72 research outputs found
FORMATION OF MUNICIPAL SERVICE HUMAN RESOURCE POTENTIAL AS A STRATEGIC FACTOR FOR RUSSIAN TERRITORY SUSTAINABLE DEVELOPMENT
Purpose: The development of municipal service professional staff units is one of the most significant factors for Russian territory's sustainable development.
Methodology: The information base of the research includes the results of sociological studies conducted by the All-Russia Council of Local Self-Government (ARCLSG) through the sending of questionnaires via the Internet: "Human Resources of Municipalities" (June-July 2013, N = 915); "Human Resources of Local Self-Government" (March-April 2016, N = 582).
Result: The results of the expert survey showed that the leaders of local authorities are not fully satisfied with the level of municipal employee professional training. Evaluating the effectiveness of training programs implemented in recent years, most experts chose the following answer: "not all of the required issues have been covered, only a few things can be useful in practical activities". In modern conditions, it is necessary to specify the content of education, taking into account the specifics of the territory, its social and economic problems, the overcoming of a narrow theoretical orientation of the courses.
Applications: This research can be used for the universities, teachers and education students.
Novelty/Originality: In this research, the model of formation of municipal service human resource potential as a strategic factor for Russian territory sustainable development is presented in a comprehensive and complete manner
TOURISM ATTRACTION IN RUSSIAN REGIONS IN CYBERSPACE: NEW TENDENCIES OF TOURISM MEDIA MARKETING
Purpose: The present study was aimed at investigating the characteristics of tourist media content in cyberspace. The characteristics regarding the reflection and survey of tourist attractions in the Russian regions were also analyzed.
Methodology: Data on the empirical research field was collected through tourist feedback on the Internet, as well as other social studies studied the wide-ranging relationship of users with media space. Visual media and contemporary time were identified among the most well-known sources of information about services and tourist facilities. Available sentiments with a variety of information available in cyberspace included: inclusive communication, comprehensiveness, pragmatism and using literal communication and providing easy access. In this paper, the outcomes of the outlook for tourism advancement by the help of the media were also discussed.
Result: Tourism media, as well as the expansion flow and evolution regarding receiving and construction and increasing the information to respond to the key questions of the development of the tourism industry, were studied such as infrastructure equipment and services and the potential of the tourist industry. The content of cyber media was found to be helpful in consolidating the issues and modes and practical cases of various tourist groups, as well as representing the expectations and interests of tourism industry consumers. The popularity of media content has created vast opportunities for creators and users of information including personalization of demands, flexible communication, and the feasibility of introducing characters by presenting in virtual online space about the time spent on holidays.
Applications: This research can be used for the universities, teachers and education students.
Novelty/Originality: In this research, the model of the tourist attraction in Russian regions in cyberspace: new tendencies of tourism media marketing is presented in a comprehensive and complete manner
TOURISM ATTRACTION IN RUSSIAN REGIONS IN CYBERSPACE: NEW TENDENCIES OF TOURISM MEDIA MARKETING
Purpose of Study: The present study was aimed at investigating the characteristics of tourist media content in cyberspace. The characteristics regarding the reflection and survey of tourist attractions in the Russian regions were also analyzed.
Methodology: Data on the empirical research field was collected through tourist feedback on the Internet, as well as other social studies studied the wide-ranging relationship of users with media space. Visual media and contemporary time were identified among the most well-known sources of information about services and tourist facilities. Available sentiments with a variety of information available in cyberspace included: inclusive communication, comprehensiveness, pragmatism and using literal communication and providing easy access.
Result: In this paper, the outcomes of the outlook for tourism advancement by the help of the media were also discussed. Tourism media, as well as the expansion flow and evolution regarding receiving and construction and increasing the information to respond to the key questions of the development of the tourism industry, were studied such as infrastructure equipment and services and the potential of the tourist industry. The content of cyber media was found to be helpful in consolidating the issues and modes and practical cases of various tourist groups, as well as representing the expectations and interests of tourism industry consumers. The popularity of media content has created vast opportunities for creators and users of information including personalization of demands, flexible communication, and the feasibility of introducing characters by presenting in virtual online space about the time spent on holidays
The organization of the rating system for assessing the quality of university students training
In spite the universities use the rating system of assessing for a quite long time, this issue is still not fully considered. The article is based on the position of insufficient state of knowledge of the multifunctionality of the students rating. The rating helps to reveal the potential of students. It is mentioned that the rating system of assessment is a tool that will improve the quality of training and provide the required level of motivation.
During the research, the following methods were used: analysis, synthesis, induction, deduction. As a result, the principles of the rating assessment system were revealed, a definition of the term "Rating" was given, its goals were indicated. As an example of the organization of the rating system of assessment, the Nyzhnii Novhorod State Pedagogical University and its "Regulations on the rating system for assessing the quality of student training" were used. It is noted that the rating includes: current check, midterm and final examinations. Further, all possible conditions under which the student receives points were identified and considered.
On the example of the NSPU named after Kozma Minin transferring of the rating points into a five-point grading rating system is presented. Also, the types of violations for which points are discarded, are considered. As the study showed, comprehensive planned system yields productive results for students and the university.peer-reviewe
Tendencies and prospects of tourism industry in Russia : sociological analysis of stereotypes among population during tourism trips
This article deals with the current problem β development of cultural and educational tourism industry. The information for the study was collected from the questionnaires of population of municipal districts of Russia, from the information provided by the Federal Service of State Statistics, and the results of the surveys conducted by the Russian Public Opinion Research Center (VCIOM), etc.
In the course of the study, the authors revealed that the diverge social groups of the Russian society perceive Russian cultural and educational potential, tourism service in the cities in a different way; the tendencies and basic principles of domestic tourism industry have been revealed. In the article the authors defined direct dependence between weak developed domestic infrastructure and stagnation of domestic tourism industry. The results of the study showed the stereotypes which tourists follow while choosing destinations for their trips. These stereotypes may be divided into the following groups: price, comfort, climate. They range in different social groups that lead to the market fluctuation of the domestic tourism industry.peer-reviewe
Economic and social aspects in the Republic of Tatarstan
The urgency of the problem under study is conditioned by the need to study the state of interethnic and interreligious relations in polyethnic and poly-confessional regions of Russian Federation. The aim of the article is to analyze the situation in the sphere of interethnic and interreligious relations in the Republic of Tatarstan in 2016.
The leading approach to the study of this problem is the poly-paradigm methodology. The article gives the description of interethnic and interconfessional relations in the Republic of Tatarstan in 2014-2016, the comparative data on the largest cities of the republic are given. A particular attention is paid to the analysis of migrant perception peculiarities by the local population.
