488 research outputs found
Involvement of universities in social and economic development of the region
ΠΠ°Π½Π° Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊΠ° ΠΎΡΠ½ΠΎΠ²Π½ΡΡ
ΠΈΠ½Π΄ΠΈΠΊΠ°ΡΠΎΡΠΎΠ² ΠΈ ΠΏΡΠΎΠ±Π»Π΅ΠΌ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠΉ ΡΡΠ΅ΡΡ ΠΡΠΈΠΌΠΎΡΡΠΊΠΎΠ³ΠΎ ΠΊΡΠ°Ρ, ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΎ Π·Π½Π°ΡΠ΅Π½ΠΈΠ΅ ΡΡΠ°ΡΡΠΈΡ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ° Π² ΡΠ°Π·Π²ΠΈΡΠΈΠΈ ΡΠ΅Π»ΠΎΠ²Π΅ΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π»Π° ΡΠ΅Π³ΠΈΠΎΠ½Π°.The characteristic of the main indicators of problems and social development of Primorsky region, defined the participation of the University in the development of human potential in the region
METHODOLOGY IMPROVEMENT SPEED-STRENGTH FOR YOUNG ATHLETES
The paper discusses the current views on the methodology of development of special speed-strength in the physical education of children 9-10 years engaged in the fight. We used specially selected traditional speed-strength exercises are bringing "explosive" muscle power. These indicators allowed defining options for the development of explosive strength of muscles in young athletes using shock method.The paper discusses the current views on the methodology of development of special speed-strength in the physical education of children 9-10 years engaged in the fight. We used specially selected traditional speed-strength exercises are bringing "explosive" muscle power. These indicators allowed defining options for the development of explosive strength of muscles in young athletes using shock method
Distance Pedagogical Education in the Conditions of the Coronavirus
The relevance of the study is due to the problem of finding optimal solutions for organizing training sessions, the need to form the personality of a teacher in a difficult social and pedagogical situation. The leading research method is a pedagogical experiment on the organization of distance learning for students, the method of theoretical substantiation of the formation of the "Digital Educational Ecosystem" project, the method of practical implementation of the digital environment in work with educational organizations and schoolchildren. This article presents practical solutions for organizing training sessions, pedagogical practices, conducting state final certification through the use of interactive educational platforms, social networks, and instant messengers. An equally significant result of the study is the educational component of the formation of a future teacher in a difficult social situation
Kinematic instrumental analysis of the shoulder and elbow joint in normal conditions and with hypermobility of the joint in the gait cycle
Assess the functional state of the shoulder and elbow joints in normal conditions and with joint hypermobility syndrome (JHS) using the kinematic instrumental method of analyzing gai
