41 research outputs found
University Science and Education in the Context of Artificial Intelligence
Computerization, digitalization, and robotization are the bright signs of modern life. In this regard, a long-standing scientific problem of artificial intelligence has now acquired a new sound and a variety of applied aspects. The higher education system has also become involved in the information technology orbit. Using the example of Voronezh State University, two main areas of informatization and computerization are revealed: first, the scientific development of artificial intelligence problems by university scientists and the use of artificial intelligence technologies for research, and, second, training of modern specialists in the field of IT technologies in specialized faculties and the expansion of the digital competence among the graduates of other training areas and specialties. The article discusses the need for studentsβ comprehensive acquaintance with this area of modern scientific knowledge which includes the capabilities of artificial intelligence technologies and its limitations as well
Russiaβs Legal Transitions: Marxist Theory, Neoclassical Economics and the Rule of Law
We review the role of economic theory in shaping the process of legal change in Russia during the two transitions it experienced during the course of the twentieth century: the transition to a socialist economy organised along the lines of state ownership of the means of production in the 1920s, and the transition to a market economy which occurred after the fall of the Soviet Union in the 1990s. Despite differences in methodology and in policy implications, Marxist theory, dominant in the 1920s, and neoclassical economics, dominant in the 1990s, offered a similarly reductive account of law as subservient to wider economic forces. In both cases, the subordinate place accorded to law undermined the transition process. Although path dependence and history are frequently invoked to explain the limited development of the rule of law in Russia during the 1990s, policy choices driven by a deterministic conception of law and economics also played a role.This is the author accepted manuscript. The final version is available from Springer via http://dx.doi.org/10.1007/s40803-015-0012-
Personality profiles and the "russian soul": Literary and scholarly views evaluated
