Π°ΡΠΎΡΡ, Π²ΠΎ ΡΡΠ°Π½ΡΡΠ·ΡΠΊΠΎΠΌ ΠΈ Π°Π·Π΅ΡΠ±Π°ΠΉΠ΄ΠΆΠ°Π½ΡΠΊΠΎΠΌ ΡΠ΅Π³ΠΌΠ΅Π½ΡΠ°Ρ
- ΠΊΠΎΠΌΠΈΠΊΡΡ ΠΈ ΠΊΠ°ΡΠΈΠΊΠ°ΡΡΡΡ). Π Π²Π΅ΡΠ±Π°Π»ΡΠ½ΠΎΠΉ ΡΠ°ΡΡΠΈ ΠΈΠ½ΡΠ΅ΡΠ½Π΅Ρ-ΠΌΠ΅ΠΌΠΎΠ² ΡΡΠ΅Ρ
ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°Π΅ΠΌΡΡ
Π»ΠΈΠ½Π³Π²ΠΎΠΊΡΠ»ΡΡΡΡ ΡΡΠ½ΠΊΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΠΉ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π» ΡΠ΅Π°Π»ΠΈΠ·ΡΡΡ ΠΊΠ°ΠΊ ΡΠ»ΠΎΠ²Π°, ΡΠ°ΠΊ ΠΈ ΡΡΠ°Π·Π΅ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠ΅ Π΅Π΄ΠΈΠ½ΠΈΡΡ ΡΠ°Π·Π½ΡΡ
ΡΠ°Π·ΡΡΠ΄ΠΎΠ². Π ΡΡΠ΄Π΅ ΡΠ»ΡΡΠ°Π΅Π² ΠΏΡΠΎΠΈΡΡ
ΠΎΠ΄ΠΈΡ Π°ΠΊΡΡΠ°Π»ΠΈΠ·Π°ΡΠΈΡ ΠΈ ΠΏΠΎΠ»Π½ΠΎΠ΅ ΠΏΠ΅ΡΠ΅ΠΎΡΠΌΡΡΠ»Π΅Π½ΠΈΠ΅ Π»Π΅ΠΊΡΠΈΡΠ΅ΡΠΊΠΈΡ
, Π² ΡΠΎΠΌ ΡΠΈΡΠ»Π΅, ΠΏΡΠ΅ΡΠ΅Π΄Π΅Π½ΡΠ½ΡΡ
. Π₯Π°ΡΠ°ΠΊΡΠ΅Ρ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΎΠ±ΡΠ°Π·ΠΎΠ² Π² Π²ΠΈΠ·ΡΠ°Π»ΡΠ½ΠΎΠΉ ΡΠ°ΡΡΠΈ ΠΌΠΎΠΆΠ΅Ρ Π±ΡΡΡ ΡΠ²ΡΠ·Π°Π½ Ρ ΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠΉ ΡΡΠ°Π΄ΠΈΡΠΈΠ΅ΠΉ Π½Π°ΡΠΎΠ΄Π°. Π ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΈ ΠΏΠΎΠΊΠ°Π·Π°Π½ΠΎ, ΡΡΠΎ ΡΠ°ΠΊΠΈΠ΅ ΡΠΎΠ±ΡΡΠΈΡ-Π°ΡΡΡΠ°ΠΊΡΠΎΡΡ Π₯Π₯I Π²., ΠΊΠ°ΠΊ ΠΌΠΈΠ³ΡΠ°ΡΠΈΡ ΠΈ ΡΠ³ΡΠΎΠ·Π° ΠΊΠΎΡΠΎΠ½Π°Π²ΠΈΡΡΡΠ½ΠΎΠΉ ΠΈΠ½ΡΠ΅ΠΊΡΠΈΠΈ, ΠΎΡΡΠ°ΠΆΠ°ΡΡΡΡ Π² ΠΈΠ½ΡΠ΅ΡΠ½Π΅Ρ-ΠΌΠ΅ΠΌΠ°Ρ
Π²Π½Π΅ Π·Π°Π²ΠΈΡΠΈΠΌΠΎΡΡΠΈ ΠΎΡ ΡΠΈΡΡΠ΅ΠΌΡ ΡΠ΅Π½Π½ΠΎΡΡΠ΅ΠΉ, Π²Π΅ΡΠΎΠΈΡΠΏΠΎΠ²Π΅Π΄Π°Π½ΠΈΡ, ΠΌΠ΅Π½ΡΠ°Π»ΠΈΡΠ΅ΡΠ°. ΠΡΠΈ ΡΠΎΠ·Π΄Π°Π½ΠΈΠΈ Π½Π°ΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ
ΠΎΠ±ΡΠ°Π·ΠΎΠ² ΠΈ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ΠΈΠΈ Π°ΡΡΠ΅ΡΠ°ΠΊΡΠΎΠ² ΠΎΠΏΡΠ΅Π΄Π΅Π»ΡΡΡΡΡ ΡΠΎΠ»Ρ ΠΈΠ³ΡΠ°ΡΡ ΡΡΠ½ΠΎΠ»ΠΈΠ½Π³Π²ΠΎΠΌΠ°ΡΠΊΠ΅ΡΡ, Π²ΠΎΡΠΏΡΠΈΠ½ΠΈΠΌΠ°Π΅ΠΌΡΠ΅ ΠΊΠΎΠ½ΠΊΡΠ΅ΡΠ½ΡΠΌ Π½Π°ΡΠΎΠ΄ΠΎΠΌ. ΠΠΈΠ·ΡΠ°Π»ΡΠ½ΡΠΉ ΡΠ»Π΅ΠΌΠ΅Π½Ρ ΡΠ°ΠΊΠΆΠ΅ ΠΌΠΎΠΆΠ΅Ρ Π°ΠΊΡΡΠ°Π»ΠΈΠ·ΠΈΡΠΎΠ²Π°ΡΡΡΡ Π² ΡΠ²ΡΠ·ΠΈ Ρ ΠΏΡΠΎΠΈΡΡ
ΠΎΠ΄ΡΡΠΈΠΌΠΈ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎ-ΠΏΠΎΠ»ΠΈΡΠΈΡΠ΅ΡΠΊΠΈΠΌΠΈ ΡΠΎΠ±ΡΡΠΈΡΠΌΠΈ. ΠΡΠ΅ ΡΡΠΎ Π΄ΠΎΠΊΠ°Π·ΡΠ²Π°Π΅Ρ, ΡΡΠΎ Π΄Π»Ρ Π°Π΄Π΅ΠΊΠ²Π°ΡΠ½ΠΎΠΉ ΠΈΠ½ΡΡΠ΅ΠΏΡΠ΅ΡΠ°ΡΠΈΠΈ ΠΌΠ΅ΠΌΠΎΠ² Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎ ΠΎΠ±Π»Π°Π΄Π°ΡΡ ΠΏΡΠ΅ΡΡΠΏΠΏΠΎΠ·ΠΈΡΠΈΠ²Π½ΡΠΌΠΈ Π·Π½Π°Π½ΠΈΡΠΌΠΈ, ΡΠΎΠ³Π΄Π° ΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΠ΅ ΡΠ°ΠΊΠΎΠ³ΠΎ ΠΏΠΎΠ»ΠΈΠΊΠΎΠ΄ΠΎΠ²ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ, ΠΊΠ°ΠΊ ΠΈΠ½ΡΠ΅ΡΠ½Π΅Ρ-ΠΌΠ΅ΠΌ, Π½Π΅ ΡΡΠ°Π½Π΅Ρ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠ²Π½ΠΎΠΉ Π½Π΅ΡΠ΄Π°ΡΠ΅ΠΉ. ΠΠ΅ΠΌΡ ΠΎ ΡΡΡΠ΄ΠΎΠ²ΠΎΠΉ ΠΌΠΈΠ³ΡΠ°ΡΠΈΠΈ ΠΈ ΠΊΠΎΡΠΎΠ½Π°Π²ΠΈΡΡΡΠ½ΠΎΠΉ ΠΏΠ°Π½Π΄Π΅ΠΌΠΈΠΈ Π² Π±Π΅Π»ΠΎΡΡΡΡΠΊΠΎΠΌ ΡΠ΅Π³ΠΌΠ΅Π½ΡΠ΅ ΠΈΠ½ΡΠ΅ΡΠ½Π΅ΡΠ°, ΠΊΠΎΠ½ΡΠ΅Π½Ρ ΠΈ ΡΠΎΡΠΌΡ ΠΊΠΎΡΠΎΡΡΡ
ΠΎΠ±ΡΡΠ»ΠΎΠ²Π»Π΅Π½Ρ ΠΏΠΎΠ»ΠΈΠΊΡΠ»ΡΡΡΡΠ½ΡΠΌ ΡΠ²ΠΎΠ΅ΠΎΠ±ΡΠ°Π·ΠΈΠ΅ΠΌ ΠΈ ΡΠΎΡΠΈΠΎΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠΉ ΠΎΡΠΊΡΡΡΠΎΡΡΡΡ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΉ ΠΠ΅Π»Π°ΡΡΡΠΈ, ΠΏΠΎΠ΄ΡΠ²Π΅ΡΠΆΠ΄Π°ΡΡ ΠΈ ΡΠΈΠΏΠΎΠ»ΠΎΠ³ΠΈΠ·ΠΈΡΡΡΡ ΠΎΡΠ½ΠΎΠ²Π½ΡΠ΅ ΠΏΠΎΠ»ΠΎΠΆΠ΅Π½ΠΈΡ ΠΎ ΡΠ°ΠΊΡΠΎΡΠ°Ρ
, ΡΡΠ»ΠΎΠ²ΠΈΡΡ
, ΡΠΏΠΎΡΠΎΠ±Π°Ρ
ΠΈ ΠΌΠΎΡΠΈΠ²Π°ΡΠΈΡΡ
ΠΌΠ΅ΠΌΠΎΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π² ΡΡΡΡΠΊΠΎΠΉ, ΡΡΠ°Π½ΡΡΠ·ΡΠΊΠΎΠΉ ΠΈ Π°Π·Π΅ΡΠ±Π°ΠΉΠ΄ΠΆΠ°Π½ΡΠΊΠΎΠΉ Π»ΠΈΠ½Π³Π²ΠΎΠΊΡΠ»ΡΡΡΡΠ°Ρ