Teacher Education in Higher Education Systems during Pandemic and the Synergy of Digital Technology
In the modern world of education, the level of digital technology development plays a decisive role in the competitiveness of educational institutions. The transition to digital education is considered a key driving force for the development of any university. In recent years, pedagogical universities have made tangible progress in many areas of digital development. However, the introduction of digital technologies (DT) in the educational process reached its peak during the pandemic. This study aims to identify the distinctive features in the work of a teacher at a pedagogical university during the pandemic. The study revealed the following: the doubts of the teachers with no e-learning experience; didactically effective digital technologies in the educational process, the combined use of which ensures the synergistic effectiveness of e-learning; studentsβ attitude towards the quality of the e-learning process during the pandemic. Given the identified problems and positive aspects, the results of the study can be used to further develop a strategy for the digitalization of teacher education. The study proved that effective digitalization of the educational process is possible under the condition of cooperative and systematic work of all participants
Synthesis of di(Imdazolium) and di(Pyrazolium) Salts as Precursors for N-heterocyclic Dicarbene Complexes
Alpha,omega-bis(pyrazol-1-yl)alkanes and alpha,omega-bis(imidazol-1-yl)alkanes with spacers consisting of four to ten methylene groups have been prepared from pyrazole, 3,5-dimethylpyrazole or imidazole and corresponding dibromoalkanes in a superbasic medium KOH-DMSO. The proposed method of synthesis allowed the preparation of new flexible bidentate ligands without the need to use toxic solvents and tedious workup procedures. Bis(pyrazol-1-yl)alkanes were further functionalized for their use as precursors for βnon-classicalβ mesoionic N-heterocyclic carbene ligands. One the first step, iodine atoms were introduced to positions 4 of pyrazole rings by oxidative iodination using I[2]-HIO[3] system. On the next step, nitrogen atoms in positions 2 of pyrazole rings were alkylated using several agents. Reaction with methyliodide unexpectedly led to the formation of only mono-alkylated products even after 7 days of refluxing in a neat alkyliodide. Methylation by trimethyloxonium tetrafluoroborate or methyltriflate led to dimethylated products in high yields. Bis(imidazol-1-yl)alkanes were easily alkylated by methyliodide to give di(imidazolium) salts β precursors to βclassicβ N-heterocyclic dicarbenes
Comparative characteristic of women health state, gave birth to girls with intrauterine growth retardation and a normal body mass