Many domestic and foreign observers have claimed that Russians have a unique constellation of personality traits that mirrors their distinctive historical and cultural experience. To examine the hypothesized uniqueness of Russian personality, members of the Russian Character and Personality Survey collected data from 39 samples in 33 administrative areas of the Russian Federation. Respondents (N = 7,065) identified an ethnically Russian adult or college-aged man or woman whom they knew well and rated the target using the Russian observer-rating version of the Revised NEO Personality Inventory. The mean personality profile of Russians was very similar to the international average based on 50 different countries, debunking the myth of a unique Russian soul.The small variations from world norms did not converge with depictions of Russian national character in fiction and the scholarly literature. New items intended to capture distinctive, emic aspects of Russian personality provided no new information beyond the familiar Big Five dimensions. Religion, ethnicity, and beliefs about the uniqueness of the Russian character and the malleability of personality traits had little effect on personality ratings. Perceptions of the Russian soul do not seem to be based on the personality traits of Russians
Autonomy of Modern Russian Universities: Rectorsβ Attitude
The problem of University autonomy goes back centuries. However, it has not lost its relevance today, and is far from final resolution. This problem has been solved in different ways in different historical periods and in different countries. There is no unambiguity in the approaches to its development even today. It is particularly significant for modern Russia, which is faced with the task of achieving the competitiveness of domestic higher education in the global educational space and ensuring its high-quality functioning, which would become a solid foundation for further progress and prosperity of the country. The authors highlight a new aspect in the study of this problem, namely, the perception of the state of autonomy of Russian universities by their rectors. At the same time, it is emphasized that the subjective and psychological aspect of the issue is no less important than the study of legal or economic aspects, since the opinion of rectors reflects the consolidated position of thousands of higher school employees whose social well-being is a significant factor in the effectiveness of universities. Based on the survey of rectors of regional universities, the article reveals some general trends and specific positions of those heads of higher education institutions that indicate a narrowing of University autonomy at the present time, and those who consider its current state to be satisfactory and stable
AN EFFECT OF UNIVERSITY LEADERβS CONFIDENCE ON THE EFFECTIVENESS OF A UNIVERSITY