The materials of the article can be useful for ethnologists, social and cultural anthropologists, political scientists, as well as for the representatives of the bodies and structures responsible for the issues of interethnic interaction.peer-reviewe
ΠΠ³ΡΠ°Π½ΠΈΡΠ΅Π½ΠΈΡ ΠΈ ΠΏΠ΅ΡΡΠΏΠ΅ΠΊΡΠΈΠ²Ρ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π²Π½ΡΡΡΠ΅Π½Π½Π΅Π³ΠΎ ΡΡΡΠΈΠ·ΠΌΠ° Π² ΡΠ΅Π³ΠΈΠΎΠ½Π°Ρ Π ΠΎΡΡΠΈΠΈ
ΠΠ΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΡ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠΎΡΡΠΈΠΉΡΠΊΠΈΡ
ΡΠ΅Π³ΠΈΠΎΠ½ΠΎΠ² Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
Π±ΡΠ΄ΠΆΠ΅ΡΠ½ΠΎΠΉ Π½Π΅Π΄ΠΎΡΡΠ°ΡΠΎΡΠ½ΠΎΡΡΠΈ ΠΈ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΊΡΠΈΠ·ΠΈΡΠ° ΠΎΠΏΡΠ΅Π΄Π΅Π»ΠΈΠ»Π° Π·Π½Π°ΡΠΈΠΌΠΎΡΡΡ ΠΏΠΎΠΈΡΠΊΠ° Π°Π»ΡΡΠ΅ΡΠ½Π°ΡΠΈΠ²Π½ΡΡ
ΠΈΡΡΠΎΡΠ½ΠΈΠΊΠΎΠ² ΡΠ΅ΡΡΠΈΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ. ΠΠ΄Π½ΠΈΠΌ ΠΈΠ· ΡΠ°ΠΊΠΈΡ
ΠΈΡΡΠΎΡΠ½ΠΈΠΊΠΎΠ² ΡΠ²Π»ΡΠ΅ΡΡΡ Π²Π½ΡΡΡΠ΅Π½Π½ΠΈΠΉ ΡΡΡΠΈΠ·ΠΌ, ΠΎΠ±Π»Π°Π΄Π°ΡΡΠΈΠΉ ΠΌΡΠ»ΡΡΠΈΠΏΠ»ΠΈΠΊΠ°ΡΠΈΠ²Π½ΡΠΌ ΡΡΡΠ΅ΠΊΡΠΎΠΌ ΠΊΠΎΠΌΠΏΠ»Π΅ΠΊΡΠ½ΠΎΠΉ ΠΌΠΎΠ΄Π΅ΡΠ½ΠΈΠ·Π°ΡΠΈΠΈ ΡΠ΅ΡΡΠΈΡΠΎΡΠΈΠΉ. Π¦Π΅Π»Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π·Π°ΠΊΠ»ΡΡΠ°Π΅ΡΡΡ Π² ΠΎΡΠ΅Π½ΠΊΠ΅ ΡΡΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΏΡΠΈΠ²Π»Π΅ΠΊΠ°ΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΡΠΎΡΡΠΈΠΉΡΠΊΠΈΡ
ΡΠ΅Π³ΠΈΠΎΠ½ΠΎΠ², Π°Π½Π°Π»ΠΈΠ·Π΅ ΠΎΠ³ΡΠ°Π½ΠΈΡΠ΅Π½ΠΈΠΉ ΠΈ ΠΏΠ΅ΡΡΠΏΠ΅ΠΊΡΠΈΠ² ΡΠ°Π·Π²ΠΈΡΠΈΡ Π²Π½ΡΡΡΠ΅Π½Π½Π΅Π³ΠΎ ΡΡΡΠΈΠ·ΠΌΠ° Π² ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΡ
ΡΡΠ»ΠΎΠ²ΠΈΡΡ
. ΠΠ΅ΡΠΎΠ΄Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ: Π°Π½ΠΊΠ΅ΡΠ½ΡΠΉ ΠΎΠΏΡΠΎΡ ΡΡΠΊΠΎΠ²ΠΎΠ΄ΠΈΡΠ΅Π»Π΅ΠΉ ΠΌΡΠ½ΠΈΡΠΈΠΏΠ°Π»ΡΠ½ΡΡ
ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΉ Π Π€, ΠΈΠ½ΡΠ΅ΡΠ²ΡΡ ΡΠΊΡΠΏΠ΅ΡΡΠΎΠ², ΠΌΠ΅ΡΠΎΠ΄Ρ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΠΊΠΎ-ΡΡΠ°ΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π°Π½Π°Π»ΠΈΠ·Π° ΠΏΠΎΠΊΠ°Π·Π°ΡΠ΅Π»Π΅ΠΉ ΡΠ΅Π³ΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ. Π ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΈ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π»Π°ΡΡ ΠΌΠ½ΠΎΠ³ΠΎΡΡΡΠΏΠ΅Π½ΡΠ°ΡΠ°Ρ ΡΡΡΠ°ΡΠΈΡΠΈΡΠΈΡΠΎΠ²Π°Π½Π½Π°Ρ ΡΠ΅ΡΡΠΈΡΠΎΡΠΈΠ°Π»ΡΠ½Π°Ρ ΡΠ»ΡΡΠ°ΠΉΠ½Π°Ρ Π²ΡΠ±ΠΎΡΠΊΠ°. ΠΠ° ΠΏΠ΅ΡΠ²ΠΎΠΉ ΡΡΡΠΏΠ΅Π½ΠΈ Π΅Π΄ΠΈΠ½ΠΈΡΠ°ΠΌΠΈ ΠΎΡΠ±ΠΎΡΠ° Π²ΡΡΡΡΠΏΠ°ΡΡ ΡΠ΅Π³ΠΈΠΎΠ½Ρ Π Π€, Π½Π° Π²ΡΠΎΡΠΎΠΉ ΡΡΡΠΏΠ΅Π½ΠΈ β ΠΌΡΠ½ΠΈΡΠΈΠΏΠ°Π»ΡΠ½ΡΠ΅ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ (N = 306). ΠΠ½Π°Π»ΠΈΠ· ΡΡΠ°ΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈΡ
Π΄Π°Π½Π½ΡΡ
ΠΏΠΎΠ·Π²ΠΎΠ»ΠΈΠ» ΡΠ΄Π΅Π»Π°ΡΡ Π²ΡΠ²ΠΎΠ΄ ΠΎΠ± ΡΠ²Π΅Π»ΠΈΡΠ΅Π½ΠΈΠΈ ΡΠΈΡΠ»Π΅Π½Π½ΠΎΡΡΠΈ ΡΠ°Π·ΠΌΠ΅ΡΠ΅Π½Π½ΡΡ