Research objective: to spend the comparative characteristic of somatic health, the social status and the obstetrical-gynecologic anamnesis of the women who have given birth to girls with intrauterine growth retardation and normal weight of a body Research materials: 118 women who have given birth Π΄ΠΎΠ½ΠΎΡΠ΅Π½Π½ΡΡ
to girls, from them 56 mothers of girls with intrauterine growth retardation and 62 mothers of girls with normal weight of a body. Research methods: Anamnestichesky, generalclinical, (cliniko-laboratory researches women and their newborn daughters: an estimation of rosto-weight indicators, ultrasonic of heart and brein, an electrocardiogram, consultation of neurotician. Features of the social status and marital status of women, the obstetrical-gynecologic anamnesis, also features of pregnancy and sorts are studied. Results of research: the Group of high risk of occurrence syndrome of intrauterine growth retardation is made by young women aged 27-28. A leading place in structure of somatic pathologies have occupied the diseases of respiratory organs associated smoking. Syndrome of intrauterine growth retardation is more often observed at women with lower educational level and more work severe conditions, children with syndrome of intrauterine growth retardation are born in incomplete families is more often. At the women who have given birth to girls with syndrome of intrauterine growth retardation, infringements of menstrual function on type dismenorrea, hyperpolymenorrea authentically are is more often revealed., in the anamnesis there is a secondary barreness. The obstetric anamnesis is burdened by complications previous pregnancy in the form of threat of interruption, development insufficiency of placenta and a birth of children with intrauterine growth retardation. Conclusions: the Somatic anamnesis of the women ' who have given birth to girls with intrauterine growth retardation, is burdened by a pathology of the bronho-pulmonary system connected with smoking. The obstetrical-gynecologic anamnesis is burdened dismenorrea, an adverse current of pregnancy with threat Π½Π΅Π²ΡΠ½Π°ΡΠΈΠ²Π°Π½ΠΈΡ and formation insufficiency of placenta.Π¦Π΅Π»Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ: ΠΡΠΎΠ²Π΅ΡΡΠΈ ΡΡΠ°Π²Π½ΠΈΡΠ΅Π»ΡΠ½ΡΡ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊΡ ΡΠΎΠΌΠ°ΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π·Π΄ΠΎΡΠΎΠ²ΡΡ, ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΡΠ°ΡΡΡΠ° ΠΈ Π°ΠΊΡΡΠ΅ΡΡΠΊΠΎ-Π³ΠΈΠ½Π΅ΠΊΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π°Π½Π°ΠΌΠ½Π΅Π·Π° ΠΆΠ΅Π½ΡΠΈΠ½, ΡΠΎΠ΄ΠΈΠ²ΡΠΈΡ
Π΄Π΅Π²ΠΎΡΠ΅ΠΊ Ρ Π·Π°Π΄Π΅ΡΠΆΠΊΠΎΠΉ Π²Π½ΡΡΡΠΈΡΡΡΠΎΠ±Π½ΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΈ Π½ΠΎΡΠΌΠ°Π»ΡΠ½ΠΎΠΉ ΠΌΠ°ΡΡΠΎΠΉ ΡΠ΅Π»Π°. ΠΠ°ΡΠ΅ΡΠΈΠ°Π»Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ: 118 ΠΆΠ΅Π½ΡΠΈΠ½, ΡΠΎΠ΄ΠΈΠ²ΡΠΈΡ
Π΄ΠΎΠ½ΠΎΡΠ΅Π½Π½ΡΡ
Π΄Π΅Π²ΠΎΡΠ΅ΠΊ, ΠΈΠ· Π½ΠΈΡ