The conditions of the traditional resources limitation compel the universities to improve their efficiency by means of transition from extensive to intensive development, i.e. by using the internal resources.The purpose of the article is the analysis of the situations when the effectiveness of a university is mostly determined by the socio-psychological determinants, such as personality of a University head, his (her) characteristics, experience, professional competence, and others. Using the method of logical-psychological analysis the authors have found the most favorable conditions for the Universityβs effectiveness, when the rector β an official head is also recognized as a leader of a team and characterized by self-confidence as an essential quality of a leader. It is the most important Β«softΒ» competence which is relevant for a modern manager. The correlations between certain aspects of the University leader self-confidence and some university resources are revealed. It is concluded that the leadership capacity of the University head is a basic inner resource for Universityβs effective and stable movement forward. The paper formulates the proposals improve the mechanism of nomination of candidates for position passing interview and examination at the Attestation Commission under the Ministry of education and science of the Russian Federation
Medical Rehabilitation System for Senior Patients with Severe Craniocerebral Injury in the Megalopolis
Π‘ΡΡΠ΅ΡΡ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΉ Π² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈ
This article focuses on the stress of innovation in higher and secondary education. The authors discuss the concept of stress of innovation. The stress of innovation in educational institutions is the stress that occurs in the process and as a result of introducing innovations in education. Iinnovations for students and teachers are situations evoked stress and post-stress disorders (didactogeny in forms of pediogeny, mathetogeny and eductogeny). Innovation also acts as a way to overcome such stresses, problems, and development crises. These violations and attempts to transform them concern the transformations and deformations of personal, interpersonal, and organizational levels. It is important to note the relationship between causes and consequences, as well as the manifestations of stress of teachers and students at the personal, interactive, educational and organizational levels. The main study objectives are to find out how the stress of innovation in education affects the professional and academic success of teachers and students; and what way it relates to their satisfaction with themselves, their health and life in general. The main research method is a theoretical analysis of problems of the stress of innovation among students and teachers in higher education. At the same time, many conclusions were generalized and extended to secondary education and education