Π»ΠΈΡ, ΡΡΠΎ ΠΊΠΎΡΠ²Π΅Π½Π½ΠΎ ΡΠΊΠ°Π·ΡΠ²Π°Π΅Ρ Π½Π° ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΠ΅ ΠΏΡΠΈΠ²Π»Π΅ΠΊΠ°ΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ Π²Π½ΡΡΡΠ΅Π½Π½Π΅Π³ΠΎ ΡΡΡΠΈΠ·ΠΌΠ°; ΠΏΡΠΈ ΡΡΠΎΠΌ ΡΠΎΠ²ΠΎΠΊΡΠΏΠ½Π°Ρ Π΄ΠΎΠ»Ρ ΠΡΠ°ΡΠ½ΠΎΠ΄Π°ΡΡΠΊΠΎΠ³ΠΎ ΠΊΡΠ°Ρ, Π Π΅ΡΠΏΡΠ±Π»ΠΈΠΊΠΈ ΠΡΡΠΌ, ΠΠΎΡΠΊΠ²Ρ, Π‘Π°Π½ΠΊΡ-ΠΠ΅ΡΠ΅ΡΠ±ΡΡΠ³Π°, ΠΠΎΡΠΊΠΎΠ²ΡΠΊΠΎΠΉ ΠΎΠ±Π»Π°ΡΡΠΈ ΠΈ ΠΠ΅Π½ΠΈΠ½Π³ΡΠ°Π΄ΡΠΊΠΎΠΉ ΠΎΠ±Π»Π°ΡΡΠΈ ΡΠΎΡΡΠ°Π²Π»ΡΠ΅Ρ Π±ΠΎΠ»Π΅Π΅ ΠΏΠΎΠ»ΠΎΠ²ΠΈΠ½Ρ (50,7 %) ΠΎΡ ΠΎΠ±ΡΠ΅Π³ΠΎ ΡΠΈΡΠ»Π° ΡΠ°Π·ΠΌΠ΅ΡΠ΅Π½Π½ΡΡ
Π»ΠΈΡ. Π Π°Π·Π²ΠΈΡΠΈΠ΅ Π²Π½ΡΡΡΠ΅Π½Π½Π΅Π³ΠΎ ΡΡΡΠΈΠ·ΠΌΠ°, ΠΏΠΎ ΠΌΠ½Π΅Π½ΠΈΡ ΡΠΊΡΠΏΠ΅ΡΡΠΎΠ², ΠΈΠΌΠ΅Π΅Ρ ΡΠ»Π΅Π΄ΡΡΡΠΈΠ΅ ΠΎΠ³ΡΠ°Π½ΠΈΡΠ΅Π½ΠΈΡ: Π½Π΅Π΄ΠΎΡΡΠ°ΡΠΎΡΠ½ΠΎΡΡΡ ΡΡΠ΅Π΄ΡΡΠ² ΡΠ°Π·ΠΌΠ΅ΡΠ΅Π½ΠΈΡ, Π½ΠΈΠ·ΠΊΠΎΠ΅ ΠΊΠ°ΡΠ΅ΡΡΠ²ΠΎ Π½ΠΎΠΌΠ΅ΡΠ½ΠΎΠ³ΠΎ ΡΠΎΠ½Π΄Π°, Π½Π΅ΡΠ΄ΠΎΠ²Π»Π΅ΡΠ²ΠΎΡΠΈΡΠ΅Π»ΡΠ½ΠΎΠ΅ ΡΠΎΡΡΠΎΡΠ½ΠΈΠ΅ ΠΎΠ±ΡΠ΅ΠΊΡΠΎΠ² ΠΊΡΠ»ΡΡΡΡΠ½ΠΎ-ΠΈΡΡΠΎΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π½Π°ΡΠ»Π΅Π΄ΠΈΡ, Π½Π΅Π΄ΠΎΡΡΠ°ΡΠΎΡΠ½ΠΎΡΡΡ ΡΠΈΠ½Π°Π½ΡΠΎΠ²ΡΡ
ΡΡΠ΅Π΄ΡΡΠ² ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΡΡΠΈΠ·ΠΌΠ°, Π² ΡΠΎΠΌ ΡΠΈΡΠ»Π΅ ΡΠ°ΡΡΠ½ΡΡ
ΠΈΠ½Π²Π΅ΡΡΠΈΡΠΈΠΉ. Π ΠΈΠ½ΡΠ΅ΡΠ²ΡΡ ΡΠΊΡΠΏΠ΅ΡΡΠΎΠ² ΠΏΠΎΡΡΡΠ»ΠΈΡΡΠ΅ΡΡΡ ΠΌΠ½Π΅Π½ΠΈΠ΅, ΡΡΠΎ Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
Π΄Π΅ΡΠΈΡΠΈΡΠ° ΡΠΈΠ½Π°Π½ΡΠΎΠ²ΡΡ
ΠΈ ΠΈΠ½ΡΡΠ°ΡΡΡΡΠΊΡΡΡΠ½ΡΡ
ΡΠ΅ΡΡΡΡΠΎΠ² ΠΏΠ΅ΡΡΠΏΠ΅ΠΊΡΠΈΠ²Ρ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π²Π½ΡΡΡΠ΅Π½Π½Π΅Π³ΠΎ ΡΡΡΠΈΠ·ΠΌΠ° ΡΠ²ΡΠ·Π°Π½Ρ Ρ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΠ΅ΡΡΡΡΠ° ΡΠ΅Π³ΠΈΠΎΠ½Π°. ΠΠ±ΠΎΡΠ½ΠΎΠ²Π°Π½Ρ ΡΠ»Π΅Π΄ΡΡΡΠΈΠ΅ ΡΠΎΡΠΌΡ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΡ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΠ΅ΡΡΡΡΠ° Π² ΡΠ°Π·Π²ΠΈΡΠΈΠΈ Π²Π½ΡΡΡΠ΅Π½Π½Π΅Π³ΠΎ ΡΡΡΠΈΠ·ΠΌΠ°: ΠΊΠΎΠΌΠΌΠ΅ΡΡΠΈΠ°Π»ΠΈΠ·ΠΈΡΠΎΠ²Π°Π½Π½ΠΎΠ΅ Π³ΠΎΡΡΠ΅ΠΏΡΠΈΠΈΠΌΡΡΠ²ΠΎ, ΠΏΡΠΈΠ²Π»Π΅ΡΠ΅Π½ΠΈΠ΅ ΠΌΠ΅ΡΡΠ½ΠΎΠ³ΠΎ Π½Π°ΡΠ΅Π»Π΅Π½ΠΈΡ ΠΊ ΠΏΠΎΠΏΡΠ»ΡΡΠΈΠ·Π°ΡΠΈΠΈ ΡΡΡΠΏΡΠΎΠ΄ΡΠΊΡΠ° ΡΠ΅Π³ΠΈΠΎΠ½Π° ΡΠ΅ΡΠ΅Π· ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΠ΅ ΡΠ΅ΡΠΈ / Π±Π»ΠΎΠ³ΠΈ, ΠΌΠΈΠΊΡΠΎΠΏΡΠ΅Π΄ΠΏΡΠΈΠ½ΠΈΠΌΠ°ΡΠ΅Π»ΡΡΡΠ²ΠΎ Π½Π° ΡΡΠ½ΠΊΠ΅ Π°ΡΠ΅Π½Π΄Ρ ΡΠ°ΡΡΠ½ΠΎΠ³ΠΎ ΠΆΠΈΠ»ΡΡ. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΌΠΎΠ³ΡΡ Π±ΡΡΡ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½Ρ Π² Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΡΠ΅Π³ΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ
ΠΈ ΠΌΠ΅ΡΡΠ½ΡΡ
ΠΎΡΠ³Π°Π½ΠΎΠ² Π²Π»Π°ΡΡΠΈ Π΄Π»Ρ ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΡ ΡΡΠΎΠ²Π½Ρ ΠΊΠΎΠ½ΠΊΡΡΠ΅Π½ΡΠΎΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠΈ ΡΠ΅ΡΡΠΈΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΡ
ΡΡΡΠΈΡΡΡΠΊΠΈΡ
ΠΏΡΠΎΠ΄ΡΠΊΡΠΎΠ² ΠΈ ΡΡΠ»ΡΠ³. ΠΠ°Π»ΡΠ½Π΅ΠΉΡΠΈΠΌΠΈ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡΠΌΠΈ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΉ ΠΌΠΎΠ³ΡΡ ΡΡΠ°ΡΡ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΡ ΡΠ΅Π³ΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ
ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π²Π½ΡΡΡΠ΅Π½Π½Π΅Π³ΠΎ ΡΡΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠΏΡΠΎΡΠ°, ΡΠ°ΡΡΠΈΡΠ΅Π½ΠΈΠ΅ Π»ΠΈΠ½Π΅ΠΉΠΊΠΈ ΡΡΡΠΈΡΡΡΠΊΠΈΡ
ΠΏΡΠ΅Π΄Π»ΠΎΠΆΠ΅Π½ΠΈΠΉ Ρ ΠΏΡΠΈΠ²Π»Π΅ΡΠ΅Π½ΠΈΠ΅ΠΌ ΠΌΠ΅ΡΡΠ½ΡΡ
ΠΈΠ½ΠΈΡΠΈΠ°ΡΠΈΠ²
ΠΠ°Π΄ΡΠΎΠ²ΠΎΠ΅ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΠ΅ ΠΌΠ΅ΡΡΠ½ΡΡ ΠΎΡΠ³Π°Π½ΠΎΠ² Π²Π»Π°ΡΡΠΈ Π² ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΡ ΡΠΎΡΡΠΈΠΉΡΠΊΠΈΡ ΡΡΠ»ΠΎΠ²ΠΈΡΡ
Π ΡΡΠ°ΡΡΠ΅ ΠΎΡΡΠ°ΠΆΠ΅Π½Ρ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΡ Π°Π²ΡΠΎΡΡΠΊΠΎΠ³ΠΎ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π²ΠΎΠΏΡΠΎΡΠΎΠ² ΠΊΠ°Π΄ΡΠΎΠ²ΠΎΠ³ΠΎ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΡ ΠΌΡΠ½ΠΈΡΠΈΠΏΠ°Π»ΡΠ½ΠΎΠΉ ΡΠ»ΡΠΆΠ±Ρ Π² Π Π€. Π¦Π΅Π»Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ β Π°Π½Π°Π»ΠΈΠ· Π΄ΠΈΡΡΡΠ½ΠΊΡΠΈΠΉ ΠΊΠ°Π΄ΡΠΎΠ²ΠΎΠ³ΠΎ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΡ ΠΌΠ΅ΡΡΠ½ΡΡ
ΠΎΡΠ³Π°Π½ΠΎΠ² Π²Π»Π°ΡΡΠΈ, ΠΈΠ·ΡΡΠ΅Π½ΠΈΠ΅ ΡΠ°ΠΊΡΠΎΡΠΎΠ², ΠΎΠ³ΡΠ°Π½ΠΈΡΠΈΠ²Π°ΡΡΠΈΡ
ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΡ Π΅Π³ΠΎ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ, ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΠ΅ ΠΌΠ΅ΡΠΎΠΏΡΠΈΡΡΠΈΠΉ ΠΏΠΎ Π½ΠΈΠ²Π΅Π»ΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΊΠ»ΡΡΠ΅Π²ΡΡ
ΠΏΡΠΎΠ±Π»Π΅ΠΌ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ
ΠΈ Π»ΠΈΡΠ½ΠΎΡΡΠ½ΡΡ
ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ ΠΌΡΠ½ΠΈΡΠΈΠΏΠ°Π»ΡΠ½ΡΡ
ΡΠ»ΡΠΆΠ°ΡΠΈΡ
. ΠΠΌΠΏΠΈΡΠΈΡΠ΅ΡΠΊΠ°Ρ Π±Π°Π·Π° ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Π° Π΄Π°Π½Π½ΡΠΌΠΈ ΡΠΊΡΠΏΠ΅ΡΡΠ½ΠΎΠ³ΠΎ ΠΎΠΏΡΠΎΡΠ° ΡΡΠΊΠΎΠ²ΠΎΠ΄ΠΈΡΠ΅Π»Π΅ΠΉ ΠΌΠ΅ΡΡΠ½ΡΡ
ΠΎΡΠ³Π°Π½ΠΎΠ² Π²Π»Π°ΡΡΠΈ ΠΌΡΠ½ΠΈΡΠΈΠΏΠ°Π»ΡΠ½ΡΡ
ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΉ Π Π€. ΠΡΠ½ΠΎΠ²Π½ΡΠ΅ ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ ΠΊΠ°Π΄ΡΠΎΠ²ΠΎΠ³ΠΎ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΡ ΠΌΠ΅ΡΡΠ½ΡΡ
ΠΎΡΠ³Π°Π½ΠΎΠ² Π²Π»Π°ΡΡΠΈ β ΠΎΠ³ΡΠ°Π½ΠΈΡΠ΅Π½ΠΈΡ ΡΡΠ°ΡΠ½ΠΎΠΉ ΡΠΈΡΠ»Π΅Π½Π½ΠΎΡΡΠΈ ΡΠΎΡΡΡΠ΄Π½ΠΈΠΊΠΎΠ² ΠΌΠ΅ΡΡΠ½ΡΡ
Π°Π΄ΠΌΠΈΠ½ΠΈΡΡΡΠ°ΡΠΈΠΉ, ΠΎΡΡΡΡΡΡΠ²ΠΈΠ΅ Ρ Π·Π½Π°ΡΠΈΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΊΠΎΠ»ΠΈΡΠ΅ΡΡΠ²Π° ΠΌΡΠ½ΠΈΡΠΈΠΏΠ°Π»ΡΠ½ΡΡ
ΡΠ»ΡΠΆΠ°ΡΠΈΡ
ΠΏΡΠΎΡΠΈΠ»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ, Π½Π΅Π΄ΠΎΡΡΠ°ΡΠΎΡΠ½ΠΎΡΡΡ ΠΏΡΠ°Π²ΠΎΠ²ΠΎΠΉ ΠΈ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ. ΠΠ°ΠΈΠ±ΠΎΠ»Π΅Π΅ ΠΎΡΡΡΠΎ ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ ΠΊΠ°Π΄ΡΠΎΠ²ΠΎΠ³ΠΎ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΡ ΠΌΠ΅ΡΡΠ½ΡΡ
ΠΎΡΠ³Π°Π½ΠΎΠ² Π²Π»Π°ΡΡΠΈ ΡΡΠΎΡΡ ΠΏΠ΅ΡΠ΅Π΄ ΡΠ΅Π»ΡΡΠΊΠΈΠΌΠΈ ΠΏΠΎΡΠ΅Π»Π΅Π½ΠΈΡΠΌΠΈ (ΠΎΡΠ΅Π½ΠΊΠΈ ΡΡΠΎΠ²Π½Ρ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΡΠ»ΡΠΆΠ°ΡΠΈΡ
, ΡΡΠ°Π±ΠΈΠ»ΡΠ½ΠΎΡΡΠΈ ΠΊΠ°Π΄ΡΠΎΠ²ΠΎΠ³ΠΎ ΡΠΎΡΡΠ°Π²Π° Π·Π½Π°ΡΠΈΡΠ΅Π»ΡΠ½ΠΎ Π½ΠΈΠΆΠ΅, ΡΠ΅ΠΌ Π² ΡΡΠ΅Π΄Π½Π΅ΠΌ ΠΏΠΎ Π²ΡΠ±ΠΎΡΠΊΠ΅; Π±ΠΎΠ»Π΅Π΅ Π½ΠΈΠ·ΠΊΠ°Ρ Π°ΠΊΡΠΈΠ²Π½ΠΎΡΡΡ ΠΏΠΎ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΊΠ°Π΄ΡΠΎΠ²ΠΎΠ³ΠΎ ΡΠ΅Π·Π΅ΡΠ²Π°). ΠΠΈΡΡΡΠ½ΠΊΡΠΈΠΈ ΠΊΠ°Π΄ΡΠΎΠ²ΠΎΠ³ΠΎ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΡ ΠΌΠ΅ΡΡΠ½ΡΡ
ΠΎΡΠ³Π°Π½ΠΎΠ² Π²Π»Π°ΡΡΠΈ Π΄Π΅ΡΠ΅ΡΠΌΠΈΠ½ΠΈΡΠΎΠ²Π°Π½Ρ ΡΡΠ΄ΠΎΠΌ ΡΠ°ΠΊΡΠΎΡΠΎΠ², ΠΊ ΠΊΠΎΡΠΎΡΡΠΌ ΠΎΡΠ½Π΅ΡΠ΅Π½Ρ ΡΡΠΆΠ΅Π½ΠΈΠ΅ Π°Π²ΡΠΎΠ½ΠΎΠΌΠΈΠΈ ΠΌΠ΅ΡΡΠ½ΠΎΠ³ΠΎ ΡΠ°ΠΌΠΎΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ, ΡΠΈΠ½Π°Π½ΡΠΎΠ²Π°Ρ Π½Π΅Π΄ΠΎΡΡΠ°ΡΠΎΡΠ½ΠΎΡΡΡ ΠΌΠ΅ΡΡΠ½ΡΡ
Π±ΡΠ΄ΠΆΠ΅ΡΠΎΠ², Π·Π°Π²ΡΡΠ΅Π½Π½ΠΎΠ΅ ΠΊΠΎΠ»ΠΈΡΠ΅ΡΡΠ²ΠΎ ΠΊΠΎΠ½ΡΡΠΎΠ»ΡΠ½ΠΎ-Π½Π°Π΄Π·ΠΎΡΠ½ΡΡ
ΠΌΠ΅ΡΠΎΠΏΡΠΈΡΡΠΈΠΉ, ΠΏΡΠΎΠ²ΠΎΠ΄ΠΈΠΌΡΡ
ΠΎΡΠ³Π°Π½Π°ΠΌΠΈ Π³ΠΎΡΡΠ΄Π°ΡΡΡΠ²Π΅Π½Π½ΠΎΠΉ Π²Π»Π°ΡΡΠΈ. ΠΠΎ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠ°ΠΌ ΠΎΠΏΡΠΎΡΠ° ΡΠΊΡΠΏΠ΅ΡΡΠΎΠ², ΠΎΡΠΎΠ±ΠΎΠ΅ Π²Π»ΠΈΡΠ½ΠΈΠ΅ Π½Π° ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ ΠΊΠ°Π΄ΡΠΎΠ²ΠΎΠ³ΠΎ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΡ ΠΎΠΊΠ°Π·ΡΠ²Π°ΡΡ ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ ΠΈ ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΡ ΠΊΠ²Π°Π»ΠΈΡΠΈΠΊΠ°ΡΠΈΠΈ ΠΌΡΠ½ΠΈΡΠΈΠΏΠ°Π»ΡΠ½ΡΡ
ΡΠ»ΡΠΆΠ°ΡΠΈΡ
(Π²ΡΡΠΎΠΊΠ°Ρ ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠ°Ρ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½Π½ΠΎΡΡΡ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ, ΡΠ½ΠΈΡΠΈΡΠΈΡΠΎΠ²Π°Π½Π½ΡΠΉ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄, Π½Π΅Π΄ΠΎΡΡΠ°ΡΠΎΡΠ½ΠΎΡΡΡ ΡΡΠ΅ΡΠ° ΡΠ΅ΡΡΠΈΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠΉ ΡΠΏΠ΅ΡΠΈΡΠΈΠΊΠΈ ΠΈ ΠΌΠ΅ΡΡΠ½ΡΡ
ΠΏΡΠΎΠ±Π»Π΅ΠΌ, Π½Π΅ΡΠΎΠ²Π΅ΡΡΠ΅Π½ΡΡΠ²ΠΎ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ), ΠΎΠ³ΡΠ°Π½ΠΈΡΠ΅Π½ΠΈΡ Π² ΡΠΈΡΡΠ΅ΠΌΠ΅ ΠΌΠΎΡΠΈΠ²Π°ΡΠΈΠΈ ΠΌΡΠ½ΠΈΡΠΈΠΏΠ°Π»ΡΠ½ΡΡ
ΡΠ»ΡΠΆΠ°ΡΠΈΡ
. Π ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΠΈΠΈ Ρ Π²ΡΡΠ²Π»Π΅Π½Π½ΡΠΌΠΈ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ°ΠΌΠΈ ΠΊ ΠΎΡΠ½ΠΎΠ²Π½ΡΠΌ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡΠΌ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΊΠ°Π΄ΡΠΎΠ²ΠΎΠ³ΠΎ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΡ ΠΌΡΠ½ΠΈΡΠΈΠΏΠ°Π»ΡΠ½ΠΎΠΉ ΡΠ»ΡΠΆΠ±Ρ ΠΎΡΠ½Π΅ΡΠ΅Π½Ρ: ΡΠΎΠ²Π΅ΡΡΠ΅Π½ΡΡΠ²ΠΎΠ²Π°Π½ΠΈΠ΅ ΡΠΈΡΡΠ΅ΠΌΡ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ, ΠΏΠ΅ΡΠ΅ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ ΠΈ ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΡ ΠΊΠ²Π°Π»ΠΈΡΠΈΠΊΠ°ΡΠΈΠΈ (ΡΠ°ΡΡΠΌΠΎΡΡΠ΅Π½ΠΈΠ΅ Π»ΡΡΡΠΈΡ