56 ΠΌΠ°ΡΠ΅ΡΠ΅ΠΉ Π΄Π΅Π²ΠΎΡΠ΅ΠΊ ΡΠΎ ΠΠΠ£Π ΠΈ 62 ΠΌΠ°ΡΠ΅ΡΠΈ Π΄Π΅Π²ΠΎΡΠ΅ΠΊ Ρ Π½ΠΎΡΠΌΠ°Π»ΡΠ½ΠΎΠΉ ΠΌΠ°ΡΡΠΎΠΉ ΡΠ΅Π»Π°. ΠΠ΅ΡΠΎΠ΄Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ: ΠΠ½Π°ΠΌΠ½Π΅ΡΡΠΈΡΠ΅ΡΠΊΠΈΠΉ, ΠΎΠ±ΡΠ΅ΠΊΠ»ΠΈΠ½ΠΈΡΠ΅ΡΠΊΠΈΠΉ, (ΠΊΠ»ΠΈΠ½ΠΈΠΊΠΎΒΠ»Π°Π±ΠΎΡΠ°ΡΠΎΡΠ½ΡΠ΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΏΠΎ ΠΠΠ‘ ΠΆΠ΅Π½ΡΠΈΠ½ ΠΈ ΠΈΡ
Π½ΠΎΠ²ΠΎΡΠΎΠΆΠ΄Π΅Π½Π½ΡΡ
Π΄ΠΎΡΠ΅ΡΠ΅ΠΉ: ΠΎΡΠ΅Π½ΠΊΠ° ΡΠΎΡΡΠΎ-Π²Π΅ΡΠΎΠ²ΡΡ
ΠΏΠΎΠΊΠ°Π·Π°ΡΠ΅Π»Π΅ΠΉ, Π£ΠΠ ΡΠ΅ΡΠ΄ΡΠ° ΠΈ Π¦ΠΠ‘, ΠΠΠ, ΠΊΠΎΠ½ΡΡΠ»ΡΡΠ°ΡΠΈΡ Π½Π΅Π²ΡΠΎΠΏΠ°ΡΠΎΠ»ΠΎΠ³Π°. ΠΠ·ΡΡΠ΅Π½Ρ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠΈ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΡΠ°ΡΡΡΠ° ΠΈ ΡΠ΅ΠΌΠ΅ΠΉΠ½ΠΎΠ³ΠΎ ΠΏΠΎΠ»ΠΎΠΆΠ΅Π½ΠΈΡ ΠΆΠ΅Π½ΡΠΈΠ½, Π°ΠΊΡΡΠ΅ΡΡΠΊΠΎ-Π³ΠΈΠ½Π΅ΠΊΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΉ Π°Π½Π°ΠΌΠ½Π΅Π·, ΡΠ°ΠΊΠΆΠ΅ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠΈ Π±Π΅ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΡΡΠΈ ΠΈ ΡΠΎΠ΄ΠΎΠ². Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ: ΠΡΡΠΏΠΏΡ Π²ΡΡΠΎΠΊΠΎΠ³ΠΎ ΡΠΈΡΠΊΠ° Π²ΠΎΠ·Π½ΠΈΠΊΠ½ΠΎΠ²Π΅Π½ΠΈΡ ΠΠΠ£Π ΡΠΎΡΡΠ°Π²Π»ΡΡΡ ΠΌΠΎΠ»ΠΎΠ΄ΡΠ΅ ΠΆΠ΅Π½ΡΠΈΠ½Ρ Π² Π²ΠΎΠ·ΡΠ°ΡΡΠ΅ 27-28Π»Π΅Ρ. ΠΠ΅Π΄ΡΡΠ΅Π΅ ΠΌΠ΅ΡΡΠΎ Π² ΡΡΡΡΠΊΡΡΡΠ΅ ΡΠΊΡΡΡΠ°Π³Π΅Π½ΠΈΡΠ°Π»ΡΠ½ΠΎΠΉ ΠΏΠ°ΡΠΎΠ»ΠΎΠ³ΠΈΠΈ Π·Π°Π½ΡΠ»ΠΈ Π·Π°Π±ΠΎΠ»Π΅Π²Π°Π½ΠΈΡ ΠΎΡΠ³Π°Π½ΠΎΠ² Π΄ΡΡ
Π°Π½ΠΈΡ, Π°ΡΡΠΎΡΠΈΠΈΡΠΎΠ²Π°Π½Π½ΡΠ΅ Ρ Π½ΠΈΠΊΠΎΡΠΈΠ½Π·Π°Π²ΠΈΡΠΈΠΌΠΎΡΡΡΡ. ΠΠΠ£Π ΡΠ°ΡΠ΅ Π½Π°Π±Π»ΡΠ΄Π°Π΅ΡΡΡ Ρ ΠΆΠ΅Π½ΡΠΈΠ½ Ρ Π±ΠΎΠ»Π΅Π΅ Π½ΠΈΠ·ΠΊΠΈΠΌ ΡΡΠΎΠ²Π½Π΅ΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΈ Π±ΠΎΠ»Π΅Π΅ ΡΡΠΆΠ΅Π»ΡΠΌΠΈ ΡΡΠ»ΠΎΠ²ΠΈΡΠΌΠΈ ΡΡΡΠ΄Π°, Π΄Π΅ΡΠΈ ΡΠΎ ΠΠΠ£Π ΡΠ°ΡΠ΅ ΡΠΎΠΆΠ΄Π°ΡΡΡΡ Π² Π½Π΅ΠΏΠΎΠ»Π½ΡΡ
ΡΠ΅ΠΌΡΡΡ
. Π£ ΠΆΠ΅Π½ΡΠΈΠ½, ΡΠΎΠ΄ΠΈΠ²ΡΠΈΡ
Π΄Π΅Π²ΠΎΡΠ΅ΠΊ ΡΠΎ ΠΠΠ£Π , Π΄ΠΎΡΡΠΎΠ²Π΅ΡΠ½ΠΎ ΡΠ°ΡΠ΅ Π²ΡΡΠ²Π»Π΅Π½Ρ Π½Π°ΡΡΡΠ΅Π½ΠΈΡ ΠΌΠ΅Π½ΡΡΡΡΠ°Π»ΡΠ½ΠΎΠΉ ΡΡΠ½ΠΊΡΠΈΠΈ ΠΏΠΎ ΡΠΈΠΏΡ Π΄ΠΈΡΠΌΠ΅Π½ΠΎΡΠ΅ΠΈ, Π³ΠΈΠΏΠ΅ΡΠΏΠΎΠ»ΠΈΠΌΠ΅Π½ΠΎΡΡΠ΅ΠΈ., Π² Π°Π½Π°ΠΌΠ½Π΅Π·Π΅ ΠΈΠΌΠ΅Π΅ΡΡΡ Π²ΡΠΎΡΠΈΡΠ½ΠΎΠ΅ Π±Π΅ΡΠΏΠ»ΠΎΠ΄ΠΈΠ΅.-ΠΠΊΡΡΠ΅ΡΡΠΊΠΈΠΉ Π°Π½Π°ΠΌΠ½Π΅Π· ΠΎΡΡΠ³ΠΎΡΠ΅Π½ ΠΎΡΠ»ΠΎΠΆΠ½Π΅Π½ΠΈΡΠΌΠΈ ΠΏΡΠ΅Π΄ΡΠ΄ΡΡΠΈΡ
Π±Π΅ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΡΡΠ΅ΠΉ Π² Π²ΠΈΠ΄Π΅ ΡΠ³ΡΠΎΠ·Ρ ΠΏΡΠ΅ΡΡΠ²Π°Π½ΠΈΡ, ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠ΅ΡΠΎΠΏΠ»Π°ΡΠ΅Π½ΡΠ°ΡΠ½ΠΎΠΉ Π½Π΅Π΄ΠΎΡΡΠ°ΡΠΎΡΠ½ΠΎΡΡΠΈ ΠΈ ΡΠΎΠΆΠ΄Π΅Π½ΠΈΠ΅ΠΌ Π΄Π΅ΡΠ΅ΠΉ ΡΠΎ ΠΠΠ£Π . ΠΡΠ²ΠΎΠ΄Ρ: Π‘ΠΎΠΌΠ°ΡΠΈΡΠ΅ΡΠΊΠΈΠΉ Π°Π½Π°ΠΌΠ½Π΅Π· ΠΆΠ΅Π½ΡΠΈΠ½, ΡΠΎΠ΄ΠΈΠ²ΡΠΈΡ
Π΄Π΅Π²ΠΎΡΠ΅ΠΊ ΡΠΎ ΠΠΠ£Π , ΠΎΡΡΠ³ΠΎΡΠ΅Π½ ΠΏΠ°ΡΠΎΠ»ΠΎΠ³ΠΈΠ΅ΠΉ Π±ΡΠΎΠ½Ρ
ΠΎ-Π»Π΅Π³ΠΎΡΠ½ΠΎΠΉ ΡΠΈΡΡΠ΅ΠΌΡ, ΡΠ²ΡΠ·Π°Π½Π½ΠΎΠΉ Ρ Π½ΠΈΠΊΠΎΡΠΈΠ½Π·Π°Π²ΠΈΡΠΈΠΌΠΎΡΡΡΡ. ΠΠΊΡΡΠ΅ΡΡΠΊΠΎ-Π³ΠΈΠ½Π΅ΠΊΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΉ Π°Π½Π°ΠΌΠ½Π΅Π· ΠΎΡΡΠ³ΠΎΡΠ΅Π½ Π΄ΠΈΡΠΌΠ΅Π½ΠΎΡΠ΅Π΅ΠΉ, Π½Π΅Π±Π»Π°Π³ΠΎΠΏΡΠΈΡΡΠ½ΡΠΌ ΡΠ΅ΡΠ΅Π½ΠΈΠ΅ΠΌ Π±Π΅ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΡΡΠΈ Ρ ΡΠ³ΡΠΎΠ·ΠΎΠΉ Π½Π΅Π²ΡΠ½Π°ΡΠΈΠ²Π°Π½ΠΈΡ ΠΈ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ ΡΠ΅ΡΠΎΠΏΠ»Π°ΡΠ΅Π½ΡΠ°ΡΠ½ΠΎΠΉ Π½Π΅Π΄ΠΎΡΡΠ°ΡΠΎΡΠ½ΠΎΡΡΠΈ
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