in general. The obtained results made it possible to conclude that pupils (students) and teachers need both training in productive and effective methods of preventing and correcting the stress of innovation in situations of organizational and didactic development or, conversely, stagnation, in the context of reforms and other changes, and ideas about possibilities, limitations, mechanisms and directions of development in crisis and stress periods. Crisis and stress states of the child or adult psyche are conditions, which forming and fasten the risk of deviant behavior, developmental disorders, diseases and injuries, etc. These changes become more pronounced in cases, when under conditions of training and education, work and leisure existing and changing relationships in the process of innovation and other changes are not taken into account. All productive and effective innovations in education are connected by an idea β the creation of conditions under which the development of a man as a person, partner and student/professional is inevitable, and not just stated or impossible. While developing an integrative model to prevent and overcome the stress of innovation for students and teachers (in case of mathetogeny, pediogeny and eductogeny), it is important to set and solve the tasks of stress prevention and correction in the process of developing education subjects in different contexts: educational, professional, personal and interactive development ones. Preventing and correcting education in innovative education (and the stress from innovation) is associated with the prevention and correction of pediogeneias (harm caused by the wrong, destructive and pathological attitude of teachers to students), mathetogenias (harm caused by the wrong, destructive and pathological attitude of students to teachers), and eductogenias (harm associated with the deformation of organizational conditions and forms of training and education). A component of this work is psychological (psychotherapeutic) assistance to the education subjects (in the form of one-time consultations and trainings, coaching and systematic support). Such assistance, even in the form of one-time consultations, should nevertheless be aimed at systematic, integrative prevention and correction of stresses in education, including the stresses of innovation.ΠΠ°Π½Π½Π°Ρ ΡΡΠ°ΡΡΡ ΠΏΠΎΡΠ²ΡΡΠ΅Π½Π° ΡΡΡΠ΅ΡΡΡ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΉ Π² Π²ΡΡΡΠ΅ΠΌ ΠΈ ΡΡΠ΅Π΄Π½Π΅ΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈ. ΠΠ²ΡΠΎΡΡ ΠΎΠ±ΡΡΠΆΠ΄Π°ΡΡ ΠΏΠΎΠ½ΡΡΠΈΠ΅ ΡΡΡΠ΅ΡΡΠ° ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΉ. Π‘ΡΡΠ΅ΡΡ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΉ Π² ΡΡΡΠ΅ΠΆΠ΄Π΅Π½ΠΈΡΡ
ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ β ΡΡΡΠ΅ΡΡ, ΠΊΠΎΡΠΎΡΡΠΉ Π²ΠΎΠ·Π½ΠΈΠΊΠ°Π΅Ρ Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΠΈ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠ΅ Π²Π²Π΅Π΄Π΅Π½ΠΈΡ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΉ Π² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈ. ΠΠ»Ρ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² ΠΈ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°ΡΠ΅Π»Π΅ΠΉ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΈ β ΡΠΈΡΡΠ°ΡΠΈΡ, ΡΠΎΠΆΠ΄Π°ΡΡΠ°Ρ ΡΡΡΠ΅ΡΡΡ ΠΈ ΠΏΠΎΡΡΡΡΡΠ΅ΡΡΠΎΠ²ΡΠ΅ Π½Π°ΡΡΡΠ΅Π½ΠΈΡ (Π΄ΠΈΠ΄Π°ΠΊΡΠΎΠ³Π΅Π½ΠΈΠΈ Π² ΡΠΎΡΠΌΠ΅ ΠΏΠ΅Π΄ΠΈΠΎΠ³Π΅Π½ΠΈΠΉ, ΠΌΠ°ΡΠ΅ΡΠΎΠ³Π΅Π½ΠΈΠΉ ΠΈ ΡΠ΄ΡΡΠΊΡΠΎΠ³Π΅Π½ΠΈΠΉ). ΠΠ½Π½ΠΎΠ²Π°ΡΠΈΠΈ ΡΠ°ΠΊΠΆΠ΅ Π²ΡΡΡΡΠΏΠ°ΡΡ ΠΊΠ°ΠΊ ΡΠΏΠΎΡΠΎΠ±Ρ ΠΏΡΠ΅ΠΎΠ΄ΠΎΠ»Π΅Π½ΠΈΡ ΡΠ°ΠΊΠΈΡ
ΡΡΡΠ΅ΡΡΠΎΠ², ΠΏΡΠΎΠ±Π»Π΅ΠΌ ΠΈ ΠΊΡΠΈΠ·ΠΈΡΠΎΠ² ΡΠ°Π·Π²ΠΈΡΠΈΡ. ΠΡΠΈ Π½Π°ΡΡΡΠ΅Π½ΠΈΡ ΠΈ ΠΏΠΎΠΏΡΡΠΊΠΈ ΠΈΡ
ΠΏΡΠ΅ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΊΠ°ΡΠ°ΡΡΡΡ ΡΡΠ°Π½ΡΡΠΎΡΠΌΠ°ΡΠΈΠΉ ΠΈ Π΄Π΅ΡΠΎΡΠΌΠ°ΡΠΈΠΉ ΠΏΠ΅ΡΡΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ, ΠΈΠ½ΡΠ΅ΡΠΏΠ΅ΡΡΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΈ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ ΡΡΠΎΠ²Π½Π΅ΠΉ. ΠΠ°ΠΆΠ½ΠΎ ΠΎΡΠΌΠ΅ΡΠΈΡΡ Π²Π·Π°ΠΈΠΌΠΎΡΠ²ΡΠ·Ρ ΠΏΡΠΈΡΠΈΠ½ ΠΈ ΠΏΠΎΡΠ»Π΅Π΄ΡΡΠ²ΠΈΠΉ, Π° ΡΠ°ΠΊΠΆΠ΅ ΠΏΡΠΎΡΠ²Π»Π΅Π½ΠΈΠΉ ΡΡΡΠ΅ΡΡΠΎΠ² ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°ΡΠ΅Π»Π΅ΠΉ ΠΈ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Π½Π° Π»ΠΈΡΠ½ΠΎΡΡΠ½ΠΎΠΌ, ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΠΎΠΌ, ΡΡΠ΅Π±Π½ΠΎΠΌ ΠΈ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΎΠ½Π½ΠΎΠΌ ΡΡΠΎΠ²Π½ΡΡ
. ΠΡΠ½ΠΎΠ²Π½ΡΠ΅ ΡΠ΅Π»ΠΈ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ β Π²ΡΡΡΠ½ΠΈΡΡ, ΠΊΠ°ΠΊ ΡΡΡΠ΅ΡΡ ΠΎΡ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΉ Π² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈ Π²ΠΎΠ·Π΄Π΅ΠΉΡΡΠ²ΡΠ΅Ρ Π½Π° ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΠΉ ΠΈ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΈΠΉ ΡΡΠΏΠ΅Ρ
ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°ΡΠ΅Π»Π΅ΠΉ ΠΈ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² ΠΈ ΠΊΠ°ΠΊ ΠΎΠ½ ΡΠ²ΡΠ·Π°Π½ Ρ ΠΈΡ
ΡΠ΄ΠΎΠ²Π»Π΅ΡΠ²ΠΎΡΠ΅Π½Π½ΠΎΡΡΡΡ ΡΠΎΠ±ΠΎΠΉ, ΡΠ²ΠΎΠΈΠΌ Π·Π΄ΠΎΡΠΎΠ²ΡΠ΅ΠΌ ΠΈ ΠΆΠΈΠ·Π½ΡΡ Π² ΡΠ΅Π»ΠΎΠΌ. ΠΡΠ½ΠΎΠ²Π½ΡΠΌ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠΌ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π²ΡΡΡΡΠΏΠΈΠ» ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΈΠΉ Π°Π½Π°Π»ΠΈΠ· ΠΏΡΠΎΠ±Π»Π΅ΠΌ ΡΡΡΠ΅ΡΡΠ° ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΉ Ρ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² ΠΈ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°ΡΠ΅Π»Π΅ΠΉ Π² Π²ΡΡΡΠ΅ΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈ. ΠΠΌΠ΅ΡΡΠ΅ Ρ ΡΠ΅ΠΌ ΠΌΠ½ΠΎΠ³ΠΈΠ΅ Π²ΡΠ²ΠΎΠ΄Ρ Π±ΡΠ»ΠΈ ΠΎΠ±ΠΎΠ±ΡΠ΅Π½Ρ ΠΈ ΡΠ°ΡΠΏΡΠΎΡΡΡΠ°Π½Π΅Π½Ρ Π½Π° ΡΡΠ΅Π΄Π½Π΅Π΅ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΈ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠ΅ Π² ΡΠ΅Π»ΠΎΠΌ. ΠΠΎΠ»ΡΡΠ΅Π½Π½ΡΠ΅ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΏΠΎΠ·Π²ΠΎΠ»ΠΈΠ»ΠΈ Π·Π°ΠΊΠ»ΡΡΠΈΡΡ, ΡΡΠΎ ΡΡΠ΅Π½ΠΈΠΊΠΈ (ΡΡΡΠ΄Π΅Π½ΡΡ) ΠΈ ΡΡΠΈΡΠ΅Π»Ρ (ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°ΡΠ΅Π»ΠΈ) Π½ΡΠΆΠ΄Π°ΡΡΡΡ Π² ΠΎΠ±ΡΡΠ΅Π½ΠΈΠΈ Π½Π΅ ΡΠΎΠ»ΡΠΊΠΎ ΠΏΡΠΎΠ΄ΡΠΊΡΠΈΠ²Π½ΡΠΌ ΠΈ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΡΠΌ ΠΌΠ΅ΡΠΎΠ΄Π°ΠΌ ΠΏΡΠ΅Π΄ΠΎΡΠ²ΡΠ°ΡΠ΅Π½ΠΈΡ ΠΈ ΠΊΠΎΡΡΠ΅ΠΊΡΠΈΠΈ ΡΡΡΠ΅ΡΡΠ° ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΉ / Π½ΠΎΠ²ΠΎΠ²Π²Π΅Π΄Π΅Π½ΠΈΠΉ Π² ΡΠΈΡΡΠ°ΡΠΈΡΡ
ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΎΠ½Π½ΠΎ-Π΄ΠΈΠ΄Π°ΠΊΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΈΠ»ΠΈ, Π½Π°ΠΏΡΠΎΡΠΈΠ², Π·Π°ΡΡΠΎΡ Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
ΡΠ΅ΡΠΎΡΠΌ ΠΈ Π΄ΡΡΠ³ΠΈΡ
ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΠΉ, Π½ΠΎ ΠΈ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ΠΈΡΠΌ ΠΎ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΡΡ
, ΠΎΠ³ΡΠ°Π½ΠΈΡΠ΅Π½ΠΈΡΡ
, ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌΠ°Ρ
ΠΈ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡΡ
ΡΠ°Π·Π²ΠΈΡΠΈΡ Π² ΠΌΠΎΠΌΠ΅Π½ΡΡ ΠΊΡΠΈΠ·ΠΈΡΠΎΠ² ΠΈ ΡΡΡΠ΅ΡΡΠΎΠ². ΠΡΠΈΠ·ΠΈΡΠ½ΡΠ΅ ΠΈ ΡΡΡΠ΅ΡΡΠΎΠ²ΡΠ΅ ΡΠΎΡΡΠΎΡΠ½ΠΈΡ ΠΏΡΠΈΡ
ΠΈΠΊΠΈ ΡΠ΅Π±Π΅Π½ΠΊΠ° ΠΈ Π²Π·ΡΠΎΡΠ»ΠΎΠ³ΠΎ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ° β ΡΡΠΎ ΡΠΎΡΡΠΎΡΠ½ΠΈΡ, ΠΏΡΠΈ ΠΊΠΎΡΠΎΡΡΡ
Π²ΠΎΠ·ΡΠ°ΡΡΠ°Π΅Ρ ΡΠΈΡΠΊ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΈ Π·Π°ΠΊΡΠ΅ΠΏΠ»Π΅Π½ΠΈΡ Π΄Π΅Π²ΠΈΠ°Π½ΡΠ½ΠΎΠ³ΠΎ ΠΏΠΎΠ²Π΅Π΄Π΅Π½ΠΈΡ, Π½Π°ΡΡΡΠ΅Π½ΠΈΠΉ ΡΠ°Π·Π²ΠΈΡΠΈΡ, Π·Π°Π±ΠΎΠ»Π΅Π²Π°Π½ΠΈΠΉ ΠΈ ΡΡΠ°Π²ΠΌ ΠΈ Ρ. Π΄. ΠΡΠΈ ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΡ ΡΡΠ°Π½ΠΎΠ²ΡΡΡΡ Π±ΠΎΠ»Π΅Π΅ Π²ΡΡΠ°ΠΆΠ΅Π½Π½ΡΠΌΠΈ Π² ΡΠ΅Ρ
ΡΠ»ΡΡΠ°ΡΡ
, ΠΊΠΎΠ³Π΄Π° Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΈ Π²ΠΎΡΠΏΠΈΡΠ°Π½ΠΈΡ, ΡΠ°Π±ΠΎΡΡ ΠΈ ΠΎΡΠ΄ΡΡ
Π° ΡΡΡΠ΅ΡΡΠ²ΡΡΡΠΈΠ΅ ΠΈ ΠΈΠ·ΠΌΠ΅Π½ΡΡΡΠΈΠ΅ΡΡ ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΡ Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΉ ΠΈ Π΄ΡΡΠ³ΠΈΠ΅ ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΡ Π½Π΅ ΠΏΡΠΈΠ½ΠΈΠΌΠ°ΡΡΡΡ Π²ΠΎ Π²Π½ΠΈΠΌΠ°Π½ΠΈΠ΅. ΠΡΠ΅ ΠΏΡΠΎΠ΄ΡΠΊΡΠΈΠ²Π½ΡΠ΅ ΠΈ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΡΠ΅ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΈ Π² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈ ΡΠ²ΡΠ·Π°Π½Ρ ΠΎΠ΄Π½ΠΎΠΉ ΠΈΠ΄Π΅Π΅ΠΉ β ΡΠΎΠ·Π΄Π°Π½ΠΈΠ΅ΠΌ ΡΡΠ»ΠΎΠ²ΠΈΠΉ, ΠΏΡΠΈ ΠΊΠΎΡΠΎΡΡΡ
ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ° ΠΊΠ°ΠΊ Π»ΠΈΡΠ½ΠΎΡΡΠΈ, ΠΏΠ°ΡΡΠ½Π΅ΡΠ° ΠΈ ΡΡΠ΅Π½ΠΈΠΊΠ° / ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»Π° Π½Π΅ΠΈΠ·Π±Π΅ΠΆΠ½ΠΎ, Π° Π½Π΅ ΠΏΡΠΎΡΡΠΎ Π·Π°ΡΠ²Π»Π΅Π½ΠΎ ΠΈΠ»ΠΈ Π½Π΅Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎ. ΠΡΠΈ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠΊΠ΅ ΠΈΠ½ΡΠ΅Π³ΡΠ°ΡΠΈΠ²Π½ΠΎΠΉ ΠΌΠΎΠ΄Π΅Π»ΠΈ ΠΏΡΠΎΡΠΈΠ»Π°ΠΊΡΠΈΠΊΠΈ ΠΈ ΠΏΡΠ΅ΠΎΠ΄ΠΎΠ»Π΅Π½ΠΈΡ ΡΡΡΠ΅ΡΡΠΎΠ² ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΉ Π΄Π»Ρ ΡΡΠ°ΡΠΈΡ