ΠΏΡΠ°ΠΊΡΠΈΠΊ ΠΌΡΠ½ΠΈΡΠΈΠΏΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ, ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΡ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ ΠΌΠ΅ΠΆΠ΄Ρ ΠΎΡΠ³Π°Π½Π°ΠΌΠΈ ΠΌΠ΅ΡΡΠ½ΠΎΠ³ΠΎ ΡΠ°ΠΌΠΎΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ Ρ ΡΠ΅Π»ΡΡ ΠΎΠ±ΠΌΠ΅Π½Π° ΠΎΠΏΡΡΠΎΠΌ, ΡΡΠ΅Ρ ΡΠ΅ΡΡΠΈΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠΉ ΡΠΏΠ΅ΡΠΈΡΠΈΠΊΠΈ, ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΠ΅ Π²Π°ΡΠΈΠ°ΡΠΈΠ²Π½ΠΎΡΡΠΈ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ), ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΠ΅ ΠΏΡΠ΅ΡΡΠΈΠΆΠ° ΠΌΡΠ½ΠΈΡΠΈΠΏΠ°Π»ΡΠ½ΠΎΠΉ ΡΠ»ΡΠΆΠ±Ρ, ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ ΠΊΠΎΡΠΏΠΎΡΠ°ΡΠΈΠ²Π½ΠΎΠΉ ΠΊΡΠ»ΡΡΡΡΡ
ΠΠ³ΡΠ°Π½ΠΈΡΠ΅Π½ΠΈΡ ΠΈ ΠΏΠ΅ΡΡΠΏΠ΅ΠΊΡΠΈΠ²Ρ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π²Π½ΡΡΡΠ΅Π½Π½Π΅Π³ΠΎ ΡΡΡΠΈΠ·ΠΌΠ° Π² ΡΠ΅Π³ΠΈΠΎΠ½Π°Ρ Π ΠΎΡΡΠΈΠΈ
ΠΠ΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΡ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠΎΡΡΠΈΠΉΡΠΊΠΈΡ
ΡΠ΅Π³ΠΈΠΎΠ½ΠΎΠ² Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
Π±ΡΠ΄ΠΆΠ΅ΡΠ½ΠΎΠΉ Π½Π΅Π΄ΠΎΡΡΠ°ΡΠΎΡΠ½ΠΎΡΡΠΈ ΠΈ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΊΡΠΈΠ·ΠΈΡΠ° ΠΎΠΏΡΠ΅Π΄Π΅Π»ΠΈΠ»Π° Π·Π½Π°ΡΠΈΠΌΠΎΡΡΡ ΠΏΠΎΠΈΡΠΊΠ° Π°Π»ΡΡΠ΅ΡΠ½Π°ΡΠΈΠ²Π½ΡΡ
ΠΈΡΡΠΎΡΠ½ΠΈΠΊΠΎΠ² ΡΠ΅ΡΡΠΈΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ. ΠΠ΄Π½ΠΈΠΌ ΠΈΠ· ΡΠ°ΠΊΠΈΡ
ΠΈΡΡΠΎΡΠ½ΠΈΠΊΠΎΠ² ΡΠ²Π»ΡΠ΅ΡΡΡ Π²Π½ΡΡΡΠ΅Π½Π½ΠΈΠΉ ΡΡΡΠΈΠ·ΠΌ, ΠΎΠ±Π»Π°Π΄Π°ΡΡΠΈΠΉ ΠΌΡΠ»ΡΡΠΈΠΏΠ»ΠΈΠΊΠ°ΡΠΈΠ²Π½ΡΠΌ ΡΡΡΠ΅ΠΊΡΠΎΠΌ ΠΊΠΎΠΌΠΏΠ»Π΅ΠΊΡΠ½ΠΎΠΉ ΠΌΠΎΠ΄Π΅ΡΠ½ΠΈΠ·Π°ΡΠΈΠΈ ΡΠ΅ΡΡΠΈΡΠΎΡΠΈΠΉ. Π¦Π΅Π»Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π·Π°ΠΊΠ»ΡΡΠ°Π΅ΡΡΡ Π² ΠΎΡΠ΅Π½ΠΊΠ΅ ΡΡΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΏΡΠΈΠ²Π»Π΅ΠΊΠ°ΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΡΠΎΡΡΠΈΠΉΡΠΊΠΈΡ
ΡΠ΅Π³ΠΈΠΎΠ½ΠΎΠ², Π°Π½Π°Π»ΠΈΠ·Π΅ ΠΎΠ³ΡΠ°Π½ΠΈΡΠ΅Π½ΠΈΠΉ ΠΈ ΠΏΠ΅ΡΡΠΏΠ΅ΠΊΡΠΈΠ² ΡΠ°Π·Π²ΠΈΡΠΈΡ Π²Π½ΡΡΡΠ΅Π½Π½Π΅Π³ΠΎ ΡΡΡΠΈΠ·ΠΌΠ° Π² ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΡ
ΡΡΠ»ΠΎΠ²ΠΈΡΡ
. ΠΠ΅ΡΠΎΠ΄Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ: Π°Π½ΠΊΠ΅ΡΠ½ΡΠΉ ΠΎΠΏΡΠΎΡ ΡΡΠΊΠΎΠ²ΠΎΠ΄ΠΈΡΠ΅Π»Π΅ΠΉ ΠΌΡΠ½ΠΈΡΠΈΠΏΠ°Π»ΡΠ½ΡΡ
ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΉ Π Π€, ΠΈΠ½ΡΠ΅ΡΠ²ΡΡ ΡΠΊΡΠΏΠ΅ΡΡΠΎΠ², ΠΌΠ΅ΡΠΎΠ΄Ρ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΠΊΠΎ-ΡΡΠ°ΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π°Π½Π°Π»ΠΈΠ·Π° ΠΏΠΎΠΊΠ°Π·Π°ΡΠ΅Π»Π΅ΠΉ ΡΠ΅Π³ΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ. Π ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΈ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π»Π°ΡΡ ΠΌΠ½ΠΎΠ³ΠΎΡΡΡΠΏΠ΅Π½ΡΠ°ΡΠ°Ρ ΡΡΡΠ°ΡΠΈΡΠΈΡΠΈΡΠΎΠ²Π°Π½Π½Π°Ρ ΡΠ΅ΡΡΠΈΡΠΎΡΠΈΠ°Π»ΡΠ½Π°Ρ ΡΠ»ΡΡΠ°ΠΉΠ½Π°Ρ Π²ΡΠ±ΠΎΡΠΊΠ°. ΠΠ° ΠΏΠ΅ΡΠ²ΠΎΠΉ ΡΡΡΠΏΠ΅Π½ΠΈ Π΅Π΄ΠΈΠ½ΠΈΡΠ°ΠΌΠΈ ΠΎΡΠ±ΠΎΡΠ° Π²ΡΡΡΡΠΏΠ°ΡΡ ΡΠ΅Π³ΠΈΠΎΠ½Ρ Π Π€, Π½Π° Π²ΡΠΎΡΠΎΠΉ ΡΡΡΠΏΠ΅Π½ΠΈ β ΠΌΡΠ½ΠΈΡΠΈΠΏΠ°Π»ΡΠ½ΡΠ΅ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ (N = 306). ΠΠ½Π°Π»ΠΈΠ· ΡΡΠ°ΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈΡ
Π΄Π°Π½Π½ΡΡ
ΠΏΠΎΠ·Π²ΠΎΠ»ΠΈΠ» ΡΠ΄Π΅Π»Π°ΡΡ Π²ΡΠ²ΠΎΠ΄ ΠΎΠ± ΡΠ²Π΅Π»ΠΈΡΠ΅Π½ΠΈΠΈ ΡΠΈΡΠ»Π΅Π½Π½ΠΎΡΡΠΈ ΡΠ°Π·ΠΌΠ΅ΡΠ΅Π½Π½ΡΡ
Π»ΠΈΡ, ΡΡΠΎ ΠΊΠΎΡΠ²Π΅Π½Π½ΠΎ ΡΠΊΠ°Π·ΡΠ²Π°Π΅Ρ Π½Π° ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΠ΅ ΠΏΡΠΈΠ²Π»Π΅ΠΊΠ°ΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ Π²Π½ΡΡΡΠ΅Π½Π½Π΅Π³ΠΎ ΡΡΡΠΈΠ·ΠΌΠ°; ΠΏΡΠΈ ΡΡΠΎΠΌ ΡΠΎΠ²ΠΎΠΊΡΠΏΠ½Π°Ρ Π΄ΠΎΠ»Ρ ΠΡΠ°ΡΠ½ΠΎΠ΄Π°ΡΡΠΊΠΎΠ³ΠΎ ΠΊΡΠ°Ρ, Π Π΅ΡΠΏΡΠ±Π»ΠΈΠΊΠΈ ΠΡΡΠΌ, ΠΠΎΡΠΊΠ²Ρ, Π‘Π°Π½ΠΊΡ-ΠΠ΅ΡΠ΅ΡΠ±ΡΡΠ³Π°, ΠΠΎΡΠΊΠΎΠ²ΡΠΊΠΎΠΉ ΠΎΠ±Π»Π°ΡΡΠΈ ΠΈ ΠΠ΅Π½ΠΈΠ½Π³ΡΠ°Π΄ΡΠΊΠΎΠΉ ΠΎΠ±Π»Π°ΡΡΠΈ ΡΠΎΡΡΠ°Π²Π»ΡΠ΅Ρ Π±ΠΎΠ»Π΅Π΅ ΠΏΠΎΠ»ΠΎΠ²ΠΈΠ½Ρ (50,7 %) ΠΎΡ ΠΎΠ±ΡΠ΅Π³ΠΎ ΡΠΈΡΠ»Π° ΡΠ°Π·ΠΌΠ΅ΡΠ΅Π½Π½ΡΡ
Π»ΠΈΡ. Π Π°Π·Π²ΠΈΡΠΈΠ΅ Π²Π½ΡΡΡΠ΅Π½Π½Π΅Π³ΠΎ ΡΡΡΠΈΠ·ΠΌΠ°, ΠΏΠΎ ΠΌΠ½Π΅Π½ΠΈΡ ΡΠΊΡΠΏΠ΅ΡΡΠΎΠ², ΠΈΠΌΠ΅Π΅Ρ ΡΠ»Π΅Π΄ΡΡΡΠΈΠ΅ ΠΎΠ³ΡΠ°Π½ΠΈΡΠ΅Π½ΠΈΡ: Π½Π΅Π΄ΠΎΡΡΠ°ΡΠΎΡΠ½ΠΎΡΡΡ ΡΡΠ΅Π΄ΡΡΠ² ΡΠ°Π·ΠΌΠ΅ΡΠ΅Π½ΠΈΡ, Π½ΠΈΠ·ΠΊΠΎΠ΅ ΠΊΠ°ΡΠ΅ΡΡΠ²ΠΎ Π½ΠΎΠΌΠ΅ΡΠ½ΠΎΠ³ΠΎ ΡΠΎΠ½Π΄Π°, Π½Π΅ΡΠ΄ΠΎΠ²Π»Π΅ΡΠ²ΠΎΡΠΈΡΠ΅Π»ΡΠ½ΠΎΠ΅ ΡΠΎΡΡΠΎΡΠ½ΠΈΠ΅ ΠΎΠ±ΡΠ΅ΠΊΡΠΎΠ² ΠΊΡΠ»ΡΡΡΡΠ½ΠΎ-ΠΈΡΡΠΎΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π½Π°ΡΠ»Π΅Π΄ΠΈΡ, Π½Π΅Π΄ΠΎΡΡΠ°ΡΠΎΡΠ½ΠΎΡΡΡ ΡΠΈΠ½Π°Π½ΡΠΎΠ²ΡΡ
ΡΡΠ΅Π΄ΡΡΠ² ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΡΡΠΈΠ·ΠΌΠ°, Π² ΡΠΎΠΌ ΡΠΈΡΠ»Π΅ ΡΠ°ΡΡΠ½ΡΡ
ΠΈΠ½Π²Π΅ΡΡΠΈΡΠΈΠΉ. Π ΠΈΠ½ΡΠ΅ΡΠ²ΡΡ ΡΠΊΡΠΏΠ΅ΡΡΠΎΠ² ΠΏΠΎΡΡΡΠ»ΠΈΡΡΠ΅ΡΡΡ ΠΌΠ½Π΅Π½ΠΈΠ΅, ΡΡΠΎ Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
Π΄Π΅ΡΠΈΡΠΈΡΠ° ΡΠΈΠ½Π°Π½ΡΠΎΠ²ΡΡ
ΠΈ ΠΈΠ½ΡΡΠ°ΡΡΡΡΠΊΡΡΡΠ½ΡΡ
ΡΠ΅ΡΡΡΡΠΎΠ² ΠΏΠ΅ΡΡΠΏΠ΅ΠΊΡΠΈΠ²Ρ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π²Π½ΡΡΡΠ΅Π½Π½Π΅Π³ΠΎ ΡΡΡΠΈΠ·ΠΌΠ° ΡΠ²ΡΠ·Π°Π½Ρ Ρ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΠ΅ΡΡΡΡΠ° ΡΠ΅Π³ΠΈΠΎΠ½Π°. ΠΠ±ΠΎΡΠ½ΠΎΠ²Π°Π½Ρ ΡΠ»Π΅Π΄ΡΡΡΠΈΠ΅ ΡΠΎΡΠΌΡ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΡ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΠ΅ΡΡΡΡΠ° Π² ΡΠ°Π·Π²ΠΈΡΠΈΠΈ Π²Π½ΡΡΡΠ΅Π½Π½Π΅Π³ΠΎ ΡΡΡΠΈΠ·ΠΌΠ°: ΠΊΠΎΠΌΠΌΠ΅ΡΡΠΈΠ°Π»ΠΈΠ·ΠΈΡΠΎΠ²Π°Π½Π½ΠΎΠ΅ Π³ΠΎΡΡΠ΅ΠΏΡΠΈΠΈΠΌΡΡΠ²ΠΎ, ΠΏΡΠΈΠ²Π»Π΅ΡΠ΅Π½ΠΈΠ΅ ΠΌΠ΅ΡΡΠ½ΠΎΠ³ΠΎ Π½Π°ΡΠ΅Π»Π΅Π½ΠΈΡ ΠΊ ΠΏΠΎΠΏΡΠ»ΡΡΠΈΠ·Π°ΡΠΈΠΈ ΡΡΡΠΏΡΠΎΠ΄ΡΠΊΡΠ° ΡΠ΅Π³ΠΈΠΎΠ½Π° ΡΠ΅ΡΠ΅Π· ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΠ΅ ΡΠ΅ΡΠΈ / Π±Π»ΠΎΠ³ΠΈ, ΠΌΠΈΠΊΡΠΎΠΏΡΠ΅Π΄ΠΏΡΠΈΠ½ΠΈΠΌΠ°ΡΠ΅Π»ΡΡΡΠ²ΠΎ Π½Π° ΡΡΠ½ΠΊΠ΅ Π°ΡΠ΅Π½Π΄Ρ ΡΠ°ΡΡΠ½ΠΎΠ³ΠΎ ΠΆΠΈΠ»ΡΡ. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΌΠΎΠ³ΡΡ Π±ΡΡΡ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½Ρ Π² Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΡΠ΅Π³ΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ
ΠΈ ΠΌΠ΅ΡΡΠ½ΡΡ
ΠΎΡΠ³Π°Π½ΠΎΠ² Π²Π»Π°ΡΡΠΈ Π΄Π»Ρ ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΡ ΡΡΠΎΠ²Π½Ρ ΠΊΠΎΠ½ΠΊΡΡΠ΅Π½ΡΠΎΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠΈ ΡΠ΅ΡΡΠΈΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΡ
ΡΡΡΠΈΡΡΡΠΊΠΈΡ
ΠΏΡΠΎΠ΄ΡΠΊΡΠΎΠ² ΠΈ ΡΡΠ»ΡΠ³. ΠΠ°Π»ΡΠ½Π΅ΠΉΡΠΈΠΌΠΈ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡΠΌΠΈ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΉ ΠΌΠΎΠ³ΡΡ ΡΡΠ°ΡΡ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΡ ΡΠ΅Π³ΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ
ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π²Π½ΡΡΡΠ΅Π½Π½Π΅Π³ΠΎ ΡΡΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠΏΡΠΎΡΠ°, ΡΠ°ΡΡΠΈΡΠ΅Π½ΠΈΠ΅ Π»ΠΈΠ½Π΅ΠΉΠΊΠΈ ΡΡΡΠΈΡΡΡΠΊΠΈΡ
ΠΏΡΠ΅Π΄Π»ΠΎΠΆΠ΅Π½ΠΈΠΉ Ρ ΠΏΡΠΈΠ²Π»Π΅ΡΠ΅Π½ΠΈΠ΅ΠΌ ΠΌΠ΅ΡΡΠ½ΡΡ
ΠΈΠ½ΠΈΡΠΈΠ°ΡΠΈΠ²
REFLECTION OF LABOR MARKET INTERESTS AND EXPECTATIONS IN EDUCATIONAL ORDER FOR CONTEMPORARY SCHOOL
Purpose of the study: The main objective of the study was the analysis of key labor market request content for the secondary education system, the level of employers' expectations compliance and actual learning outcomes, the research of resources and partnership interaction limitations of all interesting subjects in the process of an educational order development.
Methodology: The main method was the questionnaire survey of experts (individual entrepreneurs, the heads of industrial and structural divisions) of Moscow (N = 316). The results of the expert survey showed the interest of employers in close cooperation with school in order to reflect the interests of the labor market in the educational order adequately.
Results: The most motivated group is a small business, the leaders of the lowest level in the sphere of trade and service, who directly interact with the school graduates in the process of their early start of labor activity. The experts noted the problems in the development of the social competencies among schoolchildren: excessive self-esteem, an excessive level of claims, low level of willingness to work in a team, the lack of such qualities as responsiveness and responsibility. The cooperation between school and employers is limited to traditional sponsorship practices. The interaction of employers and educational institutions is quite fragmentary, it depends on a variety of random factors (personal and situational motives), which does not ensure the stability and the effectiveness of social partnership.
Applications of this study: This research can be used for the universities, teachers, and students.
Novelty/Originality of this study: In this research, the model of Reflection of Labor Market Interests and Expectations in Educational Order for Contemporary School is presented in a comprehensive and complete manner
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