ΡΡ ΠΈ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°ΡΠ΅Π»Π΅ΠΉ (ΠΏΡΠΈ ΠΌΠ°ΡΠ΅ΡΠΎΠ³Π΅Π½ΠΈΡΡ
, ΠΏΠ΅Π΄ΠΈΠΎΠ³Π΅Π½ΠΈΡΡ
ΠΈ ΡΠ΄ΡΡΠΊΡΠΎΠ³Π΅Π½ΠΈΡΡ
) Π²Π°ΠΆΠ½ΠΎ ΠΏΠΎΡΡΠ°Π²ΠΈΡΡ ΠΈ ΡΠ΅ΡΠΈΡΡ Π·Π°Π΄Π°ΡΠΈ ΠΏΡΠΎΡΠΈΠ»Π°ΠΊΡΠΈΠΊΠΈ ΠΈ ΠΊΠΎΡΡΠ΅ΠΊΡΠΈΠΈ ΡΡΡΠ΅ΡΡΠ° Π² ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ΅ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΡΠ±ΡΠ΅ΠΊΡΠΎΠ² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π² ΡΠ°Π·Π½ΡΡ
ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ°Ρ
: Π² ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ΅ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ, ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ, Π»ΠΈΡΠ½ΠΎΡΡΠ½ΠΎΠ³ΠΎ ΠΈ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ. ΠΡΠΎΡΠΈΠ»Π°ΠΊΡΠΈΠΊΠ° ΠΈ ΠΊΠΎΡΡΠ΅ΠΊΡΠΈΡ ΡΡΡΠ΅ΡΡΠ° Π² ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΠΎΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈ (ΠΈ Π² ΡΡΡΠ΅ΡΡΠ΅ ΠΎΡ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΉ) ΡΠ²ΡΠ·Π°Π½Π° Ρ ΠΏΡΠΎΡΠΈΠ»Π°ΠΊΡΠΈΠΊΠΎΠΉ ΠΈ ΠΊΠΎΡΡΠ΅ΠΊΡΠΈΠ΅ΠΉ ΠΏΠ΅Π΄ΠΈΠΎΠ³Π΅Π½ΠΈΠΉ (Π²ΡΠ΅Π΄Π°, Π²ΡΠ·Π²Π°Π½Π½ΠΎΠ³ΠΎ Π½Π΅ΠΏΡΠ°Π²ΠΈΠ»ΡΠ½ΡΠΌ, ΡΠ°Π·ΡΡΡΠΈΡΠ΅Π»ΡΠ½ΡΠΌ ΠΈ ΠΏΠ°ΡΠΎΠ»ΠΎΠ³ΠΈΠ·ΠΈΡΡΡΡΠΈΠΌ ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠ΅ΠΌ ΡΡΠΈΡΠ΅Π»Π΅ΠΉ ΠΊ ΡΡΠ΅Π½ΠΈΠΊΠ°ΠΌ), ΠΌΠ°ΡΠ΅ΡΠΎΠ³Π΅Π½ΠΈΠΉ (Π²ΡΠ΅Π΄Π°, ΠΏΡΠΈΡΠΈΠ½ΡΠ΅ΠΌΠΎΠ³ΠΎ Π½Π΅ΠΏΡΠ°Π²ΠΈΠ»ΡΠ½ΡΠΌ, ΡΠ°Π·ΡΡΡΠΈΡΠ΅Π»ΡΠ½ΡΠΌ ΠΈ ΠΏΠ°ΡΠΎΠ»ΠΎΠ³ΠΈΠ·ΠΈΡΡΡΡΠΈΠΌ ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠ΅ΠΌ ΡΡΠ°ΡΠΈΡ
ΡΡ ΠΊ ΡΡΠΈΡΠ΅Π»ΡΠΌ) ΠΈ ΡΠ΄ΡΡΠΊΡΠΎΠ³Π΅Π½ΠΈΠΉ (Π²ΡΠ΅Π΄Π°, ΡΠ²ΡΠ·Π°Π½Π½ΠΎΠ³ΠΎ Ρ Π΄Π΅ΡΠΎΡΠΌΠ°ΡΠΈΠ΅ΠΉ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΎΠ½Π½ΡΡ
ΡΡΠ»ΠΎΠ²ΠΈΠΉ ΠΈ ΡΠΎΡΠΌ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΈ Π²ΠΎΡΠΏΠΈΡΠ°Π½ΠΈΡ). ΠΠ΄ΠΈΠ½ ΠΈΠ· ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΠΎΠ² ΡΠ°Π±ΠΎΡΡ β ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠ°Ρ (ΠΏΡΠΈΡ
ΠΎΡΠ΅ΡΠ°ΠΏΠ΅Π²ΡΠΈΡΠ΅ΡΠΊΠ°Ρ) ΠΏΠΎΠΌΠΎΡΡ ΡΡΠ±ΡΠ΅ΠΊΡΠ°ΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ (Π² ΡΠΎΡΠΌΠ΅ ΡΠ°Π·ΠΎΠ²ΡΡ
ΠΊΠΎΠ½ΡΡΠ»ΡΡΠ°ΡΠΈΠΉ ΠΈ ΡΡΠ΅Π½ΠΈΠ½Π³ΠΎΠ², ΠΊΠΎΡΡΠΈΠ½Π³Π° ΠΈ ΡΠΈΡΡΠ΅ΠΌΠ°ΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠΎΠΏΡΠΎΠ²ΠΎΠΆΠ΄Π΅Π½ΠΈΡ). Π’Π°ΠΊΠ°Ρ ΠΏΠΎΠΌΠΎΡΡ, Π΄Π°ΠΆΠ΅ Π² Π²ΠΈΠ΄Π΅ ΡΠ°Π·ΠΎΠ²ΡΡ
ΠΊΠΎΠ½ΡΡΠ»ΡΡΠ°ΡΠΈΠΉ, Π²ΡΠ΅ ΠΆΠ΅ Π΄ΠΎΠ»ΠΆΠ½Π° Π±ΡΡΡ Π½Π°ΡΠ΅Π»Π΅Π½Π° Π½Π° ΡΠΈΡΡΠ΅ΠΌΠ½ΡΡ, ΠΈΠ½ΡΠ΅Π³ΡΠ°ΡΠΈΠ²Π½ΡΡ ΠΏΡΠΎΡΠΈΠ»Π°ΠΊΡΠΈΠΊΡ ΠΈ ΠΊΠΎΡΡΠ΅ΠΊΡΠΈΡ ΡΡΡΠ΅ΡΡΠΎΠ² Π² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈ, Π²ΠΊΠ»ΡΡΠ°Ρ ΡΡΡΠ΅ΡΡΡ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΈ
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